埃奇伍德學院

Artificial intelligence (AI) is rapidly reshaping how quality is defined, measured and governed in higher education. This article critically examines the cultural and ideological implications of AI integration in educational quality assurance, focusing on Vietnam as a site of contested technological translation. Drawing on Science and Technology Studies, the study explores how algorithmic systems reconfigure traditional pedagogical values, hierarchical relationships and conceptions of authority—shifting power from professional judgement to data infrastructures. In doing so, AI introduces a new epistemic regime that privileges quantification, predictability and managerial control, often at odds with local traditions of moral education and dialogical learning. The article argues that this transition is not merely technological but reflects deeper neoliberal logics and knowledge cultures that increasingly dominate global education policy. Through a mixed-methods approach combining bibliometric mapping, institutional case studies and practitioner surveys, the research reveals both the promises and frictions of AI-driven quality assurance. Rather than treating AI as a neutral instrument, the article positions it as a cultural actor that co-produces new forms of governance, visibility and exclusion.1 It concludes by calling for more reflexive, participatory and culturally situated approaches to educational technology.

This study investigates the primary predictors of higher-education faculty’s Behavioral Intention (BI) to adopt generative AI (GenAI) for lesson planning and assessment, utilizing an extended Technology Acceptance Model (TAM). A cross-sectional survey was administered to 60 faculty members, and the data was analyzed using multiple linear regression. The core findings revealed that while faculty hold high overall perceptions of GenAI’s usefulness and ease of use, Attitude toward Use (ATT) emerged as the dominant, significant predictor of $\mathrm{BI}(\beta=.703, \mathrm{p}\lt.001)$, fully mediating the effects of Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). Furthermore, the structural antecedents were confirmed: AI Self-Efficacy (SE) significantly predicts PEOU ($\boldsymbol{\beta}=. \mathbf{8 2 0}, \mathbf{p}\lt. \mathbf{0 0 1}$), and Compatibility (COMP) strongly predicts $\mathrm{PU}(\beta =.399, \mathrm{p}\lt.001)$. Critically, this COMP-PU relationship was found to be not moderated by the type of AI tool used (Specialized vs. General). External factors, including Subjective Norm and Perceived Risk/Concern, did not uniquely influence BI. These results emphasize that the psychological readiness and pedagogical fit of GenAI are more critical barriers to adoption than structural support or moderate concerns. Institutions are advised to focus on targeted training to boost self-efficacy and showcase GenAI’s seamless integration into existing teaching workflows to drive successful adoption.

"Science of Reading" approaches are prevalent in U.S. schools, but have not adequately addressed cultural and contextual factors for teaching in bilingual programs. Using cases from three bilingual teachers, we explore how teachers negotiated their biliteracy instruction after their district implemented a Science of Reading approach based on the simple view of reading. Data included coursework and interviews and were analyzed iteratively. Findings from this study show how Science of Reading approaches developed teacher knowledge of English foundational skills. However, participants interrogated the direct application of a simple view of reading to Spanish literacy and questioned instructional practices designed from a monolingual view for application with multilinguals. Teachers leveraged supports in their contexts and their professional and personal expertise to adapt and enhance their instruction. Issues of equity and access were raised since not all teachers shared this prior knowledge or contextual supports. Study findings point to the need for fostering pedagogical clarity within cultural contexts, preparing educators for critical decision-making in literacy reform. We call for approaches that recognize the unique cultural and linguistic resources of multilingual learners and their teachers.

The installation artworks of John Hitchcock and Eric-Paul Riege exemplify the intersection of art, memory, and spirituality in contemporary Indigenous arts, functioning as acts of resilience and survival. Riege’s immersive installations, which incorporate traditional Diné weaving and performance, transform galleries into spaces of ancestral memory and spiritual reflection while critiquing historical representations of Indigenous identities. Similarly, Hitchcock’s multi-media installations use traditional Comanche symbols alongside contemporary elements to explore themes of historical trauma and cultural resilience. Together, their work underscores the vital role of art in preserving and reinterpreting Indigenous identities, challenging static perceptions, and emphasizing the dynamic nature of contemporary Indigenous art.