This study presents a conceptual and case-based exploration of virtual reality (VR) and augmented reality (AR) technologies in inclusive education. The article synthesizes evidence on functional, pedagogical, and accessibility aspects of immersive learning environments, drawing on peer-reviewed literature and illustrative case studies from Kazakhstan, Kyrgyzstan, and Moldova. Sources were selected based on thematic relevance, scientific validity, and inclusion of practical or theoretical applications of VR. Case studies were selected based on their representativeness of technical, secondary, and higher education contexts. It analyzes pedagogical affordances, engagement potential, and inclusive design features but also takes into account implementation barriers, infrastructural requirements, and professional development needs for educators. The study points to the potential of VR and AR to facilitate adaptive, interactive, and collaborative learning and offers insights into the conditions under which these technologies may improve accessibility and participation for diverse learners. The article combines regional case evidence and theoretical synthesis to contribute to the discussion of immersive educational technologies and to provide guidance for instructional design, institutional planning, and inclusion strategies. While outcomes are context-specific and based on secondary evidence, the study outlines considerations for feasible and sustainable implementation in varied educational settings.
This study aimed to develop and validate an interactive virtual laboratory (VL) incorporating differentiated instructional (DI) features to support the scientific literacy of Grade VIII students in Indonesia. The research employed the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) development model, consisting of analysis, design, development, implementation, and evaluation phases. Validation was conducted by three experts, yielding average scores between 84.8% and 87.0%, indicating a “very valid” category. Practicality testing was carried out in three junior high schools—SMPN 1 Wonosari, SMPN 4 Tilamuta, and SMPN 1 Tilango—showing high implementation levels (85%–88%) and positive student responses (78%–80%), categorized as “good.” The effectiveness evaluation focused on selected scientific-literacy indicators, namely explaining scientific phenomena, drawing evidence-based conclusions, and identifying scientific issues. The results showed positive learning gains, with N-Gain values ranging from 0.74 to 0.85 (high category), while student activity levels exceeded 77%. DI features were incorporated through flexible learning pathways, multiple representations, and scaffolding supports intended to accommodate diverse student needs, abilities, and learning preferences. Student-response and classroom-observation data indicated positive levels of participation and engagement during implementation. Because the study employed developmental field trials without comparison groups, the findings should be interpreted as evidence of product validity, practicality, and promising implementation outcomes rather than definitive evidence of causal effectiveness. Overall, the interactive VL demonstrated strong validity, high practicality, and encouraging potential for supporting scientific-literacy learning, particularly in educational settings with limited laboratory resources.
In engineering education, many students fail to understand how to handle the dynamic complexity of the modern-day supply chain, which is why the theory–practice gap persists. To overcome this, we conducted a mixed-methods quasi-experimental study (N = 78) on the pedagogical effectiveness of a custom-designed digital twin (DT) and virtual reality (VR) learning platform. In the study, we focused on students’ conceptual understanding and operational decision-making skills in both DT/VR-enhanced and traditional instructional environments. Results provide evidence that the conceptual learning gains under the DT/VR intervention were significantly higher (Cohen’s d = 1.17), and that operational performance, such as the order fulfillment rate and response time to a simulated supply chain disruption, was also superior. The qualitative analysis revealed that the immersive environment promoted student engagement, perceived realism, and problem-solving confidence. This platform supports the effectiveness of outcomes aligned with Kolb’s experiential learning cycle and its cognitive load management. The results of this study support the hypothesis that using both DT and VR technologies can bridge the gap between theory and practice and provide an expandable pedagogical framework to help educate engineering students with industry-ready skill sets.
Providing timely and actionable feedback on student writing is a known challenge in large English as a Second Language (ESL) classrooms, where instructor workload often limits the depth and consistency of feedback. This article presents the development and calibration of the COM Essay Assessor, a rubric-based generative artificial intelligence (GenAI) tool designed to support formative feedback while retaining instructor oversight. Grounded in social constructivist theory and formative assessment research, the tool was calibrated using archival student essays and faculty feedback to reflect course-specific evaluation practices. Rather than functioning as an autonomous evaluator, the tool operates within a human-in-the-loop workflow in which instructors review and authorize AI-generated feedback before it reaches students. The article situates this approach within broader work on automated writing evaluation and AI-supported learning and reflects on the opportunities and challenges of integrating GenAI into large writing programs. It argues that rubric-aligned, human-mediated systems can help sustain feedback processes in resource-constrained contexts while preserving pedagogical intent and instructor judgment.
This study investigates the relationship between information and communication technology literacy (ICTL) and academic resilience (AR) among university students in the Mekong Delta of Vietnam. More specifically, it focuses on the links between ICTL and two core dimensions of AR: self-determination (SD) and adaptability (AD). Grounded in heutagogical theory, this research explores how ICTL contributes to students’ capability to navigate academic challenges and persevere through them in the post-pandemic educational setting. A cross-sectional survey design was employed, collecting data from 612 university students across multiple disciplines using validated scales for ICTL and AR. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM) were used to validate the measurement models and test the hypothesized relationships. The results showed that ICTL had a significant positive effect on both SD and AD, with a more pronounced influence on AD. However, effect-size analysis indicated that ICTL’s impact on SD was negligible, while its predictive power on AD, albeit small, was meaningful. Based on the study results, this article offers several suggestions for future research.
The integration of generative artificial intelligence (GAI) into language learning can reshape the existing paradigm of computer-assisted language learning (CALL), which will continue with the evolution of GAI technology. While Intelligent CALL (ICALL) has relied on rule-based methods and natural language processing (NLP) to model learner behavior and generate adaptive responses, the recent emergence of GAI in the AI landscape, especially large language models (LLMs) such as ChatGPT, Grok, Gemini, Claude, Copilot, DeepSeek, and Perplexity, has paved the way for new perspectives on the approaches to AI-integrated language learning. In this article, we propose an innovative framework that reflects the contemporality of modern civilization in the era of post-method pedagogy: Generative Artificial Intelligence-CALL (GAI-CALL), which is the next phase in the development of CALL. Compared to previous models, GAI-CALL creates more dynamic, contextual, and learner-engaged language input and interaction opportunities. We highlight the technical, pedagogical, and theoretical nuances of GAI-CALL through a comparative analysis of existing CALL methods. This article presents a conceptual framework that places GAI-CALL as the subsequent chapter in the progression of CALL. Our framework, GAI-CALL, affords great possibilities for transforming language learning into a more personalized, engaging, and interactive experience that may be suitable for developed and developing regions in the Global South. This article offers guidance to language teachers, learners, trainers, curriculum and material developers, and points to avenues for future research to promote the responsible and effective use of GAI in language education.
The objective of this study was to examine pre-service English teachers’ perceptions of ChatGPT as a tool for supporting academic tasks in their university studies, as well as their views on its potential use in Primary Education. The data were collected via an ad hoc questionnaire administered to a sample of sixty-seven students enrolled in the final year of a Primary Education Degree at a Spanish university. Regarding the main findings, participants reported frequent use of ChatGPT in academic work, mainly when it came to idea generation and understanding academic concepts. While they perceived clear benefits of this tool, they also expressed concern over its impact on their critical thinking and research skills, as well as the reliability of the information provided. Ethical considerations were also a major topic, with widespread agreement on the need for clear guidelines and educating students on the responsible use of this tool. As future teachers, participants supported the supervised use of ChatGPT in primary classrooms, but indicated that there is a need for formal training to use it effectively. These findings show that future teachers must be trained on how to use artificial intelligence (AI) tools, or we may risk creating a generation that is overly dependent on technology and unable to think critically.
The integration of digital learning into secondary education has become increasingly indispensable, especially given the global shifts toward technology-enhanced teaching since the outbreak of the COVID-19 pandemic in 2020. While digital learning has been recognized for its ability to enhance learner engagement beyond the classroom, many grade 12 economics teachers and learners in rural areas lack the support and resources needed for effective implementation. This study explored the benefits and challenges of digital learning in rural schools in the Bohlabela District of Mpumalanga Province, South Africa. Using a qualitative approach, the study employed semi-structured interviews with fourteen purposively selected grade 12 economics teachers and analyzed the data thematically. The findings revealed several benefits, including improved access to learning resources, greater learner engagement through visual content, cost savings, enhanced digital literacy, and opportunities for self-paced learning. However, teachers also reported significant challenges such as limited infrastructure, unreliable internet connectivity, insufficient training, and inadequate technical support. These constraints widen the digital divide between urban and rural learners and threaten equitable and high-quality economics education. Understanding the benefits and challenges experienced by rural economics teachers and learners is essential to inform policies, practices, and resource investment to enable equitable and effective digital teaching and learning in economics classrooms across all schools in South Africa.
Generative artificial intelligence (AI) tools such as ChatGPT, Grammarly, and QuillBot have increasingly influenced academic writing in higher education by assisting with grammar correction, paraphrasing, and organization. Despite these benefits, concerns remain regarding overreliance, plagiarism, and threats to academic integrity. Anchored in Ajzen’s Theory of Planned Behavior (TPB) as an interpretive heuristic, this study examined the use of AI-powered writing tools among teacher education students in a Philippine state university, focusing on the extent of use, perceived benefits and risks, and awareness of academic integrity. Employing a quantitative descriptive–correlational design, data were collected from 298 respondents. Findings revealed that students frequently used AI tools to enhance grammatical accuracy, writing efficiency, and writing confidence. At the same time, they acknowledged associated risks, particularly plagiarism, reduced originality, and dependence on AI-generated assistance. Inferential analyses revealed significant differences in AI tool usage and perceived benefits and risks across sex, age, year level, and program/degree. Academic integrity awareness showed no significant differences across sex and age, but significant differences were observed across year level and academic program (p < 0.05). Correlational analysis further indicated no significant relationship between frequency of AI use and perceptions of academic integrity. These results suggest that AI use has become a normalized academic practice among teacher education students, accompanied by relatively uniform awareness of academic integrity. The null findings may reflect sample homogeneity and institutional academic culture. The study contributes to the growing discourse on ethical AI integration by emphasizing the need for explicit instruction on AI ethics and academic integrity within teacher education curricula.
The aim of the study was to determine the impact of using multimedia artificial intelligence (AI) platforms on student motivation and learning effectiveness. The research methodology included theoretical and empirical methods, in particular, questionnaires, content analysis, and variance analysis, conducted among eighty-four students of Osh State University and Osh International Medical University to assess the impact of multimedia platforms on motivation and English language learning effectiveness. The research found that 55% of students reported frequent or very frequent use of multimedia technologies by lecturers, which indicated a high level of digital integration into the educational process. The study confirmed that 65% of students felt more confident in communication after using multimedia tools, and 60% highly rated the role of multimedia tools in understanding the learning material. It was established that student motivation acted as a statistically significant mediator between the use of multimedia AI platforms and learning effectiveness, confirming the presence of partial mediation. The practical significance of the work lies in the fact that the research results could be used by foreign language lecturers, methodologists, and higher education institution administrations for the implementation of effective multimedia platforms based on AI in the educational process, with the aim of increasing student motivation and improving language skills.
Limited research has specifically investigated the impact of digital learning platforms on the development of oral communication skills among English as a Foreign Language (EFL) learners. Hence, this study aims to investigate Saudi EFL university students’ perceptions of the role of online learning in enhancing their speaking skills. It also examines whether these perceptions on effectiveness, appropriateness, and enjoyment were influenced by independent variables such as gender, occupation status, academic status, and GPA. This article adopted a quantitative descriptive design involving a sample of 213 participants. Data were analyzed using R statistical software. The results showed that Saudi EFL university students generally hold positive perceptions toward the role of online learning in enhancing their speaking skills. The study highlighted that the perceived appropriateness and effectiveness of online sessions are key drivers of these positive perceptions, particularly for junior and senior students. Also, the study revealed significant differences in perceptions based on gender, occupation status, academic status, and GPA. Based on our results, future studies should consider designing and testing remedial speaking programs using interactive methods like peer practice and Artificial Intelligence (AI) tools, with longitudinal tracking of outcomes.
In open distance e-learning (ODeL), student participation and interaction are crucial for deepening their knowledge. This article explores how discussion forums optimize interaction within the ODeL environment. In this qualitative study conducted within the interpretivist paradigm, data were collected from six Bachelor of Education (BEd) and Postgraduate Certificate in Education (PGCE) lecturers, who were purposively selected based on their lived experiences of teaching modules offered in these programs. Data were collected through semi-structured interviews. Thematic analysis was used to analyze the interview data, following the six-phase thematic analysis approach. This study revealed the benefits of using discussion forums to optimize interaction, bridge geographical distances, utilize interactive multimedia, and provide immediate feedback. Although discussion forums have benefits, their limitations include low participation rates and poor response quality. This article recommends that students receive clear guidance before starting discussions to help optimize the use of discussion forums.
The study aims to investigate the impact of interactive technologies on the learning process of primary and secondary school students and students of pedagogical specialties. The study addressed methods and technologies that promote active participation of students in the learning process and develop independence, critical thinking, and creativity. A scientific and theoretical study was conducted in the Kyrgyz Republic. The study analyzed existing methods and technologies and developed interactive tasks for teachers and students. The study determined that interactive technologies, such as multimedia materials, interactive whiteboards, and digital platforms, significantly increase the level of student engagement in the learning process. Furthermore, for primary schools, play and learning combination tasks; for secondary schools, teamwork and discussion tasks; and for higher education institutions, tasks to develop analytical thinking were developed. The use of the online platform for creative projects and discussions that promote interactive learning was emphasized. The results confirmed the importance of interactive technologies in the development of important student competencies. The study also determined that the use of these methods has a positive effect on students’ motivation and improves their critical thinking skills and ability to solve problems independently, which is an important aspect in the training of future teachers.
This study designs and evaluates the Labvir geospatial mobile app as a virtual laboratory application to support geography learning, specifically on sustainable agriculture and food security. By applying a modified Borg and Gall research and development model, this study combines expert validation, practitioner evaluation, and field trials using a one-group pretest–posttest design in three high schools in Indonesia. The application combines Android-based access with virtual reality features, spatial resources, videos, web links, worksheets, and interactive quizzes. Research validation was obtained from material, language, and media experts, and user responses from lecturers, teachers, prospective teachers, and ninety-nine students who used the application in the classroom learning process. The assessment results showed a high level of feasibility and practicality. In addition, the reliability test confirmed the quality of the instrument, as indicated by a Cronbach’s alpha value of 0.836 and an average variance extracted of 0.625. In the field trial, students’ critical-thinking performance increased across the three schools, with normalized gain scores of 0.61, 0.71, and 0.67, while environmental awareness also improved, with gain scores of 0.79, 0.76, and 0.78. Partial least squares structural equation modeling results showed moderate explanatory power for critical thinking (R² = 0.622) and environmental awareness (R² = 0.636). These findings indicate that the Labvir geospatial mobile app is a feasible and promising instructional medium for strengthening critical thinking and environmental awareness in geography lessons related to sustainable agriculture and food security. Because the field trial did not include a control group, the effectiveness claims should be interpreted as preliminary and should be validated in future comparative studies.
This study examines the digital tools integrated into mathematics education by secondary mathematics teachers in Butuan City and analyzes their influence on student learning outcomes as well as on teachers’ motivation, confidence, and technical skills. It also evaluates the extent of technology integration in classroom management, grading, lesson planning, and access to information and investigates the relationships among the number of technologies used, the extent of technology’s influence, and the overall level of integration. Using a quantitative approach, data were collected through surveys and analyzed using statistical methods, including frequency and percentage distribution, weighted mean, and Spearman Rho correlation. Findings indicate a high reliance on general digital tools, with limited adoption of specialized mathematical technologies. While the number of technologies used positively influences student engagement, learning outcomes, and teachers’ integration of technology in mathematics instruction, weak correlations suggest that integration remains inconsistent and largely tool-based rather than pedagogically transformative. The study also highlights a strong correlation between the perceived influence of technology integration and the level of its implementation in mathematics instruction, suggesting that when educators recognize the positive impact of technology on educational outcomes, they are more likely to integrate it at higher levels in their teaching practices.
