This systematic review examines the pedagogical integration and effectiveness of artificial intelligence (AI) in English language teaching. Following the PRISMA protocol, 26 empirical studies were synthesized using the Substitution, Augmentation, Modification, and Redefinition (SAMR) model as a core analytical framework. The findings reveal a landscape dominated by applications at the Augmentation level, where AI tools such as ChatGPT enhance traditional tasks through instant feedback and personalized approaches. Across all levels, AI interventions demonstrated significant positive effects on both linguistic skills and affective factors, with pedagogical equivalence to human experts also established. This review concludes that, although current AI usage mainly optimizes existing methods, its true potential lies in transforming learning experiences by aligning with constructivist principles. Based on these findings, a future research agenda is proposed, focusing on unpacking AI feedback mechanisms, designing human-AI hybrid pedagogical models, and developing replicable design principles for transformative, higher-order learning tasks.
Digital storytelling has become an important tool in early childhood education, blending traditional storytelling methods with modern multimedia technologies. This systematic review synthesises research from 2013 to 2024, focusing on how digital storytelling is utilised in early childhood education, evaluating its effectiveness, implementation strategies, and challenges faced by educators. The review examines studies sourced from the Web of Science and Scopus databases, narrowing the search to 36 studies. Key findings show that digital storytelling positively impacts language development, creativity, and digital literacy, with 70% of the reviewed studies reporting advantageous outcomes. Although most research has focused on formal educational settings and language growth, this review stresses the need for further exploration of pedagogical strategies and the use of digital storytelling across diverse cultural and socio-economic contexts. The findings highlight digital storytelling’s potential as a pedagogical tool that promotes inclusivity, supports varied learning needs, and offers valuable opportunities for educators to incorporate technology into early childhood education.
This study outlines a thorough scale development process to assess university students' perceptions of student rights, following a rigorous three-stage methodology. In the first stage, exploratory factor analysis (EFA) was conducted with 375 undergraduate students from Faculty X at University X, yielding a 35-item scale with a 10-factor structure. The analyses provided strong evidence for the scale's construct validity (KMO = 0.884, Bartlett's test p < 0.01). In the second stage, confirmatory factor analysis (CFA) was conducted on a demographically similar sample of 376 students to confirm the factor structure. The model fit indices (chi(2)/df = 1.8, RMSEA = 0.04, CFI = 0.94) and high reliability coefficient (alpha = 0.94) indicated good psychometric properties. In the third and final stage, data from 464 students were analysed, further reaffirming the scale's validity and reliability (chi(2)/df = 2.6, RMSEA = 0.06, CFI = 0.93, alpha = 0.95). Collectively, these results suggest that the developed 35-item scale is a valid and reliable tool for assessing university students' perceptions of student rights. This study makes both methodological and conceptual contributions to the literature while offering educational institutions a data-driven instrument to evaluate issues related to student rights.
Cognitive Load Theory (CLT) explains how the interaction between working memory and long-term memory significantly influences recall (Ayres, 2006). Since working memory has limited capacity (Miller, 1956), it becomes overloaded when students face complex problems or instructions during assessments. An overloaded working memory hampers recall; therefore, it is crucial to minimise the load on working memory to ensure unrestricted recall from long-term memory during examinations. This paper compares cognitive load during teacher-centred assessment and student-centred assessment. The study is quasi-experimental and employs a non-equivalent pre-test post-test control group design. The sample consists of 110 students from the 9th class, purposively selected from a school in Vadodara, Gujarat. As self-reported measureused a self-designed tool to assess students' cognitive load during both assessment types. Data were analysed using the mean and Mann-Whitney U test. The results revealed that the difference between teacher-centred and student-centred assessments is significant at the 0.01 level of alpha, indicating that student-centred assessment is highly effective in reducing cognitive load during assessments.
This study explores pre-service primary school teachers' perceptions of design-oriented thinking (DOT) within a constructivist learning framework in the Turkish educational context. A mixed-methods approach was used, involving the Design-Oriented Thinking Scale (DOTS), the Word Association Test (WAT), and semi-structured interviews. Twenty-five pre-service teachers voluntarily took part in a one-week intensive DOT intervention. The study employed a descriptive survey model with a pre-test/post-test design, and it is acknowledged that the lack of a control group is a limitation. Results show a statistically significant increase in participants' perceived DOT levels after the intervention. This improvement is viewed as perception-based rather than causal, given the exploratory nature of the study and the absence of achievement measures. Findings suggest that including DOT in teacher education could enhance perceived scientific inquiry and creative problem-solving skills in the short term. Additionally, WAT associations and interview reflections indicate that DOT is seen to promote interdisciplinary thinking in mathematics education, aligning with Turkey's 2023 Education Vision. Despite limitations related to sample size and design, the study highlights the exploratory value of incorporating DOT into teacher education programmes at a national level.
The study aimed to determine the impact of flipped learning on improving grammar among secondary school students learning English. The research employed a pre-and post-test quasi-experimental design with a single group to investigate the effects of flipped classrooms. The participants were 15 female students selected through purposive sampling from Kasturba Sevikashram Higher Secondary School in the Dindigul district of Tamil Nadu. Data analysis involved various statistical techniques, including normality tests, percentage analysis, Wilcoxon signed-rank test, Kruskal-Wallis H test, and Mann-Whitney U test. The results indicated an improvement in the students' grammar skills by the end of the study, evidenced by an increase in the mean scores between the pre-and post-tests. This research contributes to the existing literature on flipped classrooms and their potential to enhance grammar proficiency. Nevertheless, as illustrated by the example model, the study highlights the need for further research into its application across different learning environments and its integration with modern technologies to further support language learning.
This study investigates how artificial intelligence (AI) can be integrated into critical thinking instruction through a comprehensive theoretical framework. The research adopts a mixed-methods approach rooted in Constructivism, Cognitive Load Theory, and the Five-Factor Personality Model. Constructivism highlights learner-centred knowledge development, Cognitive Load Theory guides instructional balance, and the Personality Model explains individual differences in students' engagement with AI-based tasks. The study involved 14 male high school students in T & uuml;rkiye. Quantitative data showed significant improvements in overall critical thinking, especially in self-regulation and inference-making skills. Qualitative data indicated improved communication, collaboration, and information evaluation skills, as well as positive attitudes towards AI-supported learning. By suggesting an integrated AI-supported framework, this research contributes to ongoing debates on whether artificial intelligence enhances or hampers critical thinking. It also offers both theoretical and practical insights for educators aiming to utilise AI as a cognitive scaffold to promote reflective, independent, and effective learning in the digital era.
The role of emotional labour strategies for managing emotions to meet professional standards is highly demanding at the university level. The literature indicates that empirical studies in the Asian context are quite limited. Therefore, this work explored the impact of selected parameters on the utilisation of emotional labour strategies at the university level. To achieve this, a convergent mixed-method approach was employed. The quantitative component involved 466 university teachers, while the qualitative component comprised semi-structured interviews with 10 participants. The findings show that qualifications and teaching tenure increase teachers' confidence and reduce stress, thereby enabling them to express themselves more authentically. Female teachers exhibited higher levels of emotional labour strategies compared to their male counterparts. Similarly, junior teachers are more likely to adopt surface acting strategies. Given these points, the university administration may organise targeted training programmes for less-experienced staff to help them use emotional labour strategies effectively. Based on these findings, important implications are outlined for policymakers to consider the emotional labour factors influencing university teachers and to develop relevant training and policies.
This study investigates how the Functional Accounting Education curriculum in Mumbai colleges empowers young people by improving their potential and preparedness for future career challenges. It uses a multidimensional view of empowerment, including knowledge, skills, attitudes, and decision-making abilities, and examines its connection with financial literacy, self-efficacy, and employability. A Quantitative-methods approach was adopted, combining survey data from commerce graduates and recruiters. Statistical methods, such as the Friedman and chi-square tests, were used to explore factors affecting job placement and the importance of specific curriculum elements. The results show strong agreement between young people and recruiters on the importance of communication and problem-solving skills, while technical knowledge was rated as less important by graduates. The study also finds widespread consensus on curriculum reform priorities, including adding more case studies, reducing emphasis on theory-based exams, and selectively improving the curriculum. It provides practical recommendations for educational institutions to strengthen skill development, increase industry engagement, and continuously update curricula. These efforts can support the overall development and employability of commerce graduates in the changing fields of finance and accounting.
Techno-pedagogical content knowledge is a vital skill for 21st-century educators, enabling them to design and deliver meaningful and compelling learning experiences. This study compares Technological Pedagogical Content Knowledge (TPACK) and goal orientation between pre-service and in-service social science teachers. It also investigates TPACK and goal orientation in these groups. A purposive sampling method was used to collect data from 312 teachers, including 144 pre-service and 168 in-service social science teachers. The study utilised the TPACK scale by Schmidt et al. (2009) and the Goal Orientation Scale by Elliot and McGregor (2001). Data analysis involved descriptive statistics, t-test, and correlation analysis. The t-test results showed no significant differences in TPACK and goal orientation between pre-service and in-service teachers. A strong positive correlation was found between TPACK and goal orientation in both groups. Regression analysis indicated that goal orientation accounted for 43.3% and 43.9% of the variance in techno-pedagogical content knowledge among pre-service and in-service teachers, respectively. The study concludes with a discussion of its practical implications for educators, policymakers, and educationalists.
This study explored the role of emotional intelligence (EI) and conflict management in improving work productivity among librarians in the Caraga Region, Philippines. A descriptive-correlational design was used with 125 registered librarians as participants. Data were collected using three survey instruments: an emotional intelligence scale based on Coleman's EI model, the Thomas-Kilmann Conflict Mode Instrument to evaluate conflict management styles, and a productivity scale measuring effectiveness, creativity, punctuality, and work quality. Data collection involved both online and face-to-face methods. Descriptive statistics were used to assess levels of emotional intelligence, conflict management, and productivity, while Pearson's correlation was used to analyse relationships among the variables. Results indicated that librarians demonstrated moderate emotional intelligence and primarily employed accommodating and collaborating conflict-management styles. Emotional intelligence was not significantly related to work productivity (r = .018, p > 0.05). Conversely, conflict management was significantly positively associated with productivity (r = .334, p < 0.05), suggesting that effective conflict management enhances work outcomes. Although emotional intelligence did not directly predict productivity, it fosters a collaborative work environment. The findings emphasise the importance of targeted professional development programmes that strengthen conflict management skills to enhance librarians' productivity.
Nanoscience and nanotechnology (NST) education at the primary school level is crucial for students to keep pace with contemporary technological advancements and understand fundamental science concepts. This education introduces students to the basic principles of the small-scale world and encourages them to think scientifically. Therefore, in this study, NST education was provided to primary school students, and their understanding of NST, scientific reasoning, and science identities were monitored. The study involved 63 primary school students. The interventions lasted ten weeks, during which 20 activities were developed and carried out. In this context, NST conceptions, the scientific reasoning test, and science identity scales were utilised. Using a one-group pretest-posttest experimental design, the study found that post-implementation, students' NST conceptions and science identities improved significantly, and some aspects of their scientific reasoning also showed enhancement. This indicates that children can grasp nano knowledge and experience the nano world. The findings are pioneering for future research on NST education at the primary school level and provide valuable implications for educators, researchers, programme developers, and policymakers.
In the digital age, the use of smartphones by young people has become an important research topic. This situation may have influenced the dynamics of cyber victimisation, cyberbullying, and cyber bystanders, collectively known as the cyberbullying triangle. To examine this interaction, the study investigated the relationship between cyber victimisation, cyberbullying, cyber bystanding, and smartphone addiction among high school students. A survey design with a quantitative research approach was employed. Five hundred high school pupils from a large province in the Central Anatolia Region of Turkey participated. The data collection tools included the "Smartphone Addiction Scale" and the "Cyberbullying Triangle Scale." Data analysis involved both parametric and non-parametric tests, as well as descriptive statistics. The results showed that scores on the cyberbullying triangle varied according to gender, grade level, and the educational backgrounds of the mother and father. Furthermore, a connection was found between cyberbullying, cyber bystanding, and smartphone addiction. Based on these findings, activities such as seminars, training sessions, and intervention programmes for students, parents, and educators were recommended. Theoretical implications for future research are also discussed.
The paper explores how Artificial Intelligence (AI)-powered teaching can effectively reduce shadow education practices. By incorporating AI technologies into teaching methods, educators can personalise learning, adapt instruction to individual students, and achieve this with high precision and scalability. Through a thorough review of existing research, the study examines challenges such as double innovation, second-order barriers, and issues related to time, funding, and support that teachers encounter when adopting deep learning technologies in classrooms. It also highlights the need to bridge the gap between technological advances and pedagogical techniques to enhance learning outcomes. Additionally, the research emphasises AI-powered pedagogy's potential to create a fairer and more accessible learning environment for all students. By investigating the transformative role of AI-enabled teaching, this study adds to the discussion on innovative strategies to address shadow education and foster inclusive learning environments that promote student success and social mobility.
Globally, millions of students take their lives each year due to social, psychological, and financial reasons. & Eacute;mile Durkheim, a renowned French sociologist, argues that a lack of social integration or feelings of loneliness can lead individuals to commit egoistic suicide. He also found that individuals who are more socially integrated are less likely to take their own lives. In this context, the school climate can play a crucial role in fostering social integration among students. Applying Durkheim's theory of suicide to educational settings, this quantitative study was conducted using a cross-sectional survey research design to explore how the school climate can encourage social integration among students and prevent egoistic suicide. To meet the research objectives, the study involved a sample of 400 secondary school teachers in district Bhakkar, Punjab, Pakistan. The results revealed a statistically significant relationship between school climate and social integration among students. Furthermore, the study identified the significant role of school climate in preventing students from taking their lives. Additionally, students' social integration was found to be positively and significantly related to the prevention of egoistic suicide, with social integration functioning as a mediator in the relationship between school climate and the prevention of egoistic suicide.
This study investigated the impact of the RADEC learning model (LM) on students' critical thinking skills and academic achievement in the topic of changes in the state of matter. The research used a quantitative approach with a quasi-experimental design involving both experimental and control groups. The sample included 71 fifth-grade secondary school students aged 10 years. Data were collected via a critical thinking skills scale and a test developed with alternative assessment tools, and analysed using SPSS software. Results showed that the RADEC LM significantly improved students' critical thinking skills and academic performance. Specifically, students in the experimental group demonstrated greater understanding of concepts such as melting, freezing, boiling, condensation, sublimation, and evaporation compared to the control group. The model's focus on active student participation proved effective in teaching abstract chemistry concepts. Additionally, the cooperative and communicative nature of RADEC activities enhanced critical thinking, a vital 21st-century skill. Therefore, it is recommended that RADEC LM be incorporated into science teaching to improve conceptual understanding and encourage critical thinking.
Assistive technologies (ATs) have become a fundamental aspect of service delivery, including education, in the 21st century. Students with visual impairment (SVIs) have historically faced exclusion from science education. However, ATs offer hope in enabling SVIs to access science education content. This study examines the role of ATs in promoting inclusive science education for SVIs. The researchers conducted a systematic review of 19 research articles to analyse the study's objectives. Findings indicate that collaborative strategies and meaningful adaptations have a positive influence on the understanding of science concepts. Nonetheless, access to visual content remains a significant challenge. Conversely, ATs have the potential to improve significantly SVIs' access to inclusive science education (ISE) content. Despite the advantages of ATs, gaps remain that could hinder their integration as pedagogical tools. Therefore, the study offers recommendations to foster inclusive science education.
This study examines how gender and grammatical proficiency affect EFL/ESL teachers' preferences for prescriptive and descriptive approaches, as well as their opinions on regional dialects and slang. A mixed-methods design was used, involving 58 teachers (28 male, 30 female) through surveys and interviews. ANOVA and ANCOVA analyses showed no significant gender differences in prescriptive or descriptive preferences; instead, grammatical proficiency was the key factor. Teachers with higher grammatical skills displayed clearer instructional preferences and encountered fewer difficulties with prescriptive grammar. Gender differences were evident in attitudes towards dialects and slang. Female teachers more frequently valued these nonstandard forms as inclusive and engaging teaching tools, while male teachers generally avoided them. Furthermore, female educators saw greater potential in descriptive grammar, highlighting student participation and practical relevance. Overall, the results underscore the importance of enhancing grammar proficiency in teacher training, combining both prescriptive and descriptive methods, and promoting gender-sensitive practices. This research contributes to global discussions on effective grammar teaching in increasingly diverse classrooms.
Academic performance is regarded as a key indicator for evaluating the effectiveness of an educational system in any country. Therefore, exploring the reasons behind academic progress and decline is among the most vital research areas in education. Considering the influence of psychological factors on academic achievement and motivation, this study aims to investigate the relationship between study strategies and students' performance, with particular attention to the mediating role of "emotional progress in academic achievement." The research was conducted during the second semester of the 2022-2023 academic year, involving all third-year female high school students as the study population. Among them, 88 students from the mathematics stream were randomly chosen. Students completed online questionnaires on study strategies and achievement-related emotions. Following data collection, structural equation modelling was used for analysis. The results showed that both study strategies and emotional progress in academic achievement have both positive and negative impacts on performance. Notably, study strategies alone explain 33% of the variation in student performance, and when combined with emotional progress, this influence increases to 55%.
Blended learning has become a widespread practice to improve the quality of higher education by integrating online and face-to-face teaching. Implementing blended learning for the institutional transformation of teaching and learning requires support through professional development and an enabling policy environment. Many educational institutions in Commonwealth countries need professional development support to adopt blended learning. Such support is often questioned regarding its impact on changing institutional practices. This paper reports on the evaluation of institutional capacity-building support for blended learning provided by the Commonwealth of Learning (COL) to educational institutions in 10 countries. Using Kirkpatrick's four levels of evaluation, the paper concludes that COL support has significantly increased the number of blended courses offered and learners enrolled. It also suggests that Kirkpatrick's evaluation model could be effectively used for many other activities of COL and its partner institutions.
