This conceptual paper theorises Generative AI (GenAI) as a structural gatekeeper in higher education, advancing gatekeeping theory through a synthesis of media studies and educational governance. It positions GenAI not as a neutral tool but as an epistemic actor that reshapes control over knowledge production, curriculum design, and institutional autonomy. The paper introduces two constructs: the GenAI Algorithmic Gatekeeping Model, modelling recursive algorithmic influence; and the Human–AI Gatekeeping Model, a normative framework for sustaining academic integrity and epistemic diversity. Drawing on policy discourse, literature analysis, and illustrative cases, it develops a comparative lens for examining how algorithmic mediation reconfigures authority and standardisation in educational contexts. It concludes by setting a research and policy agenda for governing AI in education, inviting further inquiry into the conceptual architecture and normative implications of algorithmic gatekeeping.
As artificial intelligence and digital technologies increasingly shape higher education, educators are required to deliberate about designing learning experiences that are both technologically enhanced and pedagogically grounded in openness, critical engagement and student agency. This article presents the CoDiCri ACAD Toolkit, an adaptation of the Activity-Centred Analysis and Design (ACAD) framework, developed within the Spanish project Critical Digital Competence: Towards Agency for Learning through Open Educational Practices. Through a qualitative, collaborative and design-based process, the toolkit integrates theoretical insights from critical digital competence (CDC), open educational practices (OEP) and learning design. It comprises a set of cards and a design canvas to support analysis and (re)design of learning activities. We report the toolkit’s development and structure, and illustrate its use for analysis and (re)design of learning activities oriented to openness, agency and CDC. The CoDiCri ACAD toolkit offers an open, adaptable resource for promoting critical and participatory digital pedagogy.
COVID-19 pandemic caused a rapid transition to online education worldwide, resulting in fundamental changes to higher education delivery and students’ lives. To date, most of the research on COVID-19 effects has been carried out at the institute level and has focused on the negative impacts on students. There have not been systematic, large-scale studies on the student population level, identifying the characteristics of those who either benefited or suffered during the pandemic. This study, based on the EUROSTUDENT 8 survey data with respondents (N = 6,839) from 35 Finnish higher education institutions, addresses this research gap. First, general profiles of student perceptions on digitalization of studies during the pandemic were created using a clustering method. Then, logistic regression analysis was conducted to determine the factors that characterize the obtained profiles of positive and negative experiences. Students’ study motivation, preferred study mode, and their ability to balance studies with other responsibilities strongly influenced how pandemic effects were perceived. Surprisingly, students in both positive and negative profiles found their digital skills insufficient. Regarding health and functional impairments, mental health issues and learning disabilities emerged as significant factors. The present study, highlighting both positive and negative effects of the pandemic, provides insights into how students could be supported to better take advantage of digitalization in higher education.
Massive, open, online courses (MOOCs) have become very popular worldwide, as they provide the opportunity for flexible learning from which professional and personal benefits can arise for the participants. The present study aims to investigate the motives for participation and the factors that favour or inhibit the completion of the courses. A survey study was conducted involving 145 respondents enrolled in a Greek MOOC platform, ‘Mathesis’. Data were collected through an electronic questionnaire and were analyzed using descriptive and inductive statistical analysis. The results showed that the participant’s desire to learn a subject with personal meaning and his/her enthusiasm for this learning subject are the main drivers for participating in a MOOC. Factors that enhance the completion of the course are the instructor, the design and organization of the course, the educational institution that implements the course, and the stimuli to think and learn. Factors that lead to dropping out from the course are the lack of time, the duration of the course, and the lack of communication with the instructor. Therefore, it is recommended that designers and organizers of MOOCs consider the challenges faced by students in relation to their limited and/or fragmented time and their desire for courses without very tight schedules.
The expansion of online distance education has intensified debates about professional roles and competencies required for effective online teaching. This study examines how professors and tutors at Universidade Aberta (UAb, Portugal’s Open University) perceive and prioritise their professional roles and competencies. We employed sequential exploratory mixed-methods design: focus group analysis (n = 7) informed survey development assessing eight roles and 65 competencies via five-point Likert scales among 57 faculty (38 professors, 19 tutors). All roles were rated important (M > 4.0), with pedagogical (M = 4.68), social (M = 4.67), evaluator (M = 4.67), and adviser (M = 4.65) emerging as priorities. Professors rated pedagogical role significantly higher (M = 4.79 vs 4.47, p = 0.025), whilst tutors emphasised social (M = 4.89 vs 4.55, p = 0.034) and technologist roles (M = 4.63 vs 3.97, p = 0.004). Top competencies included assessing student work, demonstrating availability, adopting ethical posture, providing timely feedback, and being empathetic. Findings reveal convergence around core functions and meaningful differentiation between roles, suggesting complementary specialisation within dual-role systems. Implications address professional development programme design and institutional policies for recognising diverse competency requirements. Highlights • Sequential mixed-methods study examined role/competency perceptions among 57 distance education faculty at Portugal’s Open University. • All eight professional roles rated important (M > 4.0), with pedagogical, social, evaluator, and adviser emerging as top priorities. • Systematic differences revealed complementary specialisation: professors prioritise pedagogical design (M = 4.79), tutors prioritise social facilitation (M = 4.89, p = 0.034). • Tutors rated technologist role significantly higher (M = 4.63 vs 3.97, p = 0.004), reflecting differential technology engagement. • Findings inform differentiated professional development pathways and policies recognising diverse competency requirements.
Global skills recognition has evolved through decades of innovation, spanning national and regional qualifications frameworks, international conventions, and more recently, digital credentials and artificial intelligence (AI)-assisted recognition systems. This paper brings together the insights of an international working group of researchers and practitioners who examined how AI, particularly large language models (LLMs), can enhance transparency, comparability, and equity in the global recognition of qualifications. The discussion explores how AI might assist in levelling frameworks and enabling job-matching systems that support mobility for diverse learners, including migrants and refugees, while emphasising the continuing need for human oversight, ethical governance, and contextual understanding. By situating these insights within the global discourse on the future of global skills recognition, the paper argues that the next era of recognition systems will depend on the co-evolution of humans and machines—combining computational pattern-detection and human oversight, contextual interpretation, and accountable governance to improve portability, comparability, and fairness, particularly for mobile learners, migrants, and refugees.
This study examines Lithuanian students’ attitudes toward AI integration across universities, colleges, and vocational schools (N = 803) using mixed methods combining quantitative surveys with qualitative content analysis. AI usage varies significantly by institution: 78.8% of university students, 75.5% of college students, and only 46.5% of vocational students use AI tools, with ChatGPT dominating across all sectors. Active users view AI more positively (Cramér’s V = 0.3), reporting three primary benefits: information accessibility (34.4%), learning facilitation (32.6%), and time efficiency (30.6%). The qualitative findings revealed a fundamental contradiction in the cognitive impact of AI integration. Students simultaneously perceive AI as a source of creativity and idea generation (10.9%) while fearing it causes creativity decline (14.1%). This duality extends to critical thinking, with 22.4% of respondents expressing concern about the loss of critical thinking and independence – the second most frequently cited risk after information reliability concerns (26.1%). This paradox is most pronounced among technically proficient students: computer sciences majors, despite 90.3% usage rates, reported the highest anxiety about overreliance, indicated by high concern for laziness and reduced effort (40.5%). Educational sciences students, with the lowest usage (66.7%), focus on threats to critical thinking (23.9%). These findings demonstrate that AI integration offers substantial opportunities but requires clear institutional guidelines and strategies to ensure that AI complements, rather than undermines, critical thinking and academic integrity. In vocational schools, it is recommended to raise students’ awareness of AI tools and their potential applications, since a significant share of students are still unaware of the impact of AI on their learning.
This paper explores the integration of group dynamics into distance collaborative learning (DCL) through a multi-phase case study at the Hellenic Open University and the University of West Attica. Drawing on grounded theory and a theory-building approach, the study develops a conceptual framework that identifies seven key parameters—educational context, educational medium and content, time, instructor, learners, teaching and learning, and communication and climate. These dimensions interact to influence the effectiveness of collaborative learning in digitally mediated environments. Data were collected through participatory and non-participatory observation, interviews, and questionnaires across three empirical studies involving students and faculty. The findings underscore the importance of intentional instructional design, supportive institutional culture, and adaptive facilitation in fostering group cohesion and meaningful collaboration online. While context-specific, the framework offers transferable insights for enhancing collaborative learning practices in diverse educational settings. The paper concludes with recommendations for practitioners and directions for further research to test and refine the model across different contexts.
Teaching spoken English is challenging worldwide, especially in developing oral skills. AI offers personalized learning, yet there’s a gap in applying it to Israel’s oral English exam needs. The Israeli Ministry of Education’s R&D Department launched a pilot to address these challenges by collaborating with researchers, educators, students, and entrepreneurs in an iterative process of design-based research (DBR). Through mapping current needs, examining suitable AI solutions, and developing design principles from both teacher and student perspectives, we have developed a matriculation exam preparation system tailored to the exam preparation process. The study highlights the potential of AI to enhance the advancement of spoken English for school students while demonstrating how AI tools can be customized for specific educational contexts. While the study was conducted in Israel, the findings have broader implications for distance learning environments and international educational contexts, suggesting directions for future cross-cultural research in AI-assisted language learning.
The benefits of peer mentoring for students studying in Higher Education are well established. However, there is less research on the motivations, benefits and challenges for peer mentors working as volunteers, particularly in online distance learning settings. Here, we present the findings of a longitudinal, mixed methods study (2019–2021) on undergraduate Earth and Environmental Science modules at The Open University, UK. Peer mentors (students who had recently passed the module) completed one questionnaire before and another after a period of providing non-academic asynchronous support to students via a forum in a virtual learning environment. The questionnaires established the challenges and benefits for the mentors and were followed up by focus groups to enrich and triangulate the findings. Most mentors remained committed throughout, and identified a number of benefits and few, if any challenges. While mentors recognised and valued their skills development, there was uncertainty as to what extent they recognised employability skills. Further work is required to investigate this and help mentors appreciate and exploit the added value of developing employability skills. Finally, mentors’ expectations before starting were shown to be similar to their actual experience, comparable to face-to-face mentoring programmes at other Higher Education Institutions. Overall, the positive nature of mentors’ experiences is a contributory factor to the peer mentoring scheme’s sustainable success.
Teachers play a crucial role in promoting self-regulated learning (SRL) and problem solving (PS) in classrooms, yet their knowledge in these domains remains understudied and challenging to evaluate. While traditional assessment tools like surveys exist, there is a need for diversification, particularly through situational judgment tests (SJT). This study leverages human-AI collaboration to develop an SJT tool for evaluating teachers’ SRL-PS knowledge. Human interaction with generative artificial intelligence (Gen-AI) enables overcoming difficulties and mutually complementing each other. The purpose of this paper is to present an initial attempt to develop an SJT tool for evaluating teachers’ SRL-PS knowledge using the assistance of ChatGPT and to examine how the researcher-ChatGPT interaction contributed to the development of this tool. Through systematic interaction between researchers and ChatGPT, we developed a comprehensive tool comprising 15 difficulty categories and 20 scenarios. The research demonstrates how scenarios created by researchers can be effectively complemented by ChatGPT-generated content. A synthesized map of difficulty categories and scenarios from both researchers and ChatGPT revealed patterns of over- and under-representation across categories, and identified opportunities for synthesized new difficulty categories that could facilitate new scenarios. The study advances SRL knowledge evaluation tools through SJT methodology while demonstrating the benefits of human-Gen-AI collaborative interactions.
The increasing demand for flexible learning and advancements in digital technology have driven higher education toward blended learning. Despite its recognized effectiveness, research on stakeholder perceptions of flexibility in this modality remains limited. This study adopts a multi-stakeholder approach, employing mixed methods to examine the perceptions of students, lecturers, and employers regarding a flexible study program in a blended learning modality. Findings reveal broad support across stakeholders for reducing classroom teaching time by over 50%. However, perspectives differ. Students value flexibility as the freedom to tailor their learning process, while lecturers express concerns about student commitment and engagement, particularly during self-study phases. These findings highlight the importance of clarifying the study concept and teaching culture, particularly with regard to the degree of study flexibility.
The rapid evolution of Generative AI (Gen AI) and its integration into higher education necessitates a critical evaluation of teaching and learning practices. Many students already use publicly available AI Digital Assistants (p-AIDA) such as ChatGPT for academic purposes. However, there are concerns around the use of such p-AIDA tools, in particular in terms of data privacy, academic integrity, Intellectual Property (IP), and the impact on the quality of education. We therefore explored the perspectives of AI usage with 106 students in two consecutive studies using a Design-Based Research (DBR) approach. Study 1 explored the lived experiences a demoed prototype of an institutional AI Digital Assistant (i-AIDA) with ten distance learning students. Building on these findings, in Study 2 the preliminary results were validated with a cohort of 96 students using an online survey on whether the development of an i-AIDA might mitigate some of these concerns. By comparing i-AIDA with p-AIDA in two studies our research underscores the potential benefits and limitations of in-house Gen AI tools in enhancing learning experiences without compromising academic integrity, IP or privacy.
Transactional distance refers to the psychological and emotional distance between teachers and students, as well as among students, shaped by dialogue, structure, and autonomy. Originally developed for distance education, its application in hybrid education remains underexplored. This systematic review analyzes 15 publications on transactional distance in hybrid learning environments to address this gap. Findings indicate that while the framework is frequently applied as background theory, it insufficiently captures the dual demands of hybrid teaching, where onsite and online learners must be engaged simultaneously. To address these limitations, we propose a model that emphasizes deliberate lesson structuring to support dialogue and interaction across settings. This model underscores the importance of balancing flexibility with planned engagement strategies. Future research should further explore and test this model to evaluate its effectiveness and adaptability in diverse hybrid contexts.
During the sudden shift towards online learning in the COVID-19 pandemic issues of low student engagement and dropout became a major concern in the mainstream of digital higher education. However, open and distance education has a long history concerning dropout research and practice. In the digital transformation, the terminologies and concepts that have been long adopted are inevitably subject to change. To understand dropout in open, distance, and digital education (ODDE), it is important to take an evidence-based approach and examine the literature to learn from previous research and experiences and to inform current practices and policies in digital education. Therefore, this study applies a conceptual analysis of the corpus yielded through the steps of a systematic literature review. Thus, the concept maps of the relevant articles on dropout and research trends between 2010 and 2022 through content analysis via text mining were created. The results indicate that student dropout and retention declined in publication during the pandemic despite remaining one of the critical issues in higher education. The main concepts indicate that most of the dropout studies focus on comparisons between face-to-face and online modalities; the learning environment and student engagement; and student support, motivation and social capital. The study concludes with a summary of key findings from dropout research in ODDE and a consideration of research desiderata.
Research has established that emotions significantly impact students’ learning, achievement, and health. However, there is limited research on how to support students’ emotion awareness and regulation specifically in online group learning environments. Such contexts present unique challenges to emotion regulation compared to in-person settings, such as reduced opportunities for peer support and delays in response times when communicating with others. The work reported in this paper aimed to address this gap by trialling and evaluating a novel digital tool aimed at supporting students’ emotional awareness and regulation. The context was a 9-week online group project in an undergraduate distance learning module. To accomplish this, short questionnaires were embedded into the Virtual Learning Environment (VLE) pages of the module at various stages of the group project; these questionnaires asked students about their emotions and provided prompts and support for emotion regulation. Since their inclusion, these questionnaires have been found to enhance emotion awareness in many students, as well as support the regulation of emotions in the group project. These findings highlight the potential for digital tools to effectively support self-regulation of students’ emotions while participating in online group projects in a distance education setting.
The potential of generative artificial intelligence (GenAI) to transform education has become a key area of focus, particularly in its integration with pedagogical strategies such as flipped learning. Flipped learning, which encourages students to engage with content prior to class, has been shown to promote deeper learning. However, its implementation often presents challenges. This paper proposes a novel framework that combines flipped learning with GenAI, offering a comprehensive approach that spans micro, meso, and macro levels. At the micro level, the framework focuses on optimizing in-class experiences by leveraging GenAI to facilitate real-time feedback, collaborative learning, and personalized support. On the meso level, it examines how GenAI tools can assist in workload management and facilitate personalized pre-class preparation, ensuring alignment with diverse learning styles and needs. At the macro level, the paper addresses the paucity of theoretical guidance regarding the flipped approach and discusses how the framework can guide curriculum redesign by employing theoretical frameworks such as constructivism and connectivism theory to inform the structure of in-class activities and foster more effective knowledge construction and critical thinking. By addressing systemic challenges at multiple levels, the proposed GenAI-enabled flipped learning framework aims to enhance the overall learning experience, providing a more engaging and efficient approach to flipped classrooms. The paper concludes by suggesting areas for future research and calling for empirical studies to assess the impact of this integrated approach across various educational contexts.
This research explores the current use of generative artificial intelligence (GenAI) tools in higher education, with a specific focus on their applicability to computer science education. The author draws upon Rogers’ Diffusion of Innovation Theory (DIT) as its theoretical framework and includes a survey of 24 computer science lectures at an Irish Technological University (TU). The literature shows that while the adoption of GenAI is not significantly problematic in practical terms, it has several uses and advantages over traditional practices, and it can be applicable to all teaching, learning, and assessment by faculty. However, GenAI has not been as widely adopted as the discourse suggests. The results of this research show that the inconsistency in GenAI’s performance affects its overall trustworthiness and reliability. This finding offers more depth and understanding as to why computer science faculty are not fully embracing GenAI. As the educational landscape evolves in response to advancements in GenAI technology, it is imperative to scrutinise the multifaceted and potentially long-lasting implications arising from the incorporation of GenAI in academic practice. The educational significance of this research lies in its ability to present an informed view of the current use of GenAI in a Technological University in Ireland.
The purpose of this case study is to examine the implementation of the flipped classroom and drama in education in the context of environmental education in a primary school in Greece. The main research question is: How and why can the flipped classroom combined with drama in education be used in primary school? Drawing content from education on sustainable development and climate change, educational materials were developed to prepare the 11-year-old students for the lesson to follow, while drama in education was used in the live classroom activities. The results verified that flipped classroom is an effective methodological tool for blended learning with students expressing a positive attitude toward this methodology. However, there was reduced participation in after-class activities. On the contrary, drama can provide opportunities for active learning and enriched experience. Studying in the context of flipped classroom seems to be effectively combined with drama in education for deeper exploration, even in difficult issues like climate change, and students welcomed the combination. The suggested mixed methodology can also promote the development of digital, soft, and green skills. Περίληψη Σκοπός της παρούσας μελέτης περίπτωσης είναι να εξετάσει την εφαρμογή της ανεστραμμένης τάξης και του εκπαιδευτικού δράματος στο πλαίσιο της περιβαλλοντικής εκπαίδευσης σε ένα δημοτικό σχολείο στην Ελλάδα. Το κύριο ερευνητικό ερώτημα είναι: Πώς και γιατί μπορεί να χρησιμοποιηθεί η ανεστραμμένη τάξη σε συνδυασμό με το εκπαιδευτικό δράμα στο δημοτικό σχολείο; Αντλώντας περιεχόμενο από την εκπαίδευση για την αειφόρο ανάπτυξη και την κλιματική αλλαγή, αναπτύχθηκε εκπαιδευτικό υλικό για την προετοιμασία των 11χρονων μαθητών για το μάθημα που θα ακολουθούσε, ενώ το εκπαιδευτικό δράμα χρησιμοποιήθηκε στις δια ζώσης δραστηριότητες στην τάξη. Τα αποτελέσματα επαλήθευσαν ότι η ανεστραμμένη τάξη είναι ένα αποτελεσματικό μεθοδολογικό εργαλείο για τη μικτή μάθηση με τους/τις μαθητές/ τριες να εκφράζουν θετική στάση απέναντι σε αυτήν τη μεθοδολογία. Ωστόσο, παρατηρήθηκε μειωμένη συμμετοχή στις δραστηριότητες μετά το μάθημα. Από την άλλη πλευρά, το δράμα μπορεί να προσφέρει ευκαιρίες για ενεργητική μάθηση και εμπλουτισμένη εμπειρία. Η μελέτη στο πλαίσιο της ανεστραμμένης τάξης φαίνεται να συνδυάζεται αποτελεσματικά με το εκπαιδευτικό δράμα για βαθύτερη διερεύνηση, ακόμη και δύσκολων θεμάτων όπως η κλιματική αλλαγή και οι μαθητές αντιμετώπισαν πολύ θετικά τον συνδυασμό αυτό. Η προτεινόμενη μικτή μεθοδολογία μπορεί επίσης να προωθήσει την ανάπτυξη ψηφιακών, κοινωνικών και πράσινων δεξιοτήτων. Λέξεις κλειδιά: ανεστραμμένη τάξη; εκπαιδευτικό δράμα; ψηφιακές δεξιότητες; ήπιες δεξιότητες; πράσινες δεξιότητες; δημοτικό σχολείο
In recent years, hybrid education has gained attention for teaching and interacting with two groups simultaneously, where both teachers and students face challenges with interaction. We hypothesise that transactional distance plays a role in this. This study, aims to explore the characteristics of hybrid education in terms of interaction and transactional distance. In this case study, we observed four hybrid lectures of a university course on the history of physics. After each lecture, the students ( N = 6) completed a transactional distance survey and students and teachers participated in individual semi-structured interviews. Our findings indicate that online students experienced limited engagement in group discussions, mainly asking for clarification when teachers asked questions. Moreover, online students experienced a greater transactional distance compared to their onsite counterparts. This disparity in engagement and perceived distance may stem from the online students’ inability to partake in the informal interactions occurring before, during, and after the lectures. Both students and teachers stressed the importance of this small talk when discussing the differences between online and onsite students. In conclusion, our research underscores the essential role of informal interactions in hybrid education, highlighting the need to facilitate these exchanges to build community and enhance learning.
