This study investigated English-as-a-Foreign-Language (EFL) learners’ preferences, activities, rationales, and barriers in utilising mobile technologies within pre-class sessions in a flipped learning context. A total of 279 university EFL learners participated in a closed and open-ended survey study. The findings revealed that learners preferred to utilise four types of mobile technologies (i.e., ChatGPT, TikTok, YouTube, and English Club) in flipped English learning, and they also engaged with many online learning activities (e.g., generating automatic content, improving oral skills, sharing English skills, revising written texts, translating sentences, or organising texts). Furthermore, learners’ mobile technology utilisation was due to several rationales, including flexibility, self-paced learning, interactive content, multifaceted materials, and collaboration. Lastly, technical, pedagogical, financial, and psychological issues remained the most influential barriers encountered by learners, while other issues, such as, social and cultural, infrastructure, and privacy or security concerns, were found to be less impactful impediments. For university stakeholders and teachers, the findings help to identify strategies for flipped learning design, leading to syllabus writing, material development, and assessment method. The findings are also useful for learners to improve the flipped learning process and manage barriers properly.
This study examines the role of speaking e-portfolios in enhancing the well-being of non-English-major university students in Indonesia. The research was motivated by the growing need to integrate digital learning tools that not only support language proficiency but also promote students’ overall well-being in higher education. A mixed-method design was employed with 66 undergraduate students from Central Java. Quantitative data were collected using the Student Well-Being Model (SWBM) questionnaire, while qualitative insights were obtained through semi-structured interviews with nine participants. The statistical results indicated a high level of student well-being, with an overall mean score of 74.48. Across the SWBM dimensions, students reported strong Assets (76.5), positive Appraisals (78.8), and supportive Actions (68.15). The interview data reinforced these findings, revealing that students perceived e-portfolios as beneficial for sustained engagement with speaking activities, increased digital connectivity with classroom tasks, and opportunities for creative self-expression. The participants highlighted that regular e-portfolio use provided them with greater exposure to authentic speaking practice and encouraged consistent reflection on their progress. The study concludes that speaking e-portfolios can be an effective pedagogical strategy not only for improving speaking competence but also for fostering non-EFL students’ well-being in higher education. Practical implications are offered for educators seeking to integrate digital portfolios into language learning to promote both skill development and psychological well-being.
Online learning has become an integral part of higher education, but many online courses fail to meet undergraduates' expectations, leading to high attrition rates. In this study, we explored physiotherapy undergraduates’ (PTUGs) expectations of online courses. A qualitative study was conducted using purposive sampling among PTUGs from four universities. Five focus group discussions were conducted, involving 34 PTUGs. Thematic content analysis identified main themes, including motivation to complete the course, pre-course training, content delivery methods, the role of course facilitators, course communication, and evaluation strategies. PTUGs' expectations for practical topics, varied in terms of course content and delivery. They preferred online courses with multiple components tailored to their needs. The use of videos for content delivery and conventional methods for skill evaluation were the most preferred approaches. The findings of this study could inform the design and development of future online courses in physiotherapy.
Digital technology has increasingly transformed the landscape of science education, positioning gamification as a powerful pedagogical tool to enhance learner engagement and comprehension. This study investigated the application of digital gamification using Kahoot! to enhance comprehension of biology subject content among secondary school students. The study seeks to determine the effectiveness of digital gamification in reinforcing students’ understanding of cell organelles; examine learners’ motivation during the gamified learning process; and evaluate the effect of a digital gamification intervention through pre- and post-intervention assessments. A quasi-experimental design was employed involving two groups: an experimental group using Kahoot!-based digital quizzes and learning content, and a control group exposed to traditional teaching methods. The study targeted Form Two biology students, with gamified content aligned to the cell organelles topic in the Kenyan secondary school curriculum. Data was collected using comprehension biology tests. Quantitative analysis through t-test revealed statistically significant improvements in comprehension, motivation, and engagement levels among students in the experimental group compared to the control group. The findings demonstrate that digital gamification fosters deeper understanding, enhances motivation, and promotes active participation in biology lessons. The study recommends the integration of digital gamification tools like Kahoot! into science instruction to foster a more interactive and learner-centred environment.
Opportunities and challenges in the integration of Artificial Intelligence (AI) in education require thorough exploration, particularly in the context of Open and Distance Learning (ODL). This study examines faculty members’ perceptions of AI’s role, opportunities, and the challenges faced in its implementation to develop policy recommendations. This study utilised a qualitative case study using semi-structured interviews with 12 purposively selected participants. Data were collected through validated interview guides and analysed thematically. The results revealed that faculty perceived AI as a transformative tool that has a positive impact and ethical and practical considerations. Additionally, opportunities for enhancing learning outcomes were reiterated as well as the challenges that should be addressed when incorporating AI. This study developed policies to address these challenges, including promoting more equitable access to AI, ethical guidelines, and support for continuous professional development to enhance AI literacy, and it concluded that AI offers immense potential to revolutionise Teacher Education Institutions (TEIs), particularly within the ODL context.
Artificial intelligence (AI) is transforming education by enabling personalised learning, innovative teaching, and administrative efficiency, yet it also raises ethical, legal, and equity concerns. This study examines the integration of AI in education across European countries and Ukraine, analysing national strategies, policy documents, and practical implementation cases. Using a qualitative comparative methodology, the research explores similarities and differences in AI adoption, regulatory frameworks, teacher training, and challenges. The findings indicate that European countries benefit from coordinated policies, substantial public investment, and structured teacher development programmes, promoting ethical and equitable AI use across all educational levels. In contrast, Ukraine exhibits fragmented adoption driven primarily by individual educators and institutions, and constrained by limited funding, insufficient training, legislative gaps, and the impacts of the ongoing conflict. The study highlights the need for strengthened regulation, enhanced infrastructure, and professional support to maximise AI benefits while safeguarding ethical standards. The results inform policy, pedagogy, and future research on AI’s educational impact.
This bibliometric analysis provides a comprehensive overview of the research trajectory on “Game-based Mobile Learning” based on Scopus-indexed publications from 2006 to 2024. The study revealed significant growth in scholarly output, peaking in 2023, reflecting the increasing academic and practical interest in integrating game elements with mobile learning technologies. Taiwan led in global contributions, with the United States excelling in cross-country collaborations, highlighting the international appeal and relevance of this research area. The analysis also identified emerging trends, including the rise of keywords such as “Higher Education” since 2020, and three thematic clusters: “Innovative Educational Technologies,” “Games and Technology in Education,” and “Human-Centred Learning.” Periodic fluctuations in publication trends suggested shifts in funding, research priorities, or technology adoption. Despite its notable achievements, the study was limited to Scopus-indexed, English-language journal articles, excluding other indexes, languages, and document types. Future research should focus on underexplored game elements, integration into higher education, and cross-cultural approaches to enhance the field’s effectiveness. These inquiries are critical for advancing global educational innovation and fostering sustainable development in learning technologies.
Building on the “hole in the wall” experiments and TED Prize project (2014-2016), this study examined long-term sustainability and impact of the School in the Cloud (SC) initiative using Self-Organised Learning Environments (SOLEs) and minimally invasive and technology-mediated pedagogy in India, the UK, and the USA. Grounded in emergent learning and Minimally Invasive Education (MIE), it fills a gap in digital education literature on post-funding viability of innovative environments. Using qualitative methods—site visits and interviews in communities and schools—the study assessed outcomes (digital literacy, reading comprehension, self-confidence) and sustainability barriers (financial, infrastructural, policy). Linking global digital learning trends to local realities, it validates autonomous, collaborative inquiry and proposes sustainable models for technology-enabled education. The findings show how SOLE pedagogy and emergent learning democratise education, build key skills, and deliver lasting benefits across socio-economic contexts. The article ends with a framework for sustaining SC Labs via community engagement, institutional ownership, and monetisation to ensure viability. It adds knowledge on scaling digital models in diverse settings and guides efforts to democratise education through minimally invasive, technology-enabled methods.
The benchmarking toolkit for Technology-Enhanced Learning (TEL) developed by the Commonwealth of Learning (COL) is designed to assess TEL practices in higher education institutions. This study evaluated the content validity, internal consistency, and inter-domain relationships of the toolkit using a survey of 355 practitioners across 21 institutions, yielding 90 usable responses. The survey also included open-ended questions for each domain and also for general feedback. Content validity was assessed with the Content Validity Index (CVI), which showed an overall score of 0.83, indicating high validity. Further, internal consistency was examined using Cronbach’s α, average inter-item correlation, and signal-to-noise ratio, with Cronbach’s α values ranging from 0.85 to 0.93 and inter-item correlations between 0.60 and 0.76. Domain-level mean scores were calculated, and inter-domain Pearson correlations revealed moderate to strong relationships (0.44 to 0.79), suggesting that while domains are related, they measure distinct aspects of TEL implementation. Institutions receiving structured support from COL generally achieved higher TEL scores, highlighting the positive impact of TEL practices. In addition, qualitative analysis of the open-ended questions showed that the benchmarking toolkit was useful in identifying gaps and work on those gaps using an action plan to support digital transformation in higher education institutions. Overall, the findings demonstrate that the toolkit is a reliable and valid instrument for assessing TEL practices, providing a strong foundation for institutional improvement and further validation in larger samples.
Teachers’ professional identity is shaped by a range of factors. Active participation in professional learning opportunities is one such factor. The purpose of this case study is to bring teachers’ voice to the forefront and present the considered reflections of a small group of Zambian teachers, following their engagement with the Zambian Education School-Based Training (ZEST) programme. During the programme, teachers contributed to an online community of practice, where they shared classroom practice with their peers, and were interviewed about their professional learning experiences. Some also wrote reflections that explored the impact of their experiences on their professional teacher identity further. Consequently, the teacher’s voice is used extensively in this paper, and vignettes offer a snapshot of the positive impact of their professional learning experience on self-confidence, increased collaborative working, an increased appreciation for learner-centred approaches, and how they envisage themselves to be at a ‘pivot’ point on their teacher professional identity journeys.
Graduate employability remains a crucial measure in assessing higher education institutions (HEIs), yet a gap exists between the skills imparted by HEIs and evolving job market demands. In India, despite a youthful and English-speaking workforce with substantial global potential, HEIs, particularly State Open Universities (SOUs), experience challenges due to limited resources, weak industry collaboration, and outdated curricula. Addressing this, the Commonwealth of Learning (COL) initiated a project targeting employability practices in 17 Indian SOUs. Using an adapted Institutional Employability Readiness Scorecard, this mixed-methods study assessed the employability readiness of SOUs. The results indicated partial achievement of employability readiness. Strengths included the effective delivery of essential skills, while weaknesses related to limited career events and industry mentorship opportunities. Best-performance practices emphasised functional skills and interdisciplinary exploration. Poor practices involved brokerage and entrepreneurial activities. A 6-C Strategy is proposed: fostering Collaboration, enhancing Classroom Technology, updating Curriculum, building Capacity and Awareness, strengthening Connectivity with students, and ensuring compliance with policies.
Micro-credentials are short, skills-based certifications that recognise specific competencies in a flexible, modular, and industry-aligned format. Micro-credentials in higher education play a vital role in skills recognition, workforce readiness, and digital learning innovation. They offer a flexible, skills-based approach aligned with industry demands. Understanding research trends in this field is crucial for identifying future directions. This study examined the research landscape and emerging themes in micro-credential studies within higher education through a bibliometric analysis of 551 publications indexed in the Scopus and Web of Science databases from 2014 to 2024. Using the PRISMA model, relevant studies were selected based on keywords related to micro-credentials. The leading publication sources included TechTrends. The US was the most active country, with Purdue and Kumamoto universities leading the institutional contributions. This study highlights underexplored areas such as blockchain applications, gamification, information literacy, personalised learning, curriculum integration, educational technology, and blended learning. Further research could enhance their implementation and impact in higher education.
This study explores the integration of an AI-powered feedback system within Open University Malaysia’s assessment ecosystem to enhance formative assessment in Open and Distance Learning (ODL). Implemented across 12 first-semester courses, the system provided timely, personalised, and constructive feedback on student assignments. Findings from student surveys indicated high satisfaction and intention to reuse the system. The results underscore the system’s effectiveness in supporting self-regulated learning and reducing instructors’ workload, marking a significant innovation in digital assessment practices.
This study investigated the effects of blended learning approaches on technical education students' achievement in electronic laboratory workshop technology at Rivers State University, Nigeria. A quasi-experimental research design was employed with a sample of 68 undergraduate students enrolled in a technology education course. The experimental group (n = 34) received instruction through a blended learning approach combining traditional face-to-face methods with online learning components, while the control group (n = 34) received conventional face-to-face instruction only. Data collection utilised an Electronic Laboratory Achievement Test (ELAT) administered as both pre-test and post-test instruments. Analysis through t-test statistics revealed that students exposed to blended learning demonstrated significantly higher achievement scores (p < 0.05) compared to those taught using traditional methods. Furthermore, no significant gender-based differences in achievement were observed among students in the blended learning environment. The findings suggest that blended learning approaches offer substantial benefits for technical education, particularly in enhancing practical laboratory skills acquisition in electronic workshop technology. Thus, one recommendation, amongst others, is for the integration of blended learning methodologies into technical education curricula and the provision of adequate technological infrastructure.
This study explores the implications of open and distance learning environments for promoting educational practices suitable for inmates. The research questions focus on the regulatory, technological and humanistic perspectives of digital technology in prison, addressing the relationship between adult education policies and practices, the experience of distance learning in the prison context, and the implications of these policies in the field. Data collected from documentary analysis and four interviews with trainers and administrative staff highlight the need for comprehensive and inclusive policies and strategies to enhance digital inclusion and lifelong learning opportunities for these populations. Recommendations include expanding the conditions for research, fulfilling adult education rights in prison, increasing digital literacy and competencies, ensuring safe internet use, and fostering a supportive, open and distance learning environment within the prison system.
The present study examined the relationships between Artificial Intelligence for Development (AI4D) usage, instructor attitude towards technology, learners' characteristics/wellbeing, and learning outcomes in Open and Distance Learning (ODL) environments in India. A quantitative research design was employed using purposive sampling (a non-probability sampling method) to ensure that participants had relevant experience with ODL platforms. Data were collected from 410 students at Bhopal School of Social Sciences (BSSS), Bhopal, who had completed at least one certificate or diploma course offered through SWAYAM, a government-supported Massive Open Online Course (MOOC) platform widely recognised as India’s flagship ODL initiative. A self-reporting questionnaire was employed to gather data digitally, ensuring convenience and reach. In this study, AI4D usage refers to interaction with AI-enabled features on the SWAYAM platform, such as personalised recommendations, adaptive content delivery, automated feedback, and progress tracking tools. The findings of the study provided insights into the extent to which AI4D usage influences learning outcomes, the role of instructor attitude in shaping the effectiveness of AI4D, and the moderating effects of learner characteristics on this relationship. This study contributes to a deeper understanding of the role of AI4D in facilitating effective teaching and learning in ODL environments and offers implications for educational practice, policy formulation, and future research in the Indian context.
This study explored how integrating e-learning tools, specifically free ‘Google Workspace for Education’ tools, enhances teaching proficiency and student engagement in the digital age within Rwandan secondary schools. By employing a phenomenological approach, interviews were conducted with 166 secondary teachers from four purposefully selected secondary schools in Rwanda. The research found that while nearly 95% of teachers were aware of Google tools and 98% regularly used Google Classroom, a significant number (40%) underutilised other features like Google Forms and Sheets. Over 90% of the teachers surveyed reported benefits, such as improved collaboration and student engagement, but over 75% also cited barriers including limited access to digital facilities and insufficient training, with 60% expressing concerns about internet and device access. Pedagogical approaches varied, with roughly 50% of the teachers shifting towards student-centered methods. Strong qualitative evidence from over 85% of the teachers indicated increased student engagement and participation. The findings highlight the critical need for comprehensive professional development and improved infrastructure to maximise the effectiveness and sustainability of e-learning tool integration in education.
