This issue provides direction for instructional designers, instructors, policymakers, and leaders of education spaces and systems. Each case is carefully described, and data are detailed and interpreted. Current issues of artificial intelligence and beyond, such as Universal Design for Learning, flipped classrooms, group interaction, and digital literacy, are represented here. Through the cases, contexts, and findings, this research highlights the evolving intersection of pedagogy, technology, and learner diversity in contemporary education. Across varied contexts of postsecondary course design, teacher preparation, classroom strategies, and emerging technologies, one consistent theme emerges: learning environments must be intentionally designed to support inclusivity, engagement, and ethical practice while leveraging technology in meaningful ways.
The rapid emergence of generative artificial intelligence (GenAI) tools presents new opportunities and challenges for higher education, yet little is known about how undergraduate students choose to engage with these technologies. This study examined Canadian undergraduates’ perspectives on GenAI as a learning support across three phases of the lecture cycle: before, during, and after class. Using a mixed-format survey (N = 296), we analyzed 118 student-written responses through Mayring’s qualitative content analysis and mapped themes onto Zimmerman’s model of Self-Regulated Learning (SRL). Results indicate that students see GenAI as a versatile cognitive partner—supporting preparation before lectures, engagement and clarification during, and review and assignment help afterward. Students also expressed critical concerns about overreliance, accuracy, academic integrity, and data privacy, which align with vulnerabilities in SRL processes such as self-control, self-evaluation, and help-seeking. Findings highlight a conceptual shift from institutional framings of GenAI as a production tool toward student framings of GenAI as a mechanism for intellectual capacity building. We argue that deliberate integration of GenAI into teaching practices and institutional policies—aligned with SRL subprocesses—can support responsible, student-informed adoption. The study contributes timely evidence for educators and policymakers navigating the pedagogical and ethical dimensions of GenAI in postsecondary learning.
Postsecondary institutions increasingly recognize the importance of designing educational experiences that reflect students' diverse identities and life experiences. As online course enrollment continues to rise, it becomes crucial to address how course design can effectively support this diverse student population. Traditional course designs often fail to accommodate the broad spectrum of student backgrounds, resulting in barriers to success and inclusion. In response to this gap, we propose a framework for online course design that prioritizes inclusivity, flexibility, and ethical considerations. This three-layer framework systematically integrates Universal Design for Learning principles with academic integrity values and Indigenous academic integrity principles, providing educators with practical guidance to create ethical and supportive online learning environments that address learner agency while maintaining academic standards.
This study investigates the impact of process writing and flipped learning on enhancing students' extended essay writing performance and higher-order thinking skills (HOTS). The process writing approach emphasises writing as a recursive activity involving multiple drafts, feedback, and revisions to improve coherence and clarity. A quasi-experimental design was applied, involving 120 Form Four students in northern Malaysia. Participants were divided into an experimental group, which received process writing-based flipped learning instruction, and a control group, which received textbook-based instruction in a flipped setting. Data were collected through pre-test and post-test assessments of writing and HOTS, along with qualitative feedback from student interviews. Analysis of covariance (ANCOVA) revealed significant improvements in the experimental group's writing across content, communicative achievement, organisation, and language use. Additionally, the experimental group showed marked growth in HOTS, particularly in analysing, evaluating, and creating. Although originally proposed in 1981, Flower and Hayes' model remains relevant for understanding the cognitive processes involved in students during writing, especially in instructional design contexts. This study supports the integration of process writing and flipped learning to enhance writing performance and HOTS, offering practical insights for educators seeking an effective and engaging instructional approach in teaching and learning of extended essay writing.
This research focuses on the use of breakout rooms in online classes at a private university in Saskatchewan, Canada. It aims to explore factors that contribute to successful collaborative graduate student learning experiences and identify challenges students face during peer-to-peer interactions in breakout rooms. A qualitative research approach was employed and data were collected through a qualitative survey and focus group discussion. The survey was distributed to graduate students in three unique online courses within the college of education at the university. The findings highlight a variety of breakout room activities, ranging from open-ended discussions to problem-solving exercises facilitated by collaborative tools such as shared documents and Padlet. The students expressed a preference for activities that were simpler and more accessible, which fostered teamwork and facilitated the exchange of ideas among group members. The challenges that students mentioned dealt with the non-availability of written instructions for activities, unequal participation or dominance by group members, and potential conflicts arising from differing opinions. Recommendations include further exploration of innovative tools to enhance virtual collaboration, comparative studies across different academic levels, and investigations into the long-term impacts of breakout room usage on student learning outcomes.
In light of lessons learned from online teaching during the pandemic in 2020 and the rapid advancement of educational technologies, greater attention has been directed toward how teachers are being prepared for future classrooms. In teacher education programs, two main models exist to promote the digital competence of teacher candidates (TCs): (a) specialized, stand-alone courses on educational technology, and (b) an infused model in which digital skills are integrated into other courses. We conducted an environmental scan of educational technology courses in teacher education programs across Ontario between April and August of 2024 to explore the models adopted for preparing TCs. The findings show that 14 out of 16 Primary/Junior programs, 9 out of 12 Junior/Intermediate programs, and 9 out of 15 Intermediate/Senior programs, offer stand-alone courses on educational technology, most of which are mandatory. This reliance on stand-alone courses demonstrates an attention to technology training for TCs. However, a potential limitation lies in that most programs rely on only one course. To obtain detailed insights, we also conducted a thematic analysis of the course descriptions, highlighting areas of strength and those needing improvement. This study informs teacher education programs and researchers on future opportunities to develop TCs’ digital competence.
This mixed-methods study examined how experiential learning theory (ELT) can support the development of digital and artificial intelligence literacies in postsecondary education through the integration of generative artificial intelligence (GenAI) tools. Guided by ELT’s four-stage cycle, concrete experience, reflective observation, abstract conceptualisation, and active experimentation, this study explored how students engaged with GenAI to enhance their learning, critical thinking, and ethical awareness. Data were collected from 17 students and one instructor through surveys and semi-structured interviews. Descriptive and thematic analyses revealed that students initially identified as beginners in GenAI use, employing the technology primarily for functional tasks such as organizing information or conducting surface-level research. Through experiential engagement and guided reflection, students demonstrated growth in confidence, ethical understanding, and critical evaluation of AI-generated outputs. Instructor findings converged with student perspectives, emphasizing the value of scaffolded, reflective engagement for literacy development. The integration of quantitative and qualitative results underscored the effectiveness of experiential learning in a GenAI-designed course.
Le Vietnam est considéré comme étant avancé dans l’adoption et l’usage des technologies de l’information et de la communication (TIC) en éducation, suivant les critères définis par l’UNESCO. Cependant, la plupart des établissements d’enseignement supérieur vietnamiens ne se limitent qu’à investir dans du matériel et des équipements technologiques pour encourager les initiatives individuelles d’enseignement en ligne chez les enseignants universitaires, sans disposer de véritable politique institutionnelle de formation en ligne ni de toutes les dimensions nécessaires à l’intégration systématique des TIC. Cela les empêche d’atteindre un niveau d’efficacité suffisant et une cohérence d’ensemble. Cet article vise à présenter les résultats de l’étude des modèles de développement du cyberapprentissage dans les établissements d’enseignement supérieur du monde entier, en particulier celui de l’Association européenne des universités d’enseignement à distance (EADTU), en vue de construire un modèle d’évaluation comparative de la politique institutionnelle de l’apprentissage en ligne en fonction de la perception des étudiants. Ce modèle a fait l’objet d’une enquête auprès de 460 étudiants de quatre établissements d’enseignement supérieur vietnamiens, dont les résultats d’analyse factorielle permettent de valider une version adaptée de l’enquête au contexte local.
Cette étude examine les tendances et les développements des publications ainsi que la dynamique de collaboration scientifique entre auteurs, pays, organismes et sources récentes liés à l’utilisation de l’intelligence artificielle (IA) dans la formation et l’apprentissage universitaires. Une analyse bibliométrique de 285 articles publiés depuis 2014 jusqu’au 26 mars 2024, issus de la base de données Web of Science a révélé une forte association entre l’IA et des thèmes tels que l’éducation, la motivation des étudiants, le « feedback » et l’autocontrôle. La Chine et les États-Unis sont les pays les plus influents dans ce domaine de recherche, avec une collaboration croissante d’autres pays, comme le Afrique du Sud, Brésil, Canada, Israël, Pologne, Singapour, Vietnam depuis 2023. Les premières publications remontent à 2022 dans des revues spécialisées comme International Journal of Educational Technology in Higher Education et Educational Technology & Society. Bien que l’analyse présente certaines limites, telles qu’une compréhension réduite des tendances, une couverture partielle des publications et une faible représentativité des données, elle offre des insights précieux pour de futurs projets de collaboration interdisciplinaires et de recherches qualitatives visant à mieux comprendre la dynamique de l’intégration de l’IA dans l’enseignement supérieur.
Micro-credentials (MCs) have emerged as a transformative tool in education and workforce development, offering flexible, targeted learning opportunities that align with the principles of lifelong learning. This paper presents the findings of a survey conducted among stakeholders in the Commonwealth Caribbean in a baseline study to gauge their awareness, experiences, and attitudes toward MCs. The study reveals that while a majority of respondents are familiar with MCs, significant barriers such as lack of awareness, resistance to change, and limited access to technology hinder their widespread adoption. The paper highlights the potential of MCs to address regional flexible learning and skills gaps, support workforce development, and promote social inclusion, while also emphasizing the need for clear policies, quality assurance frameworks, and stakeholder collaboration. By applying the Lifelong Learning Paradigm, the paper provides a comprehensive framework for understanding the role of MCs in supporting continuous learning, skill development and adaptability. The findings underscore the importance of aligning MCs with industry needs, leveraging technology, and fostering a supportive ecosystem to ensure their successful implementation in the Caribbean. The paper concludes with actionable recommendations for policymakers, educators, and employers to integrate MCs into the region’s lifelong learning landscape.
This study explores the influence of emotional intelligence and privacy orientation on attitudes and intentions to learn with mobile technologies. Data were collected from 272 respondents in Kazakhstan, a country with a transitioning economy. The findings reveal that both emotional intelligence and privacy orientation positively affect attitudes and intentions, except for the dimension of concern about one’s own informational privacy. Additionally, a model incorporating both emotional intelligence and privacy orientation explains variations in attitudes and intentions more effectively than models with either factor alone. This research contributes to the understanding of the multidimensional constructs of mobile learning, privacy, and emotional intelligence in non-Western contexts, providing valuable insights for technology adoption in transitional economies.
Research on educational technology (EdTech) integration has extensively explored determinants; however, strategies remain underexamined. Existing models predominantly focus on identifying the determinants of technology adoption yet fail to offer systemic frameworks for sustainable EdTech integration. This study bridges that gap by investigating strategies proposed by stakeholders in a college of teacher education, culminating in a theoretical framework. The research was conducted across four Ethiopian colleges of teacher education by employing a constructivist grounded theory. Data were collected through semi-structured interviews and document analysis, involving 23 participants selected through purposive and theoretical sampling. Data analysis was performed using MAXQDA (Version 2020) software. The results revealed six key strategies categorized into teacher-related, institution-related, and organization-related. A co-constructed theoretical framework illustrates the roles of various stakeholders in EdTech integration, underpinned by ecological systems theory, diffusion of innovations, and the unified theory of acceptance and use of technology. Credibility was ensured through a member-checking survey. The study advocates for further quantitative research to evaluate the correlation between strategies and educational technology integration outcomes, with replication across diverse contexts and stakeholders.
Navigating the evolving landscape of education innovation is the overarching theme in this issue. As global education systems grapple with rapid technological change, shifting learner expectations, and the imperative for lifelong learning, a diverse body of research is emerging to illuminate the path forward. The six essays in this issue offer a compelling cross-section of current education innovations, spanning micro-credentials, artificial intelligence, emotional intelligence, privacy, online learning policy, and strategic EdTech integration. There is an underlying emphasis on systemic thinking—whether through policy frameworks, theoretical models, or stakeholder collaboration. The study on micro-credentials in the Caribbean underscores the promise of flexible, skills-based learning but also reveals persistent barriers such as technological inequity and institutional inertia. Similarly, the Vietnamese benchmarking study highlights the limitations of piecemeal ICT adoption in higher education, advocating for comprehensive, context-sensitive policy development. In parallel, the Ethiopian study on EdTech strategies offers a grounded theoretical framework that moves beyond adoption determinants to propose actionable, stakeholder-informed strategies. This shift from “why” to “how” is critical as institutions seek sustainable models for technology integration.
Student-written evaluation (N = 600) of professors was examined to determine the emotional tone of the words used to evaluate faculty. Using the revised Dictionary of Affect (DOA; Whissell, 2009), evaluation words (N = 26,764) uploaded to the Rate My Professors website between 2018 and October of 2023 were measured for their pleasantness, activation, and imagery. Overall, the emotional tone of the students’ written evaluation was very close to the DOA’s definition of everyday English (M = 50) for all three categories: pleasantness (M = 51.1, SD = 6.3), activation (M = 52.2, SD = 4.8), and imagery (M = 50.2, SD = 7.4). The results indicated that the written evaluations were uniform in expression and emotional tone: neither very pleasant/unpleasant, active/passive, or imagery/abstract. While significant relationships were found with professor quality and difficulty ratings, the number of words in the evaluation, and the instructor’s gender, all associations had small correlational strengths and weak effect sizes, indicating that the variables might not be strong predictors of the emotional tone of student evaluations. If student written evaluations are not emotionally charged, then there is an opportunity to reduce any negative feelings faculty members have attached to the process.
This journal has always supported research about learning, technology, and change. In the evolving landscape of education places and spaces, one truth is still emerging: learning is not confined to a traditional classroom or dictated by curriculum. It is shaped significantly by communities small and large, technologies of many types, and the beliefs and actions of those who teach and learn. Recent studies from Canada, France, Switzerland, and the United States offer a view to the continuing transformational change. Outlined are the problems, the promise, and the increasing complexity of techno-pedagogical reality.
Student readiness for university study cannot be assumed; the progression to become a successful student requires support. Highlighting the implementation of purposeful, accessible, and inclusive pedagogical design, this case study explores emergent academic literacies and community building using social annotation in the context of remote teaching and learning. This study analyses first year international students’ annotations in academic texts for indicators of learning and community in their asynchronous interactions with one another. Findings indicate that students were able to discern relevant aspects of meaning-making within their texts, pointing to developing academic literacies. Student threaded annotations, group work, and peer review demonstrated individual and shared learning developed over sustained engagement with one another. The study provides support for a curriculum that facilitates and supports novice scholar participation in university communities and discourses.
This study investigates student motivation using virtual reality (VR) technologies in anatomy and physiology courses. Over a two-year period, 21 college students from nursing, paramedic, and biotechnology-health programs were recruited for this study. The participants were randomly assigned to either a group using immersive VR on Quest 2 headsets or a group using desktop-based VR on personal computers. Both groups utilized VR on the health education platform 3D-Organon. The study compares the intrinsic motivation between these two groups. Four subscales of the Intrinsic Motivation Inventory were employed for this study. The immersive VR group was statistically significantly higher on the interest/enjoyment and perceived competence subscales. There was no significant difference between the two groups on the pressure/tension and perceived choice subscales. This study demonstrates VR's potential in boosting student motivation in human anatomy and physiology courses. Due to limited participation in pre- and post-assessment tools, content-based learning gains could not be compared. This highlights challenges in conducting VR studies in postsecondary institutions, including volunteer bias, curriculum integration barriers, student recruitment, and survey fatigue. These insights are critical for administrators and pedagogical designers when evaluating wider VR adoption in health and science education.
The purpose of this study is to advance the accessibility of a hybrid-flexible (HyFlex) learning environment by applying the four attributes of the POUR model (WCAG 2.1, 2018), namely, perceivable, operable, understandable, and robust, to make digital learning content more accessible to all learners. The connections between the POUR principles and the principles of four frameworks instrumental to digital accessibility––Universal Design, Universal Design for Learning, Mobile Seamless Learning, and HyFlex––are discussed. The study describes one educator’s journey to learn the core skills of making learning resources more accessible to undergraduate students at a teaching university in Switzerland. Qualitative data was obtained from a focus group involving three students, as well as from an external evaluator who conducted a digital accessibility check based on commonly used accessibility criteria. This revealed that the criteria were implemented with varying effectiveness. Findings from the focus group suggest that the instructor’s efforts to increase digital accessibility were noticeable. Obstacles were mainly related to navigation issues and the different participation modalities integral to HyFlex. The study offers practical advice for instructors who wish to increase digital accessibility and adaptability in their courses.
Online resources have become an important reality in education, accompanied by the phenomenon of the production, modification, and wide dissemination of educational resources by communities of teachers. This article explores the situation in France. First, we recall previous research on how teachers cooperate in order to create online resources. We distinguish between several types of collectives (captive communities, activist communities, proto-communities) and focus on their dynamics. Doing so implies considering the subjects as well as the instruments used and the social systems within which they evolve. Second, the issue of teacher agency relative to educational resources is analysed. In France, teachers are granted great freedom of pedagogical methods, a freedom not seen in all countries. Therefore, we analyse the activities of these collectives to understand how they view their activity and their role, specifically when using learning materials in class. An important related issue is the eagerness of administration to rely on evidence-based practice for orienting teacher action. We suggest that participatory research is a good investment for raising meaningful issues and proposing possible, short-term solutions.
Despite the widespread adoption of data-based decision making (DBDM) policies in schools around the world, there is limited understanding of how teachers use DBDM in K-12 classrooms and the impact of DBDM training on teacher practices and student outcomes. This scoping review aims to provide an overview of the existing literature on the uses of DBDM by teachers globally and identify gaps in the field. The findings (a) highlight a geographical and temporal clustering, with a notable emphasis on studies conducted in the United States and the Netherlands and published in 2016–2017 and 2020–2022; (b) identify a gap in the literature, particularly in the context of online and secondary schools, where the predominant focus has been on elementary and in-person settings; and (c) suggest that although DBDM interventions have been found helpful in altering teacher practices and student outcomes, there is still a need for more sustainable support to enhance DBDM implementation. The study concludes with recommendations for future DBDM research, building on implications from previous interventions.
