This study explores how ChatGPT is being used in higher education, particularly by undergraduate and postgraduate students for completing assignments. It looks beyond simple usage to understand how the tool shapes students’ digital learning experiences. The research focuses on how key factors – digital literacy, perceived usefulness, ethical awareness, and faculty guidance – contribute to the meaningful and responsible use of ChatGPT in academic work. A total of 304 students participated in the study by responding to a structured questionnaire. To analyze the complex relationships among the core variables, structural equation modeling was used. This approach helped uncover how digital literacy, usefulness perceptions, ethical considerations, and faculty support collectively influence students’ assignment performance when using ChatGPT. The study found that ChatGPT positively contributes to students’ academic performance. It helps those complete assignments more efficiently, supports personalized learning, and enables better management of time and resources. Digital literacy and perceived usefulness were identified as the strongest predictors of effective engagement with ChatGPT. Additionally, ethical awareness and guidance from faculty played an important role in ensuring that students used the tool responsibly and in academically appropriate ways. This research offers timely empirical evidence on ChatGPT’s evolving role in digital education. It underscores the need for strengthening students’ digital skills, clearly demonstrating the practical value of AI tools, and embedding ethical understanding through active faculty involvement. Together, these elements can enhance academic performance and encourage responsible, informed adoption of AI in higher education.
Purpose In this context, the present study aims to address three significant gaps in the literature. First, it investigates the predictive relationship between AI literacy and attitudes toward AI, aligning with the call by the Beijing Consensus (UNESCO, 2019) for evidence-based policy making in teacher education. Second, it examines the potential differences based on gender, academic year, and department, providing multidimensional data. Third and most importantly, it provides empirical data from the Turkish context to evaluate the universal applicability of global AI competency standards. In summary, this study focuses on the intersection of cognitive (AI literacy) and affective (attitudes toward AI) domains among pre-service teachers, aiming to contribute to the restructuring of teacher education programs. Problem Statement Despite the global push for AI integration led by organizations like UNESCO and the European Commission, a significant “competency-attitude gap” persists in teacher education. Although curriculum developers aim to enhance digital skills, the mechanism by which AI literacy translates into professional attitudes remains a “black box.” Without understanding how specific dimensions of literacy especially ethical and critical evaluation – predict attitudes across different academic years and departments, teacher training programs risk remaining superficial and disconnected from the complex demands of the AI-driven classroom Research Questions (1) What are the levels of pre-service teachers' attitudes toward artificial intelligence? (2) What are the levels of pre-service teachers' artificial intelligence literacy? (3) Do pre-service teachers' attitudes toward artificial intelligence significantly differ according to gender, academic year, and department? (4) Do pre-service teachers' AI literacy levels significantly differ according to gender, academic year, and department? Design/methodology/approach This study was designed within the framework of a correlational research design. This quantitative method aims to statistically examine the direction and strength of relationships between two or more variables. Findings The results indicated that AI literacy levels collectively explained a substantial 57% of the total variance in attitudes toward AI (R2 = 0.568). Notably, while the regression model was highly significant, individual sub-dimensions awareness, usage, evaluation, and ethics did not function as independent predictors, suggesting that AI literacy operates as a holistic competency. Furthermore, significant differences were identified across academic years and departments, with a “mid-program peak” in third-year students and higher engagement in science education compared to mathematics. No significant gender-based differences were observed. These findings underscore the necessity of an integrated, 4-year curriculum that aligns with the UNESCO (2024) AI Competency Framework, moving beyond isolated technical skills toward a transdisciplinary pedagogical approach. The study provides critical insights for teacher educators aiming to foster evidence-based digital dispositions in the AI era. Originality/value First, it investigates the predictive relationship between AI literacy and attitudes toward AI, aligning with the call by the Beijing Consensus (UNESCO, 2019) for evidence-based policy making in teacher education. Second, it examines the potential differences based on gender, academic year, and department, providing multidimensional data. Third and most importantly, it provides empirical data from the Turkish context to evaluate the universal applicability of global AI competency standards. In summary, this study focuses on the intersection of cognitive (AI literacy) and affective (attitudes toward AI) domains among pre-service teachers, aiming to contribute to the restructuring of teacher education programs.
This article resulted from a qualitative case study that explored parent/guardian perceptions of postsecondary transitions for students with learning disabilities, guided by Schlossberg’s transition theory, and grounded in a trauma-informed educational approach. The purpose was to explore the perceptions of parents/guardians of students with learning disabilities regarding their students’ ability to successfully transition from high school to postsecondary education. This was a qualitative single case study. Data were collected by way of interviews and critical incident questionnaires, and qualitative thematic analysis was conducted to produce key themes related to each of the study’s research questions. Research indicates that despite the increasing higher education enrollment of students with learning disabilities they lag in degree attainment. Findings of this study showed that effective IEP/504 plans require holistic collaboration that is centered on active family participation to promote self-advocacy and self-determination. This underscores that structured and individualized interventions can boost institutional collaboration and access to critical resources and services that are key to improving postsecondary outcomes. The study’s findings, form the basis of The Peña-Villegas Empowerment Model: Enhancing Successful Transitions, Postsecondary Persistence and Completion for Students with Learning Disabilities. This student-focused model is a structured trauma-informed approach to utilize when making educational decisions within a multi-tiered system of intervention and student supports. This study’s findings are significant in suggesting the need to reevaluate and redesign high school transition programs to encompass a more holistic approach. The implication is that providing a series of recommended steps to facilitate and promote proactive and dynamic parent/guardian collaboration, as well as integrate necessary support services, will achieve the goal of implementing an effective and ongoing wrap-around preparation foundation for students with learning disabilities transitioning to postsecondary education. To assist in addressing the transitional and postsecondary completion gap, a model was created as a structured, implementation plan to enhance successful postsecondary transitions for students with learning disabilities. This model demonstrates a trauma-informed approach by contributing to a Multi-tiered System of Supports (MTSS), ensuring that students with learning disabilities receive the tools, skills, knowledge and resources they need for academic and personal growth. As the research findings indicate, for the model to be effectively implemented requires collaboration and a sense of shared responsibility among all key stakeholders, with the full range of a school’s resources being accessible and thoughtfully and comprehensively coordinated. Without this dynamic collaboration, students and their families are treated more as subjects of the educational process rather than as active partners by stifling and undermining their potential for self-advocacy, self-determination and agency. Transition planning holds significant importance for leaders in special education, influencing the future success of students with learning disabilities in post-secondary settings. Prioritizing students’ needs and gathering input from all essential stakeholders guarantees a successful transition. To achieve the goal of ensuring and facilitating successful transitions, persistence and completion at the postsecondary level, it is recommended that policy and practice should prioritize collaborative planning efforts that intentionally involve all key stakeholders (families, high school staff, higher education leadership and disability services) to enhance awareness and preparedness. This includes a holistic approach encompassing mentorship, tailored academic advising, mental health support and developing life skills and self-advocacy. These efforts will ultimately provide the necessary multi-modal support for students with learning disabilities, leading to overcoming obstacles and supporting students’ transitional experiences, thereby increasing the potential to achieve academic success related to their postsecondary educational goals. Indeed, the more that can be done to enhance persistence and completion for a diverse student body, the more we are able to champion overall student success. Meeting the needs of students who learn in different ways empowers individuals, strengthens communities and bridges gaps in educational equity by fostering lifelong learning, informed decision-making, and resilient personal and professional development. The goal is to ensure that students with learning disabilities, especially those who are first-generation or economically disadvantaged, successfully transition from high school into their chosen postsecondary institution and persist in their program of study. This was an original dissertation study conducted at National University.
We addressed concerns about using apps like Quizlet and Socratic to complete multiple-choice quizzes and increase active learning, motivation and a deeper understanding of the content using a project called Quiz Creators. This experimental design explored using an assignment called quiz creators across three different instructors and two majors, including psychology and teacher education, to examine self-efficacy in a pre- and post-test methodology. Students were either in a control group, where they received traditional teaching methodologies or an experimental group, where they participated in the quiz creator assignment and engaged in a peer review process throughout the semester. Overall, using a mixed-factors ANOVA, we found a significant difference over a 16-week timeframe in self-efficacy scores overall (p = 0.02) among all groups combined and a significant difference in time in the experimental and control groups in psychology and teacher education (p = 0.03). This is useful for those in the teaching field struggling with students using study guide apps to answer all of their multiple-choice questions on exams and quizzes. This might serve as an alternative option for content and knowledge acquisition.
The purpose of this study is to assess the feedback from the teachers participating in the training course, which was delivered within the DI4ALL project and the National Life Skills Program in Lithuania. To evaluate the increase of teachers' competencies and to explore their satisfaction with the training course, a survey method was used (N = 278). To analyse the results of the survey, a statistical analysis, correlation analysis, and content analysis were applied. The research presented and elaborated the key result of the DI4ALL project – a specialized training course, intended to promote digital inclusion at all education stages and increase awareness about modern technologies. The feedback from the training course participants showed significant competency gains among participating teachers, particularly in digital systems, Open Educational Resources (OER), AI, and innovative assessment methods. Nearly two-thirds of participants effectively applied their knowledge in practice, advancing high-quality, flexible online education. This study contributed to filling the gap in scientific and practical literature on diversity and digital inclusion in education. It provides valuable insights into the effectiveness of training on digital education, the practical implementation of the DEIA (diversity, equality, inclusion, and accessibility) concept in education, and the broader implications for educational practice in the digital age. Recommendations for similar training in the future are proposed.
This article investigates the moderated-mediation roles of perceived usefulness and perceived ease of use, as well as, digital competency between digital twin modeling experience and continuous use among built environment students in Ghanaian technical universities. 788 students in the faculty of built environment were deployed through stratification from six technical universities in Ghana. Regression analysis was used to examine the conjectured paths. The study outcome shows that digital competency moderates the mediated link between perceived usefulness and students’ continuous use; however, the moderated mediation role of perceived ease of use was not supported. Generalizability of the study outcomes was methodologically delimited as the survey was restricted to only students in built environment faculties in Ghanaian technical universities. Uniqueness of the research is entrenched as it is one of the first studies to explore digital twin modeling experiences of built environment students in technical universities in sub-Saharan Africa.
This study aimed to develop and evaluate an innovative online learning management model designed to enhance digital literacy competencies among entrepreneurs in the digital industry. Grounded in work-integrated learning (WIL) principles and coaching approaches, the model further integrates agentic artificial intelligence to provide adaptive and personalized learning experiences aligned with entrepreneurial demands. A four-phase research and development (R&D) methodology was employed. Phase one reviewed literature to identify essential model components. Phase two involved model design, integrating a responsive online platform, digital design tools, WIL and coaching. Phase three implemented the model with 43 entrepreneurs in Thailand’s New Generation Graduates Project, comprising 60 h of theoretical instruction and 225 h of workplace practice over a 12-week period. Phase four enhanced the model through the integration of agentic AI. Data collection included pre- and post-tests, authentic competency rubrics and satisfaction surveys. Analysis employed descriptive statistics, dependent t-tests (p < 0.05) and content analysis. Results indicated statistically significant improvements in digital literacy. Post-test scores (M = 59.19, SD = 7.01) were substantially higher than pre-test scores (M = 36.51, SD = 10.65). Participants achieved competency at a good level, with over 60% reporting tangible entrepreneurial benefits, including increased sales, expanded customer bases and stronger competitive positioning. The integration of theoretical instruction, authentic workplace applications and personalized coaching was found to be effective, while the AI-enhanced strategy demonstrated potential for delivering adaptive, learner-centered experiences responsive to individual needs and industry contexts. The model presents a practical solution for educators, policymakers and training providers seeking to strengthen digital literacy among entrepreneurs. Its integration of workplace learning, coaching and adaptive AI demonstrates a scalable pathway for enhancing entrepreneurial capacity in rapidly evolving digital economies. Adoption of this framework can inform curriculum design, workforce development initiatives and digital upskilling programs, ensuring alignment between learner needs and industry requirements. Furthermore, the responsive nature of the AI-enhanced framework allows for continuous adaptation, supporting sustainable entrepreneurial growth and competitiveness in dynamic business environments. The study contributes originality by synthesizing WIL, coaching and agentic artificial intelligence into a unified online learning management framework. Unlike conventional digital literacy interventions, the model bridges academic theory with entrepreneurial practice while leveraging AI for personalization and scalability. Its empirical validation with entrepreneurs provides both theoretical and practical value, offering a replicable framework for cultivating future-ready digital competencies and fostering entrepreneurial success in technology-driven marketplaces.
This study has a twofold purpose. First, it aims to present the redesign of an existing research skills course and integrate artificial intelligence literacy and collaborative skills into formative group assignments. Second, it seeks to explore how students approach the use of generative AI (GenAI) in research design within group assignments. This study employs a mixed-methods approach. It integrates course redesign including learning goals, didactic approach and assessment, with qualitative insights from focus groups and quantitative feedback from mini-surveys. The course redesign resulted in revised learning objectives that emphasized the importance of responsible research, GenAI tools and collaborative skills in the domains of knowledge, skills and character. It further led to the implementation of activities such as a lecture on responsible research, e-module on GenAI and alignment of assessments with the learning objectives, which included a series of group and individual assignments. Data showed that students gained knowledge and skills regarding the use of GenAI in research design and were critical when it came to taking initiative in the use of these tools in group work. This study goes beyond merely recommending possible uses of GenAI in group work. Instead, it integrates GenAI into course redesign, describes the process of adjusting learning objectives, teaching activities and assessment and the empirical data presents how students experienced its implementation. It provides new insights into the use of GenAI in group work.
The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether interactivity (INT) and virtual rewards giving (VRG) as environmental stimuli to learners’ learning engagement (LE) elicited by massive open online courses (MOOCs) affect their learning persistence (LP) and learning outcome (LO) in MOOCs. This study further examines whether usage experience (UE) moderates the path relationships within the research model. Sample data for this study were collected from learners who had experience in taking VR-based MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 313 useable questionnaires were analyzed using structural equation modeling. This study proved that learners’ perceived INT and VRG in MOOCs positively influenced their psychological LE and social LE elicited by MOOCs, which concurrently expounded their LP in MOOCs, and in turn uplifted their LO in MOOCs. Besides, this study showed that learners’ UE partially moderated the path relationships in the research model. The research model respectively explains 71.8 and 56.6% of the variance (R2) in learners’ LP and LO in MOOCs. This study first reveals that learners’ perceived INT in MOOCs is the largest antecedent that can maximize their LP and LO in MOOCs via their PLE elicited by MOOCs. Next, learners’ perceived VRG in MOOCs is the strongest antecedent that can maximize their LP and LO in MOOCs via their SLE elicited by MOOCs. This study utilizes the S-O-R model as a theoretical groundwork to construct learners’ LO in MOOCs as a series of the psychological process, which is affected by INT and VRG. Noteworthily, while the S-O-R model has been extensively employed in previous literature, little research uses the S-O-R model to explain the impacts of INT and VRG on learners’ LP and LO in MOOCs and examine whether learners’ UE can moderate the model relationships. Hence, this study enriches the research for understanding how learners value their learning gains via INT and VRG to support them in MOOCs.
The study aimed to evaluate whether internship experiences provide students with meaningful training post the COVID-19 pandemic through a hands-on approach, thereby enhancing career readiness upon graduation. The Career Benefits of Co-Op/Internship Experience Survey, supplemented with demographic questions and one open-ended query, was administered to students at the conclusion of their 16-week internship experience. Results indicated a generally positive internship experience, as reflected in the overall participant responses (M = 4.42, SD = 0.18). Furthermore, the internship experience enhanced participant’s respect for diversity and understanding of cultural differences (M = 4.67, SD = 0.46). This study determined that students perceive internships as beneficial for their career readiness post-graduation. It was limited to a single semester and two disciplines at one regional university. Further research should encompass a broader range of disciplines and a larger student sample. Internships foster partnerships between universities and industries, thereby better preparing students for their future careers. Students learn first hand the soft skills necessary to become successful employees after graduation. This study examines students’ perceptions of their readiness to enter their chosen career fields post-graduation by providing them with a preview of workforce requirements through the internship process. The social implications include a better prepared workforce for the new challenges and retention of trained workers. This research is beneficial for academics involved in workforce preparation, particularly in contexts where there is a shortage of adequately prepared workers.
This research aimed to investigate how the proposed four-quadrant approach impacted the students’ learning, as the capstone project (CP) serves as a critical component in the transition from academic learning to professional application. The study adopted a quasi-experimental design approach, considering undergraduate students from two different cohorts as two groups: controlled and experimental. While the control group continued to use the traditional pedagogy for CP, the experimental group was exposed to improved pedagogy that includes four types of assessments: peer, internal, external and self-assessment. The findings reveal that there exists a statistical difference between the final scores obtained by both groups. The scores received by experimental group students were higher than those of controlled group students, concluding that with the new pedagogy, student learning improves. When self, peer, internal and external assessment scores were analyzed, it was observed that there exists a significant statistical difference in all these scores. The proposed approach can be applied to different courses, and the researchers may investigate the efficacy and impact on student skill development. The overall approach can also impact the student’s perseverance and adaptability. The four-quadrant approach offers a promising avenue to academicians for providing students with a student-centric learning environment. The environment offers various assessments as an opportunity to learn and improve performance. Implementing the proposed approach in educational settings could lead to more stakeholders’ involvement in the learning process, precise evaluation and effective feedback practices, ultimately enhancing student learning outcomes. A four-quadrant pedagogy approach has been proposed in the paper, and the study concludes that the approach helped students to improve their performance. Various assessments done using rubrics helped students to understand the evaluators’ expectations and perform accordingly.
This study aimed to improve the critical thinking skills of teacher–trainees through a strength-based program rooted in positive psychology. A mixed-methods experimental design was employed. Quantitatively, a single-group pre-test post-test design with time-series analysis was conducted using the Cornell Critical Thinking Test – Level Z. Statistical analysis included normality testing, paired t-tests, repeated measures ANOVA and interrupted time series regression using SPSS 29. Qualitative data, collected via daily feedback and a post-intervention survey, were analyzed using thematic analysis. To ensure the reliability of the results, triangulation was conducted through theory and data triangulation. The program demonstrated significant improvement in critical thinking, as evidenced by both quantitative (p = 0.001) and qualitative analyses. The research contributes to Sustainable Development Goal 4 by promoting quality education through improved teacher training. As teacher–trainees transition to professional teaching roles, they will apply the critical thinking strategies learned, directly impacting the learning outcomes of their students. Over time, this creates a ripple effect. The improved pedagogical skills of teacher–trainees are passed on to successive generations of learners, fostering a culture of critical thinking and lifelong learning. This approach not only benefits individual classrooms but also strengthens education systems more broadly. This research pioneers the application of strength-based programs for developing critical thinking in teacher–trainees, addressing an overlooked gap in educational research. It stands out as a groundbreaking initiative nationally and globally, introducing an innovative approach to teacher education.
This study investigates the integration of artificial intelligence (AI) into teaching methodologies within health training institutions in Tanzania. It aims to explore expert perspectives on AI’s potential benefits, the challenges to its implementation and strategies for successful adoption. The findings contribute to understanding how AI can transform health education in low-resource settings, helping to prepare future healthcare professionals for an evolving healthcare industry. The study employed a qualitative, interpretivist research philosophy, utilising a case study design. A sample of 15 experts was selected, including policymakers, health educators and AI technical specialists. Semi-structured interviews provided the primary data, exploring participants’ perceptions, challenges and recommendations related to AI integration. Thematic analysis was conducted using constructivism, TPACK and activity theory as guiding frameworks. The study incorporated expert validation and triangulation by consulting subject-matter experts and supporting findings with secondary data, ensuring the reliability and depth of the results. The study reveals that AI adoption in Tanzanian health training institutions is in its infancy, with most applications driven by individual initiatives rather than institutional strategies. Key benefits include personalised learning, enhanced remote education opportunities and streamlined administrative processes. However, significant barriers exist, such as insufficient infrastructure, limited technical skills among educators, financial constraints and resistance to technological change. Proposed strategies to address these challenges include developing a clear policy framework, phased implementation, professional development for educators and fostering collaborations with AI providers. This research provides a novel contribution by focusing on AI integration in health training institutions within a low-resource setting, which remains underexplored in the existing literature. The study offers actionable strategies for overcoming barriers and advancing AI adoption in education by applying established theoretical frameworks to analyse the contextual challenges and opportunities. The findings also serve as a foundation for future research and policy development, supporting the broader goal of improving healthcare education in Tanzania and similar contexts.
Academic cheating, particularly in unsupervised digital environments, is a persistent challenge. This study examines the effectiveness of interdisciplinary and transdisciplinary teaching approaches combined with peer assessment in mitigating academic dishonesty. Over one semester, an experimental group (N = 111) applied the proposed methods, while a control group (N = 55) followed traditional practices. Peer assessment was integrated after midterm assignments to evaluate dishonesty levels and work replicability using a reliable scale. Surveys compared dishonest behaviors between the two groups. ANOVA results reveal that (1) academic dishonesty was significantly lower in the experimental group. (2) Peer assessment showed that experimental group students demonstrated greater creativity, synthesis and citation accuracy. (3) Statistical analysis confirmed significant differences between groups (Sig. < 0.05). This study offers valuable insights for educators and higher education institutions to enhance academic integrity in digital learning through innovative teaching and assessment strategies, supporting policy improvements in digital education. A significant implication is the need to innovate teaching and assessment practices by integrating interdisciplinary and transdisciplinary teaching and peer assessment solutions. This research presents a novel experimental approach to reducing academic dishonesty in unsupervised digital environments, offering practical, resource-efficient solutions that promote transparency, self-monitoring and mutual accountability.
Purpose In online courses, asynchronous discussions are a common course activity that helps build community, explore concepts and provide an opportunity for formative feedback. Design/methodology/approach This case study explored engagement patterns in the Yellowdig platform used in an introductory-level chemistry class. Data were examined using Z scores, multiple regression, ANOVA and non-parametric testing to identify the impact of student activity on discussion and summative assignment grades. Findings Profiles of learner engagement were identified using the interactive, constructive, active and passive (ICAP) cognitive engagement framework. These profiles can be used as predictors of student performance. Moderately high and moderately low activity groups scored significantly better than low or significantly low activity groups. Originality/value This study unveils distinct learner engagement profiles linked to performance outcomes, providing valuable insights for online course design and pedagogical practice.
Purpose There exists a phenomenon called students’ negative attitude toward mathematics, leading to a decline in students’ performance in mathematics and influencing their decisions to refrain from pursuing Science, Technology, Engineering and Mathematics (STEM) majors and careers. Studies show that using technology in education can reduce anxiety toward mathematics by increasing students’ motivation to explore and appreciate mathematics. Conversational agents (CAs), automated software that interacts with users via natural language, can be used in education to support teaching and learning. Unfortunately, despite its nearly 60-year history, the application of this technology in the education domain is still scarce. This study aims to examine the effectiveness of integrating CA on students’ attitude toward mathematics. Design/methodology/approach To compare the impact of different teaching methods, students were randomly divided into two groups: a control group receiving only traditional classroom instruction and an experimental group receiving traditional instruction combined with interaction with a CA. After that, they participated in a five-point Likert scale questionnaire on attitude toward mathematics. Findings The findings revealed that integrating CA in mathematics teaching and learning significantly reduced experimental students’ anxiety toward mathematics while there was no improvement shown in the importance of mathematics. Originality/value The integration of features such as experiential learning, social dialogue, affective learning and scaffolding makes this CA a comprehensive tool for promoting personalized and engaging learning experiences among students thus reducing students’ anxiety and increasing their overall confidence toward mathematics.
