Science, Technology, Engineering and Mathematics (STEM) education faces persistent challenges, including inadequate laboratory facilities, high equipment costs, and growing demand for industry-ready graduates. Artificial Intelligence (AI)-enabled Virtual Reality (VR) technologies offer potential solutions through intelligent and immersive learning environments. However, comprehensive bibliometric evidence on the development, thematic evolution, and conceptual structure of this emerging field remains limited. This study conducted a bibliometric analysis of AI-enabled VR STEM education research published between 2005 and 2025. A systematic search of the Dimensions.ai database, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, identified 241 eligible publications. Bibliometric techniques, including publication trend and citation analysis, keyword co-occurrence, and conceptual structure mapping, were performed using VOSviewer and the Bibliometrix package. The findings demonstrated that the field is highly recent, with 84.6
Abstract Technological capability may support learning without translating directly into academic value. This study examined how digital literacy (DL), generative artificial intelligence literacy (GenAIL), and creative thinking disposition (CTD) were differentially associated with perceived academic performance (PAP) among 258 pre-service Visual Arts teachers in Ghana. Cross-sectional survey data were analysed using partial least squares structural equation modelling (PLS-SEM), importance-performance map analysis (IPMA), and necessary condition analysis (NCA). DL was positively associated with GenAIL (β = 0.682), CTD (β = 0.350), and PAP (β = 0.326), while CTD was positively associated with PAP (β = 0.481). GenAIL showed no significant direct association with PAP (β = 0.001, p = .986), but it was indirectly associated with PAP through CTD (β = 0.235). GenAIL also modestly attenuated the positive DL–PAP association (β = −0.076, ΔR² = 0.010). The model explained 66.2% of the variance in PAP. Out-of-sample evidence was mixed: Q²predict values were positive, but only one of four PAP indicators had lower RMSE than the linear-model benchmark. IPMA identified DL as the construct with the highest model-based importance but comparatively lower performance, whereas CTD combined high importance with high performance. NCA identified sample-specific ceiling patterns consistent with necessary-but-insufficient conditions for DL, CTD, and GenAIL. The findings support a capability–enactment interpretation in which technological capabilities perform different academic functions. Teacher education should therefore strengthen foundational digital literacy, sustain creative dispositions, and develop GenAI literacy as a complementary capability embedded in critical, ethical, and creative disciplinary engagement.
This study explores the implementation of a Transformative Practice-Based Pedagogical Model (TPM) in architectural design education in Ethiopia, aiming to integrate research, theory, and practice within a studio-based learning environment. The model was applied to a full cohort of third-year architecture students (n = 20) at Arba Minch University, using the Evaluation–Creation Cycle (ECC) as a design research methodology in combination with active learning strategies. The study responds to limitations in conventional design studio pedagogy, which often emphasizes instructor-centered and product-oriented approaches that may constrain critical engagement and contextual responsiveness. A baseline assessment, drawing on students’ prior experiences in Architectural Design Studio I under a traditional instructional approach, informed the TPM-based intervention. The model was implemented through a structured four-phase process involving information gathering, empirical case analysis, theory–practice integration, and design development. Findings indicate improvements in students’ reflective thinking, engagement with research-informed design processes, and the contextual grounding of design outcomes. Given the single-cohort design and absence of a parallel control group, the findings are preliminary and context-specific; future research to further examine the model’s effectiveness across different architectural education contexts. The study contributes initial empirical insights into the potential of context-responsive pedagogical frameworks with TPM model, for architectural education in Ethiopia and similar Global South contexts.
This study examines how belongingness and diversity influence the development of leadership skills among student leaders in higher education, with interconnectedness as a mediator. Grounded in Social Identity Theory and Transformational Leadership Theory, the study adopted an explanatory cross-sectional survey design. A census approach targeted all 170 student leaders, of whom 145 participated voluntarily. Data were collected using a structured questionnaire and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The study found that belongingness significantly predicted interconnectedness (β = 0.629, t = 7.681, p <.001), while diversity also significantly predicted interconnectedness (β = 0.267, t = 3.704, p <.001). Interconnectedness exerted a strong positive effect on leadership skills (β = 0.786, t = 11.032, p <.001). Belongingness (β = 0.494, t = 5.635, p <.001) and diversity (β = 0.210, t = 3.575, p <.001) also significantly influenced leadership skills, indicating that interconnectedness partially mediated the relationships between both variables and leadership skills. The model explained 61.8
Reading culture is a fundamental component of higher education, influencing students’ intellectual development, critical thinking, and lifelong learning. However, growing evidence indicates a decline in sustained reading engagement among university students in Rwanda, largely shaped by digital transformation, limited motivation, and institutional constraints. This study examined the reading culture among university students in Rwanda, focusing on their reading habits, preferences, motivating factors, and challenges. Guided by Sociocultural Theory and Reader-Response Theory, the study employed a mixed-methods approach involving 128 students who completed questionnaires and 20 participants, comprising students, lecturers, and librarians, who participated in semi-structured interviews. Quantitative data were analysed using descriptive statistics, while qualitative data were examined through content analysis. The findings revealed that students predominantly engage with digitally mediated and easily accessible materials such as social media content, lecture notes, and online articles, while traditional academic resources, including textbooks and journal articles, are less frequently utilized. Reading engagement is generally low, with most students dedicating only one to three hours per week to academic reading, often driven by examinations and assignment requirements rather than intrinsic motivation. Environmental preferences and digital habits further shape reading practices, with online and private study spaces favoured over university libraries. Key barriers identified include lack of interest, digital distractions, and limited access to up-to-date and engaging materials, heavy academic workloads, and weak foundational reading culture, resulting in largely reactive and assessment-driven reading behaviours. The study recommended embedding structured reading activities into coursework and assessments, modernizing library infrastructure with both physical and digital resources, and promoting interactive initiatives such as book clubs, reading competitions, and peer-led learning communities. Additionally, leveraging digital platforms, providing information literacy training, and incorporating diverse reading materials can enhance students’ motivation and critical engagement. Strengthening reading culture is essential for fostering independent learning, analytical thinking, and supporting the goal of Rwanda Vision 2050 of building a knowledge-based economy.
