Objective This study investigates the efficacy of Microsoft Teams Class Notebook ePortfolios as a reflective tool in business writing courses. This study addresses gaps in the literature regarding ePortfolio use in business writing courses in F2F classes, focusing on student perceptions, its impact on writing skills, the convenience of the MS Teams Class Notebook, and how it fosters critical thinking regarding their learning which is one of the important goals of Education for sustainable development (ESD). Methods The iterative cross-sectional study was conducted over 13 weeks at a private college in Oman with 60 undergraduate students in two business writing classes. Data were collected using a mixed-method approach comprising a 5-point Likert scale questionnaire from 44 participants. Quantitative analysis was performed via frequency-based scaling, and qualitative insights were derived from lexicon-based sentiment analysis using VADER. Results Quantitative findings revealed that 75% of students perceived ePortfolios as valuable tools for reflection, skill development, and understanding strengths and weaknesses. A majority also reported improved confidence in using technology. Qualitative sentiment analysis supported these findings, showing predominantly positive feedback, though some challenges, including process complexity, were noted. Conclusions and Implications The study concludes that ePortfolios effectively enhance students' learning outcomes in business writing courses, particularly in fostering reflection and critical thinking. Despite some challenges, such as initial complexity, the findings highlight the ePortfolio's potential as a transformative educational tool. Recommendations include providing adequate support during implementation and expanding research to include larger cohorts and diverse instructional contexts.
Objectives: In this study, we investigate the intentions of research scholars to use ChatGPT in their academic research endeavors by employing an extended Unified Theory of Acceptance and Use of Technology model, the UTAUT2, which examines factors such as performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, habit, ethical concerns, and research excellence. By incorporating “research excellence” into the model, we aim to provide insights into artificial intelligence (AI) adoption in academic research settings and contribute to the broader discourse on the future of academic practices. Method: We conducted a survey among 400 research scholars in Indian higher education institutions to collect data. We then analyzed the data using Partial Least Squares-Structural Equation Modeling (PLS-SEM). Results: The analysis revealed that performance expectancy, facilitating conditions, hedonic motivation, habit, and research excellence significantly influence the intention to use ChatGPT, with research excellence emerging as the strongest predictor. Effort expectancy, social influence, and ethical concerns, however, did not significantly impact adoption intentions. Conclusions: The findings indicate that several key factors, particularly research excellence, play a critical role in influencing research scholars’ intentions to integrate ChatGPT into their academic activities. The study demonstrates the importance of these factors in fostering AI adoption within the context of academic research. Implications for Practice: The results of this study offer valuable insights for researchers, administrators, and policymakers who aim to create environments conducive to effective AI utilization in research academia. By understanding the factors that influence AI adoption, stakeholders can better support research scholars in integrating ChatGPT into their work, enhancing academic practices, and advancing the use of AI in research.
Objectives: The study aims to create a comprehensive framework for the effective organization of parallel teaching of two foreign languages in higher education in Kazakhstan, accounting for linguistic, psychological, didactic, and technological aspects. Methods: We used theoretical (modeling, analysis, and generalization) and empirical methods (pedagogical experiment, testing, questionnaires, and methods of mathematical statistics) in the research. An original structural and content model of parallel learning was developed, including interrelated blocks for the integrated formation of speech activity skills and a lexico–grammatical base in each of the languages. The effectiveness of the proposed model was confirmed during the pedagogical experiment, which was based on the Al-Farabi Kazakh National University and with the participation of 30 students in the specialty “Foreign Languages: Two Foreign Languages.” Results: According to the results of the experiment, the group that was trained according to the developed model achieved statistically significantly higher indicators in comparison with the control group for such criteria as the volume of lexico–grammatical material learned and the level of development of receptive (reading, listening) and productive (speaking, writing) types of speech activity as well as motivation to language learning. Conclusions: The obtained data indicate that the use of the developed model of parallel learning contributes to the improvement of the level of formation of students’ polylingual communicative competence. Implications: The study contributes to the theory and practice of multilingual education and offers a scientifically substantiated and experimentally tested tool for the implementation of parallel language teaching in higher education for the training of multilingual specialists capable of effective communication and activity in the global professional space.
Objectives: The research examined the impact of a national crisis on the research output of academic program and department heads in Israel, investigating how these leaders functioned in the face of prolonged uncertainty and exploring whether their administrative role resulted in personal costs. Methods: Data were drawn from interviews with 27 heads; then 133 heads answered a questionnaire. Results: The findings revealed factors restricting research during the crisis: overload relating to students, overload relating to administration, family difficulties, and inaccessible research infrastructure. Some heads developed successful strategies to sustain their research during the crisis. Conclusions and Implications: Critical insights into academic leaders’ resilience and management strategies can help academic institutions address challenges to research production caused by crises such as disasters, wars, and pandemics.
This study addresses the challenges faced by non-EFL undergraduate students in enhancing reading comprehension and critical thinking skills within an English for History course. While existing research has explored reading comprehension and critical thinking in EFL contexts, there is a notable gap in understanding how these skills can be developed in non-EFL students through the integration of learning management systems (LMS). The aim of this study is to investigate the impact of LMS on improving reading comprehension and critical thinking skills among non-EFL undergraduate students who are enrolled in an English for History course. A sequential mixed-methods approach was employed, involving 56 participants. Data were collected through a pretest and a posttest to measure reading comprehension outcomes; a closed-ended questionnaire that focused on critical thinking skills (covering dimensions such as analysis, evaluation, inference, and problem-solving); and structured interviews with six selected participants. The results revealed that the integration of LMS significantly improved participants’ reading comprehension, with notable gains in their ability to summarize, analyze, and synthesize historical texts. In terms of critical thinking, students demonstrated enhanced analytical reasoning and evaluation skills, though some challenges remained in applying higher-order thinking in complex texts. Positive insights include the convenience and engagement provided by LMS, while negative feedback highlighted issues such as technical difficulties and a lack of personalized support. The study concludes with implications for instructors in integrating LMS more effectively and offers suggestions for future research on bridging the gap between LMS use and critical thinking development in non-EFL contexts.
