Existing literature on blended learning in higher education predominantly relies on student surveys, offering a limited perspective on actual classroom dynamics. To address this gap, this study examines the mutual influence among teacher-student interaction, student engagement, and satisfaction within blended learning environments at a Chinese university. A mixed-methods approach was adopted, integrating three data sources: classroom observations, student perception surveys, and behavioral data from the Learning Management System (LMS), using a triangulation design to comprehensively explore the relationship between interaction quality and learning. The findings reveal that personalized feedback, especially the emotional support provided by teachers, is crucial for student satisfaction. While LMS data clearly reflect certain aspects of behavioral engagement, they show little correlation with students’ affective engagement or perceived instructor support. Importantly, affective support not only strongly predicts student satisfaction but also appears to compensate for lower levels of online activity. These results suggest that in blended learning contexts, emotional and personalized interaction from instructors plays a vital role in fostering satisfaction, potentially outweighing the influence of online activity metrics. In practice, institutions and instructors should prioritize meaningful interpersonal engagement and affective feedback, rather than relying primarily on digital activity indicators, to enhance students' learning experiences and outcomes.
This study examines changes in senior high school students’ critical thinking following the implementation of a mobile computer-based learning approach in Pancasila Education in Bali. Addressing the continued predominance of teacher-centered instruction, the study explores how an integrated Learning Management System (LMS), accessible via both mobile and desktop devices, supports learning activities that emphasize analysis, evaluation, and reflection within value-based contexts. A quasi-experimental pre-test–post-test design was employed involving 200 students from four public senior high schools in Bali. The intervention was implemented over four weeks as part of regular Pancasila Education lessons, during which students engaged in LMS-supported activities, including case-based discussions, formative digital assessments, and reflective assignments. Students’ critical thinking skills were measured using a validated scenario-based test aligned with Pancasila Education content. Data were analyzed using paired-sample t-tests and effect size calculations, while LMS log data were examined descriptively to contextualize student engagement. The results show consistent improvements in students’ critical thinking scores across all participating schools, with an average gain of approximately 13.5 points and large effect sizes (Cohen’s d > 1.6). Engagement data indicate stable participation across learning activities, suggesting adequate implementation conditions. Given the absence of a control group, the findings are interpreted as evidence of learning improvement under comparable instructional conditions rather than as causal effects.
In this study, researchers investigated the effect of nanolearning on developing digital skills among pre-service teachers, considering the cognitive theory of multimedia learning (CTML) and locus of control to assess the effect of nanolearning on digital skills. The researchers used a mixed methodology, a quasi-experimental approach with two experimental groups and pre- and post-tests. The 56 teachers in the sample study were split into two groups at random. Teachers' opinions on nanolearning were gathered through interviews, and the list of digital skills was determined qualitatively using the three-stage Delphi technique. Three instruments were used in the study. The findings of the study show: There was a statistically significant difference in the average scores of the post-test of digital skills in favor of the experimental group that used nanolearning (audio and image). The results also showed that teachers with an internal locus of control achieved higher scores on the post-test of digital skills compared to those with an external locus of control. Pre-service teachers expressed positive views toward the use of nanolearning to develop their digital skills. Based on the findings, the researcher recommends integrating nanolearning as an essential part of the curriculum in colleges of education at Jordanian universities.
Workplace situations Modern higher education relies heavily on English for Specific Purposes (ESP), especially for students majoring in Management-Business and Information Systems, who need to be able to adapt their language skills to work in more globalized environments. The purpose of this exploratory mixed-method study was to investigate the learning requirements of ESP among 150 undergraduates (75 from Management-Business and 75 from Information Systems). The study's empirical basis was to develop a pedagogical model based on Growth Mindset principles and the integration of Artificial Intelligence (AI). Information was collected by means of a structured questionnaire that probed the following areas: technology preparedness for AI-enhanced education, learning modalities preferences, language skill goals, and professional communication scenarios. According to descriptive statistics, the most highly regarded ESP skills are speaking (88%) and writing (82%), particularly for job presentations (76%), online communication platforms (72%), and formal report writing (69%). In addition, there was a strong emphasis on resilience and adaptability in dealing with language challenges, which is indicative of a growth mindset orientation, and 79% of respondents were very enthusiastic about AI-mediated learning environments that improve personalization and formative feedback mechanisms. On a 5-point scale, the average ESP learning readiness score was 4.21, showing high levels of motivation and readiness. In order to foster language competence, psychological agency, and global readiness in line with the needs of twenty-first-century professions, our results highlight the importance of developing an ESP instructional model that cohesively incorporates growth mindset principles and AI-driven innovation.
This article examines the transformative impact of Artificial Intelligence (AI) on the teacher's role in contemporary learning environments, focusing on a shift from knowledge transmission to the orchestration of cognitive ecosystems through pedagogical prompt design. The study adopts an exploratory mixed-methods design conducted in three ninth-grade classrooms at a public secondary school in Colombia, where an educational escape room generated using generative AI and a structured pedagogical prompt was implemented to stimulate emergent learning processes. Quantitative analysis focused on the frequency of “insight moments,” defined as audibly articulated ideas that restructured the collective cognitive field, and the complexity of students’ final creative responses. The intervention identified 32 insight moments and revealed two divergent pathways of cognitive emergence: one characterized by frequent individual insights and another by slower collaborative synthesis leading to high-complexity outcomes. These findings indicate that high frequencies of insight do not consistently predict deeper conceptual integration at the group level. Qualitative observations suggest that the teacher’s role evolved into a “Higgs-like” configurator, an invisible architect who shapes the learning field through prompt design rather than direct instruction. The study concludes that pedagogical prompting constitutes a sophisticated form of instructional planning that enables spontaneous idea generation and transdisciplinary cognition in AI-mediated classrooms.
