This systematic review examines the pedagogical integration and effectiveness of artificial intelligence (AI) in English language teaching. Following the PRISMA protocol, 26 empirical studies were synthesized using the Substitution, Augmentation, Modification, and Redefinition (SAMR) model as a core analytical framework. The findings reveal a landscape dominated by applications at the Augmentation level, where AI tools such as ChatGPT enhance traditional tasks through instant feedback and personalized approaches. Across all levels, AI interventions demonstrated significant positive effects on both linguistic skills and affective factors, with pedagogical equivalence to human experts also established. This review concludes that, although current AI usage mainly optimizes existing methods, its true potential lies in transforming learning experiences by aligning with constructivist principles. Based on these findings, a future research agenda is proposed, focusing on unpacking AI feedback mechanisms, designing human-AI hybrid pedagogical models, and developing replicable design principles for transformative, higher-order learning tasks.
Digital storytelling has become an important tool in early childhood education, blending traditional storytelling methods with modern multimedia technologies. This systematic review synthesises research from 2013 to 2024, focusing on how digital storytelling is utilised in early childhood education, evaluating its effectiveness, implementation strategies, and challenges faced by educators. The review examines studies sourced from the Web of Science and Scopus databases, narrowing the search to 36 studies. Key findings show that digital storytelling positively impacts language development, creativity, and digital literacy, with 70% of the reviewed studies reporting advantageous outcomes. Although most research has focused on formal educational settings and language growth, this review stresses the need for further exploration of pedagogical strategies and the use of digital storytelling across diverse cultural and socio-economic contexts. The findings highlight digital storytelling’s potential as a pedagogical tool that promotes inclusivity, supports varied learning needs, and offers valuable opportunities for educators to incorporate technology into early childhood education.
This study outlines a thorough scale development process to assess university students' perceptions of student rights, following a rigorous three-stage methodology. In the first stage, exploratory factor analysis (EFA) was conducted with 375 undergraduate students from Faculty X at University X, yielding a 35-item scale with a 10-factor structure. The analyses provided strong evidence for the scale's construct validity (KMO = 0.884, Bartlett's test p < 0.01). In the second stage, confirmatory factor analysis (CFA) was conducted on a demographically similar sample of 376 students to confirm the factor structure. The model fit indices (chi(2)/df = 1.8, RMSEA = 0.04, CFI = 0.94) and high reliability coefficient (alpha = 0.94) indicated good psychometric properties. In the third and final stage, data from 464 students were analysed, further reaffirming the scale's validity and reliability (chi(2)/df = 2.6, RMSEA = 0.06, CFI = 0.93, alpha = 0.95). Collectively, these results suggest that the developed 35-item scale is a valid and reliable tool for assessing university students' perceptions of student rights. This study makes both methodological and conceptual contributions to the literature while offering educational institutions a data-driven instrument to evaluate issues related to student rights.
Cognitive Load Theory (CLT) explains how the interaction between working memory and long-term memory significantly influences recall (Ayres, 2006). Since working memory has limited capacity (Miller, 1956), it becomes overloaded when students face complex problems or instructions during assessments. An overloaded working memory hampers recall; therefore, it is crucial to minimise the load on working memory to ensure unrestricted recall from long-term memory during examinations. This paper compares cognitive load during teacher-centred assessment and student-centred assessment. The study is quasi-experimental and employs a non-equivalent pre-test post-test control group design. The sample consists of 110 students from the 9th class, purposively selected from a school in Vadodara, Gujarat. As self-reported measureused a self-designed tool to assess students' cognitive load during both assessment types. Data were analysed using the mean and Mann-Whitney U test. The results revealed that the difference between teacher-centred and student-centred assessments is significant at the 0.01 level of alpha, indicating that student-centred assessment is highly effective in reducing cognitive load during assessments.
This study explores pre-service primary school teachers' perceptions of design-oriented thinking (DOT) within a constructivist learning framework in the Turkish educational context. A mixed-methods approach was used, involving the Design-Oriented Thinking Scale (DOTS), the Word Association Test (WAT), and semi-structured interviews. Twenty-five pre-service teachers voluntarily took part in a one-week intensive DOT intervention. The study employed a descriptive survey model with a pre-test/post-test design, and it is acknowledged that the lack of a control group is a limitation. Results show a statistically significant increase in participants' perceived DOT levels after the intervention. This improvement is viewed as perception-based rather than causal, given the exploratory nature of the study and the absence of achievement measures. Findings suggest that including DOT in teacher education could enhance perceived scientific inquiry and creative problem-solving skills in the short term. Additionally, WAT associations and interview reflections indicate that DOT is seen to promote interdisciplinary thinking in mathematics education, aligning with Turkey's 2023 Education Vision. Despite limitations related to sample size and design, the study highlights the exploratory value of incorporating DOT into teacher education programmes at a national level.
