The eSkwela project is one of the major technological advancements in the Alternative Learning System (ALS) through its Information technology, reducing the digital divide and enhancing the capacity of the ALS students to be successful participants in a global and knowledge-based economy. This paper intends to examine the critical success factors of the eSkwela project as perceived by mobile teachers and students. The factors were tested by surveying 16 mobile teachers and 53 students of ALS. The results revealed that learners’ characteristics, teachers' characteristics, educational institution support, and information quality are the most critical success factors of the eSkwela project. Keywords: Critical success factors, Alternative Learning System, Computer-based e-learning, ICT, technology
This study embarks on the possibility of using artificial intelligence (AI) tools to automate the evaluation and assessment processes. It investigates Algerian EFL university teachers’ awareness, trust, readiness, usage, and perceptions of AI-enabled evaluation. A mixed-methods research approach was employed, combining quantitative data collected through a structured questionnaire analyzed using IBM SPSS Statistics Version 31, and qualitative data obtained from an online survey administered to the same sample of 100 university EFL teachers. The collected findings demonstrate a significant gap between awareness and actual implementation, which is largely influenced by issues of trust, readiness, and practical competence. One major conclusion of this research is that AI-powered evaluation tools have promising prospects for teachers, but they need to be chosen and utilized cautiously, in the presence of human supervision. Therefore, technological availability, professional development, targeted training, trust-building measures, and clear guidelines before integrating AI tools in evaluation are recommended. Keywords: Artificial intelligence (AI); AI-driven evaluation and assessment; AI-powered tools; human evaluation; teacher perceptions.
The rapid integration of Artificial Intelligence into education presents significant opportunities for enhancing instructional quality, personalizing learning, and improving administrative efficiency. Despite its transformative potential, successful adoption remains contingent upon leadership readiness, particularly in contexts where digital transformation is still emerging. Existing scholarship has largely focused on technological infrastructure and pedagogical applications, while insufficient attention has been given to the preparedness of school leadership to guide Artificial Intelligence implementation. This paper addresses this gap by critically examining the current state of school leadership and the implications of leadership unpreparedness for effective technology integration. Drawing on conceptual analysis and a review of contemporary educational leadership discourse, the study explores how limited digital competence, policy alignment, and strategic vision constrain Artificial Intelligence adoption. The findings underscore the necessity of targeted leadership development initiatives that strengthen digital literacy, ethical governance, and data management capabilities. The study further highlights the importance of evaluating how leadership readiness shapes the sustainability and effectiveness of Artificial Intelligence integration. These insights contribute to policy and practice by emphasizing leadership capacity as a central determinant of responsible and effective technological transformation in education. Keywords: Artificial intelligence; digital leadership; educational technology; leadership readiness; school governance
Higher education institutions, standing at the forefront of digital transformation, have become primary targets for cyber attackers on a global scale due to the massive personal data, strategic academic research, financial records, and large-scale network infrastructures they host. Unlike traditional corporate structures, the fact that higher education institutions are founded on the principles of “academic freedom” and “open access to information” brings unique challenges to the construction of cybersecurity architecture. Viewing cybersecurity merely as a technical IT issue in these institutions remains insufficient in today’s complex threat landscape. Therefore, integrating technical measures into corporate governance processes, legal requirements, and academic culture is a necessity. The primary objective of this research is to develop a sustainable and holistic “Cybersecurity in Education” model structure suitable for the dynamic nature of higher education institutions. The study centers on the perspective of Cybersecurity Program students who are in the process of professionalization and are being cultivated within the technical core of this field. Synthesizing the students’ technical vision with institutional needs will ensure that the proposed model is both technologically valid against current threats and practically applicable. The methodological framework of the research is built upon the “case study” design, a qualitative research method. Data was collected through a semi-structured interview form divided into three main categories. As a result of the content analysis of the collected data, it was determined that the greatest risk factor threatening corporate security is “user unawareness.” To ensure the balance between academic freedom and security and to manage BYOD (Bring Your Own Device) risks, the necessity of “Network Access Control (NAC),” “isolated research networks (Sandbox),” and anomaly detection systems was emphasized. Within the scope of emergency and business continuity, redundant server architectures and DDoS protection systems stood out; while it was determined that to spread the cybersecurity culture throughout the institution, policies must be supported by gamification, phishing simulations, and practical laboratory training. In light of these findings, a three-dimensional model proposal consisting of technical, administrative, and human layers has been developed. This model, in which legal obligations such as the KVKK (Personal Data Protection Law) are transparently integrated into technical processes, is expected to guide decision-makers, IT departments, and strategy development units in higher education institutions. This study not only provides a security guide but also presents an original theoretical framework for making cybersecurity an integral part of educational processes. Keywords: Cybersecurity in Education, Higher Education Institutions, Corporate Policy, Cybersecurity Model, Cyber Resilience.
Understanding geometric properties is fundamental to mathematical reasoning, yet persistent misconceptions in students’ classification of quadrilaterals remain a significant concern. Although physical manipulatives and dynamic geometry software have been widely examined, limited research has investigated their integrated use within a structured pedagogical framework to promote inclusive classification and deeper conceptual understanding. This study addresses this gap by exploring the impact of combining physical manipulatives with dynamic geometry software on students’ understanding of quadrilateral properties. An eight-hour intervention was implemented using a quasi-experimental pretest-posttest design with a single group of students. The instructional sequence consisted of an initial phase involving hands-on exploration with physical artefacts, followed by digital investigation through dynamic representations. Findings revealed a statistically significant improvement in students’ ability to classify and reason about quadrilaterals, indicating enhanced conceptual understanding and active engagement. The study demonstrates that integrating tangible and digital tools strengthens geometric reasoning and supports inclusive mathematical thinking. These findings offer important implications for the design of technology-enriched geometry instruction and highlight the need for more rigorous experimental research. Keywords: Conceptual understanding; dynamic geometry; geometry education; manipulatives; quadrilaterals
