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Virtual reality (VR) is used across the educational spectrum (higher education, high school, primary school, and even pre-school); however, primary school teachers' perceptions of using VR in their classrooms require further research. A brief review of the literature of 100 existing articles related to teaching within the primary school context was conducted. The articles were obtained by performing a word search within Google Scholar, with the keywords 'virtual reality primary school teachers 2018 - 2023'. Teachers indicated both hesitance and enthusiasm for incorporating VR. The findings of this study indicated that only a low number of articles (n = 11) addressed VR and primary school teachers, compared to the total number of articles reviewed (n=100). Researching VR and teaching assists in supporting the wider fringe aspects of e-learning practices, such as VR. It advances the compass of e-learning knowledge by integrating immersive learning tools into the primary school classroom.

Artificial Intelligence (AI) has emerged as a prominent area of investigation in the field of education. Also, perceptions, challenges and threats of AI among university professors show notable variations. This study explores university professors' perspectives regarding AI, including their familiarity with AI, its educational impacts, challenges associated with its implementation, and perceived threats. To achieve this, a survey was administered to 65 university professors from diverse Egyptian institutions, both state and private. Subsequent statistical analyses were conducted to treat the collected data. The outcomes of these analyses reveal that university professors possess varying degrees of familiarity with AI. Despite this, they view AI as a valuable educational tool. The study identifies several challenges hindering AI adoption, encompassing difficulties in comprehending and interpreting AI algorithmic outcomes, the intricate autonomy of AI systems, financial implications of implementation, and concerns regarding data privacy. Additionally, the study identifies apprehensions pertaining to AI''s influence on professors' skills, potential dehumanization of pedagogy, adverse effects on students, and the potential obsolescence of professors. These findings bear implications for the integration of AI in educational contexts, highlighting the necessity for further exploration in this evolving field.

Although the issue of learning transfer has been given much attention in English-for-academic-purposes (EAP) research, the factor of transfer climate could be investigated further. The current study examines what the instructors of EAP perceive can be done to prepare students for the transfer climate. The transfer climate refers to the nature of the target context of instruction and the support for learning transfer perceived by a learner in that target context (Burke & Baldwin, 1999). The target context in EAP education is the discipline courses that students take alongside or after EAP courses. The transfer climate may be supportive or unsupportive depending on whether such discipline courses accommodate for students' transfer of EAP skills. Data was gathered through semi-structured interviews with 22 EAP instructors and, subsequently, three of them were observed to see what actually happens in their EAP courses (Borg, 2015). The findings outline eight steps that can be taken to prepare students for the transfer climate, seven within EAP courses, and one within discipline courses. From what was observed, few of the steps that participants mentioned in the interviews were actually implemented in the classes. Both practical implications and implications for future research are outlined.

The ubiquity of IT (Information technology) for teaching at large is a reality that can be observed, including STEM education, which is the field of study of this research. In view of this situation, this work is intended to determine the role of IT in STEM (Science, Technology, Engineering, Mathematics) education. It was decided to conduct a systematic review based on PRISMA model and adding information obtained from the analysis of fugitive literature. The literature review was carried out on a total of 16 articles. The main inclusion criteria were a temporal selection from 2015 to March 2023, the inclusion of the terms IT and STEM in the title, abstract or keywords of the articles. The main results show an increasing tendency of this topic, especially in English research. Most relevant conclusions of the systematic review evidence a positive relationship between IT and STEM education, although some negative aspects are also highlighted as there is still a lack of resources and teacher training, leading to ineffective application of IT in STEM classes. The research results have important practical implications, it motivates teachers to research, propose and implement measures to enhance the role of IT in STEM education, while minimizing the limitations that have been identified.

This study explores the intersection of Technological Pedagogical Content Knowledge (TPACK) and Technology Integration Self-Efficacy (TISE) among EFL instructors in Turkey. Utilizing a quantitative approach, 101 EFL instructors were across various Turkish universities, employing the TPACK-EFL assessment and the TISE questionnaire. Our findings reveal a robust foundation in EFL educators' TPACK and a general confidence in technology integration. Obviously, a predictive relationship between TPACK levels and TISE beliefs was observed, indicating that educators' selfefficacy in technology integration significantly influences their TPACK proficiency. This research contributes to the understanding of EFL educators' capabilities in integrating technology into higher education and highlights areas for enhancing technology confidence and proficiency. The implications of these findings extend to the design of instructor training programs and curriculum development in EFL settings, advocating for an increased focus on technology integration competencies.

Effective integration of technology is critical for online, blended, hybrid, and face-to-face learning. The purpose of this paper is to introduce the SETI (Socio-Ecological Technology Integration) framework and explain what it adds to the scholarly research regarding effective technology integration. The SETI framework goes beyond previous frameworks and applies a holistic systems approach to understanding effective technology integration. This takes into account all aspects of technology integration including new findings uncovered during the COVID-19 lockdown. TPACK and SAMR were analyzed identifying their benefits and limitations and then the SETI framework was explained providing insight into the value of a whole systems approach to technology integration.

This study addresses the scarcity of research examining technology's impact on learners of English as a foreign language in English for specific purposes (ESP) courses within English-medium instruction (EMI) programs. Focusing on a business communication course using a social question-answering platform, this study explores the interplay among English proficiency, motivational orientations, and online engagement. Surveying 126 university students via a mixed-method approach, this research identifies distinct motivational orientations (intrinsic, extrinsic, and self-efficacy) existing during class activities, influenced by proficiency levels, with notable differences in online participation between beginner and advanced learners. The findings suggest that while online activities enhance peer interaction and teacher feedback, they may trigger anxiety in beginners, potentially diminishing motivation and self-efficacy. These results emphasize the need to tailor technology integration to proficiency levels and motivational orientations in ESP/EMI settings. Practical recommendations are offered for educators aiming to implement effective online activities and provide targeted support, particularly for beginner learners, thereby bolstering their motivation and self-efficacy.

This study aimed to investigate the perception of STEM students (n = 147) on using mobile Augmented Reality (AR) across gender and learning styles in physics online classes. It utilized embedded mixed-method research and purposive sampling. An instrument named Students Perception in Integrating Mobile AR in Physics Class was developed and has undergone a series of validations such as item generation from literature review, content validation, cognitive interview, pilot testing, and exploratory factor analysis revealing two factors, CFA with indices that are of acceptable value, and good Cronbach alpha ([alpha] = 0.86) for reliability. Mean, standard deviation, percentages, two samples t-test, and thematic analysis were used to analyze the data. Results revealed that all students have a source of internet connection as well as a device to use and most of them have a very stable to somewhat stable internet connection. Positive feedback was shown in terms of overall learning experience and perception across gender and learning styles. However, in terms of overall usability, females have more ease of use compared to males and kinesthetic learners only have a positive response. It was also found that there is no significant difference across gender. Moreover, the integration of AR in a physics lesson has received excellent responses from both students with and without prior experience in a classroom setting. All of the difficulties the students encountered were technological in nature. There are also opportunities to improve the integration of mobile AR in the technical and learning process. These results suggest that teachers should integrate mobile AR in online physics classes but should consider factors such as Internet connection, device, gender, and learning styles in developing the application.

The COVID-19 outbreak posed a compelling challenge for teacher education programs regarding preparing pre-service teachers for online language teaching. In this study, nine Turkish EFL pre-service teachers were involved in a six-week online teaching project, which provided them with theoretical and practical training on online language teaching. They were engaged in lesson planning for one synchronous and two asynchronous lessons and taught these lessons to EFL students. This case study explored pre-service teachers' technological pedagogical content (TPACK) development via reflection reports, an online semi-structured interview, lesson plans, recordings of online lessons and posts on the asynchronous platform. The data analysis was conducted through thematic analysis. The findings demonstrated that participation in the online teaching project facilitated the participants' overall TPACK development. However, some pre-service teachers encountered challenges in effectively integrating technology with content and pedagogy. Specifically, lacking contextual knowledge hindered their ability to design and conduct online lessons successfully. The study underscores the importance of adopting a situated learning-by-doing approach to TPACK development, the value of pedagogical mentoring provided by teacher educators and field experience for pre-service teachers to gain competence across all subcomponents of TPACK.

This article offers insights into a national-scale project aimed at developing and disseminating digital learning materials for mathematics education in Austrian lower secondary schools. The design-phase and context of the project outline the noteworthy aspect of this project, namely the close collaboration of a diverse group of experts, including technology-experienced educators, GeoGebra developers, proficient GeoGebra users, and researchers specializing in technology's role in mathematics education. This approach reveals the various needs and perspectives of all stakeholders for the designing process. To meet these needs the project design is utilizing three different research-related ideas, the didactic tetrahedron, the instrumental approach, and the didactical functionalities provided by digital technologies. We will present the resulting and constantly readjusted workflow and how such collaborative efforts ensure the quality of materials from different perspectives, aligning with best practices in technology integration in mathematics education. The comparison of five carefully selected materials for different learning scenarios brings out various possible technology-added values that can be achieved through collaboration. Selected qualitative methods such as thematic analysis of learning diaries, evaluation of a qualitative questionnaire and analyzing notes from the project team leader during the ongoing project let us extract diverse lessons learned in form of opportunities and drawbacks (e.g., discussions with experts, missing knowledge about GeoGebra). This project exemplifies potential for collaborative material design to enhance mathematics education at a wide scale, offering valuable lessons for similar endeavors in field.

Professional teaching knowledge interferes with the planning and development of classes, which also relates to integrating digital technologies in the classroom. This study aimed to understand and discuss teachers' professional knowledge for teaching mathematics with digital technologies. The methodology of this systematic literature review was composed of selecting 42 scientific articles in the ERIC, Latindex, Scopus, Scielo, and Web of Science databases and vertical and horizontal analyses of the indicated studies. The results suggest that the studies have similar structures with similar theoretical frameworks, objectives, and methodological procedures, identifying and classifying teacher professional knowledge based on knowledge achieved or that still needs to be developed. The teachers mobilize their knowledge by recognizing the potential of digitaltechnologies forteaching mathematics critically and reflectively.

This study aims to identify factors that can influence students when using the learning management system (LMS) in learning educational pedagogy. The LMS that we mean in this study is Pedagogi.id Platform. The design model in the study uses the UTAUT model. Questionnaires with five UTAUT variables, namely performance expectancy, effort expectancy, social influence, facilitating condition, behavioral intention, and use behavior, were distributed to students at one of the universities in Bandung. Hypothesis testing or data analysis of this study using the Structural Equation Model (SEM) approach with the help of the SmartPLS application. The results showed that the entire hypothesis was accepted or had a significant influence between variables. The most potent factors shown based on the results of the magnitude of influence are the variables facilitating conditions on student usage behavior and performance expectancy on student behavior intention. Therefore, this study recommends learning by utilizing technology, especially in universities, to improve students' knowledge and skills, one of which is using the Pedagogi.id Platform.

The research aims to disclose academicians' perceptions of "Online Teaching Tools" (OTT) within the UTAUT-2. In the study, a qualitative research method was implemented. The case study pattern has also been used for the study. The study group of the research was determined through maximum variation sampling from purposive sampling methods. Twenty-six academicians working at the faculties of education of two universities in the Western Black Sea Region of Turkey constitute the study group of the study. A semi-structured interview form was employed as a data collection tool. The data were analyzed inductively. MAXQDA 20 program was implemented in data analysis. In terms of performance expectancy, OTT can be integrated into teaching methods and techniques. In terms of effort expectancy, it has also been found that the use of OTT is mostly straightforward, and the fact that it is time-consuming, and challenging does not mean negative and technical problems might occur. Regarding social influence, academicians receive support and advice on using OTT. In terms of facilitating conditions, most academicians perceive themselves as sufficient. In terms of hedonic motivation, academicians are of the opinion that that OTT become enjoyable, primarily if it is used via student participation. It is shown that the difference in the exchange rate within Turkey increases fees as a price value. In further studies, it is possible to refer to the opinions of academicians from various fields based on the relevant theory via the following qualitative and quantitative methods.

Science learning today refers to the STEM approach from both primary education to higher education. Teaching materials are the second important part besides the role of creative and innovative teachers in the learning process. Teaching materials are used as learning resources that can be created and developed by the teacher according to the characteristics and needs of students and integrate other disciplines and values in it. The integration of several disciplines has a significant impact on learning outcomes. This study aims to understand the teacher's perception of the need for STEM-PjBL-based digital teaching materials integrated with local religion and wisdom. This research is the basis of development research conducted to develop digital science teaching materials based on STEM-PjBL integrated with religion and local wisdom. Respondents who participated in this study were 101 teachers from various islands in Indonesia. The technique used is a questionnaire by filling out ten questions on the questionnaire distributed via google form. The results showed that the teaching materials used by teachers in teaching science 55.45% came from the government in the form of teacher-student handbooks. The rest of the teachers use teaching materials sourced from publishers (39.60%) the rest use sources from the internet. There has not been found data on teachers using their own teaching materials or collaborating with the Teacher Working Group. While learning science as a whole without integrating other disciplines is 8.91%. Only 25.74% of teachers integrate technology and machines.

The study aims to improve the existing unified theory of acceptance and use of technology (UTAUT) framework to understand the adoption of e-learning platforms in developing countries and to understand the relevance of the quality of study life among students. The constructs for the UTAUT model were chosen based on the e-learning study context and expanded with the variable study-life quality. The expanded model was tested with empirical data collected from graduate and post-graduate students of higher education institutes. The hypotheses testing and adequacy of the expanded model were analysed using structural equation modeling using SmartPLS v 3.2.8. The study's findings indicate that nine out of the twelve hypothesized paths significantly influenced students' engagement with e-learning platforms, and a total of six significant variables explained a variance of 65.8% of the dependent variable behavioral intention. The variable study-life quality had the highest [beta] coefficient value of 0.380, indicating that it is the most significant factor for e-learning adoption in this study setting. The study adds to the publication on adoption theories by providing an expanded UTAUT framework that is empirically tested.

The COVID-19 pandemic forced the education sector to transition from traditional classroom settings to online and blended learning formats. MOOCs have emerged as a potential alternative to traditional classroom instruction, providing students with access to high-quality education from leading universities. This case study examines the preferences and views of school students on the integration of MOOCs in the performance tasks of EFL courses. The study was conducted in Türkiye during the 2020-2021 school year, and a total of 110 K-12 students participated. Both qualitative and quantitative data were collected. Statistical analysis was used to analyse the quantitative data, while descriptive and content analysis was used for the qualitative data. The study found that integrating MOOCs in K-12 EFL classes had a positive impact on students' motivation and engagement levels. Using MOOCs as performance tasks increased students' awareness of global issues and improved their research and analytical skills. Additionally, the results showed that MOOCs have the potential to enhance language learning outcomes in K-12 EFL courses. The findings of this study can guide researchers and practitioners in the theoretical and practical aspects of online and blended learning in K-12 education.

The objectives of this article were: 1) to investigate the components and indicators of Technology Leadership of Teachers in Public Art Education Management in Nanning; 2) to examine the current conditions, desired conditions, and the necessity for developing Technology Leadership of Teachers in Public Art Education Management in Nanning; and 3) to explore guidelines for fostering Technology Leadership of Teachers in Public Art Education Management in Nanning, Guangxi. The research sample comprised 7 participants. The study was divided into three steps: Step 1 involved examining the components and indicators, with qualified individuals evaluating their suitability. Step 2 entailed investigating the current situation using a multi-stage sampling method, with a sample group of 263 individuals. Step 3 focused on exploring guidelines for developing technology leadership among teachers, utilizing data from 6 individuals. Research tools included questionnaires, interviews, and assessments. Statistical analysis methods such as mean, standard deviation, and the analysis of necessary conditions (PNI modified) were employed for data interpretation. The research findings revealed that: 1) the components and indicators of technology leadership among teachers in educational management comprised 4 components and 40 indicators, namely: Technological vision with 10 indicators, Technological competence with 10 indicators, Technology professional development with 10 indicators, and Technology integration with 10 indicators, rated as highly appropriate overall. 2) The necessary requirements for developing technology leadership among teachers in educational management suggested the need for development across all components. 3) The guidelines for fostering technology leadership among teachers in educational management encompassed a total of 13 development strategies. The assessment of these strategies indicated a high level of appropriateness and feasibility.

The research is conceptual, introducing a synthetic picture of the teacher-student relationship with the environment in which they develop throughout their lives. Starting from the conception of cognitive and social constructivism (Piaget, 1952; Vîgotsky, 1978) and the alternative Reggio Emilia pedagogy (Hewitt, 2001; Moss, 2019), we use the TPACK model (Mishra & Koehler, 2006). On their foundation, we build a new integrative model in which the development of the professor, the student, and the environment support and influence each other. The model enables understanding of the role of the means and the prioritization of the unity of interests and ideals of the people who relate. The TPACK model serves as a relevant example to illustrate the benefits of technology and its relationship with pedagogy. The 3PT&Ii model situates technology as both a source of teaching tools and a mediator of relationships with other established discoveries in human and societal development. 3PT&Ii eliminates the error of an obsessive demand for schools to solely adapt to new technologies, arguing instead that humanity constantly refines and adapts means according to evolving needs and expectations. Technology and its tools have consistently played integral roles and meanings. The model emphasizes that humans produce everything, including innovative technologies, with decisions resting within individuals, communities, and society. The 3PT&Ii model is explanatory and illustrative, providing a framework for understanding individual, group, and societal development. Definitions of communication often oversimplify the relationship between Sender - Channel - Receiver and Feedback; digitization allows for dynamic imagery, and we aim to present the model accordingly. Explanations of the 3PT&Ii model are rooted in the T-time axis and directed towards the educational ideal represented by I.

In this 21st century, HEIs are experiencing a dynamic change in technology, and they should be responsive to stay in the competition space. A recent phenomenon of the COVID-19 outbreak was an alarm that caused many HEIs to look back at their capacity in digital technology to deliver online teaching and learning. This paper presents technology-based teaching and learning at two Ethiopian higher education institutions. Two research questions were set to guide the study: -how do academics perceive tech-based teaching and learning as an element of quality? Do other Inputs, Processes, and Outputs impact the application of digital technology in teaching and learning? A quantitative research method was employed to assess the case. 188 university teachers were taken from two universities as a sample for questionnaire administration. Jamovi software was deployed for data analysis. The result shows that digital technology-assisted teaching and learning are among the important elements of quality. Teachers believe that technology-based teaching and learning improves quality. Their beliefs were similar across their qualifications, departments, university type, and gender. In contrast, their service years have made a significant difference between teachers of less than five years (5) experience and those between five to ten (5-10) years. Inputs and processes-oriented quality elements significantly affect the integration of ICT into teaching and learning. It is recommended that HEIs of Ethiopia be proactive in planning to adopt relevant and timely digital technologies to deliver quality teaching and learning. Besides this, their openness to cooperate with Ethio Telecom, the Ministry of Education, and other NGOs to work toward capacity building to integrate digital technology into their teaching and learning by minimizing the challenges related to poor digital competency, scarce resources, internet connection, and infrastructure.

The release of ChatGPT and other Artificial Intelligence (AI) tools has raised significant and challenging questions around the ethics of artificial intelligence in higher education. The initial concerns regarding AI in higher education centered on academic integrity, and the literature reflects this initial response. However, the multifaceted nature of higher education institutions means that there are many domains that will be ethically impacted by the application and implementation of AI. The purpose of this literature review is to examine these many domains and stakeholders in terms of ethical impact to surface questions, concerns, and concepts that may help practitioners navigate this complex construct of education, technology, and ethics. The literature identifies several implications for practice, including academic integrity, assessment (including the concept of cognicy and the practice of authentic assessment), policies and syllabi, and frameworks, principles, and tools. It concludes with a rumination on how the work of ethics is often accomplished through questions, as well as with the recognition that, at this stage in the evolution of AI, it is difficult to identify black-letter answers. We must be prepared to adapt and evolve even as AI does.

This paper addresses the pedagogical implications of incorporating ChatGPT into the college English classroom specifically and, more broadly, into any college course with a focus on writing and research. Historically, advances in technology in the college classroom have characteristically promoted two juxtaposed reactions: relief and anxiety. Students customarily exhibit relief that a new technology will lessen their workload and embrace it wholeheartedly. Conversely, faculty often experience anxiety at how some newfangled computerized application will impact student learning. This juxtaposition creates barriers to an effective integration of new technology into the classroom. What students view as a cool new tool faculty see as a platform that promotes student slacking or, at worst, cheating. Such is the case with ChatGPT. I review generally the ethics of using ChatGPT as a classroom tool to conclude that the potential for advancing educational equity among students outweighs any potential for misuse of this quickly evolving technology. Relying upon established principles of classroom instruction as well as significant trial-and-error experience, I propose a pedagogical framework that allows for limited application of ChatGPT in selected scaffolded assignments. I further offer specific lesson plans to show how incorporation of ChatGPT into the college composition classroom can align with universally accepted goals, objectives, and student learning targets in both freshman composition and traditional literature courses, all while removing barriers and promoting equity. This paper provides faculty who are not already well-versed in ChatGPT with information to evaluate its efficacy for their courses and a flexible framework to include into their pedagogy easily modifiable ChatGPT-based lesson plans that present challenging yet fun scaffolded assignments for any writing or research curriculum.

This research explores the collaboration between Indonesian English as a Foreign Language (EFL) educators and Artificial Intelligence (AI) in content development. Employing a qualitative approach, semi-structured interviews were conducted to delve into the perspectives, experiences, and interactions of educators in the realm of AI-enhanced content creation. The study adopts a phenomenological approach, seeking to uncover the underlying essence of the evolving educator-AI relationship in content development. The findings reveal a spectrum of AI integration among educators, from heavy reliance to a balanced approach. Educators demonstrate adaptability and resourcefulness, combining school textbooks with AI-powered tools, such as ChatGPT, magicschool.ai, and you.com, creating dynamic and engaging instructional strategies. Their approaches to lesson planning, content development, presentation, teaching methods, and assessment display a diverse range of AI incorporation, emphasizing flexibility and student-centred learning. Educators are blending textbook analysis, AI tools, and multimedia resources to enhance learning environments. Interactive and student-centred teaching methods, such as pair work, role-play scenarios, and dialogue practice, foster language acquisition, communication skills, and student confidence. In assessment and evaluation, the integration of AI tools, such as ChatGPT, Twee, and Questionwell is emerging, enriching evaluation methods and promising improved student learning experiences. This research sheds light on the dynamic nature of AI-augmented content development in Indonesian EFL education, highlighting educators' adaptability and resourcefulness in embracing technology to enhance pedagogical practices and foster enriched language acquisition experiences for their students.

Background: Formative assessment is an essential element for improving teaching and learning in the classroom. During the COVID-19 pandemic and national lockdown, educators were confronted with the need to adapt to online assessment. South African educators also experienced challenges that made online formative assessment difficult. Aim: This study explores the experiences of intermediate-phase educators using online tools to enact formative assessment in the teaching and learning of social sciences. This research included a narrow spectrum of socioeconomically diverse schools. Setting: Data were obtained through interviews with a sample of six diverse intermediate-phase educators teaching social sciences from one district in the Gauteng North province. Methods: This research adopted a generic qualitative approach. Themes were derived from the data and five subthemes were identified to report the findings. Results: The results of this study identified factors that prevented the implementation of online formative assessment in the intermediate phase. The data also identified online tools that educators used for online assessment in their classrooms and some barriers. These barriers hindered the participants' ability to provide an interactive and stimulating learning experience for their students. Conclusion: Despite challenges, which included a lack of training and support, as well a lack of trust in their abilities, the participants demonstrated a willingness to incorporate technology in their teaching and assessment. The study highlights the need for ongoing professional development and improved infrastructure and accessibility to support the use of information and communications technology (ICT) in education. Contribution: Based on educators' perceived willingness to make use of ICTs for formative assessments, and their ability to even identify some useful tools themselves, findings contribute to the field of policy implementation related to teaching with technology at this level.

The inability to directly communicate mathematical content through various representations of concepts presented a significant challenge after the shift from face-to-face teaching to distance mathematics education in Serbia. Some mathematics teachers attempted to overcome this gap by using a pen tablet during mathematics classes. The aim of this research is to determine the attitudes of upper-grade elementary and high school students about whether the meaningful use of a pen tablet by teachers contributes to the quality of distance mathematics education. The examined sample included 202 students from upper elementary and high school. The research results indicate that students are indeed aware of the benefits of teachers using a pen tablet to achieve learning outcomes. In most specific statements, there are no significant differences in the attitudes of elementary and high school students, as well as differences in attitudes in relation to gender. Specifically, girls, to a greater extent than boys, agree with the statement that the use of a pen tablet helped them better understand the teaching and learning contents, as well as that there are more benefits to using a pen tablet in classes that cover arithmetic (algebra) topics. On the other hand, high school students, to a greater extent than elementary school students, perceive the use of a pen tablet in math classes as more effective and consider it more helpful during learning in mathematics classes.

Innovative concepts coupled with cutting-edge digital advancements have ushered in a transformative era for English language learners worldwide. This research delves into the efficacy of the WordUp mobile application in facilitating the acquisition of new English vocabulary. The application has notably organized English words based on their utility, thus streamlining the learning process. By identifying areas of knowledge deficit, WordUp tailors individualized learning pathways, focusing on one word at a time and prioritizing the most beneficial terms. This paper aims to assess students' perspectives regarding the utility of this application. To achieve this objective, a combination of focus group interviews and survey analysis was conducted among a cohort of students at Singidunum University in Belgrade. The findings underscored students' desire for innovative and engaging methods for mastering English vocabulary. The palpable enthusiasm among students suggests a compelling case for integrating mobile language learning applications into educational curricula. Notably, WordUp emerges as a preferred alternative to traditional dictionaries, offering a flexible and dynamic approach to enhancing English vocabulary skills for learners of all backgrounds.

This study investigates the reasons behind pre-service and in-service teachers' decisions to use digital literacy tools in their teaching following the COVID-19 pandemic. The objective is to understand the factors influencing their choices and to identify areas where support and training are needed. Semi-structured interviews were conducted with eight teachers from a university demonstration school in Thailand, evenly divided between pre-service and in-service teachers. The Technology Acceptance Model (TAM) framework guided the creation and adaptation of the interview questions. The findings indicate that pre-service teachers prefer digital tools that are easy to use, accessible, and affordable, with features such as templates, multimedia, and engaging functionalities. In contrast, in-service teachers prioritize familiar tools that save time and enhance the quality of teaching materials. Both groups value tools that facilitate collaboration and ensure privacy. The study highlights the significant generational differences in technology adoption, with younger teachers showing a greater inclination towards exploring a variety of digital tools, while more experienced teachers tending to stick with familiar technologies due to time constraints and comfort levels. These insights underscore the necessity for ongoing, tailored professional development programs that address the specific needs of both pre-service and in-service teachers. Such programs should focus on enhancing digital literacy, providing practical examples of new tools' benefits, and fostering a supportive community for technology integration. By understanding these differences, educational institutions can better support teachers in integrating digital literacy tools effectively, thereby improving teaching practices and professional development opportunities. The implications of this study suggest that a one-size-fits-all approach to technology training may not be effective, and differentiated support is essential to cater to the diverse needs of educators.

The proliferation of artificial intelligence (AI) has impacted scholarly publishing. This study explores the use of AI tools by Arab researchers who publish in English. A survey was conducted to gather information on AI tool adoption in research conception, writing, editing, and publishing. It collected responses from 84 participants, who provided insights into their usage patterns, challenges encountered, and ethical considerations when using AI. The findings reveal diverse adoption rates of AI tools, with high usage for language correctness and content enhancement such as grammar and spelling checking. The ethical implications of AI tool usage, including the need to ensure data quality, prevent plagiarism, and maintain ethical standards, were emphasized by respondents. Tools such as Grammarly, Endnote, and QuillBot were recognized for their utility in addressing common challenges. However, certain research-related tasks, notably research design, exhibited lower AI tool integration. The study underscores the gap between awareness and adoption of AI tools, indicating potential barriers to their utilization. Challenges such as cost, integration issues, and concerns about the accuracy and appropriateness of AI-generated content were identified. These findings offer insights for researchers, institutions, and publishers to enhance editorial processes, promote ethical AI tool usage, and bridge the gap between awareness and adoption.

Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic. Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020-2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies. Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools. Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies. Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities.

This study aimed to gather middle school students' opinions on the utilization of cryptologic methods in education. Using a case study approach, data were collected through a semi-structured interview form developed with expert input. The focus was on the effects of integrating cryptologic methods within the Information Technologies and Software course. The study involved approximately 105 middle school students. Data analysis revealed that students generally viewed cryptologic methods positively, highlighting benefits such as enhanced long-term and rapid learning, improved problem-solving skills, and increased interest and motivation through diverse teaching techniques. However, some students reported difficulties in learning cryptologic methods and a lack of interest. The findings suggest that engaging, sustainable, and rapid learning captures students' attention and enhances their focus. Integrating cryptologic methods into the curriculum holds significant potential for developing 21st-century skills, including critical thinking, research, and problem-solving abilities, enabling students to connect clues and formulate solutions. The further integration of cryptologic methods promises to foster enjoyable and enduring cognitive gains in students' learning activities.

The TPACK model is an essential framework for appropriately integrating technology in the classroom. The present study aimed to categorize and establish the main research findings around TPACK between 2017 and 2022, specifically in practicing teachers at the secondary education level. A systematic literature review guided by the PRISMA statement was conducted. The search for papers was carried out in the Scopus, Web of Science, Sage Journal, and SciELO databases in September 2022. 37 articles were selected for review. The review of the studies made it possible to establish that the papers were mainly grouped into two categories: the first related to teachers' perception of TPACK, which includes research with self-perception questionnaires, case studies and relationships of self-perception with other variables such as barriers to technology integration in the classroom, pedagogical beliefs, and online education; and the second to developing training courses based on TPACK, complemented with self-perception questionnaires in the form of pretest-posts, classroom observations, and interviews. The results of the first category are dissimilar since TPACK levels differ from one study to another in variables such as gender and teaching experience. From the second, it is established that teacher professional development courses favor improving technological integration in the classroom.

Generative Artificial Intelligence (GenAI) is re-defining the way higher education design is taught and learned. The explosive growth of GenAI in design practice demands that design educators ensure students are prepared to enter the design profession with the knowledge and experience of using GenAI. To facilitate GenAI's introduction in a project-based context, it is suggested that design educators use critical engagement as a starting point to assure students understand the strengths and weakness of GenAI in the creative design process. There is little guidance on how to systematically integrate GenAI in design studio practice while maintaining a critical perspective of the ethical issues it has engendered. This research explores student attitudes toward GenAI, frequency of its use, and student perception of its impact on their future design careers. A survey of a representative cohort of graphic design students (n = 17) reveals a pragmatic acceptance that GenAI will change how design is practiced and a concurrent willingness to learn more on how to use it effectively and ethically. The survey validates the need for design educators to engage and guide students critically in their understanding and use of GenAI within studio and professional practice.

This paper proposes a conceptual framework for integrating Artificial Intelligence (AI) into the curriculum. It builds on previous conceptual papers, which provided initial suggestions on integrating AI into teaching. The approach to developing the conceptual framework includes drawing on existing frameworks, AI literature, and case studies from the Queen Mary University of London President and Principal, an AI literacy-funded project. The opinion piece aims to advance our thinking on creating a teaching and learning toolkit to support educators in integrating AI into their teaching, enhancing students' AI literacy and skills. This paper has two main objectives: first, it develops an AI literacy conceptual framework to support educators in integrating AI into their teaching, and second, it provides suggestions on how to engage with it.

This essay critiques the emphasis on detecting artificial intelligence (AI) usage in student submissions and advocates for a shift towards the meaningful integration of AI in education. Citing data from Turnitin, it highlights the significant yet understated prevalence of AI in academic work. The discussion underscores the ideological, detection, and moral challenges associated with AI in education, arguing for a reconceptualization of assessment and pedagogy to accommodate AI tools ethically and effectively. It calls for collaborative efforts to redesign curricula and assessments, ensuring educators and students are equipped to navigate the evolving educational landscape. The essay concludes by emphasizing the necessity of preparing graduates for a future in which AI plays a central role in learning and professional practice.

In postsecondary education institutions, where innovative technologies continually reshape research and pedagogical approaches, the integration of generative artificial intelligence (GenAI) tools presents promising avenues for enhancing student learning experiences. This study assesses the efficacy of integrating GenAI tools, specifically chatbots, to ameliorate learning outcomes and mitigate test anxiety among postsecondary students. Within the context of an introductory psychology course, 40 participants engaged with chatbots as supplementary "study confidantes" for exam preparation and as facilitators for an essay grading task. The results from surveys administered to the participants indicated that most students found the chatbots helpful in aiding comprehension of course materials. Moreover, a substantial proportion of respondents reported an enhanced understanding of how to structure an academic paper because of their essay grading activity. Despite the favourable perception of chatbot assistance with learning course material and fostering insights into structuring scholarly essays, no discernible alterations in the levels of test anxiety among students were observed. Overall, this research underscores the latent potential of chatbots as pedagogical adjuncts, furnishing instructive insights for educators aiming to innovate instructional methodologies and optimize student learning paradigms within the domain of postsecondary education.

Digital technology has transformed classrooms, enabling new teaching methods. With widespread personal technology, students' devices can enhance learning but also cause distractions. This research amplifies secondary students' voices, exploring how they use technology and how it should be managed. The study addresses the question: What considerations are needed for school policies on personal, digital technologies? Conducted in an Ontario secondary school with Grade 11 students, data was collected through observations, conferences, focus groups, and journaling. Findings highlight that while technology is vital for learning, it can distract users and classmates. Students want clear directives on device use and training on managing distractions. This research underscores the role of teachers in promoting responsible technology use. By involving students in policy development and providing guidance, educators can empower them to use technology effectively while maintaining academic integrity in the digital era that now includes artificial intelligence.

Research on flipped learning in English as a Foreign Language (EFL) education has garnered substantial scholarly attention in recent years. This systematic review aims to elucidate the potential of flipped learning within the framework of foreign language education. A total of thirty articles from Social Science Citation Index (SSCI) journals, published between 2018 and 2022, were included in this review based on predetermined inclusion and exclusion criteria. The analysis focused on examining the research contexts, methodologies and foci, learning management systems, learning theories, and learning activities. The findings indicate that the majority of studies predominantly involved higher education students, with a significant number employing a quasi-experimental research design. Furthermore, the flipped learning process was largely informed by constructivist learning theory. The results suggest that the primary advantage of flipped learning lies in its capacity to enhance students' writing, speaking, and overall academic performance. Additionally, the review underscores that the integration of emerging technologies, such as augmented reality, automatic recognition, and artificial intelligence chatbots, into learning activities serves as an effective strategy for improving students' language skills and engagement.

Digital transformation (DT) has become essential for higher education institutions (HEIs), with its value becoming increasingly evident since the COVID-19 pandemic. This holds true for HEIs in developing countries as well, where DT is a strategic priority despite the challenges posed by the digital divide. Leadership is recognized as both a critical factor and a prerequisite for successful implementation of DT in HEI within such contexts. This study explored challenges and leadership responses that facilitate successful DT implementation in the context of Ghanaian HEIs. The study aims to offer insights for policymakers, administrators, and stakeholders within African HEIs, to facilitate the development of contextually relevant and effective DT strategies. Employing a qualitative multiple case study approach, data was collected through semistructured interviews with senior administrators leading Open, Distance, and Digital Education (ODDE) implementation at three Ghanaian public universities. Thematic and content analysis were then used to analyze the interview data. The findings revealed that the universities were driven to pursue DT initiatives by both internal demands (e.g., to improve existing service delivery through technology) and external pressures to use the affordances of technology to increase access and participation through non-traditional learning modes. Despite facing structural, technological, and human resource challenges, the study observed positive signs of leadership-enabled DT initiatives to support post-COVID-19 efforts. However, these efforts have unfolded within a less coordinated policy climate and have been predominantly driven topdown, with Vice-Chancellors initiating and spearheading digital leadership responses. Meanwhile, there was little evidence of cross-cutting leadership across the universities to support DT efforts. The study concludes by arguing for the contextualisation of DT in higher education and offers suggestions for university leaders in Ghana and other relevant developing contexts to enhance their DT efforts.

This study mainly aims to examine digital learning material development self-efficacy, self-efficacy perception for technology integration, and educational technology standards self-efficacy from pre-service science teachers. Furthermore, the perspectives of pre-service science teachers on the use of DILMs created with the applications provided during the research the learning environment have been determined. The study was conducted with 53 pre-service science teachers studying at the education faculty of public universities in Turkey. As a data collection tool; "Self-Efficacy Scale of Teachers' Digital Teaching Material Development (DTeM)"), "Technology Integration Self-Efficacy Scale (TIn)", and "Education Technology Standards Self-Efficacy Scale (ETS)" were used. Besides, as data collection tool reflection reports were used too. The quantitative data were examined using the SPSS statistics package program, and the qualitative data were assessed using the content analysis approach. According to the study's findings, there was a statistically significant rise in the average scores of the pre-service teachers obtained from the scales of DTeM, TIn, and ETS in favor of the post-test. In addition, pre-service science teachers have positive opinions on the use of DILMs in the learning environment under the student, learning environment, and learning process category. The researchers finally suggest that such activities must be designed and organized not only for pre-service teachers but also for learners of this century.

Artificial Intelligence (AI) is a rapidly evolving field that is influencing every aspect of life. Generative AI (GenAI) as a sub-branch of AI is used to create content in various formats such as text, images, video, and audio. This paper discusses the implications of GenAI for Open Educational Practices (OEP), highlighting the potential affordances and challenges. GenAI can address the challenges within the OEP by leveraging openness and ethical use. GenAI's "generative" nature and human-like language capability can provide resources such as course material, activities, examples, questions, assessment, and learning outcomes in the context of OEP. With machine learning and deep learning infrastructure, it can support the discoverability and accessibility of open resources by increasing the metadata quality. GenAI can automatically score student assignments, answer their questions, and provide instant feedback to address the lack of interaction and feedback that arises due to the large number of students, especially in massive open online courses (MOOC). On the other hand, GenAI brings challenges such as data privacy and security, copyright, biased outputs, and the generation of false information. The conclusions emphasize the importance of a nuanced approach that considers not only the advantages but also the risks associated with adopting GenAI in the OEP world. Researching and developing how to apply these technologies to education is important to shape the future of education.

This study examines the barriers and facilitators to integrating ICT in teaching and learning English pronunciation among university lecturers and students. Three female lecturers from a Jordanian government university's Department of Pharmacy, with teaching experience spanning 3 to 10 years, participated, along with six focus groups of male and female students aged 20 to 23 from the Faculty of Pharmacy. Thematic analysis uncovered barriers such as limited ICT access, inadequate training, large class sizes, time constraints, and students' negative attitudes and low ICT skills, alongside facilitators including leadership support, ICT tool accessibility, basic training for students, and consistent ICT integration in assessment and curriculum. Students advocated for lecturer support, mobile device integration, ICT training, smaller class sizes, consistent ICT tool integration, tool accessibility, and specialized pronunciation courses. This study offers fresh insights into understanding perceptions of ICT adoption barriers and facilitators among university lecturers and students, benefiting researchers and policymakers focusing on teacher professional development to enhance ICT integration in English pronunciation teaching and learning at the tertiary level.

This essay explores the integration of generative artificial intelligence (GenAI) into pre-service teacher education amidst contemporary debates on technology in education. It highlights the cautious stance taken by educational authorities, such as the Alberta Teachers' Association, which advises against involving students directly with AI tools. The discussion contrasts this cautionary position with global trends, noting advanced AI curricula in countries like China and Japan. Emphasizing the necessity for hands-on GenAI training for pre-service teachers, the essay advocates equipping future educators with the skills and knowledge to effectively incorporate AI into their practice. It calls for engaging students as partners in learning and rethinking traditional notions of plagiarism in a postplagiarism world where AI co-creation becomes common.

The purpose of the current study was to develop and validate the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning in pre-service teachers. Due to increasing opportunities to teach within online learning contexts where challenges were magnified during the COVID-19 pandemic, a reliable and valid instrument is needed to measure such motivational constructs. The Pre-Service Teacher Online Teaching Motivation Survey (PST-OTMS) underwent a thorough validation process resulting in a 31-item survey aimed at assessing pre-service teacher motivation for online teaching across four dimensions: (1) pre-service teacher self-efficacy for online teaching, (2) pre-service teacher perceptions of online teaching and learning, (3) online teaching professionalism, and (4) pre-service teacher anticipated administrative support for online teaching. The PST-OTMS demonstrated strong reliability and validity within the research context. Future research aims to widely administer the PST-OTMS to explore reliability and validity within additional settings and with a more diverse demographic.

Since the rise of generative artificial intelligence (GenAI) in late 2022, many scholars and thought leaders have wondered about its impact on higher education. This study used a survey methodology (three multiple choice questions and one open-ended question) to explore the perspectives of a nationally representative sample of 1,327 U.S. administrators and faculty, asking questions to understand how much change they anticipate as a result of advancements in artificial intelligence (AI) technology, how prepared their institution is for such change, and what aspects of higher education they expect to change. The researchers used Kranzberg's Laws of Technology as a lens to interpret the findings and guide the subsequent discussion about how AI might impact higher education. The findings showed that the vast majority of participants expect that AI will change their institution over the next five years and that the majority of participants do not feel that their institution is ready for change. The comments left in response to the open-ended questions fell into one of four themes: concerns about academic integrity and rigor, issues related to AI integration (e.g., anticipated benefits, practices in teaching and learning, issues related to preparedness, and the expected scope of change), the feeling that the current AI discourse is merely hype, and feelings of uncertainty. Ultimately, AI has the potential to be both advantageous and disadvantageous to teaching and learning, with the benefits and challenges of its use varying by context.

It is essential for second/foreign/additional language teachers to develop their digital competence in digital environments. This article explores language teacher development in digital technology integration in terms of exploration, communication, collaboration, and reflection (ECCR). It presents the results of a study that investigated how language teachers explore, communicate, collaborate, and reflect for technology-enhanced language teaching (TELT), how they approach ECCR, how much they engage with ECCR activities, and what support they need to improve their competence in TELT. Data were collected from an online questionnaire and semi-structured interviews with groups of in-service language teachers in Hong Kong and Taiwan. Findings indicate that the teachers in both countries are engaged with various ECCR activities with different interests and competencies in their contexts. They enhance our understanding of language teacher development and provide implications for professional development with ECCR.

This study examined pre-service teachers' perspectives on integrating generative AI (GenAI) tools into their own learning and teaching practices. Discussion posts from asynchronous online courses on ChatGPT were analyzed using the Diffusion of Innovations framework to explore awareness, willingness to apply ChatGPT to instruction, and potential benefits, challenges, and concerns about using GenAI in teaching and learning. The course discussions significantly increased pre-service teachers' awareness and foundational knowledge while reducing anxiety towards AI technologies. However, despite exposure to ChatGPT, only a few confirmed intentions to adopt AI tools in their teaching practices, potentially reflecting lingering uncertainties evidenced by emotional responses, such as worry and concern. Professional development in AI literacy can address these uncertainties and enhance teachers' understanding about using GenAI in class. The study offers insights into responsible GenAI adoption in education and how higher education can leverage ChatGPT to enhance pre-service teacher learning.

Technology has become essential in 21st-century education, serving as a critical component of learning inside and outside the classroom, enabling students to become independent learners and enhancing teaching and learning (Ahmadi, 2018; Gilakjani, 2017; Wiraningsih & Santosa, 2020). Teachers should have Digital Literacy (DL) skills and use its techniques to help their students learn how to solve problems in digital environments, given the fast-paced development of digital technologies (Sadaf & Johnson, 2017). Teacher education programs (TEPs) are crucial in equipping teachers with pedagogical skills, content mastery, and effective integration of technology into their teaching practices, specifically for pre-service teachers (PSTs) before they interact with students (Jan, 2017). However, regardless of the increasing interest in DL in educational policy, many teachers feel unprepared to effectively support their students' development of DL skills (Sadaf & Johnson, 2017). According to Windiarti et al. (2019), teachers are still facing numerous challenges when attempting to use e-learning in their lessons. Thus, it is vital that teacher education programs assist PSTs in their ability to support the effective use of DL in their future classrooms. Also, understanding the PST's perception of their own DL level can be important for policymakers and TEPs to enhance the curriculum. Thus, this study seeks to identify the role of current technology-related courses on PST's comfort with their DL level and readiness to use it in their future classrooms.

While COVID-19 dramatically changed the way that we taught during the pandemic, not all of these changes were negative. In response to the pivot to remote learning, Western University employed student digital media interns (DMIs) to support faculty in adapting their courses. This resulted in the formation of the Digital Media Intern program at the Schulich School of Medicine & Dentistry (SSMD), a students-as-partners (SaP) approach that supports faculty in the adoption and use of educational technology. Despite moving back to in-person learning, the DMI program is thriving and has expanded its scope. An understanding of the learner context of technology can be missing when faculty are designing and updating their courses. The DMI program helps bridge this gap by creating a way for students to directly contribute to their education, gain meaningful employment or experience, and provide feedback to instructors. Instructors benefit in two ways: by gaining hands-on support and ongoing, actionable feedback. This case study will outline the evolution of the DMI program, its implementation and its impact. Leader and student perspectives will also be shared. It describes the evolution of this student intern strategy from a band-aid solution to a fully integrated and supported unit in one academic faculty.

This study explores the influence of teaching methods of service digitalization and innovative work behaviour models on fresh graduates. In the digital transformation era, the application of information technology is becoming increasingly important to improve work efficiency and effectiveness. This study aims to analyze the extent to which digitalization can encourage innovative work behaviour models and how combining the two can improve the performance of fresh graduate employees. Following a quantitative approach, data was collected through a survey of 300 fresh graduates employed as employees in various government agencies in Indonesia. Data analysis was conducted using multiple linear regression techniques to identify the relationship between the variables studied. The results showed that service digitalization significantly positively impacts employees' innovative work behaviour. In addition, innovative work behaviour was also shown to contribute considerably to improving employee performance. These findings indicate that integrating technology into daily work can encourage innovation and productivity in fresh graduates. This research suggests that government agencies need to continue to encourage the implementation of the teaching method of digital technology and create a work culture that supports innovation. Thus, the performance of fresh graduates as employees can be improved, improving the overall quality.

At two higher education institutions in Kurdistan (Iraq), English as foreign language (EFL) programs aim to provide adult learners with language skills development that they need to excel in their majors and as professionals. A framework called the Community of Inquiry (COI), based on interactionist and constructivist-learning theories was used to create a needs analysis tool to inform the design, delivery, and evaluation of a collaborative mini-conference hosted by the two institutions during and post-COVID pandemic. The current study explores the use of the needs assessment, which measured instructors' beliefs following the sudden transition to online learning during the pandemic, and their awareness of principles of teaching and learning for EFL learners in particular within the context of Kurdistan Iraq. There are opportunities in and beyond the current setting to address issues of equity, capacity for integrating tech skills with pedagogy, and more empathy between public and private institutions of higher education that support EFL learners. The study gathered critical evidence through qualitative and quantitative research methods that assessed institutional, faculty, and student needs during the transition of online learning.