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This research is aimed at investigating the implementation of project-based learning (PBL) using a voice recorder, Orai application, and web as material sources. It is conducted to determine the impact of combining PBL and digital tools on speaking performance. The participants were 80 students who took English subject in State Polytechnic of Malang, Electronic Engineering study program. Five aspects of speaking performance were observed to determine which ones are affected by the strategy. The research methodology employed was quasi-experimental with pre-test and post-test. Participants were selected via random sampling. The research sample consisted of two classes with the total sample of 80 students. Data analysis was done through hypothesis testing of the speaking performance data. The results showed that infusing digital technology into project-based learning can significantly improve speaking performance in the aspects of grammar, comprehension, and vocabulary, but does not significantly affect the fluency and pronunciation aspects. Advice and recommendations to the faculty and teacher candidates were discussed further.This research is aimed at investigating the implementation of project-based learning (PBL) using a voice recorder, Orai application, and web as material sources. It is conducted to determine the impact of combining PBL and digital tools on speaking performance. The participants were 80 students who took English subject in State Polytechnic of Malang, Electronic Engineering study program. Five aspects of speaking performance were observed to determine which ones are affected by the strategy. The research methodology employed was quasi-experimental with pre-test and post-test. Participants were selected via random sampling. The research sample consisted of two classes with the total sample of 80 students. Data analysis was done through hypothesis testing of the speaking performance data. The results showed that infusing digital technology into project-based learning can significantly improve speaking performance in the aspects of grammar, comprehension, and vocabulary, but does not significantly affect the fluency and pronunciation aspects. Advice and recommendations to the faculty and teacher candidates were discussed further.

High school math projects center on solving real-world examples in a wide variety of situations that require a creative skill set. Creativity in high school mathematics takes place in a subtle form. In contrast, creativity presents itself conspicuously in art. Therefore, this paper will explore the utilization of polynomial equations in drawing various figures as part of algebra class projects. Additionally, these projects incorporate integrated digital tools in mathematics. The paper will analyze three algebraic projects: the first project involves drawing a bird, the second project focuses on drawing a butterfly, and the third project entails drawing a bat using polynomial equations with the technological tool Desmos. All three projects are products of student work that encompass figures requiring up to forty polynomial equations. The students' impressive work demonstrates the power of mathematics in pushing the boundaries of other subjects. As digital technology becomes increasingly integral, mathematical tools are positioned as universal tools for the future and are poised to rival artists in producing visual art. This raises the intriguing question: can a mathematician create better art with mathematical equations through digital technology than an artist?

This study aimed to assess the readiness of Jordanian science teachers for integrating Artificial Intelligence (AI) in science education, focusing on their perceptions, challenges, and training needs. A quantitative survey methodology was employed, using a 35-item questionnaire distributed to 136 science teachers in urban Jordan. The questionnaire, developed and refined through expert peer review and a pilot study, encompassed demographics, attitudes towards AI, perceived benefits and challenges of AI in science teaching, self-efficacy in using AI, and behavioural intentions regarding its use. The results indicated varying teacher readiness levels, influenced by gender, educational background, and concerns over data privacy and security. While there was a general sense of optimism about the potential of AI, significant challenges related to limited resource access and insufficient professional development were identified. These results emphasized the need for targeted policy initiatives and training programs to enhance teachers' readiness for AI adoption. The study's insights contributed to understanding the facilitators and barriers to AI integration in science education, highlighting the critical role of teacher readiness in the effective utilization of AI in educational contexts.

The role of higher education in improving educational practices and access through research in technology innovations across the wider spectrum of schooling has especially increased in the information driven 21st century lifestyle. Pre-service teacher training plays a significant role in this transformation. For South Africa, research in technology integration has not provided requisite skills for teacher educators to bring about this envisaged transformation. The purpose of this study is to investigate the affordance of the design-based research (DBR) when combined with community of practice (CoP) framework in mitigating context-based technology integration related challenges and professional development in teacher education through the social learning theory. The qualitative paper explores the experiences teacher educators had of using tablets in a DBR as technology integration tools for contextual pedagogical practices. Teacher educators (n = 10), in one university in South Africa were given tablets to use over a year before they responded to semi-structured interviews about their experiences and were also observed as they engaged in both the CoP and in classroom practice. After a thematic analysis, the main results were that the CoP provided space for teacher educators to improve their confidence and technology integration skills. The combination of DBR and the CoP was found to be complementary in bridging the gap between theory and practice for teacher educators. The CoP provided the much needed safe space for professional growth and confidence building for teacher educators. However, learning engagements were limited by inadequacy of ICT tools for the students. In light of this, the implication of the study is that professional development plans for teacher educators in technology integration skills must be context based and subject specific through DBR programs for practical results and sustainability.

The purpose of this exploratory research study was to examine the roles instructional designers (IDs) play in the integration of generative Artificial Intelligence (GenAI) into their higher education institutions, and how they use GenAI technologies in their own professional practices. Data were collected from 15 participants in the United States (U.S.) in an ID role or with similar job titles (e.g., educational technologist). Using a general qualitative approach, semi-structured interviews were conducted in Zoom about IDs' use and integration of GenAI. Our analysis resulted in three primary themes related to IDs' integration of GenAI in online and blended education: (a) the use of GenAI for instructional design; (b) collaborative guidance for faculty integration of GenAI; and (c) training, resources, and guidelines on the integration of GenAI. A common thread through all the themes was IDs' conscientious and cautious approach and ethical concerns about GenAI integration. We unpack these themes and discuss the implications of IDs in higher education integrating GenAI to meet organizational, faculty, and student needs.

Background/purpose: Developments in the world of Artificial Intelligence (AI) is full steam ahead in the wake of the fourth industrial revolution. One of the hot discussions over the exponential advancement of AI has been whether this ability of machines to accomplish tasks that require human intelligence could take over the roles of humans in the workplace and make the human workforce redundant. The field of education was no exception since AI technologies have made significant inroads into the realm of education. Materials/methods: Although the potential of AI to replace teachers with all the seismic shift it created in the teaching-learning processes has sparked passionate debates, arguments over the potential influence of AI on school principals is scarce. This paper is an attempt to start this debate by construing how recent developments in AI-based systems could impact the process of management in schools, with its outcomes for the role and the status of the school principal. Practical implications: We argue that, in school management, the integration of AI can facilitate the efficiency of administrative roles such as keeping/analyzing student records, decision-making, planning, budgeting, and communicating with staff or parents while at the same time improving the learning environment. When automated systems support these routine administrative duties of school principals, it will free up valuable time to handle more critical issues that require a "human touch" such as leadership. However, we signify the complementary role of humans and AI, suggesting a more symbiotic relationship in which both human and AI could bring in their own strengths and overcome their limitations. Conclusion: We suggest that principals will not become redundant but will be even more crucial actors in the creation of human-AI symbiosis by continuously updating their AI literacy, invoking the effective integration of AI into educational and managerial processes, and guiding the other stakeholders' views and attitudes. However, principals have to realize that different times require different approaches, and their roles as school managers and leaders need to evolve in line with the changing realities of the new age of AI.

Teachers' knowledge about technology and teaching with technology is decisive for how affordances of technology integration are taken up. Two questionnaires were administered in 21 high schools in Kazakhstan: one about types of teacher knowledge based on technological pedagogical content knowledge framework and one about affordances of technology integration. The analyses show a relatively high level of all types of teacher knowledge and a large variation in perceived affordances, with relatively low scores for support from the school leader and time available to design and plan technology integration in class. Furthermore, different types of knowledge were related to different affordances, which means that a focus on a high level of all types of teacher's knowledge of technology might help best to benefit from most of the affordances. Limitations and directions for future research are discussed.

There are many factors affecting educational practices. Changes in these factors create serious transformations in education. Some of the transformations are visible that imply a predictable future, while others have blurred influences which make the future forecasts difficult. Educational technologies often come and go but they all leave their marks on education when they are prevalent. In order to get prepared for the future, educators need to know which technologies will be dominant in the future practices of education. This article attempts to highlight the technologies that will be used commonly in the future education. It appears that virtual classroom, artificial intelligence, learning analytics, mobile applications, smart devices, extended reality, open educational resources, gamification, cloud computing, network society, post-truth, digital learning objects, online collaboration will be popular elements of educational practices in the future. On the other hand, social media, metaverse, and wearable technologies will lose their popularity in education to some degree. It is also likely that some of the current technologies will be modified while new ones will emerge to accommodate educational needs of the future.

The introduction of ChatGPT into basic education is progressing rapidly, generating impacts that, in many cases, are unknown. Its impressive capability profiles it as a tool that will revolutionize teaching and learning processes, creating gaps that need to be understood and evaluated. The research aims to explore the advantages, disadvantages, and its impact on school tasks. It is an exploratory qualitative study; data were collected through semi-structured interviews with 110 participants from five schools in Tacna, Peru. The results reveal that ChatGPT provides information quickly and easily, with a variety of content and pedagogical strategies. Additionally, it serves for evaluation, knowledge consultation, and scheduling school tasks. Eight related disadvantages were identified: Easy access to information may encourage the habit of copying and pasting, fostering academic dependence that would affect the development of skills, such as inquiry, argumentation, analysis, and critical thinking. Also, students may misuse information, cheating on school tasks and affecting their quality and suitability, making them no longer useful for education, including synthesis, essays, monographs, organizers, summaries, and mathematical exercises.

As the use of artificial intelligence (AI) in academic fields increases, it has become necessary to evaluate its effectiveness before integrating it extensively into the training of school teachers. While AI is known to improve pre-service teachers' classroom management skills, its role in improving their learning outcomes is understudied. This descriptive study aimed to examine whether the use of artificial intelligence (AI) improves the learning outcomes of pre-service social studies teachers in Kuwait. A questionnaire survey was conducted among a randomly selected sample of 100 female teachers at Kuwait University's College of Education. The data were analyzed using SPSS software and simple linear regression analysis to derive Pearson's correlation coefficient, Cronbach's alpha, means, frequencies, percentages, and standard deviations. The results revealed that using AI applications significantly enhanced the participants' learning outcomes, indicating AI's potential to transform educator training. Pre-service teachers demonstrated a strong grasp of AI's value in education and proficiency in integrating AI into their lessons. They effectively utilized Intelligent Tutoring Systems (ITS) and Smart Content, highlighting their ability to leverage advanced AI tools to enhance teaching strategies and student engagement. This study highlights the critical role of AI in contemporary education, contributes to the theoretical literature, and paves the way for further research. Moreover, it holds practical significance as the findings can be used to extensively adopt AI-supported learning in teacher preparation courses to align teaching methods with modern educational trends.

Metaverse, an amalgamation of diverse information technologies, is seen as the future of the internet and holds promise for transforming education. Leveraging metaverse media for immersive learning has the potential to reshape education practices. Despite being a novel concept, metaverse-based education has the capacity to enrich online learning experiences. The study utilized the Unified Theory of Acceptance and Use of Technology (UTAUT) model alongside the factor of personal innovativeness in IT, conducting a comprehensive survey involving 244 students from Federal University Wukari, Nigeria. Employing STATA 14, a popular variance-based structural equation modeling technique in social sciences and management, the study analyzed the structural model and conceptual measures, confirming the discriminant validity, dependability, and content of the data. The research findings highlight the importance of personal innovativeness in IT as a direct and indirect predictor of adoption intention among Generation Z students in making decisions about integrating metaverse technologies into higher education. Students demonstrating a high level of innovativeness in IT exhibit a greater willingness to engage with metaverse-based learning incorporating artificial intelligence. The results demonstrate a strong association between the identified characteristics and students' intentions to utilize educational platforms utilizing metaverse technology, contributing valuable insights to the use of technology in educational settings.

In the realm of English language teaching, EFL teachers' professional development is crucial for effectively navigating evolving educational environments that require the integration of technology into the educational landscape amid continuous technological advancements. A case study involving 5 EFL teachers from various domains and educational backgrounds was intended to dismantle the factors that influence EFL teachers' digital competence and how this competence is reflected in their professional identity (PI). DigCompEdu framework (Redecker & Punie, 2017) and teachers' personal interpretative (TPI) framework (Kelchtermans, 1993, 2009) guided the thematic analysis. Organizational communication, professional collaboration, and reflective practice were disclosed as contributing factors to support EFL teachers' PI development. Besides, task perception and job motivation were unraveled as digital competence reflected in EFL teachers' PI. In general, the accentuated data analysis pointed out EFL teachers possessed multiple identities that are alternate in social interaction and pedagogical implication. The findings are deemed valuable to inform the EFL teachers' excessive values and beliefs of digital competence in relation to their PI. Educational institutions, government, and other nested education stakeholders are suggested to equip practical supports towards EFL teachers' digital competence development. Finally, limitations of the study and suggestions for further research are discussed.

Plant metabolite compounds have been applied on plant cellular metabolism, produces organic and inorganic compounds, primary and secondary bioactive molecules, such as glucose, amino acids, fat acids, alkaloids, flavonoids, and terpenoids. Undergraduate biology students learn about the plant terpenoid assisted by bioinformatics to store, manage, and interpret the molecular information about these compounds. This research aims to observe the students' understanding of terpenoid through implementing bioinformatics approach. Besides, to investigate how practice the bioinformatics technology in learning terpenoid may impact students' comprehension of plant metabolism domain and their acquisition of bioinformatics inquiry skills. Bioinformatics is a computational database that relies on digital repositories of molecular biology informations. Data analysis was in the form of quantitative and qualitative descriptive using module learning resources based on terpenoid research and assisted by bioinformatics. The results indicate that students' comprehension of learning and understanding terpenoid has improved, identification and analysis processes of article reviews showed that students were able to discuss and interpret research finding in silico bioinformatics using molecular docking procedures. Assessment of bioinformatics skills showed that all undergraduate biology students could follow the direct instructions well, answer the questions, practice the dry-lab experimental, and formulate the conclusion correctly.

The objective of the present study was to gain a deeper understanding of how middle-grade mathematics teachers implement questions in both technology-supported and non-technology-supported classrooms. The investigation demonstrated that in-service mathematics teachers teaching in a technology-supported classroom and in a non-technology-supported classroom employed seven questioning channels: teacher-created static nature of drawings, teacher-created dynamic nature of drawings, student-created nature of drawings, student verbal discourse, a ready-to-use educational animation and textbook definition, analogies, and real-life examples. Commonly, both teachers used student-created static nature of drawings on worked examples, teacher-created static nature of drawings on worked examples, and mathematical procedures or concepts in their questioning, as well as students' verbal discourse. The integration of technology introduced three additional questioning channels in technology-supported classrooms: the teacher-created dynamic nature of drawings, a ready-to-use educational animation and textbook definition, and a real-life example. In conclusion, this study indicates that teacher questions can be influenced by the questioning channels employed, and technology might, to some extent, affect teachers' variety of questioning channels. The results are discussed in the light of related literature.

Teaching has gone beyond mere memorizing of rules and the use of talk and chalk method of teaching. Learning is no longer tied to the four-walls of the classroom hence teachers should adapt to the new digital way of learning. This paper investigated pre-service teachers' perceptions, preparedness and competence in using virtual meeting solutions (Zoom and Google Meet) in non-physical classroom practicum. Three hundred and fifty two preservice teachers selected from the Faculty of Education of a Nigerian University participated in the descriptive research study. A validated close-ended questionnaire and self-rated rating scale were used to gather data from the respondents. The study found out that: i) the respondents perceived the use of Zoom and Google Meet for e-practicum as solutions for teaching and learning in the 21st century; ii) most of the respondents were not adequately prepared for the integration of Zoom and Google Meet into e-teaching practicum; iii) respondents were not pedagogically competent to use Zoom and Google Meet for teaching practicum. This study showed some lapses in TPs' personal development in basic computational skills and teacher digital education programmes. The study suggested solutions that would be useful for concerned stakeholders in digital education industry.

This study explores the function of leadership in supporting faculty professional development for technology integration in educational institutions. Key themes about the role of leadership in fostering successful technology integration were identified through qualitative analysis of semi-structured interviews with 125 participants, including administrators and instructors from 10 educational institutions in Uganda. Establishing the vision and strategic direction, allocating resources and building infrastructure, professional development programs initiative and support mechanisms, recognizing and rewarding technology integration, fostering an innovative and collaborative culture, assessment, and ongoing improvement are some of these themes. The results draw attention to the various roles that leadership plays in fostering an atmosphere that supports technology-enhanced teaching and learning. In addition to providing useful advice for practitioners, policymakers, and educational leaders looking to foster innovation and quality in learning environments, this study advances our understanding of leadership in educational technology.

The modern Industrial Revolution has ushered in a wave of technological advancements, including the proliferation of over 20 billion digital identities associated with the Internet of Things (IoT) devices worldwide. Amid this complexity, IoT has emerged as a beacon of hope, offering multitudinous solutions from the perspectives of school management, instructors, and learners. The prime objective of this article is to review the current state-of-the-art in IoT and education specifically in areas like remote laboratories, improved learning, and school management. The implemented method is systematic literature review of IoT technology's practical applications and case studies to meet these key educational stakeholders' unique needs. The studies focus on remote labs, learning experiences, and campus administration. This comprehensive analysis gathered data from sources like Scopus and WoS and summarized insights from 122 articles. These cases encompass the foundational principles of IoT, its diverse applications in higher education, its challenges, and future avenues for research. Our findings indicate that (a) the implementation of IoT-based remote laboratories has transformed engineering education by enhancing the safety and operational efficiency of labs, improving students' comprehension of complex concepts, and facilitating a more interactive and engaging educational experience, (b) the integration of IoT systems within educational settings has profoundly enhanced both teaching and learning experiences by creating interactive, immersive environments and significantly improving student engagement and understanding through personalized and hands-on learning approaches, and (c) the integration of IoT technology within educational administration has significantly advanced the digitalization of traditional school management systems, enhancing administrative efficiency in areas such as schedule management, student records, and financial operations through automation, thereby streamlining processes and enhancing responsiveness in educational institutions. However, it must be noted that the current infrastructure, particularly in public universities, often falls short of fully harnessing IoT technologies to optimize the learning experience. Investments in infrastructure, teacher training, and curriculum design are imperative to fully leverage IoT's benefits for education.

The evolving Metaverse in Higher Education (HE) in Mexico can enrich pedagogy, facilitate skills development, and improve students' learning experience. This research aimed to identify the factors guiding the adoption of the Metaverse in a Business School in Mexico. A survey analysis was conducted to gauge insights from stakeholders on the Metaverse in HE. A total of 117 respondents, comprising students, professors, and staff members, completed the 21-item questionnaire. To determine the relationship between data, a quantitative analysis was performed using a structural equation model (SEM), and a path analysis was computed to illustrate the relationship among the adoption components of the UTAUT model. The study found no correlation between age, gender, and previous experience toward adopting the Metaverse. On the other hand, performance expectancy, effort expectancy, social influence, and facilitating conditions significantly impact the stakeholders' attitudes toward adopting this technology. The research reveals that a practical learning exercise in the Metaverse improved student knowledge acquisition. Implementing this model is to be at the service of concerned HE authorities to create an adequate environment for adopting the Metaverse in Universities in Mexico.

Despite vast improvements in technology infrastructure and classroom technology implementation across Malaysia, there still remain teachers who fail to seamlessly integrate technology in their lessons. Potential explanations for this behaviour span from low self-efficacy and computer anxiety to personal attitudes and beliefs. Technology has been shown to aid learning and even contribute to an improvement in standardized test results when integrated into the curriculum in a meaningful manner. This study investigates the causes for the reluctance to integrate technology in classrooms. It also looks into whether it can be understood from teachers' attitudes towards computers or from their constructivist teaching beliefs. A correlational research study was conducted with 135 pre-service teachers from 3 public Malaysian universities. Multiple regression analysis was performed to establish the predictive value of the variables. Our analysis showed that teachers' attitudes towards computers can directly predict how likely they are to incorporate technology in their lessons. However, constructivist beliefs did not predict pre-service teachers' intention to use technology in the classroom. Additional analysis and t-test found that female teachers were significantly less likely to want to incorporate technology in their lessons when compared to males. We concluded that when teachers' attitudes towards computers are more positive, they are more likely to use technology in their future lessons. However, this may not apply across the board, with female teachers appearing less likely to utilise technology when compared with male teachers.

Technology integration is regarded as a crucial and complex endeavour to enhance students' learning and prepare them to participate in a digital society. Although the research landscape on teachers' technology integration is vivid and stimulating, an analytical model which synthesises different strands of research to model antecedents (i.e., teachers' professional competences), processes and outcomes of technology integration in an integrated manner is missing. That said, previous research was often rather product-oriented and ignored potential effects on students' learning processes and their achievement. To fill this gap, in this paper, we outline a preliminary model, the TPTI-model (teachers' professional competence for technology integration), in which we deliberately link different research perspectives on teachers' professional competences, professional vision and students' learning (processes) to model technology integration during teaching. Based on the preliminary TPTI-model, we propose future research directions, which may allow to gain a better understanding of the teacher- and student-related conditions as well as processes of technology integration and their effects on students' learning.

This paper charts a forward-looking roadmap for open universities, drawing upon their historical evolution and current practices. It advocates a shift toward a universally accessible, personalized education system. At the heart of this proposed advancement lies the customization of learning paths and experiences, where individualized advising and mentorship, and a variety of learning content, resources, and environments are essential. The study underscores the importance of integrating advanced technologies such as artificial intelligence and blockchain into the open and distance education system. Within the discourse, the paper delineates three primary areas for open universities to address: system transformation, expansion of openness, and integration of digital innovation. The concluding part of the paper offers possible strategic recommendations for policymakers and researchers of open universities. The essence of these recommendations is advocating for a universally personalized educational paradigm while making a strong case for addressing the digital divide, fostering strong partnerships at both global and community levels, and supporting the use of the latest technology to its fullest potential. By navigating this transformative journey, open universities are not just participating in the evolution of educational models but also poised to lead a revolution in the broader landscape of higher education.

Technological Pedagogical Content Knowledge (TPACK) is a model of CALL competence to integrate technology into education. Cultivating attitudes of EFL teachers in light of online instruction and examining its relationship with TPACK seems to be a crucial aspect of current teaching practices. Thus, this correlational study attempted to explore the relationship between Iraqi EFL teachers' attitudes towards online instruction and TPACK components. Sixty teachers of English as a foreign language from Thi-Qar, selected via availability sampling, took part in the study. They responded to two questionnaires, one with 28 items on TPACK and the other containing 16 items on online teaching English. A series of Pearson correlation tests were conducted to examine the seven research hypotheses about the participants' attitudes towards online instruction and technological pedagogical content knowledge components, including CK, PK, TK, TCK, PCK, TPK, and TPACK. The findings demonstrated a range of low to moderate positive associations between instructors' attitudes towards online instruction and TPACK domains. It was indicated that the teachers with positive attitudes were also positive about their perceived TPACK. The present research increases our understanding of TPACK in relation to online teaching in contexts where EFL is practiced.

The goal of this study was to explore the use of assistive technology (AT) for students with disabilities in technical colleges in Ondo State. Three research questions guided the study. A cross-sectional survey design was adopted and the survey included 104 participants (38 university lecturers and 66 students with disabilities) drawn from the three technical colleges in Ondo State. A structured questionnaire consisting of 54 items was also adapted and used in data collection. The reliability coefficient of the instrument was 0.86. The data collected were analyzed using SPSS Version 26. The findings of the study revealed that while there are ATs available for students with disabilities in technical colleges in Ondo State, their utilization is limited. The study recommends that technical colleges in Ondo State increase access to ATs in classrooms and laboratories for students with disabilities. The government and school management should also provide adequate, modern instructional facilities and human resources to enable the implementation of ATs and make them accessible and available to all.

Digital transformation encompasses all the principles of people, working methods, and technology that support organizations in achieving their goals with the possibilities provided by the constantly developing information technologies that are in almost every aspect of our lives. Today, the impact of digital transformation is visible in every field with constantly developing technologies, and there is a rapid transition to digital innovations in almost all sectors. Web 3.0 and Metaverse, which are two innovations that support each other, are technological developments that can be used in many areas, and it is curious what role they will play in daily life. This study aims to present research on how the education and human-computer interaction fields can be synchronized with Metaverse technology with the impact of the digital age. In this study, the articles accessed by using the systematic analysis method were examined under the headings of subject, journal, year, research method, study group and sample, data analysis method, data collection method, field, country, conclusion, and suggestions for future studies. As a result of the research, 61 articles were found in the Web of Science database. Thus, it is aimed to obtain and discuss the results of how Metaverse technologies are reflected in the fields of education and human-computer interaction, in which direction they evolve, and how they will be reflected in future studies.

This study aimed to reveal the attitudes of the students who were subjected to measurement and evaluation in an online testing environment towards the computer based testing (CBT) platform and the factors that affect their attitudes. It also examined the students' cognitive loads in the exam designed with multimedia elements from message design principles by using the facilities of this platform. The study was conducted with a case study design. The participants consisted of 32 students. Participants took a previously used and redesigned English achievement test based on the multimedia design principle. Then, cognitive load scale and attitude towards computer scale were implemented. In addition, seven volunteer participants were interviewed. The results of the study showed that factors such as students' equipment advantage, time, success, flexibility, individuality and less mental effort affected the participants' attitudes towards the CBT environment. A significant difference was found between the scores of the participants in the cognitive load scale and the duration of the exam. There was a low and positive correlation between the cognitive load score of the participants for the listening test and the time to complete these questions, and a low and negative correlation between the correct answer scores of the participants in the listening test.

This paper assessed teachers' perceived role and limitations on using ICT as a pedagogical tool in enhancing English language fluency. The study employed a descriptive case study design in which interviews, focus group discussions and document analysis were used to collect data. The collected data were analyzed qualitatively through recording the data for thematic procedures. It was found that teachers perceived ICT as an important pedagogical tool for enhancing grammar, vocabulary and accurate pronunciation. However, the use of ICT for teaching English language was limited due to poor ICT infrastructures, insufficient training, teachers' readiness and unclear policies. The study recommends the government to make a critical investment in ICT facilities and ensure high internet connectivity in secondary schools. A practical training for English teachers on the adoption and integration of ICT through virtual platforms would certainly improve the practice.

In the context of contemporary technological advancements, Artificial Intelligence (AI) has gained considerable significance in the field of education. In light of ChatGPT's growing popularity, this research aims to explore how higher education students perceive the use of ChatGPT in academics, examining factors influencing its acceptance, as well as its benefits, limitations, and ethical concerns. The study applied a survey design, collecting data through Google Forms from undergraduate, postgraduate, and doctoral students. A total of 162 participants, who were using ChatGPT selected through convenience sampling. The findings indicate a positive perception among respondents regarding ChatGPT's academic applications, its benefits, limitations, acceptance factors, and ethical concerns. The study also reveals that the perception of higher education students towards ChatGPT usage is not significantly influenced by gender, academic programs, and streams. The insights gained from this study holds significant implications for the responsible and effective integration of ChatGPT in higher education environments, taking into account its perceived benefits and ethical concerns.

This action research project is intended to determine the effects of Chromebook technology on student engagement in the secondary classroom. The study involved a classroom of first-year students enrolled in a health course. These students used Chromebooks for the first time as part of the one-to-one (1:1) initiative. Chromebooks were utilized as a part of the curriculum, incorporating daily lessons, teaching tools, applications, and various activities for student learning. Data collection methods included observations, teacher journals, and field notes. On-task and off-task behaviors were noted, and the results of the data analysis showed the level of engagement involved when using Chromebooks in the classroom. Levels of engagement were explored through a six-week study in a 9th-grade classroom comprised of 28 students using Chromebook one-to-one. Engagement included focus, interest, participation in the lesson and activity, and positive social interactions between the teacher and classmates. This action research investigation indicated that incorporating Chromebook technology into lessons effectively increased student engagement and motivation.

ChatGPT is taking the world and the education sector by storm. Many educators are still hesitant to integrate it within their curricula, owing to the limited practical and theoretical guidance on its applications, despite early conceptual studies advocating for its potential benefits. This pedagogical innovation applied an effectual logic to implement ChatGPT for a founding team activity within an entrepreneurship course. Composing a founding team is an inundating task in venture creation, with long-lasting consequences. So far, there is yet to be an ideal approach proposed in literature or observed in real-life for doing it. In this pedagogical innovation, three student teams with varying business ideas prompted ChatGPT using different keywords and levels of details, to get recommendations on essential team members, their roles and equity split. Each team presented their findings, and then the classroom engaged in a collective discussion. The students were surveyed afterwards to assess the reception and effectiveness of the intervention. Their feedback showed an overwhelming favoritism of ChatGPT, as a convenient and resourceful learning tool. The study establishes the potential value of ChatGPT as a heutagogical tool that supports student-centric entrepreneurial learning across educational institutions and the entrepreneurship ecosystem that extends to the venture creation process.

This review explores the integration and effects of the Internet of Things (IoT) in education, highlighting its importance in transforming traditional teaching and learning techniques. It examines the early uses and historical growth of IoT, its development, and the turning points in its adoption. It explores IoT platforms, tools, and technologies in education, including wearables, smart devices, augmented and virtual reality, gamification, and collaborative learning. It discusses the role of IoT in improving campus management, including intelligent campuses with IoT-enabled infrastructure, energy-saving technologies, and safety and security improvements. The study discusses data security and privacy issues in IoT installations and the ethical and legal implications of data collection in the classroom. The study also discusses upcoming trends and prospects for IoT usage in education, including AI and machine learning integration. Finally, the review provides insights for educators, decision-makers, and stakeholders, identifying research gaps and recommending areas for future IoT implementation.

The use of digital media in education has already been addressed in numerous technology acceptance models, but there is very little research on establishing a link between acceptance and assessment using mobile devices, a reality in educational institutions. This work aims to extend research by developing the TAM model and studying teachers' perceived usefulness of mobile devices in terms of how they understand assessment: generically, as a summative and a formative assessment, or as the complementarity of these. This study proposes a comparison between three models using the partial least squares structural equation modeling (PLS-SEM) on a sample of 262 master's degree students (pre-service teachers). The results show the validity of the three proposals and confirm the advantages to specifically consider assessment in acceptance models, as well as the importance of addressing its modalities differently after obtaining better results in the two models that do so. The study also confirms the importance of self-efficacy in the use of mobile devices as a predictor of usefulness and intention to use in the three models. The use of a comparative approach and the development of the perceived usefulness construct in assessment represents a new contribution to the field of acceptance studies.

Engaging with physical education teachers who were compelled to integrate technology into their lessons during the COVID-19 pandemic is crucial to understanding how the pandemic has presented this 'new normal' circumstance. It is vital to gain insight into the initial experiences of physical education (PE) teachers who transitioned to online physical education (OLPE) teaching, as well as to identify potential areas for improvement in the future. This study investigated the perspectives of secondary school PE teachers on OLPE teaching during the COVID-19 lockdown, their professional development, online training opportunities and future perceptions. Using a mixed-methods approach, this study analysed data from 35 secondary school PE teachers in Fiji, using Google Forms to collect quantitative data and semi-structured interviews for qualitative data. The quantitative data was categorized by age, gender, school setting, qualifications, and teaching experience, while the qualitative data was analysed by themes. The study found that teachers struggled with OLPE due to lack of preparedness, poor Internet connectivity, and lack of emphasis on PE during lockdown. Despite their readiness, integrating technology remains challenging due to a lack of incentives, limited support, and fear of the unknown. The study emphasises the vital importance of technology in creating engaging and relevant PE experiences and recommends the provision of specialised resources, personalised curriculum guidance, and a change in teacher training institutions' paradigms to incorporate contemporary technological applications in PE.

The migration to online learning has brought about several new problems. Poor signal quality, large Internet quotas, and device compatibility with learning applications are the most common complaints among students. Additionally, students' poor self-directed learning skills, the excessive number of assignments given by teachers, and the use of monotonous teaching methods and media are also identified as issues. Therefore, the development of learning media that facilitate students' learning processes and support their active engagement becomes crucial. This research aimed to develop PDF hyperlink learning media for online Arabic language learning at Madrasah Aliyah Negeri 4 in Hulu Sungai Tengah District, South Kalimantan, Indonesia (MAN 4 HST). The research model used in this study is the 4D model, consisting of four stages: define, design, develop, and disseminate. In this research, layout and accessibility received good validation scores of 4.3, and the presentation of the contents received a good validation score of 4.2. Additionally, the Wilcoxon test results indicated that the use of PDF hyperlink media significantly influences learning outcomes and receives positive feedback from students. Thus, the use of PDF hyperlink media is recommended for educational institutions experiencing digital divides, as well as those implementing asynchronous learning.

The efficacy of vocational teachers' utilisation of digital technology in the context of the Industrial Revolution 4.0 remains a pressing concern that necessitates pragmatic resolutions. Social support and infrastructure are the leading causes of the limited technological self-efficacy of digital technology practices. This research seeks to examine the impact of infrastructure and social support through technological self-efficacy on vocational teachers' digital technology practices during the Industrial Revolution 4.0. The research employed a quantitative approach and ex-post-facto methods, involving 207 vocational teacher respondents. The data was analysed using structural equation modelling techniques, namely path analysis and bootstrapping approaches. The inquiry results indicate that technological self-efficacy acts as a mediator of digital technology practices, with a statistically significant p-value of less than 0.05. The relationship between social support for digital technology practices and technology self-efficacy is mediated by an estimate of 0.089 with a p-value of 0.019. Similarly, the relationship between infrastructure for digital technology practices and technology self-efficacy is mediated by an estimate of 0.250 with a p-value of 0.000. A comprehensive analysis of variables, including their direct, indirect, and total effects, revealed a considerable influence of the variables included in the study. After analysing the features of each respondent, a p-value < 0.05 was achieved, indicating a significant influence between the variables evaluated. It suggests that the relationship between the variables can be broadly applied to the characteristics of each respondent. Enhancing digital technology practices in vocational education requires increased efforts from educational institutions and the government.

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551 (Revised B.E. 2560) in the social studies, religion, and culture learning area, and the New York State K-12 Social Studies Framework. The findings revealed that the social studies curricula of Thailand and New York State differ in many aspects, including their fundamental philosophies, goals for student development, curriculum structures, learning content, and instructional approaches. The Thai curriculum emphasizes cultivating morally good citizens with a love for the nation, while the New York curriculum focuses on developing knowledgeable, skilled citizens who actively participate in a democratic society. In today's rapidly changing world, the development of Thailand's social studies curriculum should foster 21st-century skills, digital citizenship, and a sense of global citizenship among learners while maintaining Thai identity and values. Policy-level recommendations include creating a new vision, designing a flexible curriculum, developing online platforms, and integrating artificial intelligence. At the practical level, suggestions include creating community learning innovations, using the city as a classroom, developing a competency-based curriculum, and building learning communities with local partners.

The rapid advancement of artificial intelligence technologies, exemplified by systems including Open AI's ChatGPT, Microsoft's Bing AI, and Google's Bard (now Gemini 1.5Pro), present both challenges and opportunities for the academic world. Higher education institutions are at the forefront of preparing students for this evolving landscape. This paper examines the current state of AI education in universities, highlighting current obstacles and proposing avenues of exploration for researchers. This paper recommends a holistic approach to AI integration across disciplines, fostering industry collaborations and emphasizing the ethical and social implications of AI. Higher education institutions are positioned to shape an educational environment attuned to the twenty-first century, preparing students to be informed and ethical contributors in the AI-driven world.

Many studies have recently focused on the importance of the effective integration of Information and Communication Technology (ICT) tools in science education and the need for science teachers to receive adequate training and support to use them effectively. This paper aims to explore the Albanian science teachers' perceptions and use of ICTs in teaching processes. The study provides an interpretative analysis of the opinions of science teachers teaching in the middle and high schools of several Albanian regions expressed in an online survey. Overall, the results suggest that the use of ICT by science teachers in Albania is limited by a lack of proper infrastructure, limited access to technology, and training of teachers on integrating technology. However, there are indications that the adoption of ICT in science education may increase in the future, particularly after the boost from the COVID-19 pandemic emergency.

The study was conducted as a case study to enhance pre-service science teachers' readiness for integration, inquiry-based learning (IBL), the use of Information and Communication Technology (ICT), and the application of real-life examples during their teacher training courses. The objective of the research was to explore pre-service science teachers' perceptions of integrated teaching, inquiry learning, and the use of ICT in science education, drawing on their experiences in teacher training. It also aimed to examine potential differences in their viewpoints and the evolution of their perceptions over time. A questionnaire was developed to gather insights from 50 pre-service science teachers regarding their views on the integration of science subjects before and after their 2-year teacher training courses. The collected data were analyzed using a qualitative approach with the QCAmap software, followed by a quantitative analysis utilizing the Microsoft Excel software. The findings revealed significant variances in perceptions among pre-service teachers based on the number of science subjects they studied during their training. Those who studied two or more subjects placed greater emphasis on the value of integration, IBL, ICT use, and real-life examples in science education, and exhibited more significant changes in their views throughout the 2 years of teacher training. Furthermore, the study found that nearly half of the pre-service teachers did not view IBL in science classes as crucial, and only about a quarter recognized the importance of ICT utilization.

Purpose: Chatbots and artificial intelligence (AI) have the potential to alleviate some of the challenges faced by humans. Faculties frequently swamped with teaching and research may find it difficult to act in a parental role for students by offering them individualized advice. Hence, the primary purpose of this study is to review the literature on chatbots and AI in light of their role in auto-advising systems. The authors aimed to gain insights into the most pertinent topics and concerns related to robo academic advisor and identify any gaps in the literature that could serve as potential avenues for further research. Design/methodology/approach: The research employs a systematic literature review and bibliometric techniques to find 67 primary papers that have been published between 1984 and 2023. Using the Scopus database, the researchers built a summary of the literature on chatbots and AI in academic advice. Findings: Chatbot applications can be a promising approach to address the challenges of balancing personalized student advising with automation. More empirical research is required, especially on chatbots and other AI-based advising systems, to understand their effectiveness and how they can be integrated into educational settings. Research limitations/implications: This research's sample size may restrict its findings' generalizability. Furthermore, the study's focus on chatbots may overlook the potential benefits of other AI technologies in enhancing robo academic advising systems. Future research could explore the impact of robo academic advisors in diverse societal backgrounds to gain a more comprehensive understanding of their implications. Practical implications: Higher educational institutions (HEIs) should establish a robo academic advising system that serves various stakeholders. The system's chatbots and AI features must be user-friendly, considering the customers' familiarity with robots. Originality/value: This study contributes to a better understanding of HEIs' perceptions of the adoption of chatbots and AI in academic advising by providing insightful information about the main forces behind robo academic advising, illuminating the most frequently studied uses of chatbots and AI in academic advising.

The metaverse has the potential to revolutionise education in several ways. It can provide students with immersive learning experiences, allowing them to explore and interact with virtual worlds and objects that are difficult or impossible to replicate in the real world. Yet, studies investigating the impact of the metaverse on students' skills and performance are limited due to its novelty. The key objective of the current research is to unveil the overall effect size of integrating metaverse technologies into educational contexts and the significance of several factors that could influence the effectiveness of such technology on the learning ecosystem. The research as adopted the quantitative research methodology to address the research questions, which focused on following the principles of meta-analysis with calculating the effect size of relevant studies, by mainly using PRISMA. It an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses. Accordingly, twenty-four experimental studies conducted between 2020-2023 were statistically analysed. The results have explicitly that employing the metaverse generally has a large effect size (d=0.94) on learning, indicating that integrating the metaverse in educational settings can significantly enhance students' performance. Other variables, such as educational level, skills targeted, subject taught and technology used, were also investigated. A discussion of these findings and their implications are presented.

Purpose: This study analyzes digital equity realities in U.S. K-12 schools and the role that school leadership plays in digital equity. Design/Approach/Methods: Based on Selwyn's conception of technology as three interlocking elements (access, educational practices, and social context), we applied the ideals of equity and social justice to each of the three elements to conceptualize a framework of digital equity, situating school practice in the larger social, cultural, and political context of the United States. Guided by this framework, we conducted a systematic literature review of the current state of digital equity and school leadership in K-12 schools. Findings: The findings demonstrate that U.S. K-12 schools face digital inequity issues, including inequitable access to technology, exclusionary and punitive educational practices using technology, and an unjust social context for technology in schools. These findings indicate that school leadership plays an important role in digital inequity. Originality/Value: Based on these findings, we present a framework to assist K-12 leaders in enhancing digital equity, including addressing educational inequities and creating an inclusive social context for the school, ensuring equitable accessibility to technology in schools, and supporting teachers in developing meaningful and equitable practices using technology to address the opportunity gaps encountered by marginalized learners.

In recent times, teacher preparation programmes have faced significant challenges as many universities transitioned to fully online or hybrid instructional models as a result of the COVID-19 pandemic outbreak. These sudden shifts drastically decreased classroom teaching opportunities, which was a cornerstone of teacher preparation programmes to help preservice teachers learn how to teach effectively. Therefore, considering the importance of visualizations in mathematics education for facilitating teaching, motivating students, and satisfying their desire to comprehend abstract mathematical concepts, this study investigates the barriers to utilizing, and the effective ways of integrating Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers. Underpinned by an interpretivist paradigm, the study employed a qualitative research approach and a case study design. Data were collected from twenty-five pre-service mathematics teachers, two mathematics teacher educators, and one department head. For this study, data collected were analysed using thematic analysis, and data trustworthiness was ensured through triangulation of the unit of analysis. Research findings revealed that the use of CVEs in teacher education programs is hampered by several factors, which include resistance to change, technological limits, costs and time constraints, assessment difficulties, equality and access issues, and a lack of training and support. Furthermore, the findings highlighted that for CVEs to be effective in teacher preparation programmes, mathematics educators should encourage the simulation of classroom scenarios, facilitate group discussions and cooperative learning and participate in virtual professional development opportunities.

Artificial intelligence (AI) and automation are newly impacting the governance of international students, a temporary resident category significant for both direct economic contributions and the formation of a "pool" of potential future immigrants in many immigrant-dependent countries. This paper focuses on tensions within Canada's education-migration ("edugration") system as new technologies intersect with migration regimes, which in turn relate to broader issues of security, administrative burdens, migration governance, and border imperialism. Using an Accidental Ethnography (AccE) approach drawing from practitioner-based legal research, we discuss three themes: (1) "bots at the gate" and the guise of AI's objectivity; (2) a murky international edu-tech industry; and (3) the administrative burdens of digitalized application systems. We suggest that researchers, particularly in education, can benefit from the insights of immigration practitioners who often become aware of potential trends before those less embedded in the everyday negotiation of migration governance.

Artificial Intelligence (AI) is increasingly prevalent, permeating various aspects of and spreading across education. However, a comprehensive understanding of AI applications and how to define AI literacy is under-investigated. On this note, teaching and evaluating AI literacy necessitates educators to integrate it into course content. The implementation and use of AI are reshaping college students' learning experiences. Limited efforts have been made to promote AI literacy for individuals at academic institutions. This study aims to investigate college instructors' perspectives on AI integration in curriculum design at a higher education institution, Palestine Technical University Kadoorie (PTUK). A mixed study approach is used with a pre-existing questionnaire containing 14 items in this study and 17 semi-structured interviews. The data were collected from nine different departments at PTUK. The target population consisted of 176 college instructors. The results revealed that college instructors perceive AI literacy as a weak element in the curriculum. Two themes merged from qualitative data: accomplishing educational goals, and lack of AI guidelines and concepts. Recommendations include the necessity to incorporate AI literacy curriculum design in higher education contexts in different disciplines.

This study explored the impact of integrating ChatGPT into asynchronous online discussions. The analysis encompassed students' log data from Canvas and their perspectives on using ChatGPT. Results revealed a significant enhancement in overall discussion participation when ChatGPT is encouraged, emphasizing its potential as a catalyst for constructive conversations and the development of generic skills. Students also acknowledge ChatGPT's positive influence on critical thinking and knowledge exploration. In summary, integrating ChatGPT not only enhances participation and engagement but also fosters a sense of community, promotes online interaction, and cultivates essential skills. This study concluded by discussing issues associated with using ChatGPT for online discussions and highlighting implications for its appropriate integration into online discussion boards.

One of the top concerns of educational policies around the world is the use of digital tools in the teaching and learning process. In Morocco, the integration of technology into nursing education is taking on an increasingly prominent role, particularly after the introduction of the LMD (Licence-Master-Doctorat) system. This study investigates students' perceptions regarding the pedagogical use of digital technologies. A cross-sectional study was conducted between April and June 2022. The data were collected through a questionnaire distributed to 539 nursing students, of which 225 questionnaires were returned and analyzed. Our results show that the smartphone and laptop computer are the most commonly used technologies by students to access the internet. The majority of the students (87.11%) agree with the integration of information and communication technologies (ICTs) for pedagogical purposes. Nevertheless, 52% of students are unsatisfied with their teacher's pedagogical use of ICT. Our research adds to a large body of knowledge about the use of ICT in higher education. However, additional research is needed to investigate the integration of educational technologies in greater detail with the aim of enhancing student learning.

Currently, due to the radical transformations taking place in all spheres of education, the issue of improving the quality of education and the problems of training and educating specialists who meet all the needs of modern society is acute. The purpose of our research is to establish a theoretical substantiation of the use of new information technologies in the independent work of students and to conduct an experimental test of its effectiveness. We studied and analyzed the research experience of organizing independent work for students using the new information technologies through a pedagogical experiment, observations, a survey, testing, and statistical processing of the data we obtained during the study. The pedagogical experiment was carried out in three stages: a defining experiment, an organizational experiment, and a formative experiment. In total, 306 first-year students of K.I. Skryabin Kyrgyz National Agrarian University, Jusup Balasagyn Kyrgyz National University, and S. Naamatov Naryn State University participated in the study. During the implementation of each of the research stages, we identified the main components, i.e., the organizational, methodological, and controlling conditions, and the methods of developing and implementing web technologies, as well as technologies for developing educational and electronic tools for students' independent work in the conditions of using new information technologies.