Search

This article explores the nature, strengths and limitations of Roman, Christian, Kantian and utilitarian ethics and their legacy in some modern theories of educative leadership that are educative in intent and outcome. It is shown that Roman, Christian, Kantian, and utilitarian ethics have profoundly shaped transformational, instructional, distributed, and ethical leadership theories. Roman ethics emphasize civic duty, virtue, and community service, influencing leaders to inspire collective goals and improve educational outcomes. Christian ethics highlight love, compassion, and moral integrity, guiding leaders to act as ethical exemplars and nurture followers. Kantian ethics focus on duty, universal principles, and respect for individuals, promoting ethical consistency and dignity in leadership practices. Utilitarian ethics prioritize maximizing happiness and well-being, driving leaders to achieve positive changes and balance individual needs with the greater good. It concludes that these ethical foundations (a) continue to inform contemporary educative leadership practices and (b) underpin recent scholarship that has shown how Roman, Christian, Kantian, and utilitarian ethics can shape moral school leadership and ethical decision-making, offering school leaders a nuanced approach to promote learning and social justice, fairness, and community well-being.

Ongoing seismic events in global society have increased demands on organizations to change their focus on profit maximization alone to becoming a social enterprise that follows humanistic management (serving the common good) principles. Coincidentally, business schools are under pressure to teach humanistic management principles in their curriculum to enable the future work force to become agents of world benefit. Data analytics offers a means to introduce these principles to undergraduate business students. The analytics module described in this paper introduces undergraduates in an introductory Information Systems course to humanistic management. It discusses the use of humanistic management analytics (HMA), and describes an assignment to design, develop and use a HMA dashboard. Through video, lecture, case study and assignments, students learn the value of incorporating humanistic management principles to analytics and human resource functions that embody concepts of data analytics for social good.

This research was conducted to see if using ChatGPT prompts students to think more deeply through reflection reports. The case study method and qualitative research methodology were used to carry out this study. Five graduate students in the Curriculum and Instruction department at Aksaray University's Social Sciences Institute who were teachers in various subjects and employed at various state school levels participated in the study. It was found that the majority of participants accepted all of the information presented by ChatGPT based on a citation as true, did not feel the need to control data reliability, and could be manipulated by ChatGPT while doing self-evaluation. Additionally, despite the fact that they prepared reflective reports in which they compared their essays with ChatGPT and included questions that prompted them to think critically and reflectively, as well as the fact that they had taken a graduate-level course on the teaching of higher order thinking skills, it was acknowledged that they could not demonstrate the expected performance in using higher order thinking skills other than to a limited extent. The onus should be on educators to pioneer positive examples of how to utilize ChatGPT and provide direction on how to harness its potential, supported by critical thinking, rather than to avoid using it and identify it as a tool to be avoided.

Professional development of scientists is enhanced by training students in responsible conduct of research earlier in their careers. One aspect of responsible conduct of research is authorship ethics, which concerns granting of credit to those who make intellectual contributions to the research. The activity discussed in this article emphasizes how authorship ethics can be integrated with Course-based Undergraduate Research Experience (CURE) and includes an adaption that could also be used for independent research students. The activity allows students to reflect upon inequalities and problems seen in scientific authorship, including gender bias, failure to credit effort (ghostwriters), and inclusion of authors that did not meaningfully contribute to the work (honorary/gift authorship). Themes seen in student reflections on how they could demonstrate ethics in authorship included: determining authorship by contribution, appropriate attributions on curriculum vitas (CV) and posters, different credit levels, understanding authorship criteria, and tracking contributions. Themes seen in student reflections on the importance of authorship were proper authorship credit distribution, authorship impacting career opportunities, and accountability in research. In the activity, students also created attributions for a poster to be presented from their research. We found that most students were able to create attributions that were correctly formatted, included the same authors, and positioned authors in the same order as other group members, matching what was presented on the finalized poster. We found that students' reflection on authorship and this professionalization of their activities in their CURE led to modest increases in their view of themselves as scientists.

In this paper we describe a framework for teaching students when they should, or should not use generative AI such as ChatGPT. Generative AI has created a fundamental shift in how students can complete their class assignments, and other tasks such as building resumes and creating cover letters, and we believe it is imperative that we teach students when the use of generative AI is appropriate, and when it is not appropriate (i.e., considered cheating). Framework development is based off the 2x2 Product-Market matrix introduced by Ansoff in 1965. Our initial pass at the framework was piloted with colleagues, and then followed with a focus group of students to refine the framework. We then used the framework in an MBA class to test its efficacy and gather qualitative feedback. Using the results, we further refined the framework and then used it to teach two general undergraduate business classes as a rudimentary test of generalizability across students. The qualitative results were positive. The framework helps educators understand when to use, or not use ChatGPT, and provides a way to teach students about the same. We have found that using the framework in class generates interesting discussions about the use of generative AI.

This study delves into the opportunities and challenges associated with the deployment of AI tools in the education sector. It systematically explores the potential benefits and risks inherent in utilizing these tools while specifically addressing the complexities of identifying and preventing academic dishonesty. Recognizing the ethical dimensions, the paper further outlines strategies that educational institutions can adopt to ensure the ethical and responsible use of AI tools. Emphasizing a proactive stance, the paper suggests that by implementing these strategies, schools can harness the benefits of AI tools while mitigating the risks associated with potential misuse. As the adoption of AI tools in education continues to expand, all stakeholders must stay abreast of the latest developments in the field. This knowledge equips educators to navigate the opportunities and challenges posed by AI tools, fostering a learning environment that is both secure and conducive to empowering students to realize their full potential.

The metaverse which is considered as the digital big bang of humanity and the next evolution of the internet is anticipated to offer a living environment for civilization 5.0 and beyond in various domains including education. Each novice technology that enters our daily lives generates also fear, anxiety, and problems as well as hope, benefit, and attraction. The purpose of this research is to investigate what ethical problems the metaverse may cause in higher education institutions and how healthy metaverse universities can be created within the framework of ethics. Interpretative phenomenological research design was employed in the study and data was collected from the field experts and lecturers in higher education. The study indicated thirteen VR/AR/XR experts' and lecturers' visions on the metaverse-based ethical issues and practical implications that could be applied within the scope of five thematic nodes comprising metaverse awareness, security and data, safety and wellness, social equality and diversity, and accessibility. It is expected that the study will contribute to the design of a healthy and good metaverse in the future of higher education institutions pursuant to ethical values.

The burgeoning role of Artificial Intelligence (AI) in education prompts crucial discussions regarding its implications for teaching and learning. This qualitative study probes the argumentative perspectives of 118 teacher candidates from Igdir University on the integration of AI into educational practices. Employing Toulmin's (1958) model, we analyzed their arguments, which encompass claims, evidence, warrants, backings, rebuttals, and conclusions, to ascertain their stance on AI's pedagogical integration. Utilizing four distinct AI chatbots--GPT-4, Gemini AI, Claude 3 Haiku, and Mistral AI--the research deciphers thematic undercurrents within these dimensions. Moreover, a novel methodological contribution is made through 'negative space exploration', focusing on the unmentioned themes to identify latent biases and assumptions in the argumentation. The study's dual analytical approach, combining AI-driven theme identification and negative space exploration, resulted in an enriched understanding of the content. Key findings suggest a nuanced perception among participants: while AI chatbots are acknowledged for enhancing educational efficiency and enabling personalized learning, concerns regarding diminished human interaction, potential erosion of critical thinking skills, and ethical use persist. The analyses also highlight the need for a balanced AI implementation that supports, not supplants, traditional educational methods. This research contributes to the ongoing debate on effective AI integration in education and calls for responsible pedagogical adoption of AI technologies.

The article reviews some of the relationships between AI and education, emphasizing the metaphors used, the difficulties in finding points of agreement, as well as aspects of the social criticism that is made of AI (e.g. considering that it can be a form of unwanted deviation). AI appears as one more case of technology that comes to improve education, as happened in the past with other less "intelligent" technologies, although now with more arguments in its favor. Secondly, it explores the logical mechanisms (abduction) that are widely used in human reasoning but also in AI, showing how their uncontrolled use can lead to certain conversation algorithms being able to lie, something that teachers would not do. An ethical rather than logical question is raised that deserves to be explored later.

This research explores university educators' perspectives on the opportunities, concerns, and considerations associated with Generative Artificial Intelligence (GenAI) in the training of professional communicators. Positioned at the early stages of ChatGPT's integration into educational settings, the study examines teachers' assignment instructions, assessments of ChatGPT's responses, and reflections on these outcomes. Employing a cross-sectional, qualitative methodology, the research involves a sample of 22 teachers from communication faculties in Mexico, Peru, and Spain. Utilizing Bloom's taxonomy and an inductive approach for data analysis, the findings unveil nuanced views on GenAI's role in teaching practice. Teachers perceive ChatGPT as a tool with varying impacts depending on its application. They articulate distinct roles for ChatGPT, viewing it as either an ally or a rival, prompting discussions on anthropomorphizing technologies and emphasizing the need to empower students in GenAI tool usage, establish ethical protocols, and reconsider assessment methods, among other key considerations.

In higher education, generative chatbots have infiltrated teaching and learning. Concerns about how and if to utilize chatbots in the classroom are at the forefront of scholarly discussion. This quick-hit article presents a plan to teach learners about generative AI writing tools and their ethical use for writing purposes. As generative AI tools continue to emerge, this guide can support instructors from all disciplines to engage learners in getting the most accurate information.

The present study analysed digital literacy issues encountered by elementary school teachers in remote classrooms due to COVID-19. The study sought to derive a plan for cultivating teachers' digital literacy to support students' distance education. To this end, focus group interviews were conducted with five elementary school teachers in charge of upper grades, the results were analysed, and strategies to improve teacher digital literacy were derived. Specifically, three main areas of teacher digital literacy were identified for improvement. The first was providing training to use digital devices and online platforms, develop online content, and strengthen copyright understanding. The second was providing professional development programs to train digital teaching methods or pedagogies by level and by subject characteristics. The third was activating online and offline platforms for information sharing among teachers and establish a digital teaching support system. This study will be of value to teachers and school administrations in preparing for distance education in the era of digital transformation because it presents measures to foster teachers' digital literacy required by future society.

Purpose: This study introduces a policy with great strategic significance and far-reaching impact by analyzing the background, measures, and future development trends of teacher evaluation reform in China. Design/Approach/Methods: This study primarily conducts a policy text analysis of the section on teacher evaluation of the "Overall Plan for Deepening the Reform of Educational Evaluation in the New Era". Findings: The "Overall Plan for Deepening the Reform of Educational Evaluation in the New Era" was drafted to enhance the quality of Chinese teachers and address many problems in teacher evaluation. It comprised four sections: teachers' professional ethics, teaching effectiveness, evaluation models and methods, and honorary titles. The policy has distinctive features such as the high status and authority of the issuing body, a holistic and systematic nature, and an orientation toward practical issues. This article proposes three major policy foresights: promoting implementation through the force of political trends, giving schools autonomy in teacher evaluations, and implementing progressive reforms. Originality/Value: This study conducted a specialist analysis of the policy in combination with the real scenario and institutional environment of Chinese teacher evaluation, which could encourage international peers to better understand Chinese teacher evaluation policies and promote policy learning and dissemination internationally.

In the majority of South African schools, maintaining discipline remains a challenge -- a situation which commands the attention of departmental officials both locally and internationally. When negative disciplinary approaches were prohibited in schools in this country, positive disciplinary measures were recommended in the form of a code of conduct for learners. In the study reported on here we examined the challenges that teachers face in using a code of conduct to maintain positive discipline among the learner cohort. The study was guided by positive discipline and democratic theories. These theories imply that discipline must be taught to learners so that they are equipped to behave appropriately and obey the school/classroom rules. Data were gathered from a total of 16 educators in 2 sampled schools in Pinetown, Durban, through semi-structured interviews, observation and document review. The findings reveal that a variety of challenges impeded the use of a learners' code of conduct, including a failure to review the document on a regular basis. The content of those codes was not widely communicated either, which meant that they remained ineffective in addressing each school's specific needs with regard to correcting misbehaviour. Based on the findings, we recommend that the Department of Basic Education raise awareness around democratic governance in schools to enhance positive discipline by means of up-to-date, enforced codes of conduct. Schools also need to encourage parents to be actively involved in their children's schooling, as a means of supporting teachers.

Artificial intelligence (AI) has recently been gaining ground, particularly since November 2022, with the introduction of generative tools based on natural language processing and neural network algorithms. These kinds of tools have great potential for creators and users of Open Educational Resources (OER) and the Open Movement itself but they also represent risks. The International Council for Open and Distance Education OER Advocacy Committee (OERAC) developed two workshops to present the role of AI in OER at two international conferences in the fall of 2023. The workshops presented the features, benefits, key challenges, and practical issues related to using AI technologies from professional, ethical, sustainable, and equitable perspectives, while also focusing on the five areas of the UNESCO OER Recommendation. Participants were dynamically engaged in discussions, and documented their ideas in formats that could be used as OER in themselves. The OERAC noted and categorized the results, and developed short summaries and drafts for further work. Finally, drawing on the findings from the workshops, we asked ChatPDF for a second opinion on further suggestions for AI in connection with OER, which in turn related to the five areas of the recommendation. We conclude that, while there is great potential for the use of AI in the context of the Open Movement, there is also a need for professional ethics, equity, and sustainable capacity building, access, inclusion, policy, models, and international collaboration.

Educational disparities are one of the most essential issues surrounding education and equity. Previous research includes many empirical studies which have been conducted to eliminate educational disparities. However, the normative question "Why do educational disparities matter?" has not been carefully examined in empirical studies on educational disparities. This question can be answered based on the value of fairness. But what is fairness? Is it enough if a fair educational system is realized? Based on the above concerns, this paper examines the value of fairness, which is a normative assumption of studies on educational disparities. The paper confirms that the value of fairness behind the argument "educational disparities should be corrected" can be clarified and justified by luck egalitarianism, and clarifies the problems associated with pursuing fairness by examining Elizabeth Anderson's critique of luck egalitarianism. Specifically, the paper focuses on the harshness objection and the humiliation objection. It shows that, even if fairness in education is achieved, it may not result in an ideal education for all, because it may leave some children in a harsh situation and humiliate them in the process of providing compensation through redistribution. The paper then discusses three values that should be added to fairness: fresh start, sufficiency, and respect. After that, it discusses why these values are important and what issues should be considered in future empirical research on educational disparities. The paper also presents suggestions toward examining the problems of meritocracy.

The primary objective of this study was to examine the five major personality factors and assess the extent of moral intelligence among students at the World Islamic Sciences University. Additionally, the research aimed to identify the predictive capacity of the five major personality factors on moral intelligence. The study involved a sample of 665 students from the World Islamic Sciences University. To measure these variables, scales were developed for both the five major personality factors and moral intelligence. The study findings revealed that conscientious vigilance emerged as one of the predominant factors among the students. Furthermore, the overall level of moral intelligence was determined to be of a moderate degree. The findings further demonstrated that personality factors, including neuroticism, conscientiousness, kindness, and openness to experience, collectively played a significant role in explaining the variations in moral intelligence levels. Notably, the study revealed statistically significant differences in the neurotic factor and moral intelligence. However, no statistically significant differences, at the 0.05 significance level, were observed in other personality factors (extroversion, openness to experience, conscientiousness, kindness) based on the gender variable. As a recommendation, the study emphasized the importance of enhancing students' personalities and enriching their knowledge and experiences. It suggested that university deans and student affairs staff should organize lectures aimed at fostering the development of desired personal traits. These initiatives would contribute to instilling values and ethical standards, thereby nurturing creative and ethical young leaders.

The relationship between ethical dispositions and scientific and academic ethics is important in understanding how individuals' general ethical values influence their behavior in the academic setting. Examining this relationship by considering personality, which is one of the important individual characteristics, will be useful in developing strategies to prevent ethical violations and encourage ethical behavior in the academic world. This study aims to investigate the relationships between medical students' personality traits, ethical position, and levels of scientific ethics. 363 medical faculty students from various grade levels participated in the study, which used a relational survey model. "Five Factor Personality Inventory", "Ethical Position Scale" and "Scientific Ethics Scales" were used to collect the data of the study. The analysis of the research data was carried out with SEM analysis in AMOS Program. The study's conclusions indicate that medical faculty students had a high level of scientific ethics and ethical position. Additionally, a five-factor personality test revealed that the students exhibited a high degree of variability in the areas of conscientiousness, agreeableness, and openness to new ideas. Medical students' ethical position and personality traits significantly predicted their perceptions of scientific ethics.

This review explores how artificial intelligence (AI henceforth) can reshape education through insights from situated learning literature. The objective was to critically examine opportunities and challenges of situated learning, and how AI could augment strengths while overcoming obstacles. A systematic review using the PRISMA method analyzed 60 articles from peer-reviewed journals over three decades. Key concepts associated with situated learning were extracted and analyzed qualitatively and quantitatively. Findings identified major obstacles: the traditional school system's one-way passive learning; the predominant educational approach fixated on predefined outcomes; and teachers' lack of contextual knowledge. AI presents solutions including adaptive systems tailored to students' evolving needs; intelligent tutoring situated in authentic scenarios; automation of administrative tasks; and data-driven teacher support. When implemented thoughtfully, AI has the potential to enhance situated learning through increased personalization, interactivity, and real-world connections. This promises a better effective, adaptive education - but human guidance remains essential for ethical grounding. This review offers teachers, researchers, and policymakers valuable insights on integrating both AI and situated learning to keep education relevant in an interconnected world.

Indigenous people are often hesitant to participate in research projects because they lack trust in researcher intentions. In this article, we explore the critical role that Indigenous boundary spanners play in research conducted with Indigenous communities through our research on oceans and human health. Our analysis centers around five principles where Indigenous boundary spanners significantly influence the research process. Centering work around 'ohana (family), being intentional around where to collect data, approaching the work with humility knowing that the community are the experts, cultivating team members' knowledge of community through conversations, and challenging assumptions within the institution are all aspects of research that must be considered when working with Indigenous communities. Including Indigenous community members and Indigenous scholars as part of teams can improve these aspects of research and begin the process of (re)building trust with Indigenous communities.

Advancements in artificial intelligence (AI) have tailored computer systems to meet user needs, thereby enhancing user experience. The application of AI technology in the production of digital videos, particularly in education, is becoming increasingly prevalent. This study aims to explore trends in the use of AI technology for digital video production. To achieve this, a systematic literature review was conducted across the Web of Science, ERIC, Taylor & Francis, Education Full Text EBSCO, and ScienceDirect databases. Studies were selected following the PRISMA flowchart, adhering to inclusion criteria aligned with the study's objectives. Consequently, 21 international studies were analyzed. The findings indicate that AI supports the creation of diverse digital content, which can serve various purposes such as general guidance, knowledge reinforcement, design and experimentation, and personalized experiences. However, it appears that AI's full potential has not yet been efficiently harnessed. Therefore, it is recommended that future research focus on developing digital content that caters to individual differences, enhances social interaction, includes enriched features, and is adaptable to various environments.

The study investigated hurdles to the quality of student learning assessment by examining issues related to assessment procedures and practices, learners and learning, learning resources and test constructs, and test admin and feedback. Quantitative and qualitative data were collected from two Ethiopian universities using two types of questionnaires. The results have shown that learning assessment practices and procedures were inundated with a number of hurdles. Among them were academic dishonesty, a dearth of giving timely feedback, assessment procedures' failure to direct learners to higher-order learning outcomes, test construct underrepresentation and irrelevance, and learners' temptation to work for good grades rather than for acquiring the required competencies. These were the major hurdles that had detrimental effects on student learning at the universities. It has, therefore, been recommended that universities and their communities should ensure meaningful and useful assessment of student learning by putting in place effective and quality assessment that constitutes deep learning guided by effective feedback towards the achievement of learning outcomes (LOs).

This study investigates the integration of global citizenship education (GCED) within the Christian worldview, focusing on youth education in the post-pandemic era. It underscores the necessity of GCED in addressing pandemic-exacerbated challenges and aligns its objectives with Christian values through scriptural exploration. Core competencies like empathy, ethical reasoning, and global awareness are examined from a Christian perspective, alongside practical applications in educational settings the post-pandemic. The study concludes with reflections on the potential impact and challenges of incorporating Christian perspectives into GCED, advocating for inclusive and diverse educational approaches in a post-pandemic world.

This systematic literature review explores the ethical considerations and challenges instructional designers face when integrating artificial intelligence (AI) into the instructional design process for adult learners. Using the Technological Pedagogical Content Knowledge (TPACK) framework to examine the relationship of ethics, pedagogy, and technology in educational contexts, considering the increasing usage of AI. Synthesizing data from peer-reviewed publications, qualitative research, and theoretical papers, the review examines the evolution and application of AI-driven instructional technologies, the ethical issues encountered, and how they affect the educational experiences of adult learners. Crucial topics identified include balancing ethical standards with technological advancements, ensuring learner privacy and data security, and mitigating biases in AI algorithms. The results highlight the need for transparency in AI applications and the ongoing need for professional growth to successfully negotiate the changing ethical environment. This review highlights significant gaps in the literature, including the lack of comprehensive ethical frameworks tailored for AI in adult education, the scarcity of long-term empirical studies on AI's impact, and the need for practical implementation strategies for instructional designers. Addressing these gaps is essential for enhancing the quality and integrity of AI-enhanced adult education. By focusing on stronger ethical frameworks and coordinated efforts among educators, technologists, and policymakers, this review intends to improve the quality and integrity of AI-enhanced adult learning.

When studying grammar, students must not only focus on its structure but also on its form. Form-focused activities are integral to this process, requiring students to identify and manipulate language forms. A well-established technique for facilitating language acquisition is the consciousness-raising task (CR), which aims to heighten learners' awareness of language form. By prioritizing the language input, students can cultivate a more precise comprehension of grammar structures, thereby enhancing their own language proficiency. This approach entails various strategies, such as inferring grammatical rules from examples, comparing different forms of expression, and examining differences between a learner's usage of a grammar item and that of native speakers. However, designing effective CR tasks is cognitively demanding, time-intensive, and laborious for teachers, as it entails accommodating numerous requirements, including the definition of clear objectives, task relevance, and task engagement. To address these challenges, it is worth utilizing ChatGPT which is an advanced conversational AI system with the capability to process and generate various modalities of language. It has access to extensive databases and can produce written content that is frequently indistinguishable from human-written text. Accordingly, ChatGPT can be utilized to generate CR tasks or materials that may be applied in class. The present study endeavors to offer a range of CR tasks for grammar teaching that have been generated by ChatGPT. The tasks include identification tasks, text correction tasks, word choice tasks, and others.

The purpose of this study was to investigate the ethical tendencies of medical faculty students, their unethical use of information and communication technologies, and their attitudes toward digital ethics in terms of certain variables. The study was designed using a relational survey model. The research group consisted of 335 medical faculty students studying at a state university in Turkey. Data were collected using the "Personal Information Form," the "Ethical Tendencies Scale," Information and Communication Technologies Ethics Scale," and "Attitude towards Digital Ethics Scale." The data analysis revealed that medical faculty students' digital ethical attitudes and ethical tendencies were at a high level and positive, while their unethical use of information and communication technologies was at a very low level. The study's findings indicated that there were gender-related differences in medical students' unethical use of ICT. In addition, there were significant differences in the ethical tendencies of the participating students based on the variable of year of study. Lastly, medical students' unethical use of information and communication technologies were significantly affected by their ethical tendencies and attitudes towards digital ethics.

Artificial intelligence (AI) has revolutionized various fields, including research and higher education. Thanks to its innovative applications, it has changed traditional teaching methods. This article aims to explore the impact of AI on these domains in Moroccan universities, focusing on its transformative influence, benefits, challenges, and future prospects. By analyzing current literature, case studies, and expert opinions, we elucidate how AI has enhanced research methodologies, empowered educators and students, and fostered innovation in academia. In addition, we discuss ethical considerations and potential concerns associated with the increasing integration of AI. Finally, we highlight the future prospects and opportunities offered by AI for research and higher education in Morocco.

Artificial intelligence (AI) first made its entry into higher education in the form of paraphrasing tools. These tools were used to take passages that were copied from sources, and through various methods, disguised the original text to avoid academic integrity violations. At first, these tools were not very good and produced nearly incomprehensible output. However, through the use of generative artificial intelligence and natural language processing, the current engines supporting these tools have become better and more efficient at producing quality output. Recently, the artificial intelligence research company, OpenAI, developed a groundbreaking artificial intelligence engine to drive a conversational chat frontend application called ChatGPT. Backed by an expansive knowledge base that could rival any university library in volume, this AI-driven conversational application can produce well-written, seemingly academic, responses to questions. This paper examines text-based artificial intelligence tools that can be used for both ethical and unethical purposes and what simple methods can be used to recognize AI-generated output whose use may indicate plagiarism.

English language education in Japan has long been criticized for its traditional methods emphasizing grammar and reading at the expense of communicative competence. This article explores the potential of Artificial Intelligence in Education (AIEd) to address this issue. A review of literature explored critical challenges faced by Japanese EFL learners, including Japanese teachers' low English proficiency and attitudes towards English teaching, heavy focus on entrance examinations in high school, overemphasis on grammar in EFL curricula and textbooks, lack of authentic communicative practice, and differences in cultural values. An examination of technology integration in Japanese education revealed that while many institutions have begun incorporating technology, its widespread adoption has been gradual. Several case studies support the use of AI to address the psychological barrier to speaking by offering a safe and engaging learning environment, thus boosting confidence and fluency. Furthermore, in the Japanese language context, AI can lower anxiety, promote creativity, and offer personalized learning. In addition to the individual benefits, AI empowers institutions to tailor learning needs, teachers to shift their role from instructors to facilitators, and students to become independent critical thinkers. Finally, challenges and limitations are addressed, including ethical considerations surrounding data privacy, overreliance, predictive patterns, and watermarking. Despite potential drawbacks, the benefits of AIEd merit a deeper exploration of its adoption in EFL curricula. AI tools offer a practical solution to prepare Japanese EFL students to communicate in English effectively and confidently and thus participate in the global landscape.

This study explores the perceptions of second language (L2) educators on the surge of Large Language Models (LLMs) like ChatGPT, and their potential impact on language education. We surveyed over 100 L2 instructors, asking questions about their ideas for AI-proofing assignments, their policies, and their perceptions of how this tool will impact the profession. Data was collected through an anonymous survey and analyzed with a mixed-method approach through a constructivist lens. The results show mixed feeling: ranging from excitement for the pedagogical potential of ChatGPT to fear for potential academic dishonesty and job security in some. The results analysis provides insight into L2 educators use and policies of ChatGPT. The quantitative data highlighted that instructors' levels of excitement or concern about the adoption of ChatGPT in language education correlate with their personal experience with the tool, in line with Bax's (2003) normalization framework. Those with prior interaction with ChatGPT showed more enthusiasm for its educational potential than those without. Interestingly, this study found no significant difference in attitudes across different age groups or years of teaching experience. The qualitative data show that L2 educators anticipate wide use of ChatGPT in their students' assignments, yet a large majority (90%) is confident in their ability to identify students use of Chat GPT and Google Translate in their work. This study also reviews the current use and policies regarding MT and ChatGPT, highlighting a significant number of instructors prohibiting their uses. The results also highlight different ways instructors have been AI proofing their assignments and how they are currently using ChatGPT in their professions. In conclusion, this study advocates for a proactive use of these tools emphasizing the importance of adopting innovative pedagogies, a student-centered classroom approach, and certain ethical considerations.

South African society is currently experiencing a breakdown of morals, which is negatively impacting not only communities but also teaching and learning in Higher Education Institutions (HEIs). There appears to be a widespread lack of respect for authority, accountability, and good manners among students, who often display rudeness, laziness, dishonesty, and disrespect towards academic staff. These observations indicate a moral crisis in HEIs, which is closely linked to students' reluctance to embrace positive values such as respect, tolerance, obedience, and punctuality. The article aimed to investigate the reasons behind students' display of negative values, focusing on disrespect, dishonesty, and a sense of academic entitlement. Data were gathered through observations and participant interviews, revealing several reasons why students tend to adhere to negative values over positive ones. One recommendation is to introduce values education into university curricula, if not already present. Additionally, universities should explicitly define their values and communicate them to both staff and students, encouraging all parties to work towards restoring moral integrity in HEIs.

The purposes of this study were (1) to examine the components and indicators for promoting the professional development abilities of psychology teachers in rural primary schools within Guangxi Province; (2) to investigate the current state, the desirable state, and the necessity for promoting professional development abilities among psychology teachers in rural primary schools within Guangxi Province; and (3) to explore guidelines for the development of professional development abilities among psychology teachers in rural primary schools within Guangxi Province. The study utilized a multi-stage sampling method to select a sample group of 169 participants. The study was divided into 3 steps: Step 1 involved a study of the components and indicators, evaluated by 9 qualified individuals. Step 2 entailed an examination of the current and desirable state, and Step 3 focused on studying guidelines for developing the technological leadership qualities of teachers, with data provided by 8 participants. The research instruments used for data collection included questionnaires, semi-structured interviews, and assessments. The statistical methods used for data analysis include mean, standard deviation, and the analysis of necessary requirements (PNI[subscript modified]). The research findings exhibited that 1. the components and indicators of the technological leadership qualities of teachers in educational management comprised 4 components with 40 indicators, namely: (1) Professional knowledge with 4 indicators, (2) Professional ability with 4 indicators, (3) Professional affection with 4 indicators, and (4) Professional autonomy with 2 indicators. These are highly appropriate, accurate, and feasible overall and individually, to the highest extent. 2. The necessary requirements for the professional development of psychology teachers indicated the necessity for development in every component, considering the development needs as follows: (1) Professional knowledge, (2) Professional ability, (3) Professional affection, and (4) Professional autonomy, respectively. 3. Guidelines for the ability development of psychology teachers in rural primary schools in Guangxi Province revealed a total of 14 development guidelines. Overall, the assessment of these guidelines for the ability development of psychology teachers in rural primary schools indicated a high level of suitability and feasibility, with the highest level of feasibility.

Individuals hold a wide range of beliefs and ideas on immigration throughout Western societies. Some are highly embracive of immigrants while others want draconian restrictions. This mixed-methods study conducted in the U.S. examines these beliefs, specifically on immigration being a human right. Particular attention is given to the rationales of those advocating for more open immigration policies and those opposed to them. The analysis reveals that individuals appeal to economic arguments both to advocate for and against greater immigration. Issues of security and order are also employed to argue against immigration; In contrast, participants use ethical themes and the history of the United States in arguing for immigration as a human right. Others highlighted normative restrictions across the world as a reason to reject the idea. The findings of this study can help inform both researchers and immigration advocates as they seek to understand the complex perceptions of immigration.

Integrating Artificial Intelligence [AI] into mathematics education offers promising advancements and potential pitfalls. Striking a balance between AI-driven developments and preserving core pedagogical principles is critical in the teaching and learning environment. AI has emerged as a transformative force in various fields, including education. In the realm of mathematics education, AI technologies offer a spectrum of potential benefits (including personalize instruction, adaptive assessment, interactive learning environments, and real-time feedback, among others) and challenges (such as lack of creativity and problem-solving skills, inability to explain reasoning, bias in data and algorithms, absence of emotional intelligence and data privacy and security concern etc.). This conceptual study used autoethnography as the methodology and qualitative content approach to analyze data. The study discussed historical background of AI and considered ethical issues around AI. It was concluded that the journey to harness the full potential of AI in mathematics education requires careful navigation of the good, the bad, and the ugly aspects inherent in this technological evolution.

Generative Artificial Intelligence (AI-Gen) in education is a challenge for educational administrations due to the benefits and risks of its use. This research seeks to analyse the scientific production of AI-Gen in the educational field. The method used was a bibliometric analysis of descriptive and quantitative documents from the Web of Science database. The VOSviewer statistical programme was used to identify the keyword clusters and to create the network map. The results of this study ascertain that 2023 is the birth of AI-Gen research in education and has since produced a total of 178 papers, where Australia heads the ranking of countries with studies on this subject matter. The ChatGPT phenomenon materialises as a focus of study in the majority of cited research. The study includes seven keyword clusters, where the IA-Gen cluster which is related to terms such as challenges, risks and opportunities are highlighted. Following the discussion, the main conclusion of the study denotes that further research is required on the use of AI-Gen during the teaching-learning process in several educational stages to prevent plagiarism and to obtain a comprehensive understanding of this technology as an educational resource.

Exploring the role of artificial intelligence (AI) in education is important as it challenges traditional teaching practices and shapes how educators may approach them in the future. In this article, we document the transformative integration of AI in special education teacher preparation, highlighting how we, as early adopter professors, attempted to navigate this journey, offering practical applications for AI use. Practical applications of generative AI tools include aligning course objectives, developing modules, and creating assignments and assessment measures. Additionally, we describe innovative uses for AI, such as incorporating chatbots in teacher preparation courses, navigating curriculum development, generating case studies, and aligning individualized education program (IEP) goals with curricular standards. We also explore how AI can be employed as a reflective coaching tool for teaching practice. Ethical considerations are emphasized, focusing on transparent communication about AI use and documenting the learning process to humanize assessment experiences and mitigate potential risks.

Post-truth strategies are characterized by the manipulation of facts and personal assertions of the truth for political gain. By seeding polarization, skepticism, and mistrust, post-truth presents challenges to teaching and learning within academic settings. In this paper, we explore how post-truth is articulated in higher education literature using a critical pedagogical lens. We suggest that pedagogical scholarship needs to expand its scope beyond a focus on the media antics of individual politicians in order to interrogate the reliance on dominant framings that simply define "post-truth" as circumstances where personal beliefs take precedence over established facts. We argue that the current framing of post-truth shapes the educational response to this issue, which focuses on helping students discern correct from incorrect information, as opposed to teaching students how power and knowledge are intertwined in post-truth and ways to understand and address the subsequent and potentially harmful power relations. Since post-truth strategies are enacted to restrict thoughtful reflection on dominant relations of power, we propose a critical pedagogical framework to problematize the notion of objective truth, account for the politics of exclusion, examine power relations, and contest post-truth strategies.

In the context of education, the issues of integrating artificial intelligence (AI) into teaching and maintaining academic integrity in students' use of AI are particularly relevant. This paper empirically examined the issue of ChatGPT usage for writing homework from the perspectives of students and professors. Study research methods included both quantitative and qualitative approaches. In Study 1, an anonymous questionnaire was administered to 350 Croatian students, users of ChatGPT, to investigate their perceptions, attitudes, habits, and intentions regarding ChatGPT usage for homework assignments. In Study 2, twelve faculty members were tested on their accuracy of distinguishing between original students' papers and ChatGPT-generated papers. For this purpose, 25 different versions of papers for 8 different courses were prepared. The results of the students' survey showed that most students still do not use ChatGPT regularly and have neutral attitudes about its usefulness, ease of use, risks, and intentions for future use. In addition, they were moderately concerned about ethical issues around its usage. Differences across gender and field of study were found. Professors, on the other hand, reported having average self-efficacy in appraising authorship, which is in line with their low average accuracy of 53%. Accuracy in distinguishing was lowest when ChatGPT was instructed to write a paper as a student. These results strongly suggest the necessity for clear guidelines, plagiarism detection tools, and educational initiatives to promote ethical use of AI technology.

The aims of this research are to: (1) study the conditions for fostering ethical leadership in the 21st century among school administrators. Under the jurisdiction of the Sukhothai Primary Educational Service Area Office, Area 2, Thailand; and (2) propose guidelines for strengthening ethical leadership in the 21st century of educational institution administrators. Under the Sukhothai Primary Educational Service Area Office, Area 2, Thailand, this is descriptive research. The group of informants in the research were nine school administrators using purposive sampling. The research instrument was a semi-structured interview form. Data were analysed using content analysis. The research results found that: (1) Conditions for enhancing ethical leadership in the 21st century among educational institution administrators. Under the jurisdiction of the Sukhothai Primary Educational Service Area Office 2, Thailand, it was found that the conditions for fostering ethical leadership in the 21st century among school administrators have 6 elements, consisting of: (1) justice; (2) honesty; (3) respect for others. Other (4) Responsibility; (5) Kindness; (6) Self-control; and (2) Guidelines for enhancing ethical leadership in the 21st century among school administrators. Under the jurisdiction of the Sukhothai Primary Educational Service Area Office, Area 2, Thailand, it was found that there should be guidelines for strengthening for educational institution administrators. By applying the principles of good governance Adhere to the principles of morality, ethics, adhere to the principles of democracy. Use the rule of law in complying with various laws and regulations with transparency. Honest Can be checked transparently. Adhere to the principles of participation Respect others Be responsible in your duties Know how to control yourself Limited resources are used efficiently. Set a good example in working so that work is efficient and effective.

The purposes of this study were to: 1) identify instructional leadership of teachers, 2) develop the Instructional leadership indicators of teachers, 3) investigate the goodness-of-fit between the structural model of instructional leadership indicators of teachers and empirical data, and 4) produce a user manual of the instructional leadership indicators of teachers in educational opportunity expansion schools under the Primary Educational Service Area Offices in the northeast. The study was divided into four phases. The findings were as follows 1. The components of instructional leadership of teachers in educational opportunity expansion schools consisted of seven components, namely 1) self and other teacher development, 2) curriculum development ability, 3) learning management ability, 4) learning assessment and evaluation ability, 5) transformational leadership, 6) learning exchange ability and 7) moral and ethics. 2. The indicators of instructional leadership of teachers in educational opportunity expansion schools comprised seven principal components, 25 sub-components and 98 indicators. All principal components achieved the mean scores at high level of appropriateness 3. The indicator structural model of instructional leadership of teachers in educational opportunity expansion schools was congruent with empirical data. (Chi-Square=202.84, df=176, p=0.08095, GFI=0.97, AGFI =0.95, RMSEA=0.016, CN=668.53) and 4. The user manual of the instructional leadership of teacher indicators in educational opportunity expansion schools under the Primary Educational Service Area Offices in four aspects obtained the Index of item-objective congruence (IOC) at 1.00 indicated that the user manual was appropriated to be implemented.

Mastering academic writing skills in English is essential for future researchers. At present, AI language processing tools provide high-quality, accessible, and fast assistance for translation, editing, and stylistic enhancement of scientific texts. However, their use within English for Academic Purposes (EAP) courses generates mixed reactions among educators and raises ethical concerns. Our study aimed to explore the predominant perceptions of AI language processing tools by PhD students of the National Academy of Sciences of Ukraine (NASU) from the viewpoint of their integration into the academic English course taught in the first year of their PhD studies. The study involved 52 PhD students from various NASU institutes. They completed a survey with both closed-ended and open-ended questions regarding their previous and expected use of online translators, writing enhancement tools, and ChatGPT for research writing purposes. The results of the survey show that NASU PhD students have extensive experience with online translators, but are less familiar with writing enhancement tools and less certain about their potential use in the future. Almost a third of the respondents expressed reservations about using ChatGPT for academic writing due to academic integrity concerns. Most of the respondents (66%) agree that the basics of ethical use of AI writing and editing tools should be incorporated into EAP courses. One subgroup of the participants (n = 11) took part in a small-scale additional intervention focused on writing enhancement tools. They were asked to apply Grammarly, QuillBot, and ChatGPT to edit their course projects (presentations of the current state of their dissertation research) and compare these tools according to various criteria. The feedback provided by this subgroup indicates that they were most satisfied with the quality of editing provided by ChatGPT but found Grammarly and QuillBot easier to use and more suitable for superficial grammar checks. We found out that the AI tools helped participants achieve improvements primarily in such aspects as the use of articles, punctuation, use of prepositions, and elimination of redundancy. The study has significant pedagogical implications, promoting the wider use of AI tools in the context of teaching English for Academic Purposes and addressing appropriate teaching techniques and methods.

Recently, ChatGPT, a cutting-edge large language model, has emerged as a powerful Generative Artificial Intelligence (GenAI) tool with the capacity to influence education. ChatGPT provides ample opportunities for learners, researchers, educators, and practitioners to achieve the intended learning outcomes in various disciplines. This special issue examines the diverse applications and implications of GenAI tools including ChatGPT in education, highlighting their potential to enhance teaching and learning across various contexts. Key findings from seventeen studies collected in this special issue demonstrate that GenAI tools can significantly improve educational outcomes by providing personalized feedback, facilitating language learning, and supporting both qualitative and quantitative research methodologies. The findings emphasize GenAI's capacity to increase learner engagement and motivation, yet also underscore the need for robust ethical guidelines and human oversight due to potential issues with privacy, bias, and accuracy. This special issue also highlights the challenges GenAI faces, such as limitations in contextual understanding and its impact on critical thinking skills. In addition, it provides a foundational framework for exploring effective and responsible GenAI integration, aiming to enrich educational experiences. We conclude that future research should focus on the longitudinal effects of GenAI tools on learning outcomes, developing ethical frameworks for their use, and ensuring their adaptability to diverse learner populations to promote inclusive educational practices.

This study aims to understand the views and attitudes of students in the Music Education department at Erzincan Binali Yildirim University Faculty of Education regarding informatics ethics. This research was conducted using a general survey model quantitative research design. The universe of the study comprised students in the Music Education department at Erzincan Binali Yildirim University Faculty of Education. The selected sample, consisting of 73 students who volunteered to participate during the 2023-2024 Academic Year, was used for data collection. An information form created by the researchers and the "Real-Life Situation Scenarios with Informatics Ethics" (RLSSIE) Scale were employed in the data collection process. Overall, the students were found to have moderate views and attitudes toward information ethics. Demographic factors such as gender, age, and class level were observed to have a significant impact on ethical evaluations. Additionally, evaluations based on different scenarios revealed that participants were generally sensitive to ethical values. The influence of factors like residence and income perception on ethical views and attitudes was limited. Notably, participants who connected to the internet via mobile phones had higher ethical views and attitude scores compared to those using computers and tablets. However, the study observed that internet usage quotas did not have a significant impact on general ethical attitudes. The findings indicate that information ethics topics play a crucial role in overall ethical evaluations and suggest that individuals have a broad perspective.