Search

The use of social media platforms as a means of data collection for researchers is increasing. With the number of active users of Facebook across the globe exceeding two billion, the platform offers a means to reach and hear from diverse populations and gather information-rich data. Despite an increase of researchers utilising Facebook and publishing their findings, there has been less focus on describing the issues researchers need to think about to undertake their work in line with ethical principles, which is particularly important when engaging people in research. This research note provides a worked example of the practical steps adopted when establishing a Facebook Page and Group to recruit and gather data from individuals receiving care and support. The paper offers guidance for researchers on the issues to consider and provides insights into how using Facebook can be aligned with good research governance practice and ethics approval processes.

This research investigates the critical need to integrate affective and psychomotor domains alongside cognitive development in educational systems to achieve the comprehensive 'Exit Outcomes' of Outcome-Based Education (OBE) and align with the National Higher Education Qualification Framework (NHEQF) descriptors. Traditional educational approaches are inadequate for these goals, prompting the introduction of the AI-Charya framework--a novel, artificial intelligence (AI)-driven pedagogical model. Utilizing a qualitative approach, this study explores the limitations of existing models and the transformative potential of generative AI. The AI-Charya framework provides adaptive, multimodal educational strategies that personalize learning and significantly enhance critical and creative thinking skills. Findings indicate that students engaged with AI-Charya show marked improvements in these areas, positioning them for success in an increasingly automated global workforce. However, the study's generalizability is limited by its specific educational contexts, and further research is needed to assess long-term outcomes. Despite these limitations, the AI-Charya framework offers a pioneering blueprint for aligning educational practices with OBE and NHEQF standards, equipping students with the holistic competencies required for dynamic, future-oriented careers. This research has significant implications for policymakers, educators and curriculum developers aiming to enhance educational excellence through innovative methodologies.

Purpose: Evaluating emergency preparedness exercises is crucial for assessing enhanced knowledge, facilitating learning and implementing knowledge in organizations. The cognitive process of motivation for action is a precursor for action, coping behavior and individual learning. This study aims to focus on how guided evaluation of emergency preparedness exercises can enhance cognitive motivation and influence the mental readiness of exercise participants. Design/methodology/approach: This is a conceptual paper with a model approach design. The main conceptual contribution is suggesting a model for guided evaluation in emergency preparedness exercises. We present a theoretical background for understanding the increase in motivation based on social cognitive learning theory. In particular, this study discusses how different evaluation steps contribute to enhanced motivation and learning for exercise participants. Findings: Increased motivation and enhanced personal performance standards could be achieved through using processes that lead to self-efficacy in guided exercise evaluation. Specifically, sources of enhanced motivation, such as repeated coping experiences, self-regulation processes, mastery motivation and performance motivation, would proliferate the readiness of individual crisis managers and teams. Practical implications: This article suggests an evaluation model for use in emergency preparedness exercises. This approach combines bottom-up and top-down processes for debriefing, reflection and feedback, both individually and in teams. This approach aims to enhance exercise participants' motivation and utilize exercise evaluation for organizational learning. Originality/value: The conceptual discussion leads to developing implications for evaluation practice, suggesting how to structure evaluation and why. This study is novel for its explanation of how to use evaluation in the learning process.

If we are to address the complex needs of contemporary education, then reflection on the arts when talking about integrated education is somewhat logical and should be considered as one principal objective of Arts Education. Current educational policies at the international level point toward a more integrated education, however, there is no consensus over a real arts integration, nor significant reflection within the classroom. This situation has worsened over recent years, even when the arts are being incorporated in some models of integrated education in full expansion. In this study, we present a state of the question of the place of the arts in integrated education. To do so, we place arts integration within its historical context, and define and explain four major problems (instrumentalization of the arts, undervaluation of the arts, poor teacher training, neglecting evaluation). We then go on to present the significance of the arts within integration as the basic axis of the existing theoretical discourse in the literature, defining five styles of integration according to their significance (subordinated or service-based, peripheral, collaborative, leading role, artistic). Finally, we compile and discuss the main approaches to have arisen in the context of arts integration. This study may be added to the contributions in defense of arts integration, rescuing and clarifying the currently submerged and confused debate, in order to restore its full potential in accordance with the new social and political demands.

Literature suggests that the international student industry faces increasing risk, given the substantial dependence on a few source countries. Inbound international student mobility (ISM) data of leading higher education (HE) destination countries were examined, with China and India as the source countries. This study classifies Australia, Canada, and the USA as host countries with a high international student source country dependency risk; the UK as a host country with a moderate dependency risk. By exploring the issue from a dependency risk mitigation perspective, this study identifies an elaborate two-step market diversification approach involving international market selection and marketing strategy.

This study aims to examine the potential differences between teacher evaluations and artificial intelligence (AI) tool-based assessment systems in university examinations. The research has evaluated a wide spectrum of exams including numerical and verbal course exams, exams with different assessment styles (project, test exam, traditional exam), and both theoretical and practical course exams. These exams were selected using a criterion sampling method and were analyzed using Bland-Altman Analysis and Intraclass Correlation Coefficient (ICC) analyses to assess how AI and teacher evaluations performed across a broad range. The research findings indicate that while there is a high level of proficiency between the total exam scores assessed by artificial intelligence and teacher evaluations; medium consistency was found in the evaluation of visually based exams, low consistency in video exams, high consistency in test exams, and low consistency in traditional exams. This research is crucial as it helps to identify specific areas where artificial intelligence can either complement or needs improvement in educational assessment, guiding the development of more accurate and fair evaluation tools.

The advent of digital technology has enabled the development of alternative learning methods that enable personalized education to meet the demands of the modern era. Regardless of geographical location and time, online education facilitates the provision of personalized learning opportunities through asynchronous or synchronous recording. Thanks to COVID-19, the rapid adaptation of formal education to digital environments promoted individualization and self-directed learning. The increasing use of design software in architectural education due to digitalization promotes integrating synchronous or asynchronous extracurricular training into the individual learning process. By exploring the diversity of informal online education programs in design software, this study aims to identify the contributions and limitations of informal learning in personalization. Examining the context of a five-day online workshop and a 21-day course can provide new perspectives through a multidisciplinary environment of discussion and practice, even in a short period of time. These programs provide education and training for skilled designers who have their own unique perspectives and techniques on design. Participants' economic situation regarding course fees introduces a competitive medium, which restricts learning accessibility in any scenario. Moreover, excluding these educational programs from transcripts due to imprecise evaluation conditions results in unfairness. With equal access and fair and accurate evaluation mechanisms, informal online education can help professionals develop unique, global, and harmonious perspectives.

This bibliometric analysis investigates the impact of Project-Based Assessments (PBAs) on conceptual understanding in STEM education from 2019 to 2024. By examining a dataset of 996 publications, the study highlights significant fluctuations in research outputs and the evolving focus on educational methodologies, particularly noting an intensification of activity during the COVID-19 pandemic 2021. The publication trends show an increase from 184 documents in 2019 to a peak of 263 documents in 2021, followed by a gradual decline to 30 documents in 2024, suggesting shifts in research priorities or the field's maturation. Through detailed citation patterns and publication metrics analysis, the research elucidates the effectiveness of PBAs in enhancing student engagement and interdisciplinary integration while improving pedagogical practices. Key findings indicate that PBAs significantly improve students' understanding of complex STEM concepts through hands-on, real-world problem-solving and enhance educators' capabilities in delivering innovative instruction. Additionally, the study explores the role of technological advancements, such as 3D printing, in PBL, assessing their impact on the teaching and learning processes. By synthesizing information across various studies, this research provides a comprehensive overview of the educational outcomes associated with PBL. It offers insights into its long-term efficacy and adaptability in diverse educational settings. This analysis presents valuable perspectives for educators, policymakers, and researchers, aiming to optimize STEM education practices globally.

Although writing-across-the-curriculum (WAC) programs have been commonplace since the 1970s, the focus has largely been on the level of assessment and programmatic development and less on the instructors, particularly graduate teaching assistants (TAs), who adopt these practices. In this article, we describe a pilot WAC graduate-level course in writing pedagogy that our institution developed as part of our recent membership in the Center for the Integration of Research, Teaching, and Learning (CIRTL). We also share how one science, technology, engineering, and mathematics (STEM) graduate student revised her approach to assignment design, feedback, and assessment for a general education course and deepened her understanding of herself as an instructor as well as her students. We end by reflecting on how training in writing pedagogy can support graduate student identity development and improve student learning.

This study investigated through an online survey how sign language practitioners changed their sign language assessment practices during the COVID-19 pandemic. The survey consisted of five sections and 29 questions overall. It was provided in written English and German as well as in International Sign and was administered online between October 2021 and December 2022. Twenty sign language testing professionals from a wide variety of countries participated in the survey. The results indicate a sharp increase of online testing during the pandemic, a decrease in the testing of sign language interaction and reception, a decline in the variety of testing purposes with a stronger focus on assessment for learning, and a shift to the use of more online tools such as video conferencing. Additionally, the results show that the home set-up of test takers, including reliable internet connection and access to appropriate hardware, are essential for online sign language testing. Sign language testing professionals reported different measures that were introduced to minimize cheating, such as live video monitoring during sign language exams or the implementation of proctoring software. The paper finishes with recommendations for future sign language assessment.

This mixed methods study examined the perceptions of teachers and principals in a rural northern state regarding supervision, professional growth, and summative evaluation practices. The following five research questions were developed for the purpose of the study, namely: 1) What are teachers' perceptions of the supervision, professional growth, and evaluation provided by principals?; 2) What are principals' perceptions of the supervision, professional growth, and evaluation they provide to teachers?; 3) How do the perceptions of teachers and principals differ regarding the supervision, professional growth, and evaluation provided by principals?; 4) What are the perceptions of rural educators about the supervision, professional growth, and evaluation provided by principals based on NCES locale codes?; and 5) How can the perceptions of educators regarding supervision, professional growth, and evaluation practices be used to help enhance teacher performance? Results provide implications for rural state policymakers, future research, practitioners, and rural facing education preparation programs.

Fries-Britt et al.'s (2014) Learning Race in a U.S. Context (LRUSC) emergent framework holds significant prominence in international student literature as the pioneering framework to theorize perceptions of race and responses to racialized experiences among college students of color born and raised outside of the US. This essay reviewed 11 peer-reviewed articles published after 2014 that delve into micro-level narratives regarding racial learning experiences among a diverse set of international students in the US. The aim was to assess the framework's relevance and suggest potential updates a decade after its publication. The findings show that the framework is still generally applicable but can benefit from incorporating the following revisions: (1) broadening the scope of racial encounters; (2) emphasizing the impacts of home country context; and (3) leaving the outcomes of racial learning open.

This study examines the potential of combining Collaborative Learning (CL) and Active Learning (AL) to enhance vocational students' academic performance and self-motivation. CL fosters teamwork, social interaction, and shared responsibility, cultivating communication, critical thinking, and problem-solving skills essential for modern workplaces. AL promotes autonomy, critical thinking, and deep understanding, transforming students into self-directed learners. Although CAL offers theoretical advantages, its implementation in vocational education faces challenges, including resource limitations and teacher resistance. Limited funding restricts access to resources, and some educators' adherence to traditional pedagogies delays CAL adoption. This study highlights the importance of increased funding, expanded teacher training, modern technology integration, and assessment reform in overcoming these obstacles. By addressing these barriers, CAL can equip vocational education students with the skills and knowledge for lifelong learning and career success.

From checklists, to processes, to models, information literacy (IL) instructors have sought to better teach students how to evaluate the information they encounter, increasingly through critical information literacy (CIL) pedagogies. CIL engages high-impact pedagogical practices as students direct their learning through dialogue and problem-posing, but there are persistent barriers to implementing CIL pedagogies at scale. Drawing from motivational design can empower librarians to advance CIL and empower students to critically evaluate information. Although many evaluation pedagogies employ general motivational strategies, there is a gap in the literature exploring the application of one specific component of motivation: "confidence." This conceptual and exploratory study aims to: 1) determine the connections between motivational design and IL pedagogy, specifically related to confidence-building strategies and critical approaches to evaluating information; and 2) map the integration of confidence-building design and CIL practices to provide suggestions for practical application. The researchers employ a crosswalk analysis to demonstrate how IL instructors can overcome barriers to implement CIL instructional practices through confidence-building design that illuminates students' abilities to learn and make a meaningful impact. In taking a confidence-building, critical focus to designing evaluation instruction, IL instructors reframe information evaluation as a participatory place for critical questioning, exploration, creative expression, and dialogue.

This study aims to define the "new roles" of vocational education teachers in the context of artificial intelligence (AI), promote the integration of AI with professional teacher development, and facilitate the sustainable development of vocational teachers' roles. The research objectives were (i) To study the current state of role cognition among vocational teachers in Northern Guangdong under AI, (ii) To explore the strategies for the sustainable development of vocational teachers' roles under AI, and (iii) To examine the feasibility of the strategies for higher vocational college teachers. The sample group include 338 full-time teachers from five vocational colleges in Northern Guangdong. The research instruments are questionnaire, semi-structured interviews, and evaluation form, and, conducting both qualitative and quantitative studies on the role development of vocational teachers under AI. The results indicated that the (i) The current state the higher vocational teachers' overall cognition of the teacher's role in the context of artificial intelligence is at a medium level (M=3.14 and SD=0.84), (ii) Development strategies for vocational teachers' roles under AI encompass five major influencing factors and 20 key measures, and (iii) The overall evaluation of the adaptability and feasibility of the strategy is very high.

This research aims to investigate the use of an artificial intelligence-based mobile application with plants and plant identification techniques (AImPLANT) with prospective science teachers in outdoor activities. The goals of the study are: (i) to develop an AI-based mobile application from scratch based customized for education (ii) to enhance knowledge about common plants (iii) to increase awareness of plants, animals, and the natural environment, offering solutions to reduce plant blindness (iv) to support outdoor activities to observe, identify and taxonomically determine specific characteristics of plants (endemic, economic, health, aesthetic etc.) (v) guide students creating an individual virtual herbarium. The research will achieve the expected goals by coding an original "AI-Based Mobile Application" using ChatGPT and PlantNet APIs through technologies like Flutter, Firebase, Firestore, involving approximately 3200 lines of code. The mobile application includes components such as an "Plant collection (herbarium) project module", "AI-based chatbot", "AI-based plant identification module", "AIbased student assessment module", and a "Student assistance section". The application provides guidance in creating virtual plant collections (herbariums). Additionally, aids by the "help module" and "chatbot". Furthermore, an AI-based "self-assessment module" evaluates like a teacher based on the answers. The research question and sub problems were based on prospective science teachers' knowledge about plant identification and taxonomy, plant blindness, and opinions on studying with artificial intelligence outdoors with common plant species. The research, once again showed that artificial intelligence facilitates teaching biology, increases academic success, has positive contributions to eliminating plant blindness, and reduces teacher candidates' concerns about artificial intelligence and affects their opinions positively.

The Individualized Education Program (IEP), the child's plan to ensure specialized instruction and services, can help deaf and hard of hearing children develop critical literacy skills. Deaf and hard of hearing children are entitled to an IEP when they turn 3 years old, and parents and teachers should begin to incorporate foundational literacy skills into the IEP immediately. This article provides a description of literacy activities to include in the child's IEP.

Video is a common tool for engaging audiences in Extension topics, yet evaluation of the different video production approaches is lacking. We compared learning and emotional outcomes after boaters in the Great Lakes watched either a narrative or didactic video focused on how to prevent the spread of an aquatic invasive species. There were differences in how each approach affected viewers, indicating that there can be utility in both approaches to video production. Extension staff that are creating videos should have these outcomes in mind to promote desired behaviors.

Finite complement clauses (FCCs) are an understudied syntactic structure of L2 advanced academic writing. The present study cross-investigated FCCs in qualitative (QUALI) and quantitative (QUANTI) research articles written by Filipino academic writers (FAWs) in Applied Linguistics (APPLING), Communication (COMM), and Measurement and Evaluation (MEEV). Specifically, it determined the FCCs with the most occurrences across five disciplinary research article sub-registers and identified whether these FCCs differ significantly in terms of frequencies of use. With Hernandez's (2021) framework adapted from Biber and Gray's (2016) study, this research analyzed five FCCs in 42 disciplinary research articles. Major results revealed that verb-controlled that-clauses (with 33.69 as normalized frequency count) outnumbered other FCCs in research article sub-registers across disciplines. They were more recurrent in QUALI and QUANTI APPLING research articles (7.91 and 7.54, respectively) and QUANTI and QUALI COMM research articles (7.34 and 6.96, respectively) than in QUANTI MEEV research articles (3.94). In addition, a significant difference exists between them and other FCCs at the p<0.05 level in terms of frequencies of use. In view of these findings, it can be concluded that verb-controlled that-clauses are the most useful FCCs in APPLING, COMM, and MEEV research articles. Likewise, FAWs across the three disciplines write more informally as signposted by their repeated use of that complementizer with these FCCs controlled by verbs. The study draws its implications for academic writing instruction.

An objective structured clinical examination (OSCE) has been recognised as a reliable but workload-intensive assessment method across health sciences studies. Though a variety of digital marking tools have been employed to improve marking and feedback provision for OSCEs, many of these require specialist software or maintenance. This pilot study examines the development and trialling of Microsoft Forms as a marking and feedback instrument for an OSCE within a Sport and Exercise Therapy module. This study aims to assess whether the use of a non-specialist digital tool, such as Microsoft Forms, might be able overcome limitations in current assessment procedures and ultimately provide a more effective method for marking and feedback provision for an OSCE. Results from OSCE examiners (N = 8) and students (N = 30) who participated in the pilot indicate that Microsoft Forms does have the potential to provide a more effective experience for examiners and ultimately improve upon feedback provision for students when compared with a paper-based marking tool. However, concerns around the form's ease-of-use may ultimately influence its adoption as a marking instrument above current paper-based methods.

In November 2022, ChatGPT, an Artificial Intelligence (AI) large language model (LLM) capable of generating human-like responses, was launched. ChatGPT has a variety of promising applications in education, such as using it as thought-partner in generating curricular resources. However, scholars also recognize that the use of ChatGPT raises concerns, such as outputs that are inaccurate, nonsensical, or vague. We, two mathematics teacher educators, engaged in a collaborative self-study using qualitative descriptive approaches to investigate the procedures, concepts, and cognitive demand of ChatGPT-generated mathematical tasks focused on fraction multiplication using the area model approach. We found that the ChatGPT-generated tasks were mostly procedural and not cognitively demanding. Moreover, despite ten variations of input prompts, ChatGPT did not produce any tasks that used the area model approach for fraction multiplication. Rather, it generated tasks focused on procedural approaches. Alarmingly, some tasks were conceptually and/or procedurally inaccurate and vague. We suggest that educators cannot fully rely on ChatGPT to generate cognitively demanding fraction multiplication tasks using the area model. We offer recommendations for educators' strategic use of ChatGPT to generate cognitively demanding mathematical tasks.

Learning analytics (LA) adoption is a challenging task for higher education institutions (HEIs) since it involves different aspects of the academic environment, such as information technology infrastructure, human resource management, ethics, and pedagogical issues. Therefore, it is necessary to provide institutions with supporting instruments to deal with these challenges. Although there has been much research on factors that are associated with the adoption of LA in HEIs, there has been much less research on specific models that can be used to guide actual adoption. In this sense, we developed MMALA, a Maturity Model for Adopting Learning Analytics. It is a guide that describes the necessary practices for taking the first steps in this area and enables institutions to reach higher levels of maturity in LA use, culminating in an organized and systematic adoption. In this paper, we describe the development process of MMALA, focusing on the model evaluation, which used both the questionnaire and the expert opinion method. MMALA can also give institutions an overview of their current situation regarding LA adoption. In this sense, we present the results of the maturity evaluation of three Brazilian HEIs using MMALA.

Personalized learning, a pedagogical approach tailored to individual needs and capacities, has garnered considerable attention in the era of artificial intelligence (AI) and the fourth industrial revolution. This systematic literature review aims to identify key drivers of personalized learning and critically assess the role of AI in reinforcing these drivers. Following PRISMA guidelines, a thorough search was conducted across major peer-reviewed journal databases, resulting in the inclusion of 102 relevant studies published between 2013 and 2022. A combination of qualitative and quantitative analyses, employing categorization and frequency analysis techniques, was performed to discern patterns and insights from the literature. The findings of this review highlight several critical drivers that contribute to the effectiveness of personalized learning, both from a broad view of education and in the specific context of e-learning. Firstly, recognizing and accounting for individual student characteristics is foundational to tailoring educational experiences. Secondly, personalizing content delivery and instructional methods ensures that learning materials resonate with learners' preferences and aptitudes. Thirdly, customizing assessment and feedback mechanisms enables educators to provide timely and relevant guidance to learners. Additionally, tailoring user interfaces and learning environments fosters engagement and accessibility, catering to diverse learning styles and needs. Moreover, the integration of AI presents significant opportunities to enhance personalized learning. AI-driven solutions offer capabilities such as automated learner profiling, adaptive content recommendation, real-time assessment, and the development of intelligent user interfaces, thereby augmenting the personalization of learning experiences. However, the successful adoption of AI in personalized learning requires addressing various challenges, including the need to develop educators' competencies, refine theoretical frameworks, and navigate ethical considerations surrounding data privacy and bias. By providing a comprehensive understanding of the drivers and implications of AI-driven personalized learning, this review offers valuable insights for educators, researchers, and policymakers in the Education 4.0 era. Leveraging the transformative potential of AI while upholding robust pedagogical principles, personalized learning holds the promise of unlocking tailored educational experiences that maximize individual potential and relevance in the digital economy.

This study draws on the perceptions of students who have completed authentic project-based and work-integrated assessments and explores their perception of authenticity of the assessments in terms of real work projects. In response to industry and government expectations for work-ready graduates three authentic assessments, were developed in collaboration with industry partners, covering different business program subjects. Drawing on the literature, a three-dimensional framework for authentic assessment in workplace learning was developed. These dimensions -- realism, producing an authentic product, and workplace-based judgment criteria -- formed the basis for thematic analysis of students' perceptions. A case study approach was used with three authentic assessment cases. Qualitative data was gathered via focus groups and surveys guided by the three-dimensional framework. Findings suggest that factors such as social environments created by engaging with industry, realistic tasks that replicated industry activities, and working in teams contributed to the perception of an authentic project-based and work-integrated assessment.

This paper discusses engineering praxis ethos (EPE), a proposed framework for constructing a STEM learning environment embedding interrelated components of learner experience and design activity, which can support curriculum and instructional design and evaluation in STEM education. The authors propose that STEM is a meta-discipline that relies on the design life cycle, the intellectual root of engineering disciplinary knowledge. The nature of design and design activity calls attention to domain-specific needs of STEM teachers and focuses discussions and critiques about the epistemological adequacy of integrated STEM content knowledge. Given the urgent need for learners to develop 21st century skills in STEM, the authors argue for the feasibility of incorporating both mathematical and simulation models using new technologies when designing experiences for learners. An example of teaching and learning systems thinking in undergraduate engineering education highlights how EPE can be a viable theory of action for STEM educators.

This study aimed to evaluate the value of justice, one of the 10 core values in the mathematics course curriculum, in the context of an exemplary activity in classroom practice and student interviews, where it was integrated into mathematics learning goals. The case study model was employed. The sample of the study included eight 7th-grade students in the 2018-2019 academic year. An activity prepared about the value of justice and a semi-structured student interview form were used as data collection tools. The data obtained following the implementation of the activity were analyzed using content analysis. Students stated that it was necessary to carry out value-based activities in mathematics classes to understand the importance of the value of justice and to increase social awareness about it. According to the results of the study, it is recommended to plan, implement, and discuss in-class activities in which students can explain their value perceptions according to mathematical problems and actively participate in the process so that their awareness of the value of justice can be increased.

This study aims to examine the perceptions and effectiveness evaluations of blended learning environments among university students majoring in sports education at Inönü University and Firat University. The research, conducted in the 2022-2023 academic year, is descriptive using quantitative methods, with a sample of 674 students from the Faculties of Sports Sciences at Inönü University and Firat University. Data collected through the Blended Learning Environments Effectiveness Scale were analyzed using the SPSS program. The research findings indicate that students perceive face-to-face learning environments as more effective and contribute more to the learning experience (x=4.062). Blended learning environments are considered the second most effective learning environment (x=3.841). However, online learning environments (x=3.342) and technical issues (x=2.957) present some challenges. Correlation analysis reveals a moderate positive relationship between face-to-face learning environments and blended learning environments (r=0.435, p<0.01), as well as between online learning environments and blended learning environments (r=0.540, p<0.01). The effectiveness of blended learning environments for university students in sports education is associated with factors such as student motivation, student-teacher interaction, technical support, and communication. Face-to-face learning environments are perceived as the most effective by students and contribute significantly to the learning experience. Blended learning, as an effective method, has the potential to adapt to different learning styles and address technical challenges. However, careful attention is required regarding the effectiveness of online learning environments and technical support issues.

With the exponential development and vast interest in artificial intelligence (AI), the global economic impact of AI is expected to reach $15.7 trillion by 2030. While AI has infiltrated everyday life, a lack of knowledge of what AI is and how AI works is ubiquitous across all ages and professions. Teaching AI literacy to non-technical individuals has become imperative and requires immediate attention, however, assessing AI literacy has heavily relied on subjective measurements such as qualitative assessment and self-reported surveys, which may lead to biased results. This study contributes to the field by developing and validating an assessment created based on a well-established AI literacy framework. A total of 196 responses were collected from pre-and in-service teachers in the United States, and 186 responses were included in the analysis to validate the assessment. The final assessment comprises 25 objective-based items reduced from an originally 31-item assessment. Both experts' insights were sought, and statistical methodology was employed to ensure the validity of the assessment. The results indicate that pre-and in-service teachers have a moderate level of AI literacy and in-service teachers performed slightly better than pre-service teachers on our assessment. Inconsistent answers across various AI concepts indicate that teachers may possess an even more ambiguous understanding of certain AI concepts.

The present study aimed to analyze the views of pre-service teachers, expressed through metaphors, about the adequacy of mentors and teaching practice schools and their recommendations for effective mentoring. A phenomenological design was adopted, and participants included 105 mentees. The current mentors and teaching practice schools had attributes that were not adequate for active mentoring. The mentor should be selected based on criteria such as professional competence, ability to perform mentoring roles, and positive interpersonal relationships. The teaching practice schools should be selected based on human relations, educational activities, the quality of education and instruction, and the physical conditions of the school.

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.

Studies found that the mastery of Level-4 Science Process Skills (L4SPS) among secondary school students is still relatively weak. Thus, the purpose of this research was to determine the effects of 5E Inquiry-based Learning and Group Investigation (I5E-GI) model on the five constructs of L4SPS, namely Identifying Manipulated, Responding, and Constant Variables, Forming Hypotheses, Making Observations, Making Inferences, and Defining Operationally. A teaching and learning (TL) module was developed to guide teachers in implementing the I5E-GI method for the five L4SPS constructs. The L4SPS Test Instrument was constructed to measure the level of L4SPS mastery at the end of intervention. The quasi-experimental research design was conducted on 180 Form Four students taking Core Science subjects. A total of three groups were assigned, namely i) 5E Inquiry-based Learning and Group Investigation method (I5E-GI, n = 60), ii) 5E Inquiry-based Learning method (5E, n= 60), and iii) Traditional Learning (TR, n = 60) in an urban secondary school in Sarawak, Malaysia. Data were analyzed using the inferential statistical tests of MANOVA, MANCOVA, ANCOVA, and effect size. The results showed that there was a statistically significant effect across the three groups of TL methods. There is a statistically significant effect of the I5E-GI method compared to the 5E and TR methods on the five L4SPS constructs. As for the effect size, the I5E-GI method provides a more significant effect size than the 5E and TR learning methods. Overall, the findings prove that the I5E-GI method has positive implications for the mastery of L4SPS among Form Four students.

This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants completed an online survey. For the qualitative data, 11 key informants participated in one-on-one online interviews. Findings revealed that novice teachers predominantly used summative assessment in the classroom and aligned their assessment instruments to large-scale tests. Moreover, novice teachers faced many challenges with classroom assessment, including determining how to assess their students, developing assessment instruments, and interpreting and using assessment scores to inform teaching and learning. In conclusion, novice teachers need more knowledge, skills, and support to handle daily assessment-related tasks.

Transnational online education has become an emerging trend in promoting academic collaboration and exchange in higher education during and after the pandemic. Guided by the learning ecology framework, we conducted concurrent mixed methods research by distributing an online survey to Chinese students (N=51) to collect quantitative and qualitative data. This helped us deeply understand their experiences and perceptions of a cross-cultural online learning environment in the United States. We applied multiple regression and thematic analysis to analyze the data. The merging of both types of data analysis indicated the confirmation of the importance of discipline-based English learning environments, the transformation of online learning practices, the insufficiency of student-to-instructor interactions, discordance of technological self-efficacy and the disadvantages of technology-assisted instruction, and discordance between the usefulness and difficulties of learning activities and assessments. We further discussed appropriate strategies and techniques to promote online teaching and learning excellence in transnational distance education.