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Still rebounding from the impact of the global pandemic, the higher education sector is being challenged even further by the next wave of Artificial Intelligence (AI) technologies. These technologies have the power to generate in a matter of seconds, quality text, images, music and coding responses to questions or prompts entered into an online chat box. Currently, one of the most accessible and popular text generators is OpenAI's ChatGPT which was released in November 2022. Early evaluation indicates that the quality of the responses exceed standard pass rates for comparable university assessments. Even if academic protocols mandate that text cited from AI sources should be acknowledged and referenced as any other source material, the speed, accessibility and high quality of the AI material justifies a rethink of the purpose of higher education and a redesign of curriculum, pedagogy and assessment. An initial suggestion being promoted in the sector is that learning outcomes and assessments should move away from a focus on content memorisation and recall, to development of higher order thinking skills such as critical analysis, evaluation, resilience, creativity, problem solving, appraising and mastery of verbal communication and computer literacy. This preliminary paper examines some of the literature to date, which discusses potential risks and threats, as well as the opportunities to enhance learning, embedded in this new wave of emerging AI technologies in higher education.

The challenge of creating reliable technology-based resources for science learning is a perennial challenge in Philippine education, with limited learning materials accessible to all learners. This study is about the development of a videocast embedded with physics education technology (PhET) simulation that served as supplementary learning material for grade 9 science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysisdesign-development-implementation-evaluation (ADDIE) model as the developmental framework. The vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and teachers were used in the data collection, while the Kendall's W statistic, mean, percentage, and gain score were used in the data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty, with Kendall's W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts, which implies that the vodcast can be very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded a low normalized gain, which can be accounted for by unfocused attention during the pandemic. Nevertheless, the voicecasts were found very useful in learning projectile motion, as perceived by both students and teacher-observers.

Online Arabic learning presents several challenges, one of which is the ineffective utilization of learning media. This study aims to describe the tendency of Arabic learners through the Dars Arabi YouTube channel video media and the relationship between the learner's propensity and the variables of gender, age, and educational background of Dars Arabi channel users. This study uses a descriptive statistical method. The sample selection was taken randomly from as many as 160 people from a population of around 17,800 YouTube channel subscribers. This study's findings indicate that the tendency of online Arabic learners is at a moderately average level. This study also shows no statistically significant difference between trends in YouTube channel users and the variables of gender, educational background, and users' age. This study's conclusion shows the importance of using YouTube media to learn Arabic with content that is fun and can be enjoyed by all groups of society in a relaxed manner.

This article examines the effects of technology in the field of education and management and focuses especially on the effects of technologies used in distance education activities on transformation processes. Based on research conducted, the article explains how technological developments affect education and management processes, according to the findings obtained as a result of the interviews. The technologies used in the digitalization processes of higher education institutions that provide distance education services and the effects of these technologies on the transformation processes were examined. How artificial intelligence, blockchain, metaverse, brain-computer interfaces and similar technologies can be used in education and organizational management processes and how this use affects management processes are discussed. Findings show that technological developments have profound effects on the processes in educational environments and transform management processes. As a result, the research emphasizes the need for further research and application to effectively use technologies such as artificial intelligence, blockchain, and metaverse in education and management processes. It is stated that advances in this field can cause significant transformations in education and management.

Since ChatGPT exploded onto the scene in October 2022, the media has been breathless with their discussion about how it is going to impact many aspects of life and work. In order to bring this new reality of generative AI into the "Introduction to Management Information Systems" classroom at both the undergraduate and graduate levels, we have developed two short cases that can be completed in or out of the classroom. These cases allow students to use generative AI for an interesting and useful purpose and develop prompts to deliver the output. Students can begin to learn what generative AI can do for them, and how it can shape their future careers. We tested the perceived effectiveness of the project on students using a pre/post survey. The results are analyzed using a paired t-test and demonstrate that students increased their understanding of generative AI and prompt engineering.

Modern digital technologies are advancing rapidly, driving transformative changes. For Information Systems (IS) educators, maintaining curricula that prepare graduates for the digital economy is imperative. This study developed a knowledge pool of 121 common keywords in digital transformation through literature review and investigated their application in the titles and descriptions of 4,093 IS courses across 315 undergraduate programs in the United States. The findings illustrate how IS educators conceptualize the digital transformation within the IS discipline and incorporate it into curricula. Additionally, the results offer insights for educators aiming to develop course content on digital transformation and update IS undergraduate curricula to align with the demands of modern enterprises in the era of digital transformation.

In this study, we assessed a highly structured, yearlong, case-based course designed for undergraduate pre-health students. We incorporated both content learning assessments and developed a novel method called Multiple Mini Exams for assessing course impact on the development of skills that professional schools often seek in pre-health students, focusing on students' abilities to collaborate with others, display bedside manners, synthesize patient case details, appropriately use scientific and medical language, and effectively attain patients' medical histories. This novel method utilized a rubric based on desired medical student skills to score videotaped behaviors and interactions of students role playing as doctors in a hypothetical patient case study scenario. Overall, our findings demonstrate that a highly structured course, incorporating weekly student performance and presentation of patient cases encompassing history taking, diagnosis, and treatment, can result in content learning, as well as improve desired skills specific for success in medical fields.

Articulating clear and achievable expectations is fundamental to both education and organizational management. In this article, we provide a simple intervention for clarifying expectations--and establishing that these expectations have been understood--which proved beneficial both to community college interns and to their internship mentors in biotech-related undergraduate research experiences. Internship mentors were asked to utilize a simple Expectation Clarity Tool to outline the expectations, success metrics, baseline assessments, and training strategy and support that would be foundational to their intern's project. These included expectations around conceptual, technical, performance, and professional skills and behaviors. Concurrently, but independently, community college interns were asked to complete the same type of exercise as a way of identifying gaps in their knowledge and understanding of their mentor's expectations and their internship project. The mentor's completed Expectation Clarity Tool was then shared with their intern. As a result of completing this relatively simple intervention, the majority of mentors reported that it increased their confidence as a mentor, taught them a new mentoring skill, changed how they will mentor trainees moving forward, and positively impacted their relationship with their trainee. On the intern side, the majority of interns reported that engaging in this intervention, both as an independent exercise and in obtaining their mentor's completed Expectation Clarity Tool, increased their confidence as an intern and positively impacted the success of their internship.

In this paper, we describe a teaching scenario using a virtual environment (known also in the context of the 'metaverse'). This is motivated by the challenges that arise during the pandemic. More and more teaching scenarios are transferred to online learning settings, which allow learning at any time and at any time. One of the possibilities are virtual 3D environment. These allow more intensive immersion than for example video conferences. Furthermore, they offer new didactic concepts, for example, for group activities. The benefit of using virtual 3D environments we demonstrate by a concrete learning scenario: the simulation of robot programming. A further advantage when using virtual 3D environments are personal assistants (conversational/ pedagogical agents), for example, to the ease the work load borne by teachers; meanwhile, this works well also with natural language due to advantage stage of artificial intelligence implementations.

Inspired by the positive impact of serious games on science understanding and motivated by personal interests in scientific outreach, we developed "Bacttle," an easy-to-play microbiology board game with adaptive difficulty, targeting any player from 7 years old onward. Bacttle addresses both the lay public and teachers for use in classrooms as a way of introducing microbiology concepts. The layout of the game and its mechanism are the result of multiple rounds of trial, feedback, and re-design. The final version consists of a deck of cards, a 3D-printed board, and tokens (with a paper-based alternative), with all digital content open source. Players in Bacttle take on the character of a bacterial species. The aim for each species is to proliferate under the environmental conditions of the board and the interactions with the board and with other players, which vary as the play evolves. Players start with a given number of lives that will increase or decrease based on the traits they play for different environmental scenarios. Such bacterial traits come in the form of cards that can be deployed strategically. To assess the impact of the game on microbiological knowledge, we scored differences in the understanding of general concepts before and after playing the game. We assessed a total of 169 visitors at two different university open-day science fairs. Players were asked to fill out a brief survey before and after the game with questions targeting conceptual advances. Results show that Bacttle increases general microbiology knowledge on players as young as 5 years old and with the highest impact on those who have no "a priori" microbiology comprehension.

Molecular case studies (MCSs) are open educational resources that use a storytelling approach to engage students in biomolecular structure-function explorations, at the interface of biology and chemistry. Although MCSs are developed for a particular target audience with specific learning goals, they are suitable for implementation in multiple disciplinary course contexts. Detailed teaching notes included in the case study help instructors plan and prepare for their implementation in diverse contexts. A newly developed MCS was simultaneously implemented in a biochemistry and a molecular parasitology course at two different institutions. Instructors participating in this cross-institutional and multidisciplinary implementation collaboratively identified the need for quick and effective ways to bridge the gap between the MCS authors' vision and the implementing instructor's interpretation of the case-related molecular structure-function discussions. Augmented reality (AR) is an interactive and engaging experience that has been used effectively in teaching molecular sciences. Its accessibility and ease-of-use with smart devices (e.g., phones and tablets) make it an attractive option for expediting and improving both instructor preparation and classroom implementation of MCSs. In this work, we report the incorporation of ready-to-use AR objects as checkpoints in the MCS. Interacting with these AR objects facilitated instructor preparation, reduced students' cognitive load, and provided clear expectations for their learning. Based on our classroom observations, we propose that the incorporation of AR in MCSs can facilitate its successful implementation, improve the classroom experience for educators and students, and make MCSs more broadly accessible in diverse curricular settings.

Many 4-year public institutions face significant pedagogical challenges due to the high ratio of students to teaching team members. To address the issue, we developed a workflow using the programming language R as a method to rapidly grade multiple-choice questions, adjust for errors, and grade answer-dependent style multiple-choice questions, thus shifting the teaching teams' time commitment back to student interaction. We provide an example of answer-dependent style multiple-choice questions and demonstrate how the output allows for discrete analysis of questions based on various categories such as Fundamental Statements or Bloom's Taxonomy Levels. Additionally, we show how student demographics can be easily integrated to yield a holistic perspective on student performance in a course. The workflow offers dynamic grading opportunities for multiple-choice questions and versatility through its adaptability to assessment analyses. This approach to multiple-choice questions allows instructors to pinpoint factors affecting student performance and respond to changes to foster a healthy learning environment.

This research is focused on assessing how the incorporation of Padlet technology affects the evaluation of historical thinking skills in high school history education. The research methodology involved a pretest-posttest approach with a randomly selected group of 70 students. The research tool employed questionnaires aligned with the study's objectives. Data analysis utilized comparative statistics, specifically the paired sample t-test. The outcomes of the study reveal a significant positive impact resulting from the integration of Padlet technology in assessing historical thinking skills. This is substantiated by the sign value being less than 0.05 for all aspects examined. Consequently, this research provides compelling evidence that this approach can serve as an effective alternative for improving the quality of history education at the high school level. The findings of this study have important implications for educators, learners, and other stakeholders. These results may be used by educators to create more successful teaching strategies that will improve their students' historical thinking and comprehension. As a personal learning tool, Padlet technology can help students comprehend the historical subjects they are studying better. For those involved, this study offers compelling proof that using Padlet technology in high school history curricula may improve its caliber.

Blind students exclusively use braille materials for teaching math. Teaching tools that assist blind students' motor and hearing nerves are essential for learning. This study was to describe learning mathematics outcomes for blind students after using teaching material for Android devices based on Newman's theory. This research was a case study of blind students. Blind junior high school students from special schools for visual impairment-- extraordinary schools in Bandar Lampung, extraordinary schools in Cimahi, and Madrasah Tsanawiyah with special education in Yogyakarta-- contributed to the study's subjects. The study employed questionnaires and test questions as research instruments for both teachers and students. The results of this study demonstrate that learning mathematics outcame blind students' after using teaching material with Android apps based on Newman's theory, specifically: i) reading errors: students can understand the information in the questions; ii) comprehension errors: students do not write down things that are known and asked; and iii) transformation errors: students write down the mathematical model (formula) used; iv) skill errors: students can do calculations correctly; and v) coding errors: students do not write conclusions. The average score of the blind students' results using braille was higher than that of the Android application.

Implementing ICT education in elementary schools in the industrial era 4.0 is urgent. Several studies have explored ICT education in elementary schools, but few studies with systematic literature reviews remain. This article presents a literature review for 2019-2023 regarding ICT education in elementary schools. The Systematic Review Literature method and PRISMA protocol use Publish or Perish 7, VOSviewer, and NVIVO 12 Plus. The search results for Scopus articles contained 812, which were then filtered according to the theme to 61 for the study. The 61 articles were analyzed according to topic via NVIVO 12 Plus, and the results were described according to the research questions. ICT education in elementary school is a form of technology in learning to send, process, create, share, display, store, and exchange information. The characteristics of ICT education in elementary schools are ICT for online learning, communication interaction, digital media, software, inclusive, real-time, TPACK-based, and making students independent. The implementation of ICT education in elementary schools is carried out in learning, digital-based projects, curriculum, tools, and learning materials for Mathematics and language in elementary schools, which are supported by teachers' digital competence. Future researchers must study ICT education in elementary schools according to technological developments.

In the current era, the use of corpora in language teaching is mainly explored in English classes as it has become a trend in education. Hence, this research aimed to identify the corpus metadata, frequently used words, and unique words related to the Islamic boarding school context to be used in the English instructional process. This research employed a mixed method combining quantitative and qualitative data analysis methods. Two English Islamic boarding school books, several articles covering the scope of Islamic boarding school, and students' speech texts were selected as the data. Then, they were analyzed using the Voyant tool. The finding showed total words of 49,970: 5,417 specific words, 0.108 vocabulary density, and a 12,980-readability index. The finding will be incorporated into instructional resources for developing Islamic boarding school students' general and/or specialized vocabulary. The words, in particular, will provide a foundation for students in constructing Islamic speech texts, delivering speeches, and using English in an Islamic boarding school environment.

This research investigates how a mobile-based archive application and digital literacy impact pre-service administrators' understanding of the smart village concept in rural governance. It uses a quantitative approach with a questionnaire given to 100 pre-service administrators to evaluate their attitudes towards these factors. Validity and reliability tests were conducted as part of the data analysis, and the data were assessed for normality assumption. The data were then analyzed using a multiple linear regression model. The coefficient of determination, which is 99.3%, suggests that nearly all variables related to the smart village concept can be explained through the archive application and digital literacy variables. Furthermore, the mobile-based archive application and digital literacy have a positive and significant impact on understanding the smart village concept, both simultaneously (0.000<0.05) and partially (0.000<0.05). We found a negative t value (-5.739) for the understanding of the smart village concept, which can be improved through the mobile-based archive application (9.299) and digital literacy (6.538) variables. The implications from these findings indicate that pre-service administrators in rural governance recognize the need for improvement in their understanding of the smart village concept.

The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit "formation of skills and skills of controlling an UAV" into the training program of the primary professional training of police officers in the specified specialty.

The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.

The objective of this study is to ascertain the impact of interactive videos on web-based courses on students' technology proficiency and digital literacy levels, as well as their perceptions of this approach. To achieve this objective, the study was conducted using quasi-experimental designs, which are a type of quantitative research approach. The research group was selected using the convenience sampling method. The quantitative data gathered with the aid of data collection instruments were analyzed using dependent and independent samples t-tests. Qualitative data were analyzed using content analysis. The study's findings revealed a significant difference between the technology proficiency and digital literacy pre-test and post-test scores of the students in the experimental group. Furthermore, the findings indicated a significant difference between the technology proficiency and digital literacy scores of the groups, with the experimental group exhibiting superior performance. The results demonstrated that the use of interactive videos in web-based lessons can enhance students' technology proficiency and digital literacy levels. Therefore, the findings and results of the study will make a significant contribution to the field.

The focus of this study is to investigate the effects of using Web 2.0 tools in the social studies "Global Connections" learning area on students' digital literacy levels. A quasi-experimental model was used and 38, seventh graders participated the research. The digital literacy scale, created by Ng (2012) and translated into Turkish by Hamutoglu, Güngören, Kaya-Uyanik, and Gür-Erdogan (2017) was employed for data collection. Pre-testing was carried out using the digital literacy test. Courses were imparted according to the current curriculum in the control group and through Web 2.0 tools to the experimental throughout the application. For the experimental group, WordArt, StoryJumper, Canva, YouTube and Renderforest were used in the teaching of learning outcomes, along with Edmodo, which also allowed students interacting with teacher and among themselves outside the classroom. Then a digital literacy test was administered as a post-test. Ultimately, it was determined that the experimental group's digital literacy skills differed statistically significantly from the control group. It is thought that this research, which is limited to the seventh grade "Global Connections" learning area, should be conducted at different learning areas, levels and results should be evaluated.

Purpose: Many students perceive plant anatomy as difficult due to the complexity of the material. Additionally, conventional teaching techniques often neglect the importance of information retention in the learning process. Therefore, this study examines the effects of Retention-Based Learning on students' learning outcomes compared to conventional learning without Retention-Based Learning. Methodology: A multiple-group time series research design was used to measure the effectiveness of Retention-Based Learning on students' learning outcomes including information retention, cognitive load, and learning achievement. Retention interventions in the Retention-Based Learning class included watching videos, identifying images and answering questions. The participants in this study were seventy-eight 10th-grade public high school students in Bandung, West Java, Indonesia, divided into two research groups. Findings: This study found that students in the experimental group had better information retention in each lesson and a significantly higher ability to process information with less mental effort and lower cognitive load than the control group. Additionally, the experimental group showed significantly higher learning achievement than the control group. These findings demonstrate the importance of maintaining information retention to maximize learning outcomes in plant anatomy lessons. Significance: This study indicates that maintaining retention can be a simple and powerful learning approach to help high school teachers teach complex material. The study highlights the significance of maintaining student retention to improve learning performance.

Purpose: This study aimed to conduct a needs analysis for developing the ethnomathematics e-module based on Sundanese Gamelan to facilitate mathematics learning in junior high school. Specifically, this study identified crucial components for module development and to gather feedback from both students and teachers regarding the learning material. Methodology: The Research and Development (R&D) method was used, specifically the Plomp model, to create e-module for mathematics learning. Qualitative data were collected from ethnomathematics experts, a mathematics teacher, and five students via purposive sampling. The instruments used for this data collection included expert validation sheets, student interview recordings, teacher questionnaires, and small group observations. Findings: The results indicated that the integration of Sundanese Gamelan ethnomathematics into junior high school mathematics e-module significantly improved students' understanding and interest in the subject. This culturally infused approach increased students' motivation and engagement, indicating a potential shift towards more inclusive and culturally responsive educational practices. Significance: The integration of Sundanese Gamelan ethnomathematics into mathematics curriculum is known for the unique blend of cultural elements with academic content, contributing to enhanced students' understanding and cultural awareness. In addition, this method offered benefits for students, teachers, curriculum developers, and ethnomathematics researchers, presenting a holistic model that combined educational innovation with cultural appreciation.

After the curriculum reforms from 2021 to 2023, public universities in Thailand have been adapting to integrate ICT and digital literacy into their teaching. This research explores the changes experienced by ICT teachers when integrating digital literacy with student teachers in English teacher education programs after the pandemic. During COVID-19, online learning was mandatory, necessitating significant adjustments. This study also investigates the challenges associated with these changes. The participants were six teachers from six public universities with firsthand experience with the revised curriculum from 2021 to 2023. Semi-structured interviews were used as the research instrument. The interview data were grouped into themes according to the degree of change and challenges encountered by the teachers. The findings showed four levels of changes due to the curriculum reforms: changing course names, descriptions, topics, and assessments. Along with these changes, the teachers faced several challenges: selecting appropriate ICT resources, insufficient digital literacy knowledge, the need for pedagogical adjustments, insufficient training and support, infrastructure limitations, and time constraints. The study suggests that universities should offer ongoing professional development to help teachers keep up with the changing digital literacy landscape. Additionally, institutional infrastructure and support need improvement. Teacher education programs should incorporate comprehensive training on using ICT in teaching, emphasizing practical applications. Future research should study the effectiveness of professional development models in enhancing teachers' ICT skills and their ability to integrate technology into their teaching. It should also identify the impact of collaborative teaching approaches on ICT integration in teacher education programs.

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.

This study aims to describe the 3D model's online modules effectiveness in the practicing mastery of conceptual knowledge in solar system learning using an instrument which tested 58 7th-grade respondents from one of the junior high schools in Jombang, East Java, Indonesia. The respondents were then divided without randomization into 29 respondents for the experimental group (EG), which studied using 3D models online, and 29 respondents for the control group (CG), which studied using learning resources from student books and learning media in the form of 3D models from the NASA website. The effectiveness is assessed based on the results of the conceptual knowledge test instrument with the CRI method using a quantitative descriptive approach. Based on these results, the 3D models online module in solar system learning cannot be fully effective in the practicing mastery of conceptual knowledge. When examined further, 3D model's online modules are effective in cognitive dimensions C3, learning indicators 1, 2, and 6, and conceptual knowledge sub-types 1. Furthermore, based on research results, learning the solar system using online modules with 3D models is better than using the official NASA website with student books.

In today's world, technology plays a significant role in shaping our daily interactions and how we connect with the world. The rapid advancements in technology have influenced many sectors, particularly education, where integrating technology is now seen as essential rather than just a luxury. As a result, the education field has adapted over time to keep up with innovations and their potential to improve the teaching and learning environment. The incorporation of technology into education has evolved from introducing computer systems in classrooms to the adoption of smartboards, tablets, and e-learning platforms. The rise of Virtual Reality (VR) technology has also opened up possibilities for hands-on learning experiences that allow students to explore and practice skills in ways that traditional teaching methods cannot. VR technology enables students to interact with content in a way that fosters a sense of presence and immersion, which can improve knowledge retention. In fields, like science, engineering, medicine, arts, and language learning, VR applications have shown promise in boosting student engagement and enhancing skills within a controlled learning environment. However, the widespread adoption of VR technology in education faces challenges. One significant obstacle is the cost of acquiring VR equipment and software which can strain budgets. Additionally, the availability of high-quality content for VR platforms poses a barrier for educators seeking to integrate VR into their teaching practices. This article delves into the use of Virtual Reality in education, and how VR can influence student learning outcomes in applications such as medicine, science, arts and language learning. Apart from the advantages of VR, the article also discusses the obstacles that are impeding the use of VR in education including concerns about costs, standardizing content and the necessity for training and support for educators. As VR technology advances and becomes widely available, it stands ready to revolutionize the landscape by offering learning opportunities that were previously beyond imagination. Through this technology, education can introduce a world of possibilities that nurture curiosity, creativity and a lifelong enthusiasm for learning.

Developments in information and communication technologies, especially with the increase in internet use, have caused some important changes in the tourism industry, as in all sectors. Marketing strategies in the tourism sector have also undergone a transformation affected by these changes. As information and communication technologies develop, not only there is a decrease in communication costs, but also the regional borders of marketing activities have expanded and global studies have emerged. Transition to the digital world with the Internet; sharing information that will affect consumers' purchasing decisions, from destinations to tourism businesses and the diversity of services in tourism, has become one of the important variables of tourism marketing. The widespread use of information and communication technologies in the tourism sector has significantly changed the strategies and activities in tourism marketing, and especially the widespread use of social media has led to radical changes in the structure of promotional activities in tourism. In this study, which compares the social media usage of 5-star chain hotels, which are tourism businesses operating in the Turkish Republic of Northern Cyprus, the Greek Administration of Southern Cyprus, the Republic of Turkey and France, it is aimed to evaluate the effects of developments in information and communication technologies on tourism business marketing and the consumer-educational role of social media used in tourism marketing. Study; in addition to the advantageous and disadvantageous effects of technology and social media on tourism marketing, it also reveals the dimensions of the educational aspect.

Simon Fraser University in Vancouver, Canada offers two introductory calculus courses designed for students enrolled in science and engineering programs. Students identified as needing additional support based on their admission grades take the version of the course where students meet weekly for four hours instead of three. A new approach for the fourth hour was introduced in Fall 2019 splitting the class into smaller sections of 20-40 students to work in small groups on vertical whiteboards under the supervision of the instructor, complemented by peer tutors. This format introduces an active learning element that improves student performance and attitude. The project was first implemented in Fall 2019, although interrupted due to COVID-19. After returning to the in-person classroom, the whiteboard seminar program was reinstated. In Fall 2022 and Spring 2023, survey feedback was collected from both students and peer tutors for a more holistic perspective on the program. In this study, the results of these surveys are analyzed, focussing on four areas of measurement: students' satisfaction, learning calculus concepts and problem-solving techniques, the contribution of the instructor, and the contribution of the peer tutors. Exploratory factor analysis revealed three latent variables underlying student survey responses. The survey results suggest that interactions with the instructor, peer tutors, and active learning activities all contributed to students' enjoyment of the course and their perceptions of their own learning. We compared students' final course grades from Fall 2018, where the fourth hour was devoted to lecture before the program was implemented, to Fall 2019 and 2022. The data shows a decrease in the percentage of students failing the course and an increase in those earning A's and B's since the program's implementation. Additionally, survey results show that replacing a typical lecture-style hour with a whiteboard seminar improved students' attitudes and perceptions of the course.

The omnipresence of digital teaching is becoming evident along with technological advancement. Hence, teachers' acquaintance with their pedagogical skills requires refinement to improve their professionalism and stay relevant. Yet, there is limited, profound research available that has discussed this issue and highlighted its shortcomings. This article aims to write a systematic literature review (SLR) on past studies related to primary school teachers' pedagogical skills in digital teaching. The SLR methodology conforms to PRISMA writing standards, including identification, screening, eligibility, evaluation, data extraction, and analysis. Three databases, namely Web of Science, Scopus, and ERIC, were used to source relevant articles. 25 out of 324 initial articles were selected for review with three overarching themes: (i) approaches, (ii) methods, and (iii) digital teaching techniques. Subthemes under 'approaches' include general, 21st century learning, digital, and digital integration. Sub-themes under methods include thinking-oriented, physically oriented/kinesthetic, digitally oriented, a combination of thinking and digital, grouping, and guidance-oriented. Sub-themes under 'techniques' include the development of digital resources, the application of digital resources, and digital-based activities. The study's implications serve as a guide for teachers in planning and implementing digital teaching with maximum impact on their students' learning experiences.

The objectives of this research were to: 1) develop online lessons with the Google Classroom application on computer system operation for secondary 2 (Grade 8) students; 2) study pre-test and post-test academic achievement; and 3) study the students' satisfaction with the online lessons with the Google Classroom application on computer system operation for secondary 2 (Grade 8) students. The sample consisted of 20 students from secondary 2 (Grade 8) studying computational science at Sappasamit Bamrung Municipal School. They were selected for purposive sampling. The research instruments consisted of online lessons with the Google Classroom application, a quality evaluation guide towards media and content achievement tests, and evaluation forms of students' satisfaction. The data analysis statistics were the standard deviation and dependent sample t-tests. The research results indicated that: 1) the online lessons with the Google Classroom application on computer system operations had the quality of media at an excellent level with an average of 4.58, quality of contents with an average of 4.55, and efficiency criterion of 82/81. 2) The students had an average pre-test score of 17.40, while the satisfaction of students towards online lessons with Google Classroom application is at a high level." post-test was 24.35. The t-test analysis during and after learning was different at .05 statistically significant levels, and 3) students' satisfaction toward lessons with Google Classroom location at a high level of 4.49.

The researchers examined the relationship between informal digital gameplay and learner profiles in two Japanese private universities. Seventy-eight participants responded to 59 items on a digital questionnaire that consisted of four sections: 1) Learner Profiles, 2) Digital Game Usage, 3) Open-Responses, and 4) Demographics. The results of the study demonstrated that students positively identified with the learner profiles featured on the questionnaire (M = 3.80). The highest mean values were associated with the profiles of Digital Citizen (M = 4.30) and Knowledge Constructor (M = 4.15). It was discovered that participants engaged in digital gameplay most often with smartphones (M = 3.64) and game consoles (M = 2.79). Simulation (M = 2.81) and real-time strategy (M = 2.66) games were the most frequently played. The results of a Pearson Product Moment Correlation showed that there was no significant relationship between informal digital gameplay and learner profiles. Furthermore, self-identified gamers and non-gamers did not significantly differ on the Learner Profile Total Scale or subscales.

The use of virtual museums in cultural transfer is an interdisciplinary approach of significant importance. Virtual museums play a crucial role in cultural transfer by digitally preserving cultural heritage. This article examines the educational role of virtual museums as a key tool in cultural transfer, particularly in the context of representing Ottoman works in virtual museums. Museums, indispensable elements of cultural transfer and education in contemporary society, have gained the opportunity to reach wider audiences by transitioning into the digital realm. In this context, the representation of Ottoman works in virtual museums and its role in cultural transfer are highlighted. Virtual museums hold great educational potential. It is well recognized that the representation of Ottoman works in virtual museums has educational effects such as expanding learning environments, facilitating access to knowledge, and increasing cultural awareness. Therefore, the representation of Ottoman works in virtual museums, especially in the field of education, is addressed. This study evaluates the role of the representation of Ottoman works in virtual museums in cultural transfer and education, thus demonstrating the educational potential of virtual museums. The research illustrates that virtual museums serve as significant tools for the preservation and dissemination of cultural heritage, and the representation of Ottoman works in virtual museums contributes to this process. Using Ferdinand de Saussure's theory of signs, signifier, signified, this study examines the representation and educational role of Ottoman works in virtual museums.

With the development of technology, the circulation of information around the world has accelerated. Journalism has now entered social media and mobile phones and has started to accompany people everywhere. The role of the media in education helps to learn, develop and keep alive a culture, and then transfer it to new generations. Media messages prepared for educational purposes aim to educate the individual and society on certain issues. The media is integrative with publications that raise awareness of the country, state and nation, make people popular, protect and protect national values. Thanks to the developing technology, politicians benefit from the educational role of the media by using new media tools as well as traditional media. In this study, the concepts of communication and media are explained in detail. In the continuation of the study, it was tried to reveal what needs to be done about the realization of a successful corporate perception management by mentioning the importance of corporate perception management in public administration by making use of the developing technology. Using content analysis, the interviews of the President of the Turkish Republic of Northern Cyprus, Ersin Tatar, in the TRNC and universities in Turkey in October 2023 were examined.

This study explores the development of an eye-tracking solution for paralyzed students, enabling them to access and utilize personal computers for their education. It relies on eye-tracking technology, enabling computer control through eye movements. The study followed four phases: problem analysis, solution development, evaluation, and documentation. In the analysis phase, the problem for developing a solution was defined based on the interviews with the instructor, the paralyzed student, and his parents. The iterative and incremental development process was followed in the development phase with four development cycles. At the end of this phase, an eye-tracking-based computer control system and design principles were obtained to develop such a system. During the evaluation phase, paralyzed student used the system for two semesters. The final phase documented design principles for further eye-tracking systems to support paralyzed individuals' academic lives. By adhering to these design principles, there is a need to develop and adapt more solutions and systems for the benefit of paralyzed people, enabling them to access and maintain their academic lives. The study highlights the potential of eye-tracking technology for paralyzed students and promotes the development of similar solutions.

The ability to interact or engage with the instructor, other students, and the content i.e., to experience online student engagement, is one main difference between traditional and digital media employed in teaching and learning processes. As literature on this topic in the Turkish context has proliferated, to date, virtually no systematic reviews of this research have been carried out in order to identify potential gaps in the literature. To address this issue, this study investigated previously conducted research in chronological order on student engagement at the post-secondary level in the Turkish context using a PRISMA-based systematic review screening process. The results show that online engagement research and practices have clearly increased and diversified over time. Specifically, online engagement research in the Turkish context has tended to focus on computer science students studying in online-only, LMS-supported environments where their behavioral engagement has been investigated quantitatively. Considering these findings, this systematic review suggests that future studies in the Turkish context should examine other fields besides computer science education, focus more on collaborative tools and the social dimension of engagement, use more qualitative methods, and investigate blended environments as well as online-only.

This study aims to determine the effect of using STEAM digital teaching materials on increasing creative problem-solving skills. This study has a quasi-experimental research design with a nonequivalent control group. This study employed a random sampling technique and obtained Class 8-F as the experimental class and Class 8-H as the control class. Data were collected using documentation, tests, and questionnaires. The data analysis carried out was a homogeneity test, normality test, t-test, n-gain test, and analysis of students' responses. According to this study, it can be concluded that there is an effect of STEAM digital teaching materials to increase creative problem-solving skills. The t-test results indicate a significant difference in students' average creative problem-solving skills in the experimental and control classes. The effect of STEAM digital teaching materials is proven by an increase in creative problem-solving skills, which are analyzed using N-gain, resulting in the high category (0.73) for the experimental class with STEAM digital teaching materials and the medium category (0.50) for the control class after using STEAM digital teaching materials.

This research investigates the intercultural usability factor of e-learning products designed for the instruction of Turkish as a foreign language. The subject of study, "Ana Dil Turkce," refers to a freely accessible and distant education platform developed by Anadolu University with the purpose of instructing non-native speakers in the Turkish language. This study employed a concurrent mixed methods research design to investigate the intercultural usability of the "Ana Dil Turkce" e-learning system. The study incorporated a qualitative component through the utilization of a case study methodology, while a cross-sectional survey design was employed to address the quantitative part. The quantitative portion of the study employed descriptive methods, whereas the qualitative portion utilized content analysis methods. The qualitative component of the study involved the participation of 25 individuals who were active and registered users in the system during the period from 2020 to 2022. Additionally, the quantitative component of the study included the participation of 211 users. The quantitative portion of the study employed a questionnaire as a method of data collection, while the qualitative component utilized a semi-structured interview format. The study's conclusions were analyzed through the integration and juxtaposition of qualitative and quantitative data. The study yielded findings regarding the cultural appropriateness of the Ana Dil Turkce e-learning objects. The findings indicate that the cultural learning objects inside the e-learning system are deemed adequate, albeit requiring further development and enrichment.

A sudden shift to distance education during the COVID-19 pandemic in Turkiye strained teaching and learning activities, placing K-12 teachers in a novel context with challenges and opportunities to investigate. This study explores the teaching experiences and opinions of K-12 teachers during the COVID-19 pandemic, focusing on challenges, advantages, and suggestions. Search queries were executed in leading databases (DergiPark, ULAKBIM TRDizin) to locate potential studies. Twenty-two studies meeting the predetermined inclusion and exclusion criteria were subjected to a rigorous and iterative thematic analysis using the qualitative meta-synthesis approach. The results revealed significant challenges categorized into ten themes: shortcomings in technology and infrastructure, student motivation and engagement, technology literacy, and social and emotional well-being. The results also highlighted key advantages of distance education in eight categories such as learning improvement, flexibility and convenience, and digital tools and resources. Additionally, the study identified valuable suggestions that contribute to the success of distance education, such as adapting curriculum, increasing access to technology, strengthening internet infrastructure, providing teacher training and support, developing engaging and interactive instructional materials, and improving communication and collaboration between students and teachers. The study results inform the development of evidence-based practices and policies that can support K-12 teachers in providing quality online education during times of crisis.

This research study focuses on the growing concern of academic misconduct in distance education courses. A quasi-experimental study was conducted to measure the impact of introducing webcam recording software as an online supervision tool for high-stakes exams in two separate online courses (Management and Accounting). Results revealed that overall performance decreased following implementation of the software, and persisted after taking potential confounding factors into account. Additionally, the explanatory power of the regression analysis was higher for scores under supervision, which suggests that cheating was occurring before online supervision was introduced. It can be concluded from this study that online supervision is an effective tool to combat academic dishonesty in distance education courses.