Search Results (306)

In the digital age, online teacher professional development (TPD) has become a key strategy for enhancing instructional quality and ensuring equitable access to continuous learning. This research compares and analyzes Chinese online teacher professional development (TPD) with the United States over a period of ten years, from 2014 to 2024. This study uses a mixed-methods approach based on policy documents, structured surveys, and interviews to investigate how governance regimes influence TPD outcomes for fair education. Both countries experienced a massive expansion of web-based TPD access and engagement, with participation rates over 75% and effectiveness scores over 4.3 by 2024. China focused on fast scaling by way of centralized mandates and investments in infrastructure, while the United States emphasized gradual expansion through decentralized, locally appropriate models. Most indicators had converged by the end of the period, even with these different approaches. Yet, qualitative evidence reveals persisting gaps in functional access and contextual appropriateness, especially in rural settings. Equality frameworks with attention to teacher agency, policy implementation, and digital usability must supplant weak access metrics. A hybrid paradigm presents itself as an attractive means toward building equitable and productive digital TPD environments through the symbiotic integration of China’s successful scalability and the United States’ professional autonomy. Full article

In the context of increasing Artificial Intelligence integration in higher education, understanding the factors influencing university teachers’ adoption of AI tools is critical for effective implementation. This study adopts a perception–intention–behavior framework to explores the roles of perceived usefulness, perceived ease of use, perceived trust, perceived substitution crisis, and perceived risk in shaping teachers’ behavioral intention and actual usage of AI tools. It also investigates the moderating effects of peer influence and organizational support on these relationships. Using a comprehensive survey instrument, data was collected from 487 university teachers across four major regions in China. The results reveal that perceived usefulness and perceived ease of use are strong predictors of behavioral intention, with perceived ease of use also significantly influencing perceived usefulness. Perceived trust serves as a key mediator, enhancing the relationship between perceived usefulness, perceived ease of use, and behavioral intention. While perceived substitution crisis negatively influenced perceived trust, it showed no significant direct effect on behavioral intention, suggesting a complex relationship between job displacement concerns and AI adoption. In contrast, perceived risk was found to negatively impact behavioral intention, though it was mitigated by perceived ease of use. Peer influence significantly moderated the relationship between perceived trust and behavioral intention, highlighting the importance of peer influence in AI adoption, while organizational support amplified the effect of perceived ease of use on behavioral intention. These findings inform practical strategies such as co-developing user-centered AI tools, enhancing institutional trust through transparent governance, leveraging peer support, providing structured training and technical assistance, and advancing policy-level initiatives to guide digital transformation in universities. Full article

The integration of digital twins (DTs) with intelligent traffic systems (ITSs) holds strong potential for improving real-time management in smart cities. However, securing digital twins remains a significant challenge due to the dynamic and adversarial nature of cyber–physical environments. In this work, we propose TwinFedPot, an innovative digital twin-based security architecture that combines honeypot-driven data collection with Zero-Shot Learning (ZSL) for robust and adaptive cyber threat detection without requiring prior sampling. The framework leverages Inverse Federated Distillation (IFD) to train the DT server, where edge-deployed honeypots generate semantic predictions of anomalous behavior and upload soft logits instead of raw data. Unlike conventional federated approaches, TwinFedPot reverses the typical knowledge flow by distilling collective intelligence from the honeypots into a central teacher model hosted on the DT. This inversion allows the system to learn generalized attack patterns using only limited data, while preserving privacy and enhancing robustness. Experimental results demonstrate significant improvements in accuracy and F1-score, establishing TwinFedPot as a scalable and effective defense solution for smart traffic infrastructures. Full article

Artificial intelligence (AI) holds considerable promise to transform education, from personalizing learning to enhancing teaching efficiency, yet it simultaneously introduces significant concerns regarding ethical implications and responsible implementation. This exploratory survey investigated the perceptions of 376 teachers, university students, and future educators from the University of Salerno area concerning AI integration in education. Data were collected via a comprehensive digital questionnaire, divided into sections on personal data, AI’s perceived impact, its usefulness, and specific applications in education. Descriptive and inferential statistical analyses, including mean, mode, standard deviation, and 95% confidence intervals, were applied to the Likert scale responses. Results indicated a general openness to AI as a supportive tool for personalized learning and efficiency. However, significant reservations emerged regarding AI’s capacity to replace the human role. For instance, 69% of participants disagreed that AI tutors could match human feedback efficiency, and strong opposition was found against AI replacing textbooks (81% disagreement) or face-to-face lessons (87% disagreement). Conversely, there was an overwhelming consensus on the necessity of careful and conscious AI use (98% agreement). Participants also exhibited skepticism regarding AI’s utility for younger learners (e.g., 80% disagreement for ages 0–6), while largely agreeing on its benefit for adult learning. Strong support was observed for AI’s role in providing simulations and virtual labs (89% agreement) and developing interactive educational content (94% agreement). This study underscores a positive inclination towards AI as an enhancement tool, balanced by a strong insistence on preserving human interaction in education, highlighting the need for thoughtful integration and training. Full article

This research analyzed university students’ perceptions of the use of generative artificial intelligence (hereafter Gen-AI) in a higher education context. Specifically, it addressed the potential benefits and challenges related to the application of these web-based resources. A mixed method was adopted and the sample consisted of 407 teacher training students enrolled in the Early Childhood and Primary Education Degrees in the Region of Murcia in Spain. The results indicated a clear recognition of the relevance of these technological tools for teaching and learning. Respondents highlighted the potential to engage them in academic tasks, increase their motivation, and personalize their learning pathways. However, participants identified some challenges related to technology dependency, ethical issues, and privacy concerns. By understanding learners’ beliefs and assumptions, educators and educational administrations can adapt Gen-AI according to learners’ needs and preferences to improve their academic performance. In learning practice, these adaptations could involve evidence-based interventions, such as AI literacy modules or hybrid assessment frameworks, to translate findings into practice. In addition, it is necessary to adjust materials, methodologies, and the assessment of the academic curriculum to facilitate student learning and ensure that all students have access to quality education and the adequate development of digital skills. Full article

The present study explores the use of Instagram as an innovative strategy in the teaching–learning process in the context of animal reproduction topics. In the current era, with digital technology and social media transforming how information is accessed and consumed, it is essential for teachers to adapt and harness the potential of these tools for educational purposes. This article delves into the need for teachers to stay updated with current trends and the importance of promoting digital competences among teachers. This research aims to provide insights into the benefits of integrating social media into the educational landscape. Students of Veterinary Science degrees, Master’s degrees in Equine Sport Medicine as well as vocational education and training (VET) were involved in this study. An Instagram account named “UCOREPRO” was created for educational use, and it was openly available to all users. Instagram usage metrics were consistently tracked. A voluntary survey comprising 35 questions was conducted to collect feedback regarding the educational use of smartphone technology, social media habits and the UCOREPRO Instagram account. The integration of Instagram as an educational tool was positively received by veterinary students. Survey data revealed that 92.3% of respondents found the content engaging, with 79.5% reporting improved understanding of the subject and 71.8% acquiring new knowledge. Students suggested improvements such as more frequent posting and inclusion of academic incentives. Concerns about privacy and digital distraction were present but did not outweigh the perceived benefits. The use of short videos and microlearning strategies proved particularly effective in capturing students’ attention. Overall, Instagram was found to be a promising platform to enhance motivation, engagement, and informal learning in veterinary education, provided that thoughtful integration and clear educational objectives are maintained. In general, students expressed positive opinions about the initiative, and suggested some ways in which it could be improved as an educational tool. Full article

This study investigated the effectiveness of integrating digital tools with origami activities to enhance geometric understanding and creative thinking among kindergarten children in Kuwait. A quasi-experimental pre-test–post-test design involved 60 children (aged from 5 years and 9 months to 6 years), who were randomly assigned to experimental (n = 30) and control (n = 30) groups. The experimental group received a four-week intervention using the Paperama app and paper folding, while the control group followed the standard curriculum. Wilcoxon signed-rank tests showed significant gains in the experimental group’s geometric understanding (Z = 3.82; p < 0.001) and creative thinking (Z = 4.15; p < 0.001), with large effect sizes (r = 0.78). Descriptive analysis further revealed that the experimental group outperformed the control group in post-test scores for geometric understanding (M = 84.06 vs. M = 74.39), reinforcing the intervention’s practical impact. The control group showed no significant improvement (p = 0.16). These findings highlight the value of blended origami instruction in developing spatial reasoning and creativity. This study contributes to early STEAM education and supports the integration of digital tools into kindergarten learning and teacher training. Full article

Emergency preparedness training in organizations frequently involves simple evacuation drills triggered by fire alarms, limiting the opportunities for broader skill development. Digital technologies, particularly virtual reality (VR), offer promising methods to enhance learning for handling incidents and evacuations. However, implementing VR-based training remains challenging due to unclear integration strategies within organizational practices and a lack of empirical evidence of VR’s effectiveness. This paper explores how VR-based training tools can be implemented in schools to enhance emergency preparedness among students, teachers, and staff. Following a design science research process, data were collected from a questionnaire-based study involving 12 participants and an exploratory study with 13 participants. The questionnaire-based study investigates initial attitudes and willingness to adopt VR training, while the exploratory study assesses the VR prototype’s usability, realism, and perceived effectiveness for emergency preparedness training. Despite a limited sample size and technical constraints of the early prototype, findings indicate strong student enthusiasm for gamified and immersive learning experiences. Teachers emphasized the need for technical and instructional support to regularly utilize VR training modules, while firefighters acknowledged the potential of VR tools, but also highlighted the critical importance of regular drills and professional validation. The relevance of the results of utilizing VR in this context is further discussed in terms of how it can be integrated into university curricula and aligned with other accessible digital preparedness tools. Full article

Teacher education plays a key role in promoting inclusion and educational equity, especially in contexts characterised by increasing socio-cultural diversity and technological advancement. In this framework, Universal Design for Learning (UDL) and digital technologies are presented as complementary and innovative strategies to create accessible, flexible, and motivating learning environments for all students. The study analysed the impact of UDL-focused learning activities and integrated Information and Communication Technologies (ICT). A comparative tool was applied before and after the intervention to measure the level of knowledge, perception, and digital competence of prospective teachers. Statistical analyses were carried out to evaluate the changes obtained. Findings reveal significant improvements in knowledge about UDL, as well as positive perceptions of ICT as a resource for inclusion. Participants demonstrated a greater understanding of UDL principles and strengthened their digital competences to design educational proposals adapted to diversity. The research confirms the value of integrating UDL and ICT in teacher training, fostering inclusive educational practices. It highlights the need to strengthen training programmes that respond to the current challenges of the education system. Full article

This study examines the impact of preschool teachers’ positive psychological capital on their digital education innovation behavior, focusing on the moderated moderation effects of digital education effort expectancy and behavioral intention on this relationship. Data were analyzed from 211 preschool teachers of children aged 3–5 years in South Korea. SPSS (version 25.0) was used to conduct descriptive and Pearson correlation analyses, and PROCESS Macro (version 4.3) was used to perform the moderation analysis. The results indicate that preschool teachers with higher positive psychological capital exhibited increased innovation behavior toward digital education, and this effect was further strengthened by higher effort expectancy. These research findings can provide useful foundational data for designing teacher training programs to promote preschool teachers’ digital education innovation behavior. Full article

This study explores the integration of digital media tools—specifically TikTok, online press news analysis, and digital portfolios—into pre-service chemistry teacher education to enhance student engagement, foster conceptual understanding, and highlight the relevance of chemistry in society. The educational intervention involved 138 pre-service teachers who analysed digital news articles to reflect on the societal and environmental implications of chemistry, promoting media literacy and awareness of socioscientific issues. Additionally, they created short-form TikTok videos, using social media to communicate scientific concepts creatively and interactively. All participants compiled their work into digital portfolios, which served as both a reflective and integrative tool. A post-course Likert-scale questionnaire (N = 77) revealed high overall satisfaction with the methodology, with 94.8% valuing the news analysis activity and 59.7% finding TikTok particularly engaging. Despite some limitations regarding access to technical infrastructure, the findings indicate that incorporating Information and Communication Technology (ICT) in this manner supports motivation, meaningful learning, and the development of key teaching competencies. This case study contributes practical insights into ICT use in science education. Full article

The implementation of new curricula presents significant challenges for teachers and necessitates the adaptation of their professional competencies. This study examines how the digital skills of Swiss teachers differ during and after the implementation of the Media and Information Literacy (MIL) modular curriculum. To achieve this, two independent samples totaling 617 teachers were surveyed at different stages of the reform. The analysis employed a multivariate analysis of variance (MANOVA) to identify differences in the four facets of MIL competence between the samples. The results indicate that MIL competencies did not improve uniformly. While no significant differences were found in the facets of ‘ICT knowledge and application’ and ‘media education knowledge and application’, significant differences were observed in the facets of ‘specialized didactics MIL’ and ‘interdisciplinary pedagogical and didactic knowledge’. The latter facet showed higher values after the reform, likely due to increased exposure to further training measures. These findings illustrate that teachers’ competencies can develop differently throughout a reform process, highlighting the importance of targeted professional development programs. The study provides valuable empirical findings for educational research and offers practical implications for the design of future reform processes. Full article

This study validates a Spanish-language instrument designed to assess self-efficacy, digital competence, and anxiety in data-driven decision-making (DDDM) among pre-service teachers. Based on the 3D-MEA and the Beliefs about Basic ICT Competencies scale, the instrument was culturally adapted for Chile and Spain. A sample of 512 participants underwent exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Given the ordinal nature of the data and the assumption of non-normality, appropriate estimation methods were utilized. Results supported a well-defined four-factor structure: Interpretation and Application, Technology, Identification, and Anxiety. Factor loadings ranged from 0.678 to 0.869, and internal consistency was strong (α = 0.802–0.888). The CFA confirmed good model fit (χ² (129) = 189.25, p < 0.001; CFI = 0.985; TLI = 0.981; RMSEA = 0.041; SRMR = 0.061). Measurement invariance was established across gender and nationality, reinforcing the validity of cross-group comparisons. The study is framed within an educational context aligned with socioformative principles and sustainable education goals, which support reflective and ethical data use. This validated tool addresses the lack of culturally adapted and psychometrically validated instruments for assessing DDDM competencies in Spanish-speaking contexts, offering a culturally and linguistically relevant instrument with strong internal consistency and a well-supported factor structure. It supports the design of formative strategies in teacher education, enabling the identification of training needs and promoting evidence-based pedagogical decision-making in diverse Hispanic contexts. Future studies should test factorial invariance across additional contexts and explore longitudinal applications. Full article

The COVID-19 pandemic necessitated an urgent shift to emergency remote learning, significantly affecting the education of bilingual students. This study examines the use of technology-enhanced drama-based methods, specifically digital Readers Theater, as an emergency measure to enhance reading literacy and psychosocial support during the pandemic amid multiple concurrent crises. Using an action research approach, 37 Greek teachers implemented remote literacy activities involving digital drama in their virtual classrooms over a period of four weeks. Data were collected from semi-structured interviews, teachers’ reflective journals, and student participation and were analyzed through Ajzen’s Theory of Planned Behavior. The findings indicate that, despite technological challenges and adaptation difficulties, the creative use of digital drama activities contributed to improvements in students’ reading skills, motivation, and engagement. The intervention also fostered students’ emotional expression and social connection, contributing to their psychosocial support during the disruption. This study highlights the dual role of technology as both an enabler and a barrier, emphasizing the need for better digital infrastructure and comprehensive teacher training for effective emergency response. The results stress the value of technology-supported, arts-based approaches in maintaining student engagement and promoting bilingual literacy in crisis contexts. These findings provide useful guidance for teachers and school leaders on how to support students’ learning and well-being, both during crises and in everyday practice. Full article

Hackathon events have become increasingly popular in recent years as a modern tool for innovation in the education sector as they offer important learning advantages. Within the “INVITE” Erasmus+ project, four distinct hackathons were organized to bring together academic institutions, teachers, and students in the design of innovative international virtual and blended collaborations. In addition, as part of the “INVITE” project, an Open Interactive Digital Ecosystem (digital platform) has been developed to facilitate hackathons organization and was tested within two of the events. This platform can enhance hosting action-training programs providing a shared open resources space for educators to contact peers and design projects. All four hackathons were held during 2024 and their duration and type (onsite, blended, hybrid, and online) varied significantly. However, all hackathon topics were related to sustainability, SDGs, and Green Agenda. In total, more than 220 participants enrolled in the four events, including students, researchers, and professors from different disciplines, age groups, and countries. All participants were provided with qualitative surveys to explore their satisfaction and experiences. The results compare different hackathon setups to reveal valuable insights regarding the optimal design for higher education hackathons. Full article