Search Results (231)

Digital transformation has profoundly impacted engineering education, demanding new pedagogical approaches that ensure effective and sustainable learning. Educational psychology plays a fundamental role in strategically integrating educational technologies, fostering more inclusive, interactive, and efficient learning environments. This article explores the intersection of technological innovation, engineering education, and educational psychology, analyzing how digital tools such as Artificial Intelligence, virtual reality, gamification, and remote laboratories can optimize the teaching–learning process. It also examines the psychopedagogical impact of these technologies, addressing challenges like cognitive load, student motivation, digital accessibility, and emotional well-being. Finally, the article presents guidelines for sustainable implementation aligned with the Sustainable Development Goals (SDGs), promoting efficient, equitable, and student-centered education. As a theoretical and exploratory study, it also points to directions for future empirical investigations and practical applications. The insights provided offer strategic guidance for academic managers and educational policymakers seeking to implement sustainable, inclusive, and pedagogically effective digital innovation in engineering education. Full article

Extended reality (XR) has emerged as a transformative technology, offering innovative ways to visualize and interact with digital content. For educators, XR constitutes a valuable tool that advances pedagogical experience and improves teaching quality and clarity. While the literature highlights case studies and general guidelines for XR content development, there is limited focus on interaction techniques based on a comparative methodology within educational XR games. This study evaluates different interaction techniques from developers and users perspectives to identify strengths and limitations, providing useful insights to guide future developments in the field. Performed analysis determines the context in which each technique is most effective, how different techniques can be combined, and how integration can be improved for optimal impact. Additionally, methods for transitioning from traditional interaction techniques to modern XR approaches utilizing 3D space and interaction requirements are proposed. A theoretical framework for integrating, configuring, and blending interaction techniques in XR environments tailored for educational purposes is introduced to assist developers and educators in selecting and combining techniques to maximize their effectiveness in different educational contexts and challenges. By addressing these critical aspects, this paper contributes to advancing the understanding and design of XR interaction strategies, ultimately fostering better learning experiences and leading to improved educational outcomes. Full article

Digital maps have become important teaching and learning tools in education. However, limited research has examined the factors influencing learners’ acceptance of map-based online learning systems. This study proposes and validates an extended Technology Acceptance Model (TAM) that integrates two psychological constructs—habit and self-efficacy—into the original TAM framework to better explain students’ behavioural intention to use a map-based online learning system (Map-OLS). Structural equation modelling (SEM) was employed to analyse data from 812 participants with prior online learning experience. The results indicated that perceived ease of use (PEoU) and perceived usefulness (PU) had direct positive effects on the behavioural intention to use Map-OLS. PEoU positively affected PU and indirectly influenced behavioural intention to use Map-OLS via PU. Both habit and self-efficacy had significantly positive influences on PEoU and PU. Self-efficacy also directly influenced the behavioural intention to use Map-OLS. This study makes a theoretical contribution by extending and empirically validating TAM in the context of map-based learning environments, while also offering practical insights for designing more engaging and effective online learning systems. Full article

Low achievement in mathematics across educational levels has long been a concern for researchers. Recent evidence points to equipping teachers with skills and competencies that align with the demands of the modern, technology-rich world. This systematic review explored how technology-facilitated heutagogical practices contribute to the professional development of preservice and in-service mathematics teachers. Drawing on 21 empirical studies published between 2017 and 2024, this review identified three major findings. First, technology-enhanced heutagogical practices promote teaching skills by fostering learner autonomy, self-reflection, and professional identity development. Second, tools such as mobile apps, Massive Open Online Courses (MOOCs), adaptive learning platforms, and collaborative digital environments support the integration of heutagogical principles. Third, implementation is challenged by limited digital access, institutional constraints, and the need for gradual adaptation to self-determined learning models. These findings prove the need for policy and institutional investment in digital infrastructure, blended learning models, and teacher support. Theoretically, this study affirms heutagogy as a relevant pedagogical approach for preparing mathematics teachers in dynamic learning contexts. There is also a need for more empirical studies to investigate scalable models for technology-driven heutagogy, especially in resource-constrained settings. Full article

A persistent challenge in training future philology educators is engaging students in deep textual analysis across historical periods—especially in large classes where limited resources, feedback, and assessment tools hinder the teaching of complex linguistic and contextual features. These constraints often lead to superficial learning, decreased motivation, and inequitable outcomes, particularly when traditional methods lack interactive and scalable support. As digital technologies evolve, there is increasing interest in how Artificial Intelligence (AI) can address such instructional gaps. This study explores the potential of conversational AI chatbots to provide scalable, pedagogically grounded support in philology education. Using a mixed-methods case study, twenty-six (n = 26) undergraduate students completed structured tasks using one of three AI chatbots (ChatGPT, Gemini, or DeepSeek). Quantitative and qualitative data were collected via usability scales, AI literacy surveys, and semi-structured interviews. The results showed strong usability across all platforms, with DeepSeek rated highest in intuitiveness. Students reported confidence in using AI for efficiency and decision-making but desired greater support in evaluating multiple AI-generated outputs. The AI-enhanced environment promoted motivation, autonomy, and conceptual understanding, despite some onboarding and clarity challenges. Implications include reducing instructor workload, enhancing student-centered learning, and informing curriculum development in philology, particularly for instructional designers and educational technologists. Full article

This qualitative study investigates how critical thinking is cultivated in postgraduate distance learning, focusing on two time points, 2016 and 2025, in the context of the Greek higher education system. It draws on semi-structured interviews with 30 participants (15 tutors and 15 students or graduates) from two online postgraduate programmes: Education Sciences and Education and Technologies in Distance Teaching and Learning Systems. Thematic analysis was used to explore participants’ perceptions of critical thinking development. The two-phase comparison captures how understandings and practices have evolved, particularly in light of the emergence of generative AI between 2016 and 2025. In Phase B, this research specifically examines AI’s potential role in supporting critical thinking and the pedagogical adaptations required by tutors. Nine key themes were identified. One of the most pressing concerns raised was that educators are perceived as largely ineffective in fostering critical thinking through online teaching. This study contributes empirical insight and practical recommendations to improve critical thinking cultivation in digital learning environments, especially in the age of AI. Full article

Understanding how students’ online homework behaviors relate to their academic success is increasingly important, especially in elementary education where such research is still emerging. In this study, we examined three years of online homework data from fourth-grade students enrolled in an after-school math program. Our goal was to see whether certain behaviors—like how soon students started their homework, how many times they tried to solve problems, or whether they uploaded their written work—could help explain differences in homework completion and test performance. We used multiple regression analyses and found that some habits, such as beginning homework soon after class and regularly attending lessons, were consistently linked to better homework scores across all curriculum levels. Test performance, however, was harder to predict and showed fewer consistent patterns. These findings suggest that teaching and encouraging specific online study behaviors may help support younger students’ academic growth in digital learning environments. Full article

This study explores the design of Metaverse technologies for preserving and teaching Lanna Dance, a traditional cultural heritage of Northern Thailand. It addresses the challenges of sustaining intangible cultural heritage by developing an immersive learning system that integrates motion capture, generative AI, and gamified virtual environments. Grounded in Situated Learning Theory and adaptive learning, the platform features four interactive zones, the Motion Showcase, Knowledge Exhibition, Video and AI Interaction, and Interactive Game Zone, offering learners multifaceted, context-rich experiences. Using a quasi-experimental design with 36 participants, the study evaluates learning outcomes, motivation, and user satisfaction. Results show significant improvements in knowledge acquisition and intrinsic motivation, along with high usability scores, indicating the effectiveness of immersive digital environments in enhancing cultural appreciation and skill development. The findings offer practical insights into Metaverse design for immersive cultural education, supporting educators, cultural institutions, and policymakers in developing scalable and engaging solutions for preserving intangible heritage through emerging technologies. Full article

The development and evolution of digital technologies can contribute to the transformation of the educational sector, allowing the integration of innovative teaching approaches. Typical examples of such approaches include artificial intelligence, augmented and virtual reality (AR/VR), adaptive learning, and online educational environments. This study explores modern digital educational methods, focusing on the advantages, challenges, and future prospects of modern technologies in education. The systematic literature review was based exclusively on the Scopus database. We explored 948 articles published from 1968 to 2025. Furthermore, using the VOSviewer program (version 1.6.20), the results were analyzed, identifying and highlighting various trends and key thematic areas. However, although digital educational methods are able to provide greater interactivity, personalization, and flexibility in learning, they also face significant challenges, some of which are the digital divide, privacy protection, and teacher training. In the future, research should shape best practices that will integrate digital technologies into education. Full article

Digital transformation is reshaping educational methods and necessitates new institutional, teaching, and learning approaches. In Romania’s secondary school system, this process is particularly complex due to infrastructural disparities, uneven digital competencies, and limited policy guidance. This study investigates the factors influencing Romanian secondary school teachers’ adoption of digital technologies, addressing a gap in the literature regarding localized teacher behavior within under-digitalized educational environments. Using the Technology Acceptance Model (TAM), this research explores perceived usefulness, perceived ease of use, behavioral intention, and perceived quality as determinants of digital adoption. The analysis was conducted on a sample of 430 teachers utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM). The key findings reveal that behavioral intention strongly predicts actual usage (β = 0.791, p < 0.001), and perceived ease of use exerts a greater influence than perceived usefulness. Furthermore, perceived quality plays a modest but significant mediating role in enhancing digital engagement. These results suggest that user-friendly, intuitive technologies and targeted professional training are essential for sustained adoption. This study contributes to the field by offering a context-specific understanding of technology’s acceptance in Eastern European education and by extending the TAM framework through the integration of perceived quality. It provides actionable insights for policymakers and school leaders seeking to promote sustainable and inclusive digital transformation in schools. Full article

Integrating technology-enhanced gamification into teacher education can significantly foster motivation and reshape perceptions toward science learning. This mixed-methods case study explores how a 14-week course for preservice early childhood teachers, supported by the digital gamification platform FantasyClass and enriched with a cohesive narrative structure, impacted students’ motivation and attitudes towards science. The course featured structural gamification elements—such as experience points, digital collectibles, and team-based challenges—combined with immersive storytelling that contextualized scientific tasks within a fantasy adventure. Quantitative data from pre- and post-intervention surveys revealed statistically significant improvements in attitudes toward science and perceived teaching competence. Thematic analysis of qualitative feedback highlighted enhanced engagement, enjoyment, and relevance of science learning. These findings suggest that intelligent integration of gamified technologies and narrative design in science teacher initial training can address motivational barriers and foster positive emotional engagement. While context-specific, this study offers insights into how digital gamified learning environments can support the development of positive attitudes towards science among future early childhood educators. Full article

With the rapid development of digital technology, the use of digital learning resources has become increasingly widespread and is now an integral part of higher education. However, there is a lack of research on engineering students’ behavioral intention to use digital resources and their digital literacy. This study, which is based on two waves of longitudinal survey data from 422 Chinese engineering students, employs the unified theory of acceptance and use of technology 2 (UTAUT2) model to systematically analyze the factors influencing engineering students’ behavioral intention to use digital learning resources and explore the longitudinal relationship between this intention and digital literacy. The results show that engineering students’ behavioral intention to use digital learning resources positively predicts their digital literacy. Effort expectancy, social influence, facilitating conditions, hedonic motivation, and habit are positively related to engineering students’ behavioral intention, whereas performance expectancy and price value do not have significant effects. The findings extend the application of the UTAUT2 model in the context of digital education and reveal a longitudinal link between the use of digital learning resources and digital literacy. This provides theoretical support and practical guidance for optimizing digital learning environments, enhancing digital literacy in engineering students, and improving the design of teaching resources in higher education, contributing to the development of engineering education in China in the digital age. Full article

Integrating digital technologies into universities has transformed teaching and learning experiences, requiring educators to use systematic and rigorous reflective practice to evaluate and optimize their pedagogical strategies. This study examined the intersection between reflective teaching practices and the use of digital technology, including artificial intelligence, in university teaching. Through a thematic analysis, this study examined how educators employ technological tools, reflect on their educational decisions, and influence their ongoing faculty development. The results revealed that, under specific conditions, reflective practice is crucial for refining the practice and foreseeing the meaningful uses of digital technology in learning. The results also highlight the importance of colleague-to-colleague collaboration in supporting pedagogical innovation and enhancing instructional planning. This study extends the previous research on teachers’ reflective practice regarding the educational use of digital technology in a new academic environment, highlighting the relevance of integrating reflexivity into higher education faculty development to promote compelling and authentic educational technology adoption. Full article

Artificial intelligence (AI) is now part of the daily routine in many universities. It shows up in learning platforms, digital assessments, and even student services. But despite its growing presence, institutions still face the challenge of making sure it is used in ways that respect legal and ethical boundaries. This research explores how university settings that prioritise knowledge—real, shared, and thoughtfully managed—can help students become more aware of these dimensions. A total of 270 students took part in the study. We used a structural equation model to look at the links between knowledge-based practices, institutional governance, and students’ understanding of AI’s legal and ethical sides. The results show that when knowledge is genuinely valued—not just stored or repeated—governance practices around AI tend to develop more clearly. And this, in turn, makes a difference in how students relate to AI systems. Rather than teaching ethics directly, governance shapes the environment where such thinking becomes part of the everyday. When students see that rules are not arbitrary and that transparency matters, they become more cautious, but also more confident in navigating technology that does not always make its logic visible. Full article

Digital teaching competence (DTC) emerges as a fundamental strategic element in today’s higher education, where the DigCompEdu framework is consolidated as a key tool for assessing the digital skills of teachers. The study sample is composed of 3309 students from educational programs in Andalusian universities, and this study uses the PLS-SEM methodology to examine the interrelationships among six critical dimensions: professional engagement, digital resources, digital pedagogy, assessment and feedback, student empowerment, and digital competence development. The research proposes five main hypotheses that explore how digital resources drive pedagogy and assessment and how professional engagement directly influences student empowerment and the development of their own digital competencies. The results reveal the complexity inherent in developing digital competencies in the university setting, underscoring the need to implement ongoing training programs that address not only essential technical skills but also innovative pedagogical strategies adapted to digital environments. These programs should train teachers to effectively use digital resources, design interactive learning activities, and encourage active student participation. In addition, the importance of promoting teachers’ professional engagement is highlighted, as this factor significantly influences students’ empowerment and their ability to develop strong digital competencies, thus preparing them for the technological challenges of the 21st century and equipping them with the skills and competencies needed to thrive in an increasingly digitized world. Full article