Search Results (171)

The growth of generative artificial intelligence (GAI), remarkably, Large Language Models (LLMs) such as ChatGPT, converts the educational environment by empowering intelligent, data-driven education and curriculum design innovation. This study aimed to assess the integration of LLMs into higher education to foster curriculum design, learning outcomes, and innovative work behaviour (IWB). Specifically, this study investigated how LLMs’ perceived usefulness (PU) and perceived ease of use (PEOU) can support educators to be engaged in IWB—idea generation (IG), idea promotion (IP), opportunity exploration (OE), and reflection (Relf)—employing a web-based survey and targeting faculty members. A total of 493 replies were obtained and found to be valid to be analysed with partial least squares structural equation modelling (PLS-SEM). The results indicated that PU and PEOU have a significant positive impact on the four dimensions of IWB in the context of LLMs for curriculum development. The evaluated model can assist in bridging the gap between AI technology acceptance and educational strategy by offering some practical evidence and implications for university leaders and policymakers. Additionally, this study offered a data-driven pathway to advance higher education IWB through the adoption of LLMs. Full article

Dilovasi district of Kocaeli is one of the largest industrial regions, and due to its high production capacity and industrial waste, the soil heavy metal levels in this region are exceptionally high. Consequently, this study focuses on essential elements (B, Ca, Cr, Cu, Fe, K, Mg, Mn, Na, Ni, Zn) and non-essential elements that are considered toxic to humans (Al, Cd, Pb), covering a total of thirteen elements. Accordingly, this study aims to highlight the degree of pollution in a Turkish Organized Industrial Zone located in the Dilovasi district of Kocaeli by quantifying the concentrations of the aforementioned elements in Calamintha nepeta subsp. glandulosa plants and soil samples, and by assessing their potential implications for human health. Significant accumulation of heavy metals in both soils and plant parts suggests that metal contamination, especially that of Fe (up to 1009.2 mg kg⁻¹), is a matter of great concern in the Dilovasi district. The results revealed that the concentrations (mg kg⁻¹) of Cr (23.0 ± 0.1), Fe (1292.5 ± 5.6), Pb (36.9 ± 0.1), Zn (151.2 ± 0.8), and Cd (3.6 ± 0.1) were considerably higher. However, the concentrations of Cu, Mn, and Ni were found to be within the permissible limits in accordance with the American Herbal Products Association and the World Health Organization referenced guideline values. Furthermore, heavy metal concentrations in C. nepeta subsp. glandulosa were generally higher in areas characterized by elevated soil metal levels, indicating a clear correspondence between soil contamination and plant metal content. Based on these findings, C. nepeta subsp. glandulosa, a plant with culinary and medicinal value, can be considered a useful bioindicator for assessing local heavy metal contamination. Full article

This study explored dynamic assessment (DA) of writing in a linguistically and culturally diverse context. Drawing on conceptualizations of DA and ecological languaging competencies (ELC), an ELC-based Loop Pedagogy was designed and adapted in a primary English language teaching (ELT) classroom aiming to foster ongoing development of a dynamic, dialogic, and differentiated assessment approach. A mixed methods research design was adopted with data sources including questionnaires, lesson observations, interviews, and documents/artifacts of student works. Research findings indicated that with optimized choices of learning, timely scaffolding, personalized written feedback, as well as a caring and supportive environment, students with diverse learning needs improved their writing abilities, enhanced their language awareness, and increased their positive affect toward writing activities. Full article

This study examined how cultural background and self-reported gender influence student–faculty email communication in English-Medium Instruction (EMI) settings. Advanced international language learners (N = 113) wrote emails in English to either Korean or international professors without prior instruction. The emails were analyzed for framing elements and request strategies using holistic assessment. The findings revealed significant patterns in formality and strategy use based on professor nationality and student gender. Emails to Korean professors exhibited higher formality levels, especially among students with better framing appropriateness scores. Cultural differences emerged in request strategies: international students favored performative requests, while Korean students preferred disarmers. Self-reported gender also correlated with different framing strategies, particularly when communicating with Korean professors. These findings highlight the complex interaction among culture, gender, and pragmatic awareness in EMI academic correspondence. The study underscores the importance of understanding cross-cultural communication patterns in diverse educational environments and suggests the need for further research into multilingual communication practices in higher education to better support international student populations. Full article

Russia’s 2022 invasion precipitated one of Europe’s largest episodes of forced academic mobility, compelling universities to shift from emergency access to durable inclusion. This article investigates how Ukrainian students are integrated into Romanian higher education through a qualitative case study at Ovidius University of Constanta, undertaken within the Erasmus+ EIUS project. We analysed a participatory focus-group workshop (“Building Bridges,” May 2024) involving 72 participants (15 Ukrainian students, 31 Romanian students, 26 academic staff). Transcripts were coded via reflexive thematic analysis and interpreted through a SWOT lens to connect lived experience with institutional strategy. Findings indicate that integration generates tangible pedagogical and social value—diversity enriches coursework, empathy strengthens peer collaboration, and exposure to multilingual classrooms catalyses instructional innovation. Yet systemic fragilities persist: language anxiety (“translation silence”), fragmented support pathways, and limited access to counselling shift emotional labour onto faculty and peers. Opportunities cluster around Erasmus+ infrastructures, bilingual materials, and co-created projects that transform access into participation; threats include latent prejudice, social isolation, compassion fatigue, and policy discontinuity as crisis attention wanes. We advance the concept of institutionalised solidarity—a multi-level inclusion model that couples emotional infrastructures (mentoring, trauma-informed pedagogy, counselling) with organizational infrastructures (integration offices, linguistic scaffolding, adaptive assessment). The study contributes an empirically grounded framework for moving from humanitarian reaction to sustainable academic inclusion and offers actionable guidance for European universities seeking resilience under protracted disruption. Full article

Teaching the host country’s language is not only a form of linguistic education but also a means of integrating foreign citizens into society, thereby promoting sustainable cultural change and social inclusion. This article, based on an ecolinguistic approach combined with Gardner’s motivation theory, examines the opportunities for social inclusion of international students at VILNIUS TECH (Vilnius Gediminas Technical University, Lithuania) through learning Lithuanian as the host country’s language. From the ecolinguistic perspective—which highlights the interconnections between language, identity, and the learning environment, and which shapes sustainable human relationships and social behavior—the study analyses the instrumental and integrative motivation of international students learning Lithuanian. A quantitative survey of 212 bachelor-level students was conducted, and responses were analyzed using descriptive statistics and motivational categories. The findings reveal that integrative motivation (cultural interest, respect for the host country, and desire for belonging) is significantly stronger than instrumental motivation (career and pragmatic value). However, despite strong positive attitudes toward the language, students experience limited social inclusion and few opportunities to use Lithuanian outside the classroom. The interplay between motivation types and environmental conditions shows how language learning contributes to social inclusion, the preservation of the host country’s linguistic prestige, and broader cultural sustainability. Full article

The integration of large language models (LLMs) and fuzzy metrics offers new possibilities for improving automated grading in programming education. While LLMs enable efficient generation and semantic evaluation of programming assignments, traditional crisp grading schemes fail to adequately capture partial correctness and uncertainty. This paper proposes a grading framework in which LLMs assess student solutions according to predefined criteria and output fuzzy grades represented by trapezoidal membership functions. Defuzzification is performed using the centroid method, after which fuzzy distance measures and fuzzy C-means clustering are applied to correct grades based on cluster centroids corresponding to linguistic performance levels (poor, good, excellent). The approach is evaluated on several years of real course data from an introductory programming course with approximately 800 students per year called “Programski jezici i strukture podataka” in the first year of studies of multiple study programs at the Faculty of Technical Sciences, University of Novi Sad, Serbia. Experimental results show that direct fuzzy grading tends to be overly strict compared to human grading, while fuzzy metric correction significantly reduces grading deviation and improves alignment with human assessment, particularly for higher-performing students. Combining LLM-based semantic analysis with fuzzy metrics yields a more nuanced, interpretable, and adaptable grading process, with potential applicability across a wide range of educational assessment scenarios. Full article

Although emerging technologies are increasingly adopted in teaching and learning, their potential to enhance educational administration remains underexplored. In particular, few studies examine how conversational agents, virtual reality (VR), and robotic process automation (RPA) can jointly streamline administrative workflows in multilingual and multicultural university environments. This study addresses this gap by presenting an integrated solution deployed on the website of an engineering faculty where programs are delivered in foreign languages. The proposed system combines a multilingual chatbot, a VR-based administrative guide and virtual tour, and RPA modules supporting certificate generation, password resets, and exam scheduling. Through an A/B usability test, usage analytics, and qualitative feedback, we evaluate the effectiveness of these technologies in improving access to information, reducing response time, and lowering administrative workload. Results show that this triad significantly enhances efficiency and student experience, particularly for international students requiring continuous support. The paper contributes a replicable model for leveraging emerging technologies in educational administration and offers insights for institutions seeking scalable and student-centered digital transformation. Full article

English-Medium Instruction (EMI) has become a central component of globalized education, allowing institutions to deliver courses in English to improve international competitiveness and accessibility for teachers and students. This paper reports the perspectives of five faculty members from a northern Taiwan private university who participated in an overseas short-term teacher training program at a Southern California State University, the United States, in 2025, aimed at enhancing their professional knowledge and teaching strategies in EMI. A qualitative research approach was adopted, including using the five semi-structured written open-ended questions and a focus group interview. This study captures insights of teachers into the professional development, instructional challenges, subject knowledge, language awareness, pedagogical shifts experienced, and self-reflection by these faculty members. Findings highlight the perceived impact of the professional development training on teachers’ language proficiency, pedagogical teaching skills in EMI, language awareness, intercultural communication competence, and the broader implications for EMI in Taiwanese higher education. Full article

We offer a framework that captures both context-dependency and vagueness of predicate meanings—illustrated by the politically relevant case of woman—as an interaction of lexical meaning and Question under Discussion (‘QUD’). We extend existing approaches to non-maximality to superficially polysemous predicates like woman and show that this is conceptually coherent and insightful for a linguistic analysis of political debates about gender invitation policies: while there are (i) clear, semantically true, and (ii) strictly unacceptable cases of x is a woman, there are also (iii) merely pragmatically acceptable cases (‘like a woman with respect to the QUD’) as well as (iv) truly vague ones. We argue that this four-way division is the least complex model that captures current gender discourses in a harm-reducing, trans-inclusive way. This offers a new perspective on the semantics–pragmatics interface of predicate meanings. Full article

Background: Artificial intelligence (AI) is increasingly shaping medical education through adaptive learning systems, simulations, and large language models. These tools can enhance knowledge retention, clinical reasoning, and feedback, while raising concerns related to equity, bias, and institutional readiness. Methods: This narrative review examined AI applications in medical and health-profession education. A structured search of PubMed, Scopus, and Web of Science (2010–October 2025), supplemented by grey literature, identified empirical studies, reviews, and policy documents addressing AI-supported instruction, simulation, communication, procedural skills, assessment, or faculty development. Non-educational clinical AI studies were excluded. Results: AI facilitates personalized and interactive learning, improving clinical reasoning, communication practice, and simulation-based training. However, linguistic bias in Natural language processing (NLP) tools may disadvantage non-native English speakers, and limited digital infrastructure hinders adoption in rural or low-resource settings. When designed inclusively, AI can amplify accessibility for learners with disabilities. Faculty and students commonly report low confidence and infrequent use of AI tools, yet most support structured training to build competence. Conclusions: AI can shift medical education toward more adaptive, learner-centered models. Effective adoption requires addressing bias, ensuring equitable access, strengthening infrastructure, and supporting faculty development. Clear governance policies are essential for safe and ethical integration. Full article

This study aims to identify the effect of using a problem-solving-based sustainable learning model in the Educational Guidance and Counseling course, aiming to promote moral values and enhance the academic achievement of Education Sciences students at the University of El Oued in Algeria. A quasi-experimental design was used to measure the effect on (38 students) divided into two groups: an experimental group (19 students) and a control group (19 students). Data were collected through a pre-test and a post-test of the moral values scale, in addition to an achievement test administered to both groups. The results reveal that the use of the problem-based sustainable learning method has a positive impact on students of Education Sciences in terms of promoting their moral values and improving their academic achievement. Finally, this study recommends the necessity of applying sustainable learning models in university teaching as a way to contribute to the process of improving the outcomes of the higher education system. Full article

The paper presents research and preliminary findings aimed at improving curricula so that digital competencies are aligned with the required Artificial Intelligence (AI) literacy. The research was conducted at the Faculty of Technical Sciences in Čačak, University of Kragujevac (Serbia). The participants in the research were future computer science teachers and IT engineering students. The research tool for self-evaluation of AI literacy was a questionnaire based on the Serbian version of the AILS (Artificial Intelligence Literacy Scale), while digital competencies, based on the DigComp framework, were determined by objective testing. The research took into account the socioeconomic status of the students, demographic characteristics, and English language proficiency. Preliminary results indicated the persistence of significant relationships between certain digital competencies (such as programming, digital signal processing, and creative thinking) and all four constructs of AI literacy. The research findings highlight the impact of AI literacy on data analysis performance and problem solving. Full article

Over the last two years, with the rapid development of artificial intelligence, Large Language Models (LLMs) have obtained significant attention from the academic sector, making their application in higher education attractive for students, managers, faculty, and stakeholders. We conducted a Systematic Literature Review on the adoption of LLMs in the higher education system to address persistent issues and promote critical thinking, teamwork, and problem-solving skills. Following the PRISMA 2020 protocol, a systematic search was conducted in the Web of Science Core Collection for studies published between 2023 and 2024. After a systematic search and filtering of 203 studies, we included 22 articles for further analysis. The findings show that LLMs can transform traditional teaching through active learning, align curricula with real-world demands, provide personalized feedback in large classes, and enhance assessment practices focused on applied problem-solving. Their effects are transversal, influencing multiple dimensions of higher education systems. Consequently, LLMs have the potential to improve educational equity, strengthen workforce readiness, and foster innovation across disciplines and institutions. This systematic review is registered in PROSPERO (2025 CRD420251165731). Full article

The study of the linguistic landscape is a key area for mapping the linguistic and cultural characteristics of university campuses. This attention is manifest in the language choice employed in the signage on campus, which serves as a physical indicator of these institutions’ linguistic policies and practices. The following paper will present a multi-faculty study conducted at Széchenyi István University in Hungary. The objective of this research is to address the question of how internationalization is explicitly manifested in the institution. A further aim of this investigation was to determine to what extent foreign languages, especially English and German, are represented in the texts found at the university, and what functions these texts perform. Therefore, mixed-method research was conducted in the university’s central academic buildings and their immediate surroundings, during which photos of the signage were taken, analysed, and systematically categorized. This research yielded a comprehensive understanding of the university’s linguistic landscape and revealed the lack of a coherent foreign language policy at the university. The results can provide relevant information for consciously (re)designing the linguistic landscape of the university studied and can help other universities to plan their language policies. Full article