Search Results (2,170)

The study explores the paradigm shift in education brought about by the introduction of generative artificial intelligence (AI) tools, focusing on educational stakeholders’ self-reported perceptions rather than observed changes in teaching or learning outcomes. We consider stakeholders’ views on AI-based technologies within the teaching–learning process. The current study uses a cross-sectional empirical survey design with a sample of N = 917 respondents, including teachers, students, administrators, and management. It examines the use of advanced AI technologies such as ChatGPT, Gemini, DeepSeek, and Grok, and stakeholders’ perceived connection between digital skills and classroom performance, student motivation, and critical thinking. We also discuss the ethical dilemmas and structural challenges that accompany this digital change. Inferential statistics, such as One-Way ANOVA and the Pearson Chi-Square test, show statistically significant differences in perceptions and regulatory expectations across organizational responsibilities. The findings contribute to understanding how advanced digitalization is perceived to reshape traditional academic roles, offering practical insights for creating effective, responsible, and sustainable teaching practices. Full article

To date, limited research has systematically explored the interconnections between perceived teacher support, self-concept, engagement, and academic achievement specifically regarding the reading domain. Most previous studies have been conducted in Western cultures, making it difficult to extrapolate the findings to Eastern cultures, such as China. Therefore, this study investigated the relationship between perceived teacher support, reading self-concept, reading engagement, and reading literacy in a Chinese educational context. A structural equation modeling analysis was conducted using 12,058 Chinese students from the Programme for International Student Assessment 2018 data. The results revealed that perceived teacher support did not directly affect students’ reading literacy. However, it could indirectly affect reading literacy through the independent mediation effects of reading self-concept and reading engagement as well as their chain mediation effect. Hence, the results suggest that perceived teacher support can increase students’ sense of reading self-concept, resulting in greater reading engagement, which may lead to improved reading achievement. Full article

Research on AI-mediated vocabulary learning has expanded rapidly, yet the delayed effects of GPT-4-based ChatGPT model via a web interface on lexical retention remain underexplored, particularly in English as a Foreign Language (EFL) contexts such as Saudi Arabia. This study investigates whether ChatGPT is associated with differences in sustained vocabulary learning compared with traditional instruction, and the short- and delayed effects of ChatGPT on vocabulary learning and retention among Saudi EFL learners using an explanatory sequential mixed-methods design. Forty undergraduate learners were assigned to experimental and control groups and studied the target vocabulary sets during a four-week intervention, followed by a four-week retention interval. Vocabulary development was measured at three intervals with a Vocabulary Knowledge Scale, which was administered at the pre-test, post-test and delayed post-test stages. Results showed higher VKS scores at the immediate and delayed post-tests in the ChatGPT group compared with traditional instruction. Qualitative findings indicated that learners perceived ChatGPT as supporting motivation, confidence, and personalised engagement, while also identifying challenges related to interpreting complex AI feedback. These findings highlight the pedagogical promise of integrating AI tools into vocabulary instruction while also indicating the need for guided teacher mediation. Implications for EFL pedagogy and recommendations for future research on AI-supported language learning, such as comprehending the role of AI in developing language learning by investigating other language skills, engaging wider samples, and applying longer interventions and retention periods are also discussed. Full article

Deliberate practice plays a central role in high-quality music learning, yet the motivational and technology-related factors associated with sustained deliberate music practice remain insufficiently understood. Drawing on social cognitive theory, achievement goal theory, and the literature on artificial intelligence (AI) literacy, this study examined the relationships among music learning self-efficacy, achievement goal orientation, AI literacy, and deliberate music practice. A total of 458 music students from a teacher-training university in Liaoning Province, China, completed measures of the four constructs. Music learning self-efficacy was positively associated with deliberate music practice. Achievement goal orientation also showed a significant indirect association between music learning self-efficacy and deliberate music practice, such that students with higher self-efficacy reported stronger achievement goal orientations, which in turn were associated with greater engagement in deliberate music practice. AI literacy further moderated the association between achievement goal orientation and deliberate music practice, with this positive relationship being stronger among students reporting higher levels of AI literacy. These findings suggest that deliberate music practice is associated with both learners’ motivational beliefs and their self-reported AI literacy. Full article

Education for sustainable development (ESD) has gained increasing attention over the last few decades, as human innovation and prevailing consumer practices have driven significant environmental degradation, resource depletion, and social inequalities. ESD must extend beyond the transmission of knowledge; it must shape mindsets, behaviors, and systems. Accordingly, fostering sustainability competencies among primary and secondary school students has become an educational imperative. The aim of the study was to identify opportunities for developing eight key competencies for advancing sustainability transformations within obligatory and elective chemistry curricula in Slovenian lower and upper secondary schools. A qualitative content analysis of chemistry curriculum documents was conducted, focusing on general learning objectives, operational learning objectives, and associated learning outcomes. The results indicate that general learning objectives of the obligatory and elective chemistry curriculum for lower and upper secondary educational levels enable opportunities for the development of all key competencies for advancing sustainability transformation, whereas the extent to which these competencies can be developed through operational learning objectives and learning outcomes varies across chemistry curricula and educational levels. However, despite the existing possibilities in curricula, teachers play a crucial role in their implementation in classrooms. Therefore, it is essential to support teachers in recognising the importance of developing these competencies and meaningfully selecting didactic approaches that foster the development of all key competencies for advancing sustainability transformation within the subjects they teach during pre-service and in-service education. Full article

Correcting student misconduct is a central issue in educational psychology and classroom management; teachers often use punishment to correct students’ inappropriate behavior. Numerous empirical studies have shown that punishment influences individuals’ willingness to change their behavior, but the underlying mechanisms remain to be elucidated. This study employed a scenario simulation method to survey 240 middle school students, aiming to explore the relationship between types of punishment and students‘ self-reported willingness to change their behavior in response to hypothetical scenarios. Furthermore, the study examined the chained mediating effects of perceived punishment motivation and trust, as well as the moderating effect of group relationship. The results showed that perceived punishment motivation and trust exert a chained mediating effect between punishment type and self-reported willingness to change behavior. Punishment first is associated with enhanced perception of the prosocial motivation behind the punishment, which in turn is associated with higher trust in the punishing teacher, and ultimately with greater self-reported willingness of misbehaving students to change their behavior; that is, perception of punishment motivation and trust sequentially transmit the effects of punishment. Furthermore, this transmission process is moderated by group relationship: when the punisher is a teacher (in-group), the influence of punishment type on students’ self-reported willingness through perceived punishment motivation and trust is stronger, whereas this effect is not significant when the punisher is an AI (out-group). These findings reveal the psychological pathway through which punishment influences self-reported willingness to change behavior in a hypothetical scenario via sequential processing of cognitive attribution (perceived punishment motivation) and attitudinal evaluation (trust), and highlight the moderating role of group relationship in this process. Full article

Over the last few decades, private organisations involved in the development of educational resources for digital citizenship have proliferated: from Google to Disney, from MediaSmarts to Common Sense. There has been, however, little interrogation (and therefore, investigation) of the underlying discourses of digital citizenship education that these organisations seek to transmit. In this article, we analyse the discourses of digital citizenship education from teaching resources developed by multiple global actors, including Big Tech, philanthropies, international organisations and professional’ associations. The analysis draws on our previous analytical framework of digital citizenship education that distinguishes between safeguarding, equipping, empowering and resisting educational approaches. The study shows the dominance of equipping approaches that emphasise the role of individual behaviour in the development of safer and more democratic online spaces and have little discussion or criticality with the role of governments and Big Tech in the promotion of such spaces. This approach is partially explained by the key role played by Big Tech in the funding and/or design of these resources. The article concludes with a call for critical teachers and educational scholars to challenge these discourses and to take inspiration from the few resources found that embrace empowering and resisting approaches. Full article

This study examines the role of generative artificial intelligence in higher education, focusing specifically on creative degree programs and students’ perceptions of its academic and creative value. Employing a mixed-methods design, data were collected from 555 university students enrolled in communication- and design-related degrees in Spain. By combining an online survey with focus groups, the research analyzed the frequency, purposes, and meanings of AI use in academic tasks. The results show that students primarily use generative AI to clarify concepts, develop ideas, review literature, and support academic production. Although they acknowledge its utility as a learning tool, participants also raised concerns regarding overreliance, reduced creative effort, unreliable outputs, and potential threats to originality and authorship. Consequently, the study concludes that while generative AI is already influencing learning practices in higher education, its educational potential relies heavily on clear pedagogical guidance, ethical implementation, and active teacher mediation. Based on these findings, the article proposes a ten-step teaching framework for AI-supported creative interactive content design, aimed at fostering pedagogical innovation while preserving critical thinking, creativity, and student authorship. Full article

Background/Objectives: This study used structural equation modeling (SEM) to examine the sequential mediating roles of school belonging and prosocial behavior in the effects of parent–adolescent and teacher–student relationships on adolescents’ academic achievement. Methods: Using a cross-sectional design, the study included 523 adolescents (61.6% female, 38.4% male) aged 13 to 19. Data were collected with the Mother–Adolescent Relationship Quality Scale, the Teacher–Student Relationship Quality Index, the School Belongingness Scale, and the Student Prosocial Behavior Scale, together with subjective (perceived achievement) and objective (school grades) indicators of academic achievement. Results: Both parent–adolescent (β = 0.25) and teacher–student (β = 0.44) relationships significantly predicted school belonging; school belonging significantly predicted prosocial behavior (β = 0.22); and prosocial behavior, in turn, significantly predicted academic achievement (β = 0.22). The direct effect of parent–adolescent relationships on academic achievement was significant (β = 0.26), whereas neither the direct effect of teacher–student relationships (β = 0.13) nor the direct effect of school belonging on academic achievement was significant. The indirect effects of both relational contexts on prosocial behavior via school belonging were significant, and school belonging predicted academic achievement indirectly through prosocial behavior; however, neither the total indirect effect of parent–adolescent relationships on academic achievement, nor its specific serial indirect effect through school belonging and prosocial behavior, reached statistical significance. The corresponding specific serial indirect effect for teacher–student relationships was statistically significant, although small in magnitude and not accompanied by a significant total indirect effect. Conclusions: These findings indicate that school belonging is more closely tied to socio-emotional processes than to academic achievement directly, and that the associations between relational contexts and academic achievement followed a differentiated rather than a uniform pattern: parent–adolescent relationships were linked to achievement primarily through a direct association, and their hypothesized distal indirect pathway to achievement via school belonging and prosocial behavior was not statistically supported. Teacher–student relationships, by contrast, showed no significant direct association with achievement, but the corresponding distal indirect pathway was statistically supported, although the effect was small and imprecisely estimated, underscoring the need for cautious interpretation of these relational mechanisms. Full article

Despite persistent inequalities and severe resource constraints in South Africa’s education system, some rural public schools continue to achieve strong academic results. This study investigates how curriculum accessibility and pedagogical strategies influence academic performance in public senior secondary schools in the Amathole West Education District in the Eastern Cape Province. Drawing on Freire’s Pedagogy of the Oppressed, the study examines how teachers negotiate structural inequalities through adaptive pedagogical practices. A qualitative research design was used that involved in-depth interviews with teachers, principals, and education officials. The findings reveal that collaborative learning, scaffolding, inquiry-based teaching, and informal resource sharing practices play a critical role in sustaining academic success in resource-constrained contexts. The study argues that teacher agency and community participation function as important mechanisms that mitigate structural inequalities in rural schooling. The paper contributes to debates on educational inequality and sustainable development by demonstrating how localized pedagogical strategies can support academic success in marginalized schooling environments. Full article

Background: Early and comprehensive interventions are crucial for preventing substance use in adolescents. In school settings, such interventions can be easily integrated into the curricular and co-curricular activities with the active involvement of school administration, teachers, trained staff, parents, and community members. This review aimed to comprehensively examine preventive, protective, and corrective school-based intervention models for substance use to suggest an evidence-based and effective educational model for preventing substance use in children. Methods: In this scoping review, online databases, including SCOPUS and Web of Science, were searched to identify and collect articles evaluating the effectiveness of school-based prevention models. The PRISMA approach for scoping review (PRISMA-ScR) was employed to assess the scope of relevant literature and synthesise existing school-based intervention models. Two independent reviewers independently screened records (κ = 0.75). Due to heterogeneity, findings were synthesised narratively using a socio-ecological framework. Study quality was appraised using the Mixed Methods Appraisal Tool (MMAT). Results: Forty-three studies, mostly from the United States, were included in the review. All school-based interventions examined were preventive or protective in their approaches. There was no school-based intervention model that was corrective in its approach. Increased knowledge, negative attitudes towards substance use, and reduced substance use in the intervention groups were key outcomes. Effective interventions involved a multi-pronged approach wherein teacher training, student education, and the involvement of parents, senior citizens, police officials, experts, and the community were key components. Additionally, culturally tailored interventions have shown promising results. Conclusions: Among school children, tobacco and alcohol use are most prevalent, and schools can play a crucial role in addressing this issue. Apart from preventive and protective intervention models, the focus needs to shift towards developing integrated school-based corrective models to address the concerns of substance use among school students. Full article

The rapid integration of artificial intelligence (AI) into educational settings presents a profound challenge for teacher education. This study examines how pioneering teacher educators in Israeli colleges of education perceive their role in training student teachers for AI-integrated teaching. Using a qualitative, interpretive phenomenological approach, semi-structured interviews were conducted with 13 participants—seven pedagogical advisors and six lecturers—from seven teacher training institutions representing diverse educational streams. Data were analyzed using a hybrid approach combining human thematic analysis and AI-assisted dialogic analysis. Findings revealed that participants perceived themselves as agents of change responsible for modeling critical AI use, while raising epistemic concerns regarding cognitive atrophy and the erosion of expertise. A crisis of trust triggered by students’ uncritical submission of AI-generated outputs prompted a shift toward process-based and in-class assessment. Pre-service teachers used AI for differentiated lesson planning, visual aids, and simulations, with experiences ranging from heightened self-efficacy to frustration. Persistent challenges included rapid technological change, the absence of institutional policy, ethical and privacy concerns, cultural factors, and economic barriers. Drawing on post-digital theory and AI literacy frameworks, this study argues that effective preparation for the AI era requires a fundamental reimagining of teacher education—one that redefines literacy, pedagogy, and human agency. Full article

Drawing on Self-Determination Theory, this study examines how perceived learning support, smartphone addiction, and user resistance jointly shape online learning outcomes among Chinese pre-service teachers. Data from 1134 participants enrolled in China’s government-funded targeted teacher education program-primarily oriented toward strengthening the supply of teachers for basic education, especially in central and western China, were analyzed using Mplus 8.3. The results showed that perceived learning support was positively associated with learning outcomes, whereas smartphone addiction was negatively associated with them. The role of user resistance was more complex in the full structural model and should therefore be interpreted with caution. Self-regulated learning (SRL) strategies served as a key mediator: perceived learning support improved learning outcomes partly by fostering SRL, while smartphone addiction hindered learning outcomes by weakening SRL. By examining a distinctive cohort of pre-service teachers, this study highlights the importance of supportive learning conditions and institutional context in online learning, and identifies SRL as a key learning process through which learning support and digital constraints are associated with learning outcomes. Full article

This qualitative phenomenological study examines how CDI teachers and community mothers in Colombia experienced the implementation of a professional development program structured as a cascade model. Semi-structured interviews were used to explore participants’ accounts of implementation and the conditions they described as facilitating or constraining their engagement with the program. Participants’ accounts suggest that the cascade model operated within a workforce already differentiated by institutional roles, professional trajectories, and working conditions, with these differences being reflected in participants’ experiences of training and pedagogical appropriation. Participants also described drawing on motivation, professional judgment, and peer networks, some of which supported the continued circulation of program-related knowledge beyond the formal training structure. Together, these findings suggest that cascade models can extend the reach of professional development but may also reproduce pre-existing structural inequalities unless workforce heterogeneity and the capacities educators already bring to implementation are explicitly considered in program design. Full article

University assessment processes tend to prioritize testing of rote knowledge over critical thinking and the common good. Socially Just Assessment (SJA) aims to subvert these traditional logics; however, its implementation in Initial Teacher Education (ITE) remains scarce. This qualitative study, exploratory in scope, analyzes a participatory experience within an initial practicum course of a Language and Literature Education program in Santiago, Chile. The methodological design enacted the principles of SJA through a pedagogical sequence consisting of five sessions of co-design and collective validation between a teacher and her students. The results demonstrate that the exercise inverted traditional roles and redistributed pedagogical power. Furthermore, strengthening autonomy and teacher identity. In conclusion, assessment co-design constitutes an empirical practice of justice that transforms the classroom into a democratic space. Full article