Search Results (209)

Generative pre-trained transformers (GPTs) have rapidly entered educational contexts, raising questions about their impact on pedagogy, workload, and professional practice. While their potential to automate resource creation, planning, and administrative tasks is widely discussed, little empirical evidence exists regarding their use in vocational education (VE). This study explores how VE educators in England are currently engaging with AI tools and the implications for workload and teaching practice. Data were collected through a survey of 60 vocational teachers from diverse subject areas, combining quantitative measures of frequency, perceived usefulness, and delegated tasks with open qualitative reflections. Descriptive statistics, cross-tabulations, and thematic analyses were used to interpret responses about the application and allocation of work given by teachers to GPTs. Findings indicate cautious but positive adoption, with most educators using AI tools infrequently (0–10 times per month), yet rating them highly useful (average 4/5) for supporting workload. Resource and assessment creation dominated reported uses, while administrative applications were less common. The choice architecture framing indicates that some GPTs guide teachers to certain resources over others and the potential implications of this are discussed. Qualitative insights highlighted concerns around quality, overreliance, and the risk of diminishing professional agency. The study concludes that GPTs offer meaningful workload support but require careful integration, critical evaluation, and professional development to ensure they enhance rather than constrain VE pedagogy. Full article

The conceptual design phase in architecture establishes the foundation for subsequent design decisions and influences up to 80% of a building’s lifecycle environmental impact. While Building Information Modeling (BIM) demonstrates transformative potential for sustainable design, its application during conceptual design remains constrained by perceived technical complexity and limited support for abstract thinking. This research examines how BIM tools can facilitate conceptual design through diagrammatic reasoning, thereby bridging technical capabilities with creative exploration. A mixed-methods approach was employed to develop and validate a Diagrammatic BIM (D-BIM) framework. It integrates diagrammatic reasoning, parametric modeling, and performance evaluation within BIM environments. The framework defines three core relationships—dissection, articulation, and actualization—which enable transitions from abstract concepts to detailed architectural forms in Revit’s modeling environments. Using Richard Meier’s architectural language as a structured test case, a 14-week quasi-experimental study with 19 third-year architecture students assessed the framework’s effectiveness through pre- and post-surveys, observations, and artifact analysis. Statistical analysis revealed significant improvements (p < 0.05) with moderate to large effect sizes across all measures, including systematic design thinking, diagram utilization, and academic self-efficacy. Students demonstrated enhanced design iteration, abstraction-to-realization transitions, and performance-informed decision-making through quantitative and qualitative assessments during early design stages. However, the study’s limitations include a small, single-institution sample, the absence of a control group, a focus on a single architectural language, and the exploratory integration of environmental analysis tools. Findings indicate that the framework repositions BIM as a cognitive design environment that supports creative ideation while integrating structured design logic and performance analysis. The study advances Education for Sustainable Development (ESD) by embedding critical, systems-based, and problem-solving competencies, demonstrating BIM’s role in sustainability-focused early design. This research provides preliminary evidence that conceptual design and BIM are compatible when supported with diagrammatic reasoning, offering a foundation for integrating competency-based digital pedagogy that bridges creative and technical dimensions of architectural design. Full article

The rapid advancement of Artificial Intelligence (AI) technologies is driving a profound transformation in higher education, shifting traditional learning toward digital, remote, and AI-mediated environments. This shift—accelerated by the COVID-19 pandemic—has made computer-supported collaborative learning (CSCL) a central pedagogical model for engaging students in virtual, interactive, and peer-based learning. However, while these environments enhance access and flexibility, they also introduce new emotional, social, and intercultural challenges that students must navigate without the benefit of face-to-face interaction. In this evolving context, Social and Emotional Learning (SEL) has become increasingly essential—not only for supporting student well-being but also for fostering the self-efficacy, adaptability, and interpersonal competencies required for success in AI-enhanced academic settings. Despite its importance, the role of SEL in higher education—particularly within CSCL frameworks—remains underexplored. This study investigates how SEL, and specifically cultural empathy, influences students’ learning experiences in multicultural CSCL environments. Grounded in Bandura’s social cognitive theory and Allport’s Contact Theory, this study builds on theoretical insights that position emotional stability, social competence, and cultural empathy as critical SEL dimensions for promoting equity, collaboration, and effective participation in diverse, AI-supported learning settings. A quantitative study was conducted with 258 bachelor’s and master’s students on a multicultural campus. Using the Multicultural Social and Emotional Learning (SEL CASTLE) model, the research examined the relationships among SEL competencies and self-efficacy in CSCL environments. Findings reveal that cultural empathy plays a mediating role between emotional and social competencies and academic self-efficacy, emphasizing its importance in enhancing collaborative learning experiences within AI-driven environments. The results highlight the urgent need to cultivate cultural empathy to support inclusive, effective digital learning across diverse educational settings. This study contributes to the fields of intercultural education and digital pedagogy by presenting the SEL CASTLE model and demonstrating the significance of integrating SEL into AI-supported collaborative learning. Strengthening these competencies is essential for preparing students to thrive in a globally interconnected academic and professional landscape. Full article

Digital transformation (DT) is rapidly reshaping education at multiple levels, including curriculum, instructional practices, and institutional culture. Within this context, entrepreneurship education has become a key field for preparing individuals to navigate uncertainty and generate social and economic value in a digital society. Entrepreneurial competencies are increasingly conceptualized as a multidimensional construct that encompasses creativity, problem-solving, critical thinking, collaboration, and digital literacy. This study aims to identify core entrepreneurial competencies relevant to the digital era and examine how technology-integrated instructional strategies contribute to their development. A systematic literature review was conducted in accordance with PRISMA 2020 guidelines, analyzing 72 peer-reviewed journal articles published between January 2021 and June 2025. The findings indicate that DT drives structural changes in education beyond tool adoption, with technologies such as artificial intelligence (AI), data analytics, and digital collaboration platforms serving as catalysts for innovative thinking and entrepreneurial behavior. These technologies are not merely supportive tools but are embedded in competency-based learning processes. This review provides a comprehensive competency framework integrating three domains, AI-collaborative pedagogy validation, and implementation strategies, enabling educators, curriculum developers, and policymakers to redesign entrepreneurship education that aligns with the realities of digital learning environments and fosters future-ready entrepreneurial capabilities. This conceptual framework theoretically systematizes the integration of innovative thinking and ethical execution capabilities required in the digital era, contributing to defining the future direction of entrepreneurship education. Full article

This paper explores how primary school teachers integrate digital technologies into their classroom practice, with a particular focus on the extent to which their stated intentions align with what actually takes place during lessons. Drawing on data from the Bulgarian SUMMIT project on digital transformation in education, the study employed a mixed-methods design combining semi-structured interviews, structured lesson observations, and analysis of teaching materials. The sample included 44 teachers from 26 Bulgarian schools, representing a range of educational contexts. The analysis was guided by the Digital Technology Integration Framework (DTIF), which distinguishes between three modes of technology use—Support, Extend, and Transform—based on the depth of pedagogical change. The findings indicated a strong degree of consistency between teachers’ accounts and observed practices in areas such as the use of digital tools for content visualisation, lesson enrichment, and reinforcement of knowledge. At the same time, the study highlights important gaps between teachers’ aspirations and classroom realities. Although many spoke of wanting to promote independent exploration, creativity, collaboration, and digital citizenship, these ambitions were rarely realised in observed lessons. Pupil autonomy and opportunities for creative digital production were limited, with extended and transformative practices appearing only occasionally. No significant subject-specific differences were identified: teachers across disciplines tended to rely on the same set of familiar tools, while more advanced or innovative uses of technology remained rare. Rather than offering a definitive account of progress, the study raises critical questions about teachers’ digital pedagogical competencies, contextual constraints and the depth of technology integration in everyday classroom practice. While digital tools are increasingly present, their use often remains limited to supporting traditional instruction, with extended and transformative applications still aspirational rather than routine. The findings draw attention to context-specific challenges in the Bulgarian primary education system and the importance of aligning digital innovation with pedagogical intent. This highlights the need for sustained professional development focused on learner-centred digital pedagogies, along with stronger institutional support and equitable access to infrastructure. Full article

This study interrogates the interplay between architectural practice and ethnographic inquiry to elucidate human spatial experience across time and culture. Employing a mixed-methods design that integrates computational bibliometric analysis with thematic coding of international academic literature, the research identifies six thematic domains—memory, pedagogy, urban injustice, institutional care, domesticity, and vernacular epistemes. These domains reveal how ethnographic methods, though increasingly incorporated in architectural discourse, are frequently relegated to an instrumental role focused on design optimisation rather than the critical examination of cultural practices and power structures. The findings underscore that architecture functions as both a technical and cultural medium, simultaneously shaping and reflecting human behaviour and social relations. By foregrounding ethnography as a tool for capturing situated, embodied knowledge, the study advocates for a reconceptualisation of architectural practice that embraces reflexivity, inclusiveness, and contextual sensitivity. In doing so, it contributes to interdisciplinary debates central to anthropology, challenging established epistemological hierarchies and highlighting the potential for transformative, culturally informed spatial design. Full article

Artificial Intelligence (AI) is reshaping higher education by enabling personalized learning (PL) and enhancing teaching and learning practices. To examine global research trends, pedagogical paradigms, equity and sustainability considerations, instructional strategies, learning outcomes, and interdisciplinary collaboration, this study systematically reviewed 29 articles indexed in the Social Sciences Citation Index (SSCI) Q1, representing the top 25% of cited articles, published between January 2020 and December 2024 in the Web of Science database. Results indicate that AI-PL research is concentrated in Asia, particularly China, and predominantly situated within education and computer science. Quantitative designs prevail, often complemented by qualitative insights, with supervised machine learning as the most common algorithm. While constructivist principles implicitly guide most studies, explicit theoretical grounding improves AI-pedagogy alignment and educational outcomes. AI demonstrates potential to enhance instructional approaches such as PBL, STEAM, gamification, and UDL, and to foster higher-order skills, yet uncritical use may undermine learner autonomy. Systematic attention to equity and SDG-related objectives remains limited. Emerging interdisciplinary collaborations show promise but are not yet fully institutionalized, constraining integrative system design. These findings underscore the need for stronger theoretical framing, alignment of AI with pedagogical and societal imperatives, and professional development to enhance educators’ AI literacy. Coordinated efforts among academia, industry, and policymakers are essential to develop scalable, context-sensitive AI solutions that advance inclusive, adaptive, and transformative higher education. Full article

Climate literacy is pivotal for preparing future leaders to address global climate challenges and build a sustainable future. Higher education institutions (HEIs) play a central role in embedding sustainability principles, particularly Sustainable Development Goal (SDG) 13 (Climate Action), into curricula to cultivate responsible leadership. This study examines the integration of SDG 13 within the business curriculum at Delta University (UAE), assessing undergraduate students’ perceptions of climate education and how teaching methods shape sustainability leadership. Using a mixed-methods approach—a closed-ended survey and Q-methodology—the research analyzes students’ awareness, engagement, and subjective perspectives on pedagogical strategies. The results reveal a disconnect between theoretical knowledge and students’ ability to apply these principles in real-world business contexts. While students acknowledged climate action’s importance and supported active learning pedagogies (e.g., case studies, simulations), skepticism persisted about SDG 13’s applicability to business operations. The findings highlight the need for curricular reforms, aligning curricula with national sustainability strategies (e.g., UAE Net Zero 2050) to bridge theory and practice. This research advocates for HEIs to prioritize climate competencies, ensuring that graduates can address environmental challenges through actionable frameworks. By transcending symbolic commitments, HEIs can empower students to lead regionally and globally, advancing sustainability education’s role in achieving equitable, low-carbon societies. Full article

More than 5 million students in U.S. public schools are immigrants or the children of immigrants, highlighting the urgent need for educational practices that honor their lived experiences and promote both emotional and academic growth. This article details a collaborative effort between a school-based psychologist and two high school English teachers to co-design a 12th grade English Language Arts curriculum responsive to the unique strengths and challenges of immigrant youth. Grounded in transformative social and emotional learning, trauma informed principles and culturally sustaining pedagogy, the curriculum weaves together themes of hope, identity, social determinants of health, and agency. The co-development process involved aligning clinical and educational expertise, adapting trauma-informed principles for the classroom, and centering student experience throughout design and implementation. Students reported high satisfaction with the curriculum. Teachers observed stronger student engagement and deeper, more meaningful relationships, attributing these outcomes to the curriculum’s relevance to students’ cultural and community contexts. This case study illustrates the promise of cross-sector partnerships and provides recommendations for creating learning environments where immigrant students can reflect, heal, and thrive through both academic content and emotional connection. Full article

This article explores an interreligious educational initiative jointly developed by the Union of Italian Jewish Communities (UCEI) and the Italian Episcopal Conference (CEI), the “Sixteen Sheets on Judaism,” created to support Catholic religious education in Italian schools. Using a dialogical-hermeneutic methodology within a constructivist qualitative framework, the study applies Hermeneutic Content Analysis to thematically code and interpret the corpus. The analysis shows how the sheets seek to dismantle long-standing stereotypes and theological distortions about Judaism—often still present in educational settings—and to prevent forms of antisemitism by fostering accurate knowledge and mutual respect. Key themes include the Hebrew Scriptures, the Written and Oral Torah, and the Jewish identity of Jesus and Paul. The materials promote mutual recognition and religious literacy through dialogical engagement and the affirmation of Judaism as a living and autonomous tradition. By enabling Jewish self-representation and encouraging theological reciprocity, the sheets exemplify a model of transformative non-formal education. The article positions this case within broader debates on interreligious pedagogy and presents it as a valuable tool for inclusive curriculum design and intercultural citizenship. Full article

Despite a robust body of evidence supporting both the need for and the effectiveness of physical fitness interventions in children aged 5–11, global fitness levels in this age group continue to decline. This systematic scoping review interrogates a critical, often overlooked dimension of this paradox: the pedagogy of fitness-intervention design and delivery. By analysing 106 primary research studies, the review exposes a consistent pattern. Interventions are predominantly highly structured (89%), rarely foster a mastery-oriented motivational climate (only 11%), and fail to report practitioner behaviours (65%). While most interventions yielded positive fitness outcomes, these gains were achieved without the use of pedagogical strategies known to support engagement, autonomy, and long-term adherence in children. This suggests that current approaches may achieve short-term physiological improvements but are limited in cultivating the motivational and developmental conditions necessary for sustained impact. The findings underscore a pressing need for future research to move beyond the “what” of fitness programming and rigorously address the “how.” Embedding and explicitly reporting pedagogical elements—such as supportive practitioner behaviours, autonomy-supportive structures, and mastery climates—could transform fitness interventions into developmentally appropriate, engaging, and sustainable experiences for children. Without this shift, we risk perpetuating interventions that are effective in the lab but ineffective in life. Full article

Artificial Intelligence (AI) tools have transformed academic writing and literacy development in higher education. Students can now receive instant feedback on grammar, coherence, style, and argumentation using AI-powered writing assistants, like Grammarly, ChatGPT, and QuillBot. Moreover, these writing assistants can quickly produce completed essays and papers, leaving little else for the student to do aside from reading and perhaps editing the content. Many teachers are concerned that this erodes critical thinking skills and undermines ethical considerations since students are not performing the work themselves. This study addresses this concern by synthesizing and evaluating peer-reviewed literature on the effectiveness of AI in supporting writing pedagogy. Studies were selected based on their relevance and scholarly merit, following the Scale for the Assessment of Narrative Review Articles (SANRA) guidelines to ensure methodological rigor and quality. The findings reveal that although AI tools can be detrimental to the development of writing skills, they can foster self-directed learning and improvement when carefully integrated into coursework. They can facilitate enhanced writing fluency, offer personalized tutoring, and reduce the cognitive load of drafting and revising. This study also compares AI-assisted and traditional writing approaches and discusses best practices for integrating AI tools into curricula while preserving academic integrity and creativity in student writing. Full article

The rapid expansion of Artificial Intelligence in Education (AIED) has created both remarkable opportunities and pressing concerns. Applications of intelligent tutoring systems, learning analytics, generative models, and educational robotics illustrate the transformative momentum of the field, yet they also raise fundamental questions regarding ethics, equity, and sustainability. The mission of AI in Education (MDPI) is to provide a rigorous, interdisciplinary, and inclusive platform where these debates can unfold. The journal bridges pedagogy and engineering, welcomes both empirical evidence of positive impacts and critical examinations of systemic risks, and advances responsible innovation in real educational settings. By integrating methodological standards, governance perspectives, and pedagogical ethics, including teacher-centered validation approaches, AI in Education positions itself as a space for constructive dialogue that values both enthusiasm and critique. Above all, the journal is committed to a human-centered vision for AIED, so that innovation in classrooms remains grounded in care, responsibility, and educational purpose. Full article

This entry is based on the premise that pressing issues of climate change, social injustice, and post-COVID practices appear to have superseded some essential values of architectural and design pedagogy, leading to improvements in content that may be offset by a loss of focus on the core curriculum. The entry reimagines architectural pedagogy by arguing for a transformative shift from traditional product-based education to a process-oriented, inquiry-driven approach that cultivates critical thinking and empirical making, predicated upon experiential learning. It aims to integrate rigorous critical inquiry into both studio-based and lecture-based settings, thus critiquing assumed limitations of conventional approaches that prioritise final outcomes over iterative design processes, dialogue, and active engagement. Employing a comprehensive qualitative approach that incorporates diverse case studies and critical reviews, the analysis is divided into two main threads: one that places emphasis on the studio environment and another that focuses on lecture-based courses. Within these threads, the analysis is structured around a series of key themes central to experiential learning, each of which concludes with a key message that synthesises the core insights derived from case studies. The two threads instigate the identification of aligned areas of emphasis which articulate the need for active engagements and reflection, for bridging theory and practice, and for adopting interdisciplinary and experiential approaches. Conclusions are drawn to establish guidance for a future direction of a strengthened and pedagogically enriched architectural education. Full article

Ireland, historically a country of emigration, has transformed into a hub of immigration. Today, over 200 languages are spoken among its 5.25 million residents, with approximately 750,000 individuals speaking a language other than English or Irish at home. This growing linguistic diversity is increasingly reflected in Irish primary classrooms, where teachers are called upon to support students from a wide range of linguistic and cultural backgrounds). In response, Teaching English as an Additional Language (EAL) modules have expanded across initial teacher education (ITE) programs in Ireland. This study examines over two decades of teacher development initiatives, tracing a shift from an earlier bilingual model—where multilingualism was viewed primarily as second language acquisition—to a more expansive, European-informed vision of plurilingualism. Drawing on recommendations for reflexive, linguistically and culturally responsive education, this research adopts an insider/outsider discursive case study approach to explore student teachers’ preparedness to support multilingual learners in Irish primary schools. Conducted through a collaboration between an Irish teacher educator/module coordinator and an intercultural education specialist, this study employs reflexive thematic analysis) of student teachers’ self-reports from a twelve-week elective module on linguistic and cultural diversity within a Primary Bachelor of Education program. Data were drawn from surveys (n = 35) across three module iterations in 2019, 2021, and 2023. Findings indicate student teachers’ growing awareness of language teaching strategies and resources, developing positive orientations toward inclusive and plurilingual pedagogy, and emerging skills in professional collaboration. However, areas for further development include strengthening agency in navigating real-world multilingual teaching scenarios and embedding deeper reflexivity around linguistic identities, integrating students’ home language and intercultural learning. The paper concludes with recommendations to expand access to language teaching resources for diverse student profiles and support collaborative, shared EAL leadership through professional learning communities as part of teacher education reform. Full article