Educational Technology Development

El Proceso de Enseñanza-Aprendizaje (PEA) constituye el núcleo organizador del sistema educativo. Sin embargo, las plataformas de inteligencia artificial disponibles en el mercado latinoamericano responden a sus demandas de forma fragmentada. Este trabajo describe y analiza el Ecosistema BRB Educa como modelo de cobertura sistémica del PEA, compuesto por diez herramientas de IA distribuidas entre el polo de enseñanza, el polo de aprendizaje y el polo institucional de soporte, articuladas por el Protocolo SAVI como hilo metodológico transversal. El marco teórico integra el PEA como sistema triádico (Álvarez de Zayas, 1999), la cognición extendida (Clark & Chalmers, 1998), el conectivismo (Siemens, 2005), el aprendizaje autorregulado (Zimmerman, 2000; Flavell, 1979) y el marco UNESCO de competencias en IA para docentes (2024). Revisión bibliográfica de 25 fuentes verificadas con DOI. DOI: https://doi.org/10.5281/zenodo.20534317

This paper presents a multidisciplinary critical synthesis of Artificial Intelligence (AI) as it intersects with global education systems. It examines the full spectrum of this relationship: the transformative advantages AI brings to personalised learning, administrative efficiency, and accessibility; and the profound disadvantages encompassing digital inequity, data privacy erosion, academic dishonesty, and the risk of dehumanising the educational experience.

The COVID-19 pandemic exposed and amplified pre-existing tensions in education, with teacher stress being one of the most evident issues. Rapid digitization, coupled with a significant increase in the bureaucratic burden, placed teachers under high pressure, especially in vulnerable contexts such as compensatory schools. This study aims to explore how factors triggered by the pandemic, such as the hasty integration of digital technologies, increased bureaucracy, and the emotional challenges arising from the impact on students, contributed to teacher stress, and how this affects their performance and well-being. A qualitative methodology with an interpretative approach was employed, using narrative interviews and field notes to analyze the experiences of teachers in a compensatory school. Hermeneutic analysis, supported by ATLAS.ti, allowed us to identify and contextualize emerging categories. Digitalization, although essential for educational continuity, showed shortcomings in infrastructure and training, generating frustration and rejection among some teachers. Bureaucratic overload, associated with the use of digital platforms and regulations disconnected from school reality, significantly increased work stress, reducing the time dedicated to direct teaching. In addition, teachers faced a double emotional challenge: managing their own frustration and exhaustion while dealing with socialization problems, demotivation, and emotional vulnerability in students. Teacher stress, intensified by forced digitization and bureaucratic demands, highlights the need for pedagogical approaches that prioritize the well-being of educators and learners. Reducing administrative demands, balancing the use of technology, and strengthening institutional support are essential measures to mitigate teacher stress and ensure a resilient education system in the face of future crises.

Generative AI has undergone a radical transformation, becoming a revolutionary change as important as when the internet appeared. This systematic review explores the impact of AI in higher education, using the principles of Education 4.0 to guide the analysis as a framework. This research used the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses" (PRISMA), based on a review of 243 articles published between 2017 and 2025, to address three main objectives: to systematically examine the existing literature, to explore the opportunities and challenges of AI integration, and to identify gaps for future research. Co-occurrence analysis and data-driven methods, including LDA, BERTTopic, and K-Means clustering, reveal that the interest of the scientific community has been growing, focusing on ethical governance, the enhancement of personalized learning, and the development of faculty AI competencies. These priorities are in line with more general worries about guaranteeing equity, openness, and inclusivity in the use of AI. The statistical analyses and administrative applications, on the other hand, have received less attention and are still ripe for investigation. The comprehension of AI's disruptive role in education is strengthened by this exploratory review, which also suggests ways to advance research and practice in higher education settings.

Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our...

The diffusion of artificial intelligence from research laboratories into classrooms has outpaced the evolution of educational policies that govern its use. As generative AI systems capable of composing text, writing code, and simulating human conversation become ubiquitous, traditional pedagogical assumptions face profound disruption. The prevailing discourse, often preoccupied with questions of efficiency and academic integrity, risks overlooking a more consequential inquiry: how might students harness AI to shape society in ethically meaningful ways? Drawing upon recent frameworks from the OECD and UNESCO, this paper contends that learner agency must serve as the cornerstone of AI-integrated education. It advances an agency-centred governance model, arguing that smaller, digitally proactive jurisdictions can serve as global exemplars of responsible innovation.

The rapid proliferation of Generative Artificial Intelligence (GenAI) has catalyzed a paradigm shift in higher education, challenging traditional notions of pedagogical delivery and academic assessment. This research investigates the dual-faceted impact of Large Language Models (LLMs) on undergraduate students' cognitive development and the concomitant threats to academic integrity. Employing a convergent parallel mixed-methods research design, the study synthesized quantitative data from a stratified sample of 1,200 students with qualitative insights derived from semi-structured interviews with 45 senior faculty members across diverse disciplines. The findings reveal a statistically significant "Performance-Competence Gap": while students utilizing GenAI reported a marginal increase in GPA (+0.2), their performance in invigilated, AI-free examinations demonstrated a marked decline ($r =-0.58$), suggesting a high degree of "cognitive offloading" and erosion of critical synthesis skills. Furthermore, the study identifies a "Detection Gap": 68% of AI-assisted submissions bypassed standard plagiarism-detection protocols, rendering traditional integrity frameworks obsolete. Qualitative thematic analysis highlights an emerging educator burnout and a "homogenization of thought" in student prose. The study concludes by proposing the "Hybrid Intelligence Model" and the "AI-Translucency Framework," advocating process-oriented assessment over product-based grading. These results provide a critical roadmap for policymakers to integrate AI-literacy as a core competency, ensuring that the advancement of algorithmic synthesis does not come at the expense of human cognitive rigor.

The increasing urgency of global environmental issues demands creative methods in sustainability education that improve student engagement and long-term retention. This study investigates the influence of artificial intelligence (AI)-driven personalisation on sustainability literacy, emphasising how adaptive AI platforms may customise environmental case studies to align with individual student backgrounds. Conventional educational methods frequently neglect varied learning requirements, leading to diminished involvement and cursory understanding. Conversely, AI-driven systems utilise data analytics and machine learning to provide tailored learning experiences that correspond with learners' cognitive styles, cultural contexts, and existing knowledge. A mixed-methods research design was utilised, comprising 200 university students allocated into control and experimental groups. The experimental group interacted with AI-customized environmental case studies, whilst the control group was provided with standardised training material. Quantitative study demonstrated statistically substantial enhancements in engagement (p < .01) and retention (p < .01) for students subjected to personalised learning. Qualitative data additionally revealed heightened motivation, significance, and analytical reasoning. Notwithstanding these advantages, issues like as data privacy, algorithmic bias, and technical accessibility persist as significant concerns. The study finds that AI-driven personalisation is a revolutionary instrument in sustainability education, connecting theoretical knowledge with practical implementation.

Technology has the potential to facilitate the development of higher-order thinking skills in learning. There has been a rush towards online learning by education systems during COVID-19; this can therefore be seen as an opportunity to develop students' higher-order thinking skills. In this short report we show how critical thinking and creativity can be developed in an online context, as well as highlighting the importance of grit. We also suggest the importance of heuristic evaluation in the design of online systems to support twenty-first century learning.

Constructivism, as a learning theory, asserts that knowledge is actively constructed by learners through experience and reflection. This foundational premise informs several influential instructional models in contemporary education, including Problem-Based Learning (PBL), MicroWorlds, and Goal-Based Learning (GBL). Each model applies constructivist principles in distinct yet complementary ways and is particularly relevant to architectural education, a discipline that requires both technical expertise and creative, reflective practice. This essay examines these three models, drawing on their theoretical foundations and illustrating their application within architectural education.

This paper is in response to the manuscript entitled "Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review" (Zacharia et al., Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: A literature review. Educational Technology Research and Development, 63(2), 257-302, 2015) from a design perspective. The review article identified specific types of guidance to support all forms of inquiry in online labs within the computer supported inquiry learning (CoSIL) environments. During the sudden shift to digital educators and students faced challenges due to lack of preparation to cultivate skills for teaching and learning in the online format. Educators developing and delivering instructions require a range of tools to operationalize the inquiry process in online science labs. Application of the tools provided in this review will support educators venturing into designing online science labs for engaging learners in scientific inquiry. This review have immense impact on how instructors can provide guidance to support learners' inquiry in online science labs. The limitations include further investigation and modification of several tools that the review provided for implementation in future. Further research is needed to design and facilitate model CoSIL environment for online science labs to support and sustain the process of inquiry learning. This review has significant implication in providing comprehensive information amidst traversing crisis in context to shifting to online labs for supporting inquiry phases as documented in the CoSIL research.

This paper is in response to the manuscript entitled "Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review" (Zacharia et al., Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: A literature review. Educational Technology Research and Development, 63(2), 257-302, 2015) from a design perspective. The review article identified specific types of guidance to support all forms of inquiry in online labs within the computer supported inquiry learning (CoSIL) environments. During the sudden shift to digital educators and students faced challenges due to lack of preparation to cultivate skills for teaching and learning in the online format. Educators developing and delivering instructions require a range of tools to operationalize the inquiry process in online science labs. Application of the tools provided in this review will support educators venturing into designing online science labs for engaging learners in scientific inquiry. This review have immense impact on how instructors can provide guidance to support learners' inquiry in online science labs. The limitations include further investigation and modification of several tools that the review provided for implementation in future. Further research is needed to design and facilitate model CoSIL environment for online science labs to support and sustain the process of inquiry learning. This review has significant implication in providing comprehensive information amidst traversing crisis in context to shifting to online labs for supporting inquiry phases as documented in the CoSIL research.

Se determinó el peso promedio óptimo de huevos de avestruz que eclosionaron favorablemente y los que no durante dos ciclos de producción. De los primeros, el peso promedio de huevos antes de incubar, del primer ciclo fue de 1.526 ± 0.147 kg, y del segundo 1.536 ± 0.155 ...

The integration of Generative Artificial Intelligence (GenAI) tools in English as a Second Language (ESL) classrooms has gained increasing attention in recent years. While these tools offer numerous advantages, such as personalized learning, automated feedback, and enhanced student engagement, their effectiveness largely depends on teachers' perceptions and willingness to integrate them into their teaching practices. This literature review examines existing research on teacher perceptions of GenAI in ESL classrooms, focusing on both the potential benefits and the challenges associated with its implementation. The review explores themes such as pedagogical applications, teacher attitudes, technological barriers, and ethical concerns. Findings suggest that while many educators recognize the potential of GenAI for improving instructional efficiency and student autonomy, concerns related to accuracy, digital literacy, and the risk of over-reliance on AI-generated content persist. Additionally, a lack of institutional support and teacher training remains a significant barrier to widespread adoption. The review highlights gaps in current research, particularly in non-Western ESL contexts, and emphasizes the need for further studies on professional development programmes and long-term impacts of the integration of GenAI in language learning.

In-game learning supports aim to help students solve game levels (i.e., game-related supports), and connect to underlying content (i.e., content-related and hybrid supports). Students with different levels of prior knowledge may have different needs for in-game supports. In this study, we designed a 2D physics game with game-related, content-related, and hybrid supports to explore the relationships among students' prior knowledge, their access of learning supports, learning outcomes, and game performance. Our sample included 199 ninth-to eleventh-grade students from a K-12 school in the southeastern US. Our findings indicated that students, regardless of their degree of prior knowledge, tended to access supports that directly addressed the solution of game levels (game-related supports) rather than those which presented content (content-related and hybrid supports). We found that the more frequently students accessed the hybrid supports, the greater their knowledge acquisition, and the more game levels they solved. We found no significant relations between the access of game-related and content-related supports and students' learning and game performance. Moreover, students with high prior knowledge tended to use hybrid supports more frequently than those with low prior knowledge. Implications of our findings and suggestions regarding future research are discussed.

The current study investigated students' gameplay behavioral patterns as a function of ingame learning supports delivery timing when played a computer-based physics game. Our sample included 134 secondary students (M = 14.40, SD = .90) from all over the United States, who were randomly assigned into three conditions: receiving instructional videos before a game level (n = 40), receiving instructional videos after a game level (n = 41), and without instructional videos (n = 53) while playing the game for about 150 min. We collected students' gameplay behavior data using game log files and employed sequential analysis to compare their problem-solving and help-seeking behaviors upon receiving instructional videos at different timings. Results suggested that the instructional videos, delivered either before or after a game level, helped students identify the correct game solution at the beginning of medium-difficulty game levels. Moreover, receiving the instructional videos delayed students' help-seeking behaviors-encouraging them to figure out game problems on their own before asking for help. However, receiving the instructional videos may possibly restrict students from creating diverse gaming solutions. Suggestions on design and implementation of in-game learning supports based on the findings are also presented. Game-based learning • Timing of support • Sequential analysis • Problemsolving behaviors • Help-seeking behaviors * Xiaotong Yang

Scientific reasoning is a foundational competency in science education that enables learners to analyze evidence, construct explanations, and make informed decisions. In modern education, the emphasis has shifted from rote memorization to higher-order thinking skills, making scientific reasoning an essential learning outcome. As science continues to evolve rapidly, students must not only acquire knowledge but also develop the ability to think scientifically in real-world contexts. This paper explores the role of scientific reasoning in science education through three subthemes: (1) the nature and importance of scientific reasoning, (2) instructional approaches that enhance reasoning skills, and (3) challenges and future directions in cultivating scientific reasoning among students.

This study was undertaken to determine the effects of individualized instruction on enrollment, attrition, achievement, and student attitude in a general biology course for non-science majors. Fifteen auto-tutorial minicourses were designed for use in the laboratory part of the,course, each consisting of a printed study guide, slide-tape module, laboratory exercise, grade-option activity, objective post-test, and evaluation. Data from the clan es receiving conventional instruction during the spring of 1977 were ompared. to data gathered during the fall semester using auto-tutori instruction. Results showed that enrollment and student retention were improved using ,auto -tutorial instruction.. nstruction. Final grades received by the experimental group were significantly higher than those achieved by students in conventional classes. A direct .correlation was shown between time'spent in the laboratory and final grades. 'Students' attitudes were positive about auto-tutorial instruction and the minicourses, which were found to be of generally good quality, contributed'to the learning of the students. Although no preference for either type instruction was shown by the auto -tutorial, students, the students in conventional classes favored that type of instruction. (VT)

The integration of digital technologies in education has transformed the learning landscape,
raising critical ethical concerns. Therefore, the researchers looked at the ethical dimensions of
digital education in Nigeria. The researchers also reviewed some related literature and
qualitative analysis was carried out. Virtue ethics theory and connectivism learning theory
were used to guide this research. It was concluded that digital education ethics should be
monitored and enforced and that ongoing dialogue on digital education ethics should be
encouraged. It was recommended amongst others that context-specific digital education
ethics guidelines should be developed for Nigerian institutions and government should
integrate digital literacy and ethics into educational curricula.

he Cross River State (CRS) 2025 educational reforms represent a T comprehensive initiative to standardize academic practices, enhance student welfare, and promote ethical governance across public and private schools. is study examines the philosophical foundations, practical implications, and holistic outcomes of these reforms, drawing on utilitarianism, liberalism, social reconstructionism, pragmatism, ethical education, and African philosophical perspectives. Using a qualitative approach, the research analyzes policy documents, empirical studies, and contemporary literature to evaluate how the reforms impact student cognitive, social, emotional, and moral development. Findings indicate that the reforms enhance student welfare by regulating school hours, promoting autonomy, curbing bullying, and instituting anti-drug initiatives, while philosophical grounding ensures ethical and culturally relevant implementation. e study concludes that sustained monitoring, stakeholder engagement, and context-sensitive application are essential for achieving equitable and holistic education in CRS, offering insights for broader educational policy development in Nigeria.

Over the past two decades, there has been an explosion of innovation in software tools that encapsulate and expand the capabilities of the widely used student peer assessment. While the affordances and pedagogical impacts of traditional in-person, "paper-and-pencil" peer assessment have been studied extensively and are relatively well understood, computerized (online) peer assessment introduced not only shifts in scalability and efficiency, but also entirely new capabilities and forms of social learning interactions, instructor leverage, and distributed cognition, that still need to be researched and systematized. Despite the ample research on traditional peer assessment and evidence of its efficacy, common vocabulary and shared understanding of online peer-assessment system design, including the variety of methods, techniques, and implementations, is still missing. We present key findings of a comprehensive survey based on a systematic research framework for examining and generalizing affordances and constraints of online peer-assessment systems. This framework (a) provides a foundation of a design-science metatheory of online peer assessment, (b) helps structure the discussion of user needs and design options, and (c) informs educators and system design practitioners. We identified two major themes in existing and potential research-orientation towards scaffolded learning vs. exploratory learning and system maturity. We also outlined an agenda for future studies. Keywords Architectures for educational technology system • Peer assessment • Peer review • Online systems • Systematic review • Framework 1 Due to space limitations, detailed discussions of specific user needs, designs, and learning implications found in this study will be presented in follow-up publications. 2 Other known terms: technology-, IT-, CIT-, ICT-, network-, internet-, web-, cloud-. 3 Other known terms: aided, assisted, automated, based, enabled, mediated. 4 Other known terms: review, evaluation.

Peer assessment is widely used at all levels of education. Students give and receive feedback from their classmates, and thereby produce a wealth of information that can potentially be used to improve the assessment process. But thus far, each online peerassessment system has been an entity unto itself. There has been no attempt to compare the approaches taken by such systems, for example, the rubrics or the structuring of the assessment process. Our PeerLogic project is an attempt to change that. We are constructing a data warehouse of millions of peer reviews, from at least half-a-dozen systems, that can be mined to determine how differences in the assessment processes translate into differences in peer assessments. This paper reports on some of the issues that arise in the construction of the warehouse, and how we have resolved them in a way that will work for all constituent systems. We also presented an example of comparing data coming from two systems that are based on rating ...

The rapid transformation of the global landscape driven by digital technologies has intensified the need for individuals and organizations to acquire future-proof skills capable of sustaining relevance in the Information Age. This study examines the concept of future-proofing skills and strategies, emphasizing the increasing demand for adaptability, digital literacy, critical thinking, and continuous learning in a knowledge-driven society. As technological disruptions reshape industries and redefine job roles, there is a growing concern about the preparedness of the workforce, particularly in developing contexts, to meet emerging challenges and opportunities.

The study is anchored on Human Capital Theory, which underscores the importance of investing in skills and knowledge to enhance productivity, and the Digital Skills Framework, which highlights competencies required for effective participation in a technology-driven world. Additionally, the Adaptive Learning Theory is employed to explain how individuals can continuously evolve their skill sets in response to changing environments. These theoretical perspectives provide a comprehensive understanding of how individuals and institutions can strategically position themselves for future demands.

A descriptive survey research design was adopted for the study, targeting students and professionals within selected institutions. Data were collected through structured questionnaires and analyzed using descriptive statistical tools to identify prevailing skill gaps and strategic responses to technological changes. The methodological approach enabled the study to capture real-time perceptions and experiences regarding skill acquisition and utilization in the Information Age.

Findings revealed that while awareness of future-proof skills is relatively high, there remains a significant gap in practical application, particularly in areas such as digital competence, problem-solving, and innovative thinking. The study also found that institutional support systems, including curriculum design and training programs, are often inadequate in equipping individuals with relevant competencies. Furthermore, resistance to change and limited access to digital resources were identified as key barriers to effective skill development.

Based on these findings, the study recommends the integration of digital and soft skills into educational curricula, increased investment in continuous professional development, and the promotion of lifelong learning culture among individuals. It also emphasizes the need for policy reforms that support inclusive access to digital tools and learning opportunities. Ultimately, future-proofing skills requires a collaborative effort among governments, educational institutions, and individuals to ensure sustained relevance and competitiveness in an ever-evolving information-driven world.

Keywords: Future-Proofing Skills, Digital Literacy, Information Age, Lifelong Learning

Parenting involves a multitude of responsibilities, one of the most critical being the education of children. A holistic approach to child education encompasses home-based learning, experiential learning, digital resources, the transmission of values and beliefs, and formal education. All these sources can facilitate collaboration between educators and parents in delivering sustainable education for their children. This article aims to investigate the use of alternative or traditional educational methods, using rewards and punishments or no consequences, by a sample of toddlers' parents. Their main sources of information for children's education were investigated also. The sample study included 40 preschoolers' parents, aged 24 -39 years.

As chair of the candidate's graduate committee, I have read the dissertation of Jason K. McDonald in its final form and have found that (1) its format, citations, and bibliographical style are consistent and acceptable and fulfill university and department style requirements; (2) its illustrative materials including figures, tables, and charts are in place; and (3) the final manuscript is satisfactory to the graduate committee and is ready for submission to the university library. Andrew S. Gibbons Chair, Graduate Committee

The rapid expansion of online learning has transformed how individuals access, process, and engage with information. Within this evolving educational landscape, self-regulated reading has emerged as a critical skill for academic success. However, learners differ significantly in how they manage and control their reading processes, and one of the key psychological constructs influencing this variation is locus of control. This paper explores how internal and external locus of control orientations shape learners' ability to regulate their reading behaviors in online environments. Drawing on existing literature and theoretical frameworks, the study examines how individuals with differing control beliefs approach goal setting, strategy use, motivation, and persistence during digital reading tasks. The discussion further highlights the implications for instructional design and learner support systems in virtual learning contexts. The findings suggest that learners with an internal locus of control demonstrate higher levels of autonomy, strategic engagement, and resilience, while those with an external orientation often depend on external guidance and may struggle with sustained self-regulation. Recommendations are provided for educators and platform designers to foster adaptive control beliefs and enhance reading outcomes in online education.

Several studies have been conducted in several sectors to determine the factors influencing the adoption of cloud computing (CC) technology at the individual or organizational level. These studies demonstrated the ability of CC to reduce expenses and provide high flexibility in resource management. However, studies in Yemen and Yemeni higher education institutions (HEIs) are still scarce, and no institution has adopted CC due to security and privacy concerns. This research developed an integrated theoretical model to investigate the factors affecting the adoption of CC in Yemeni HEIs. The developed theoretical model is based on the models of the technology and organization environment (TOE) framework and the diffusion of innovations model. A quantitative approach was used, and partial least squares structural equation modeling (PLS-SEM) was used to analyze and validate the proposed model on the basis of data from 170 participants from academics and IT employees at Yemen universities. The findings revealed that relative advantage, compatibility, security concerns, technological readiness, and senior management support had a significant effect on the adoption of CC in Yemeni HEIs. This study contributes to identifying the most important factors influencing the adoption of CC in HEIs. In addition, I presented a conceptual framework that combines the two theories of DOI-TOE. The results of this research may help HEIs develop a strategy for the adoption of CC by recognizing the key factors in their institutions.

This paper is in response to the manuscript entitled "Improving teacher professional development for online and blended learning: a systematic meta-aggregative review" written by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review.

The rapid integration of digital technologies into education has reshaped how students interact with texts, process information, and manage their own learning. In this evolving landscape, selfregulated reading has become a critical skill, requiring learners to actively plan, monitor, and evaluate their understanding in largely independent and often distraction-filled environments. At the same time, psychological constructs such as locus of control-whether individuals perceive outcomes as dependent on their own actions or on external forces-play a significant role in shaping learning behaviors. This article explores the relationship between locus of control and self-regulated reading within digital learning environments. Drawing on contemporary educational psychology and digital pedagogy research, it examines how learners with internal versus external locus of control differ in their approach to online reading tasks, strategy use, persistence, and comprehension outcomes. The discussion highlights how digital environments both amplify and challenge these tendencies, creating new demands on learners' metacognitive abilities. Using a mixed-methods research framework, the study synthesizes empirical findings and theoretical insights to demonstrate that students with a strong internal locus of control are more likely to engage in effective self-regulated reading strategies, including goal setting, strategic navigation, and reflective evaluation. Conversely, learners with an external locus of control often struggle with sustained engagement, frequently attributing difficulties to technological or situational barriers rather than adjusting their strategies. The findings underscore the importance of instructional design, scaffolding, and targeted interventions in fostering both internal locus of control and self-regulated reading competencies. Ultimately, this article argues that supporting students' psychological readiness is just as important as providing access to digital tools, especially in an era where independent learning is increasingly the norm.

The increased reliance on online education and educational technologies more generally has laid bare the need to more deeply consider how researchers, designers, and educators can improve the quality of technology-mediated learning. To address this need, more than two dozen experts from a variety of fields came together to discuss the challenges that educational technology must address in the immediate future. These experts were tasked with identifying barriers to and potential solutions for delivering highquality and equitable online and remote education. This article examines the themes and topics that emerged from these discussions and proposes a Collaborative Framework for Accelerating Online Education. This framework highlights the need for rapid experimentation within larger design cycles as well as the coordination and cooperation of multiple stakeholders across all phases of research and development. The themes, topics, and framework that emerged from this work serve as a call to action for innovative approaches to developing and studying online education.

Generative Artificial Intelligence (GenAI) has caused a significant disruption to the higher education sector by increasing the efficiency of pedagogy, hastening research activities, and advancing automation processes. However, this rapid development has given rise to considerable "Professional Friction" driven by faculty apprehension related to job replacement, deskilling, and a threat to academic integrity. The present conceptual investigation examines the interface between GenAI technological advancement and the value of the human professor with the aim of developing a framework for harmonization. The article introduces a unique conceptual model: The Balanced Scale Model, which consists of three integral parts: AI's Push-a worldwide drive for adaptive learning and technological acceleration, Professional Friction-the devaluation of the professor's role and expertise, and Institutional Mediators-strategic initiatives to bridge the gap between GenAI and academia. The research indicates that a paradigm shift is required to transition from viewing GenAI as a replacement for the educator to viewing GenAI as a part to be synthesized with the educational community. The use of institutional mediators transforms the professor's role to a "Human Architect". This allows the professor to break free from routine and mechanical tasks to focus on high-value human activities that GenAI cannot accomplish, such as ethical mentoring, thematic research, and the curation of complex learning experiences. This model provides a strategic pathway for administrators and researchers to manage GenAI-related anxiety to ensure a balanced future where GenAI enhances and improves the "human element" of higher education.

Of the uses of globally distributed hypertext and hypermedia technologies in education, it might be said that we live in the best of times and the worst of times. Over approximately two decades, we have seen hypermedia technologies (i.e., hyperlinks between nodes of digitally encoded information such as text, images, video, simulations, animations, and so on) advance from obscure military and basic research projects on specialized computers to form the basis of a globally distributed networked hypermedia environment known as the World Wide Web. In addition, commonly available and inexpensive multimedia handheld devices, laptop, and desktop computers allow students and teachers to connect to this global hypermedia environment using wired and, increasingly, wireless networks, thus providing countless opportunities for access to educational hypermedia and information resources. On the negative side, however, a critical look at principled research into learning with hypermedia, in contrast to information dissemination and access, has been decidedly mixed. Many earlier hypermedia systems were criticized for focusing on the technology rather than cognitive and learning issues and for being atheoretical ). Of course, there has been research documenting factors associated with educationally effective hypermedia systems (including new adaptive hypermedia approaches), but there continues to be theoretical and methodological criticisms of much of the hypertext and hypermedia literature . Given that research on the design of powerful and educationally effective hypermedia systems appears to have reached an impressionistic vista, how might work in this area advance? A central goal of this Special Issue of ETR&D is to illustrate how recent theoretical and research perspectives from the learning sciences and educational technology can provide a foundation upon which powerful and effective hypertext and hypermedia systems for learning may be designed, researched, and used to address significant learning challenges

Artificial intelligence (AI), with its capacity to support individualized learning, efficient research, and enhanced academic productivity, has become a disruptive force in higher education. However, limited understanding, low levels of digital literacy, and ethical concerns prevent many students from harnessing AI effectively. This study examines strategies for promoting the efficient and responsible use of AI in education from the perspective of "smart students" at Karl Kumm University, Vom. Using a mixed-methods design, data were collected from 200 undergraduate students through surveys and interviews to explore AI awareness, adoption patterns, perceived benefits, and perceived challenges. The findings indicate that students recognize AI's potential to improve learning and engagement, yet its optimal use is constrained by inadequate technical skills, fears of over-reliance, and unresolved ethical issues. The study proposes practical interventions, including mentorship schemes, curriculum integration, structured training programs, and clear ethical use guidelines, to foster more responsible and effective adoption of AI in learning. Overall, the results provide actionable insights for higher education institutions

Digital support during self-regulated learning can improve metacognitive knowledge and skills in learners. Previous research has predominantly focused on embedding metacognitive support in domain-specific content. In this study, we examine a detached approach where digital metacognitive support is offered in parallel to ongoing domain-specific training via a digital tool. The primary support mechanism was self-explication, where learners are prompted to make, otherwise implicit, metacognition concrete.In a controlled pre-test/post-test quasi-experiment, we compared domain-specific and domain-general support and assessed the effects, use, and learners&#39; perceptions of the tool. The results showed that self-explication is an effective mechanism to support and improve metacognition during self-regulated learning. Furthermore, the results confirm the effectiveness of offering detached metacognitive support. While only domain-specific metacognitive support was found to be effective, q...

Technology adoption is a process that includes knowledge, awareness and usage of the technology. According to Bridges toTechnology Corp. (2005), technology adoption process comprises-awareness, assessment, acceptance, learning and usage. This study analyses the behavioral approach of 'Chartered Accountants' (CAs) towards adoption of Cloud computing. UTAUT2 model is used for the study, which is an extension of UTAUT model. According to Venkatesh et.al. UTAUT model explained about 70% of the variance in behavioral intention to use a technology and about 50% of the variance in technology use. This study analyses the correlation among the constructs of UTAUT2 model and the impact of these constructs for adoption of Cloud computing by CAs.

In this empirical study we trace teacher’s appropriation of literacy teaching tools from professional development and the varied ways they enacted these tools in their classrooms. Teacher appropriation is important in studying professional development because far too often studies do not account for teacher learning and how this learning sustains reformminded practices. Using two years of qualitative data we traced the appropriation of tools and their impact on instruction. Pushing on Grossman, Smagorinsky, and Valencia’s (1999) five levels of appropriation, results indicate that the teachers appropriated tools for different pedagogical reasons, such as appropriating the tools to organize their students’ learning, to accommodate their students’ learning needs, and to integrate other professional development initiatives. Implications on designing and sustaining teacher learning in professional development are discussed within.

How students perceive the difficulty of a reading task may significantly influence their reading process and outcome. This perception of task difficulty is determined by the objective features of a reading task and their affective responses toward it. From the stance of cognitive load theory, the current study examined the interaction between students' perceived difficulty of reading tasks and enjoyment of reading in determining reading achievement. Specifically, we examined the moderation of reading enjoyment on the relationship between perceived difficulty of reading tasks and reading achievement. We used the OECD Programme for International Students Achievement 2018 data of 469,194 15-year-old students (51% girls, M = 15.79, SD = 0.29) from 69 economies. Results of multilevel structural equation modeling with latent interactions indicated that (a) perceived cognitive load negatively predicted reading achievement, (b) enjoyment of reading negatively predicted perceived cognitive load and therefore benefited reading achievement, and (c) enjoyment of reading deteriorated the negative relation between perceived intrinsic load and reading achievement. Reading enjoyment seemed to be a double-edged sword to reading achievement. These results have practical implications for reading materials design and reading instruction as well as theoretical implications for understanding different aspects of cognitive load.

Learning analytics has shown promising potential in helping teachers keep track of students' elearning activities. It can be used to assist teachers in decision-making regarding teaching strategies and courses or curriculum design. However, teachers may not actually utilise this technology in their classes. Therefore, a deeper understanding of teachers' perception of learning analytics use is needed. This study analysed teachers' perceptions of using learning analytics in their teaching by applying the Technology Acceptance Model (TAM) as the fundamental theory. 178 teaching staff from one polytechnic public university completed an electronic questionnaire. Data collected was analysed by using structural equation modelling. The results showed that perceived usefulness and satisfaction were two main factors for teachers' eventual intention to continue using learning analytics in their future teaching. A relatively novel construct for teachers' information and communication technology (ICT) competence for instructional design was introduced to the TAM. It was found that although the competence factor did not significantly and directly affect the behavioural intention to use learning analytics, it was highly influential to the perceived ease of use. This may mean that professional development programs focusing on instructional design topics, particularly with applications of ICT or e-learning, could increase the use of learning analytics among teachers through mediators, which may eventually induce positive effects to students' learning.

This journal covers the most significant advances in education, vocational education and their applications. The journal addresses both theoretical advances as well as practical applications of Education. UNIUYO Journal of Education, Administration and Vocational Management promotes communication of new ideas, general principles, and original developments in educational research and field applications.

The adoption of robotics in education has increasingly gained attention. Robotics activities can be applied in any level of education since the early childhood up to, starting in primary schools until graduate schools. Besides, the concept of STEM learning is still a trending issue in the world of education. STEM-based learning with robotics can develop knowledge and the awareness of robotics for students. Notwithstanding the vast literature on adoption of robotics into the educational context activities, there is a possibility of a limited lack of explanation on how robotics contribute in the STEM learning environment at primary school. A systematic literature review was carried out to evaluate the latest developments of robotics topics in the literature. It is prominent in the literature that robotics contribute to teaching and learning in primary schools. Teachers indicated positive responses to robotics due to the ability to attract students’ attention and motivation. However, n...

While there has been a steady rise in enrolment in secondary schools in recent years, many of the issues and concerns related to the quality of mathematics education have persisted. The challenges cut across several dimensions - access to resources, a gap between the intended and the implemented curriculum, and pedagogical practices that promote rote rather than reason, are a few important ones. These result in considerable learning gaps and limited opportunities for students to actively engage with the subject. In this paper, we describe the specific challenges of teaching geometry to high school students in India (as part of a project spanning four states), and argue that a carefully designed game-based learning environment, working in tandem with focused classroom discussions, could address some of the key challenges. We describe the design of our game-based learning environment and present the results of preliminary investigations that demonstrate its potential.

Communication center directors, staff and tutors must continually analyze student perception of the center space in order to promote long-term campus viability. Thus, this manuscript addresses perceptions of communication center liberal arts students at a small, southern private university. Through surveys, students were asked how they utilize the communication center space, what projects they worked on as communication center participants, and improvement for the future. The measure for this study included a survey with questions that addressed Fishbowl use, technology or furniture use in the Fishbowl, the feedback process on student projects, and Fishbowl improvements. Situated learning theory is presented as a theoretical framework for communication center success and collaborative learning.

Game-Based Learning (GBL) has emerged as an innovative instructional approach that fosters students' cognitive and social development. This study investigates secondary school teachers' perceptions of the benefits of GBL in enhancing cognitive and social skills among students in Osun State, Nigeria. Using a descriptive survey design, data were collected from 120 teachers across selected public and private schools in Osun State. The findings reveal a positive perception of GBL, particularly in promoting problem-solving, collaboration, critical thinking, and communication skills. However, infrastructural and training limitations hinder its widespread adoption. The study recommends capacity-building programs and curriculum integration to optimize GBL's benefits in Nigerian schools.

Most writers who advocate storytelling for instructional media do not provide definitive detail of what they mean by storytelling, or they interpret storytelling in the classical sense, involving a dramatic plot with individual characters interacting with a protagonist and/or a hero.
In contrast, this paper describes a story structure involving progressive resolution of precursor unknowns, escalating towards the final outcome.