The Effects of Weblog Task Reading Activities on English Learners’ Reading Ability
In the current digital era, various materials are taken into action to enhance language learners’ skills, especially reading skills. Among these materials, weblogs have attracted increasing attention due to their ability to provide authentic reading experiences and interactive learning opportunities for language learners. While there is a wide range of research on the benefits of weblogs in language learning, a gap in understanding their differential impact on learners of varying proficiency levels is felt. Therefore, this study investigated the effects of weblog reading tasks on the reading abilities of advanced and intermediate English language learners. Willing to cover this missed point, this study aims to show the effectiveness of weblog reading tasks in improving the reading skills of both advanced and intermediate-level learners. A quasi-experimental design was employed involving 84 English language learners at a private language institute in Iran. Reading proficiency was measured through pre-test and post-test assessments administered before and after a four-week instructional period. The collected data were analyzed using one-way ANOVA and independent-samples t-tests. The findings revealed that weblog tasks significantly improved the reading skills of advanced learners, while these tasks did not significantly enhance the reading performance of intermediate learners. Furthermore, both journalistic and scientific weblog reading tasks contributed to the improvement of advanced learners’ reading performance, with scientific weblog tasks producing slightly greater gains. This study can make contributions to the literature by highlighting the potential of weblog reading tasks to enhance advanced learners’ reading skills. The findings suggest that the effectiveness of weblog-based reading activities may depend on learners’ proficiency levels and their ability to engage with authentic online content. The study highlights the pedagogical value of weblogs as supplementary reading resources for advanced learners and points to the need for further research to develop more effective weblog-based interventions for intermediate learners.
Copyright (c) 2026 Lamya Hajihasankhansary https://creativecommons.org/licenses/by-nc/4.0
AI-Driven Learning Analytics and Student Retention Among International Students in Chinese Universities
Artificial Intelligence (AI) and learning analytics are rapidly reshaping the modern landscape of higher education, impacting academic engagement, personalised learning experiences, and student retention in the learning environment. In recent years, Chinese universities have been more and more implementing AI technologies in education to enhance institutional responsiveness, adaptability, and predictive academic support for students from domestic and abroad. Despite the widespread use of AI in HEIs, there is, however, little qualitative research that has examined the perceptions and experiences of international students in the context of AI-mediated learning environments in Chinese HEIs. Hence, this research aimed to explore how AI-powered learning analytics affects student attrition among international students at Chinese Universities. The study used a qualitative exploratory research design, following an interpretivist paradigm. Twenty-five international students at undergraduate, master’s, and doctoral levels at various universities in China were interviewed using semi-structured interviews. Descriptive thematic analysis was applied in the analysis of data in this study, based on the analytical framework of Braun and Clarke. The results indicated that AI learning analytics had a positive impact on academic engagement, educational organisation, adaptation of personal learning, and institutional support, which was enabled by predictive academic monitoring and intelligent feedback systems. In general, the participants considered that the use of AI-supported educational technologies can be beneficial in terms of increasing awareness about learning, participation in learning, and persistence in learning. The research also revealed a number of challenges encountered in cultural adaptation, language barriers, emotional stress, privacy concerns, and digital surveillance in the context of AI in education. The study shows that AI learning analytics, in combination with ethically responsible, culturally inclusive, and human-centred education, can make a significant contribution to international student retention. The results add to the current body of knowledge by offering qualitative insight into the impact of AI-enhanced education in higher education institutions in China.
Copyright (c) 2026 Herin Ratnaningsih, Zhang Jiasheng, Yue Zhao, Hu Xun https://creativecommons.org/licenses/by-nc/4.0
Digital Intelligence (DQ) as a Core Graduate Attribute in Higher Education
The study aims to identify Digital Intelligence (DQ) as a core graduate attribute in higher education institutions. It measures the level of integration of DQ in the institutional learning outcomes in terms of digital citizenship, digital creativity, digital critical thinking, digital communication, and digital safety and security. It also tries to analyze the level of students’ DQ competency as perceived by students and faculty members. Purposive sampling is utilized in selecting the population and target sample size of the study, which comprised sixty-two (62) respondents only. Results show that the level of integration of DQ in institutional learning outcomes in terms of digital citizenship emphasizes responsible engagement of social media to promote academic policies, show that digital creativity encourages utilization of digital tools, show that digital critical thinking indicates students are being trained critically, show that digital information assesses capacity and ability to communicate effectively, and show that digital safety and security indicates policies are being promoted. On the other hand, the level of students’ DQ competency as perceived by students and faculty members in terms of digital citizenship competency shows that respondents are aware on regulations and digital laws, shows that digital creativity competency indicates that students can content and create digital independently to solve academic issues in solving digital tools, shows that digital critical thinking competency indicates that students are critically evaluated the online sources to demonstrate digital research and logical reasoning, shows that digital communication competency indicates that students utilize appropriate language, and shows that digital safety and security competency indicates that student understand the digital setting privacy.
Core Graduate Attributes in Higher Education Institutions
Copyright (c) 2026 Leovigildo Lito D. Mallillin, Sammy Q. Dolba https://creativecommons.org/licenses/by-nc/4.0
From Oral Tradition to Viral Trend: How Folklore is Reconstructed in Meme and Short-Video Culture
The proliferation of digital media has changed the modes of folklore production, circulation, and reconstruction. Folklore is grounded in oral history, communal ritual, and cultural activities; today, it is increasingly being transmitted in digitally networked environments. In today’s digital era, memes and short videos shared on platforms like TikTok, Instagram Reels, and YouTube Shorts have become significant media for culture. This research will explore the Reconstruction of folklore in meme and short video culture and discuss the impact of this reconstruction on cultural continuity, participatory communication, and digital pedagogies. The study uses a qualitative research design and digital ethnography and reflexive thematic content analysis. Thirty short-video artifacts and memes were gathered from the major social media platforms during 2024–2025 and analysed using a purposive sampling framework. Coding was done inductively to discover common patterns of adaptation and circulation of folkloric stories. The results show four main themes: re-contextualization of tradition, archetypal inversion, algorithmic adaptation, and cultural-pedagogical expression. The findings reveal that folklore is not gone in digital environments, but rather it is constantly reworked, parodied, and reinterpreted by the process of remixing. In addition, algorithmic infrastructures can have a profound impact on the visibility and dissemination of digital folklore, as they can affect how audiences interact with the material and how it circulates. Digital reconstruction can increase access, support the preservation of cultures, and foster informal learning experiences, but can also lead to the oversimplification, commercialization, and reinterpretation of traditional stories. The study argues that digital folklore can be considered as a process of going, a process of continuous construction that occurs in the intersection of participatory creativity, platform governance, and algorithmic mediation. This research serves as a contribution to broader folklore scholarship by introducing memes and short video practices and placing them into a larger context of cultural continuity, digital media, and contemporary knowledge production for interdisciplinary conversations.
Copyright (c) 2026 Aqlimia Farhad, Husnain Mukhdoom, Iqra Imran https://creativecommons.org/licenses/by-nc/4.0
Students’ Perceptions of Innovative Teaching Strategies: Reflection, Gamification, and Mindfulness in the Classroom
In the context of higher education, where student engagement and motivation are central concerns, innovative teaching strategies that represent a holistic, student-centered approach to teaching are needed. This study aims to examine university students’ perceptions of three innovative teaching strategies integrated into classroom practice—weekly individual reflections, gamification using Quizizz, and one-minute silent mindfulness sessions before class. The study also investigates how these methods influence students’ engagement, focus, and perceived learning. A mixed-methods design was employed, combining quantitative survey data from a structured Likert-scale questionnaire (18 items) with qualitative responses from three open-ended questions, administered to 61 undergraduate students enrolled in a Research Methodology course at a university in Cambodia during the 2024–2025 academic year. Quantitative data were analyzed using descriptive statistics, and qualitative reflection data from open-ended questions were thematically analyzed. The quantitative analysis indicated that all three strategies contribute to a positive and effective classroom environment. Further qualitative analysis showed they significantly enhanced comprehension, recall, and focus. Specifically, reflection deepened understanding and increased awareness of knowledge gaps. Quizizz supported immediate recall and application. The one-minute silence activity promoted mental preparation and focus. Collectively, these strategies boosted students’ motivation, focus, and cognition by increasing intrinsic drive, improving concentration, reducing stress, and supporting deeper understanding and self-assessment. Students are highly satisfied with the innovative learning strategies, affirm their effectiveness, and support their continuation. Suggestions for improvement focused on the classroom environment (e.g., reducing distractions and adjusting pacing) and on activity modifications (e.g., easing Quizizz-related anxiety and extending silence periods). The article concludes with recommendations and suggestions for practical implications.
Copyright (c) 2026 Mengkorn Pum https://creativecommons.org/licenses/by-nc/4.0
Teacher Authority and Student Learning in the Age of Artificial Intelligence: Rethinking Power and Pedagogy
This paper explored how teacher authority, pedagogic practice, and student learning performance are related in AI-mediated classrooms of secondary schools. Specifically, the study looked at how teacher authority directly affects pedagogical practices and student learning, and the mediating roles of the pedagogical practices. A convergent parallel design of mixed methods was embraced. The quantitative data were gathered on 320 teachers in Gusau Metropolis, Zamfara State, Nigeria, and the qualitative data were gathered from 20 purposely selected teachers on the basis of open-ended responses. To test the hypotheses, the study used descriptive and inferential statistics, Pearson correlation, multiple regression, and mediation analysis. Qualitative data were examined using thematic analysis. The results from both types of data were used and interpreted to understand the phenomenon of the study. The results showed that teacher authority, pedagogical practices, and student learning were generally at moderate to high levels among participants. Teacher authority significantly affected both pedagogical practices and student learning. Pedagogical practices were the strongest predictor of student learning and partly mediated the relationship between teacher authority and learning outcomes. Qualitative findings also showed that in AI-mediated classrooms, teacher authority is increasingly shown through epistemic leadership, instructional guidance, and ethical oversight of AI use, emphasizing the ongoing importance of teachers in creating effective learning experiences. The findings of the study imply that AI does not undermine the authority of teachers; instead, it redefines it as a pedagogy. The study concludes that well-organized, autonomy-supportive teaching is the key to maintaining student learning outcomes in the AI age.
Copyright (c) 2026 Israel Olusegun Adedeji https://creativecommons.org/licenses/by-nc/4.0
University Support for Self-Directed Learning: Cambodian Students’ Perceptions and Experiences
One of the trends in higher education today is the increased focus on Self-Directed Learning (SDL). SDL helps students develop such important skills and traits as independence, critical thinking, lifelong learning, and adaptability to the dynamic educational and professional environment. Thus, universities should encourage their students to be engaged in SDL by providing sufficient resources and other kinds of help to their students. Although the process of reforming higher education in Cambodia was accompanied by an increasing interest in the promotion of student-centered learning, little information could be found regarding students’ perceptions of the level of university assistance in SDL. That is why it became necessary to analyze the perceptions of university students regarding university support of self-directed learning. A quantitative descriptive research method was applied to examine the level of SDL in 634 undergraduate students who study at the National University of Cheasim Kamchaymear and the University of Heng Samrin Thbongkhmum. For this purpose, a questionnaire was distributed to the respondents to fill out. To analyze the data collected, descriptive statistics were used. The study demonstrated that Cambodian university students had positive attitudes toward university assistance in SDL in such aspects as encouragement of self-learning, access to appropriate material, presence of learning guidelines, and availability of online sources. Yet, there was evidence of some gaps in university assistance in SDL in regard to a supportive learning environment, tutoring/mentoring, incentives to successful self-learning, and assessment of progress in SDL (the last one received the lowest rating). Overall, one can conclude that the universities of Cambodia managed to promote SDL via resources and motivational support, but more work remains to be done in the field of SDL monitoring and feedback.
Copyright (c) 2026 Pisith Chin, Sereyrath Em, Rany Sam, Mardy Serey https://creativecommons.org/licenses/by-nc/4.0
Assessing Awareness and Implementation of Educational Technology and ICT Tools in Teaching at Selected Engineering Institutes in Western Maharashtra
The rapid advancement of educational technology (EdTech) and information and communication technology (ICT) has significantly transformed teaching–learning practices in engineering institutes, driven by the increasing demand for flexible, student-centred, and technology-enabled education. Although a wide range of digital tools is available, engineering faculty differ considerably in their awareness, adoption, and effective pedagogical integration of these technologies. In this context, the present study examines faculty awareness and use of EdTech and ICT tools in engineering education through a taxonomy-based framework that categorizes varying levels of technological awareness and instructional application. The primary objective of the study is to assess how engineering educators perceive, access, and utilize digital tools for instructional delivery, assessment, collaboration, and student engagement. A descriptive and analytical research design was employed, and data were collected from engineering faculty using structured questionnaires and reflective inputs. The awareness taxonomy was applied to systematically analyse faculty engagement with ICT tools, ranging from basic familiarity to advanced pedagogical integration. The study also explores the use of commonly adopted digital platforms, including learning management systems, virtual classrooms, collaborative applications, and multimedia resources, along with instructional approaches such as blended learning and flipped learning. The findings indicate that while a majority of faculty members demonstrate moderate to high awareness of EdTech tools, their effective classroom implementation is often constrained by limited training opportunities, time constraints, infrastructural limitations, and resistance to pedagogical change. Nevertheless, educators who actively integrated technology-enabled strategies reported higher levels of student engagement, improved collaboration, and enhanced learning outcomes. The study concludes that structured professional development initiatives, strong institutional support, and a clearly defined awareness framework are essential for achieving meaningful and sustainable integration of EdTech and ICT in engineering education. The insights from this study can inform educators, administrators, and policymakers in strengthening technology-driven teaching practices.
Copyright (c) 2026 Sunanda Mahesh Shinde, Mahesh Balasaheb Shinde https://creativecommons.org/licenses/by-nc/4.0
Impact of Large Language Models on Personalized Learning, Assessment Automation, and Student Outcomes in Higher Learning Institution
This study investigated the multifaceted influence of Large Language Models (LLMs) on teaching and learning within a private higher education institution in Rwanda during the 2024–2025 academic year. A total of 658 students and 28 lecturers participated, providing a comprehensive perspective on both user experiences and professional concerns. Using a quantitative approach, the study employed Multivariate Analysis of Variance (MANOVA) to examine how the use of LLMs relates to students’ perceptions of personalized learning effectiveness, academic performance improvement, online engagement, satisfaction with assessment feedback, and motivation for lifelong learning. Findings from the student indicated that LLMs are widely perceived as beneficial across multiple dimensions of the learning process. Students reported that LLMs enhance personalized learning by providing adaptive guidance, improving academic performance through instant clarification and practice support, and increasing online engagement by offering interactive and accessible learning assistance. The results further showed that LLMs contribute to greater satisfaction with feedback mechanisms and stimulate motivation for continuous and self-directed learning. These statistically significant associations point to the strong potential of LLMs to enrich higher education outcomes. In contrast, the lecturers’ data revealed notable concerns related to data privacy, ethical use, and algorithmic bias. Lecturers expressed significant apprehension regarding students’ overreliance on LLMs, the risks associated with inaccurate or biased outputs, and the potential erosion of academic integrity. Their perceptions underscore the need for safeguards that ensure responsible and ethical use of AI in academic settings. Overall, the findings highlighted a dual reality: while LLMs hold transformative potential for improving learning experiences, their integration must be supported by robust institutional policies, targeted capacity-building initiatives, and ongoing research. Such measures are essential to promote equitable, ethical, and effective adoption of LLMs in higher education.
Copyright (c) 2026 Onesme Niyibizi https://creativecommons.org/licenses/by-nc/4.0
An In-Depth Analysis of Instructors’ Perceptions of Utilizing ChatGPT in Developing Courses and Learning Materials
This sequential explanatory research design study determined the instructors’ level of perceptions and efficiency in using ChatGPT as an educational tool for developing courses and learning materials. It also investigated the challenges and limitations that instructors have encountered while utilizing this tool. The study involved 138 respondents, and the five participants were from regular campuses of a state university in Central Luzon who had immersed themselves in the utilization of ChatGPT. The samples of the study signify that they were actively engaged in exploring and integrating AI tools, particularly ChatGPT, in teaching pedagogy. The instruments used in this study were researcher-made questionnaires. The quantitative tool involved indicators of the perceptions of instructors on the usefulness, ease of use, attitudes, impact, and efficiency of the tool in identifying learning, performance, and assessment outcomes. The qualitative instrument was about the difficulties, authenticity and reliability issues, ethical issues and concerns, technical limitations, and strategies to improve the ChatGPT-generated content. The results showed that ChatGPT is a beneficial educational tool; it is user-friendly, especially for seasoned faculty with different levels of technological expertise. However, it was also revealed that ChatGPT does not enhance the critical and analytical thinking of the instructors as they innovate diverse course learning materials. Furthermore, the findings showed that instructors must be responsible users and critically evaluate the generated outputs because they may be inaccurate, vague, or outdated. Its technical limitations affect coherence, complexity, and the context itself. The study recommends conducting training on AI integration in education as it can negatively impact the educational system, productivity, and economic stability.
Copyright (c) 2026 Mark Jameson E. Perez https://creativecommons.org/licenses/by-nc/4.0
Level of Preparedness of Teachers and Pupils in the Era of Technology: A Descriptive Survey
The purpose of the study was to investigate the level of preparedness of teachers and pupils in the era of technology: A descriptive survey research design. The population consisted of all the lower basic schools’ pupils and teachers in two Local Government Areas, Bayelsa State. Twenty-one (21) schools were randomly and purposively selected for the study. A sample size of 100 basic school teachers was drawn from 23 lower basic schools. A 28-item Questionnaire titled, ‘‘Level of Preparedness of Teachers and Pupils for the Era of Technology’’ was used as an instrument for data collection for the study. One research question (What is the level of preparedness of teachers and pupils in the present era of technology?) guided the study. A reliability index of 0.9 was obtained using Cronbach’s alpha computation. The data collected were analyzed using tables, mean, variance, and standard deviation. Findings revealed that technological gadgets that would set the stage rolling for action are not on the ground. Teachers are ready for the integration of technology in the teaching and learning process, but are handicapped due to financial incapacity to meet the needs for quality delivery. Also, most especially, pupils are not prepared for this move due to hunger and the economic incapacitation of their parents. This implied that Nigeria is yet to be ready for the movement of education for the 21st century. Recommendations made include that the government should be committed to addressing the economic state of the nation, boost funding of education, and review the curriculum to suit the requirements of skills and attitude for the 21st century.
Copyright (c) 2025 Blessing Chinyere Cleopas https://creativecommons.org/licenses/by-nc/4.0
University Lecturers’ Perceived Usefulness of Mobile Technology for Instruction in Kwara State, Nigeria
Even though mobile technologies are highly evolved, their advantages and capabilities have not been fully utilized in education, particularly in underdeveloped nations like Nigeria. Therefore, this study examined how university lecturers in Kwara State, Nigeria, perceived the use of mobile technology for teaching. The study used the quantitative method of descriptive research. Three Kwara State universities were purposefully chosen to provide the sample. Using a proportionate and stratified random sample procedure, 315 respondents were chosen. Data was gathered using a questionnaire modified by the researchers. Frequency counts, percentages, and means were used to address the study topics, while t-tests and ANOVA were employed to assess hypotheses at the 0.05 level of significance. The results indicated that university lecturers held favorable perceptions regarding the instructional usefulness of mobile technologies. Statistical analysis revealed no significant differences in lecturers’ perceived usefulness of mobile technology for instructional purposes (F(19, 295) = 0.68, p = 0.84). Additionally, lecturers’ perceptions did not differ significantly based on gender. No significant differences were also found in perceived usefulness with respect to educational qualifications (F(19, 295) = 1.56, p = 0.07) or area of specialization (F(19, 295) = 1.06, p = 0.39). The study concluded that university lecturers had a positive perception of the use of mobile technologies for instruction in Kwara State, Nigeria, and has great potential if it is adopted for instructional delivery. It was recommended that the university’s lecturers should be provided with mobile technologies and encouraged to utilize them for instruction, as it will lead to more active and innovative teaching methods.
Copyright (c) 2026 Ahmed Idris Issa, Joy Abosede Peter, Mukhtar Adeola Ibrahim, Muftau Kayode Salaudeen, Simon Ayoola Taiwo, Kehinde Murtala Nuhu, Falade Ayotunde Atanda https://creativecommons.org/licenses/by-nc/4.0
The Impacts of Artificial Intelligence on Higher Education: A Tanzanian Context
Artificial Intelligence (AI) is increasingly transforming higher education across the globe by reshaping teaching, learning, research, and institutional management. In developing countries such as Tanzania, the integration of AI into Higher Education Institutions (HEIs) presents both significant opportunities and complex challenges. Despite the presence of infrastructural and resource limitations, AI has the potential to revolutionize the educational landscape by improving access to quality learning materials, supporting data-driven decision-making, and enhancing administrative efficiency. This study explores the multifaceted impacts of AI on Tanzanian HEIs, with a specific focus on its current applications, benefits, challenges, and policy implications. The research draws upon recent empirical studies and secondary data to analyze how AI technologies such as intelligent tutoring systems, predictive analytics, and automated assessment tools contribute to personalized learning experiences and improved academic outcomes. Moreover, the study identifies the major barriers to AI adoption, including inadequate technological infrastructure, limited institutional capacity, insufficient AI-related policies, and persistent ethical concerns surrounding data privacy and algorithmic bias. Findings reveal that although AI adoption in Tanzanian HEIs is on the rise, the implementation remains fragmented and uneven across institutions. To fully harness AI’s transformative potential, the study recommends the development of comprehensive national AI policies, investments in digital infrastructure, and targeted capacity-building programs for educators and administrators. Additionally, the research emphasizes the need for ethical frameworks that promote fairness, inclusivity, and transparency in AI utilization. Overall, this paper underscores the necessity of a strategic and policy-driven approach to ensure that AI contributes effectively and equitably to the advancement of higher education in Tanzania.
Copyright (c) 2026 Peter Mduwile, Dulumoni Goswami, Didymus Ibrahim, Janeth Lufunga, Niharika Baruah https://creativecommons.org/licenses/by-nc/4.0
Transforming Language Learning: How Web-Based Storytelling Enhances Motivation, Creativity, and Language Proficiency
Digital storytelling thus emerges as a meaningful learner-centred approach that enhances both academic achievement and holistic learning. It equips students with creativity, collaboration, critical thinking, and digital fluency to prepare them for a lifelong learning experience in an increasingly digital world. Digital platforms are strengthening narrative, a powerful literacy tool, extending its reach beyond traditional literature and promoting multidisciplinary learning experiences. This study looked at the pedagogical impact of online storytelling in English-medium schools, focusing on motivation, creativity, and language skills of students. A quasi-experimental mixed method was used in Bangalore, India, with 200 students from four ICSE schools. An experimental group (n = 100) took part in a six-week project of digital storytelling using multimedia tools, while a control group (n = 100) took part in a traditional text-based learning programme. Quantitative data were collected through pre- and post-tests to assess reading, writing, listening, and language skills, as well as a standardised motivation questionnaire. Qualitative insights were derived from semi-structured interviews, teacher observations, and student reflection sheets. The findings showed that the experimental group demonstrated statistically significant improvements in language skills (p<.05), with particularly significant increases in writing and language proficiency. Motivation scores also showed a higher level of engagement, perseverance, and intrinsic motivation in students who used digital storytelling. Additional qualitative data have confirmed that digital storytelling promotes creativity, collaboration, and autonomy of learners, while offering authentic opportunities for interaction with audiences and self-expression. Digital narratives develop 21st-century skills such as digital fluency, creativity, and critical thinking.
Copyright (c) 2025 Abhipriya Roy https://creativecommons.org/licenses/by-nc/4.0
Enhancing ICT Facilities in Secondary Mathematics Education: A Literature Review
This systematic review synthesizes findings from 43 past studies to examine the challenges and effectiveness of integrating Information and Communication Technology facilities into secondary school mathematics instruction. The primary objective was to analyze ICT’s potential to enhance the teaching and learning of mathematical concepts. Studies were selected based on publication date, relevance to secondary school mathematics, and focus on both the benefits and challenges of ICT integration. The review revealed significant benefits of ICT, including increased student motivation and improved communication. However, it also underscored that the effectiveness of ICT integration is highly dependent on implementation and support within the teaching environment. A detailed analysis of the selected literature highlighted common themes and barriers teachers face when incorporating ICT. Results indicated that while ICT tools enhance mathematical learning, successful integration linkages on factors such as teacher training, adequate infrastructure, and the ability to adapt ICT to the existing curriculum. Furthermore, the review identified a notable gap in research concerning the challenges teachers face. This suggests a critical need for future studies to investigate deeper into these obstacles. This analysis stresses the imperative for more research into the barriers to effective ICT implementation in secondary school mathematics education. Despite the documented advantages of ICT in teaching, there is a clear gap in understanding the challenges teachers encounter. Future research should not only focus on the benefits of ICT but also on strategies to overcome these obstacles, ultimately ensuring successful ICT integration to enhance teaching outcomes and student engagement in mathematics education.
Copyright (c) 2025 Onesme Niyibizi https://creativecommons.org/licenses/by-nc/4.0
The Importance of Academic Research Methodology for Architecture Students in Morocco
Since the paramount significance of doing scientific research in any domain is undeniable, even if the majority of students realise it until the late stages of their educational journey, this study identifies the importance of research methodology courses for architecture students in the Moroccan architecture national schools (Ecole Nationale d’Architecture). Based on an English teaching course at the national school of architecture of Tetouan in Morocco, fifth-year/semester 9 students had a course on research methodology in relation to their domain of architecture. An online structured questionnaire was shared with architecture students in the city of Tétouan in Morocco, based on their willingness and availability from September 2024 to January 2025; 30 out of 45 students responded to the online questionnaire. The results showed that research methodology is an important aspect for architecture students’ academic and professional careers. The implications of this study show that it is of paramount significance to include a course on research methodology in the ENAs of Morocco in order to urge architecture students to be productive in terms of academic research so as to boost their academic and professional profiles alike. In order to keep the spirit of sharing knowledge and expanding one’s knowledge and understanding about the different aspects of the research methodology, some recommendations are necessary to take into account, so as to facilitate the task for future research researchers in the academic research domain. An open discussion about the inclusion of academic research in scientific majors in the early years is needed to improve our understanding of why the majority of students neglect this vital aspect in their academic and professional careers.
Copyright (c) 2025 Taoufik Alaoui Hichami, Rachid Bendraou https://creativecommons.org/licenses/by-nc/4.0
Technology-Assisted Attendance Monitoring: A Case Study on QR Code System Usability and Performance
The increasing integration of digital technologies into academic administration has significantly improved operational efficiency, particularly in attendance monitoring. Traditional methods, such as manual sign-ins and biometric scanners, often have limitations, including time inefficiency, susceptibility to human error, and administrative burden. To address these issues, this study evaluated the usability and performance of the BISU-Bilar QR Code Generator and Contact Tracing System, which was repurposed for monitoring student attendance at Bohol Island State University–Bilar Campus. A mixed-methods research design was employed, combining quantitative data from structured surveys and qualitative insights from open-ended responses. The evaluation was guided by the ISO 25010 standard, focusing on key usability dimensions such as functional suitability, efficiency, reliability, and user satisfaction. Results from 106 respondents indicate that the system is generally functional, easy to learn, and effective in facilitating task completion. The highest-rated usability aspect was device compatibility, while system stability and security received the lowest scores, suggesting areas for technical improvement. Statistical analyses, including Principal Component Analysis (PCA) and Ordinary Least Squares (OLS) regression, revealed that system functionality and device compatibility significantly influence perceived efficiency. In contrast, system crashes and data security concerns negatively impact user experience. Visualized through a word cloud, qualitative feedback highlighted recurring themes such as the demand for real-time notifications, enhanced user interface design, and improved technical support. The study concludes that while the QR code-based system offers a practical and scalable solution for attendance tracking, targeted enhancements in system stability, cross-platform performance, and data protection are necessary to ensure reliability, boost user confidence, and promote long-term adoption within educational institutions.
Copyright (c) 2025 Max Angelo Dapitilla Perin https://creativecommons.org/licenses/by-nc/4.0
Augmented Reality in Higher Education: A Bibliometric Analysis of Research Trends and Evolution from 1997 to 2024
Augmented reality (AR) is a technology that superimposes digital content onto the physical world, blending virtual components like images, videos, and 3D models with real environments. In the realm of higher education, AR-based learning presents significant benefits. This research seeks to examine and illustrate studies on AR in the context of higher education. Data were obtained from the Scopus database, focusing on AR-related publications, which were analyzed and visualized using Biblioshiny. The article selection process in bibliometric analysis followed the PRISMA diagram. The analysis examined various bibliographic factors, including countries, institutions, journals, authors, publications, and frequently co-occurring keywords. A total of 832 articles meeting the inclusion criteria were analyzed, covering the period from 1997 to 2024. Research in this field has expanded significantly, with a notable rise in publications since 2015. The article by Akçayir M, published by Elsevier in the Educational Research Review journal in 2017, has the highest total citations, with 1309 citations. The United States and China emerged as the leading contributors to this area of study. The university with the most publications is led by the University of Bologna in Italy. Key research themes in AR for higher education include education, computer science, and technology. This article also highlights emerging research trends and the evolution of AR concepts in the educational domain, with a particular focus on higher education.
Copyright (c) 2025 Sindy Kania Sulastri (Author) https://creativecommons.org/licenses/by-nc/4.0
Mapping Research on Differentiated Instruction: A Bibliometric Review of the Literature in the Last 20 Years
Differentiated Instruction (DI) has emerged as a vital pedagogical approach over the past two decades, focusing on adapting teaching methods to meet student’s individual needs in heterogeneous classrooms. Introduced by Carol Ann Tomlinson, differentiated instruction enhances learning outcomes, motivation, and active student participation, particularly in classrooms with diverse abilities and needs. Research on differentiated instruction has shown significant growth, both in the number of publications and in the topics explored, such as its application in various subjects, the use of technology, and its impact on different student groups. The United States and Europe are the primary contributors to this research, with leading journals serving as key publication platforms. Future research could benefit from increased collaboration between institutions in these regions and those in the United States and Europe, which could promote the exchange of culturally relevant practices and broaden the application of DI. However, implementing differentiated instruction continues to face challenges, including limited resources, time constraints, and inadequate teacher training. Bibliometric analyses map the development of differentiated instruction research over the past two decades, identifying trends, collaboration networks, and key themes in the literature. This review aims to guide future research and insights for educators, researchers, and policymakers regarding the evolution and implementation of differentiated instruction in education.
Copyright (c) 2025 Masturdin Masturdin (Author) https://creativecommons.org/licenses/by-nc/4.0
Research on STEM Education: A Bibliometric Review of Literature Over the Past 20 Years
In recent years, Science, Technology, Engineering, and Mathematics (STEM) education has emerged as a major focus in countries worldwide. This study employs bibliometric analysis to assess the scientific output on STEM education indexed in the Scopus database between 2004 and 2024. Bibliometric software was used to visualize the data. This software provides a range of analytical functions, enabling the examination of various bibliometric indicators, such as publication counts, citation frequencies, authorship networks, and keyword co-occurrence networks. A total of 3,769 publications were retrieved for analysis. The findings highlight a significant surge in scientific output over the past four years, accounting for 71% of the total publications. International Journal of STEM Education emerging as the leading journal. The USA leads with 4,086 publications, followed by China and Turkey with 671 and 327, respectively. The most productive authors are affiliated with the top 10 universities and research institutions. Three keywords that frequently appear are technology, student, and education. The research spans both foundational and interdisciplinary topics, addressing STEM education across various levels, including primary and secondary schools, undergraduate studies, and computational education. The findings from such analysis can also inform the development of educational and research policies, supporting strategic decisions in advancing STEM education and research initiatives.
Copyright (c) 2025 Tiurma Juniar P. Nababan (Author) https://creativecommons.org/licenses/by-nc/4.0
Bibliometric Analysis of Learning Styles Research in Higher Education: Trends and Insights from 1973 to 2024
Identifying students’ learning styles is essential for enhancing the quality of education. This study aims to comprehensively understand the publication trends and conceptual, intellectual, and social structures within the topic of learning styles in higher education. The literature data was sourced from the Scopus database, covering the period from 1973 to 2024, and analyzed using bibliometric methods. This process began with an initial identification of 3,779 articles, which were then filtered according to specific criteria, resulting in 2,190 selected articles for in-depth analysis. The findings of this study reveal critical themes within the topic of learning styles and provide statistical insights through tables, graphs, and maps. This research also examines keywords and citations based on scientific publications. The results indicate that learning styles are closely linked with learning outcomes, learning objects, and students’ psychological aspects. A notable increase in publications began around 2001, reaching a peak in 2022 with 131 articles. Analysis reveals the three authors with the greatest publication output in this domain are Brown T., Van Petegem P., and Vermunt JD. The analysis identifies BMC Medical Education as the leading journal publishing research on learning styles in higher education, followed by Medical Teacher and Nurse Education Today. Based on bibliometric analysis, the most cited article was authored by Kolb A.Y. in 2005. The countries with the greatest publication output are the United States and the United Kingdom. The relevant keywords include “human,” “learning,” “female,” “article,” “male,” “humans,” “learning styles,” “teaching,” “adult,” and “education.” This information is expected to help researchers further develop, explore, and uncover additional dimensions, themes, ideas, and research trends related to the topic of learning styles in higher education.
Copyright (c) 2025 Dinnah Raihanah (Author) https://creativecommons.org/licenses/by-nc/4.0
Tracing Virtual Reality Research: A 2009–2024 Bibliometric Analysis
This study provides a comprehensive bibliometric analysis of virtual reality (VR) research in education from 2009 to 2024, with data sourced from the Scopus database. Out of 1,749 initial publications, a refined selection of 735 articles was analyzed using Bibliometrix software. Results reveal significant growth in VR research, particularly in K-12 and higher education, with peak citations observed in 2014. The United States and China emerged as leading contributors, producing the most impactful studies. Central research themes focus on VR’s role in enhancing instructional design through games, simulations, and immersive environments. The analysis identifies influential authors and institutions, with Hwang G.J. as the top author and National Taiwan Normal University leading in institutional contributions. The most cited articles highlight VR’s efficacy in improving student engagement, comprehension of abstract concepts, and overall learning outcomes. A notable finding is the application of VR in collaborative and experiential learning, as well as its potential to address educational needs for diverse learners, including those with disabilities. Key bibliometric indicators underscore a 20.68% annual growth rate in publications, with interdisciplinary collaboration playing a pivotal role. Visualization through citation and co-citation networks elucidates the intellectual structure of VR research, highlighting prominent studies and emerging trends. Keywords like “virtual reality,” “e-learning,” and “students” dominate, reflecting a focus on technology-driven educational methods. This research provides valuable insights into the evolving landscape of VR in education, emphasizing its transformative potential. It informs educators, policymakers, and researchers on the trends, challenges, and opportunities for integrating VR technologies into educational practices to enhance learning experiences and outcomes.
Copyright (c) 2025 Desi Handayani (Author) https://creativecommons.org/licenses/by-nc/4.0