International Journal of Changes in Education
The International Journal of Changes in Education (IJCE) is a peer-reviewed open access journal dedicated to advancing research particularly on pedagogical change and student-centered innovation. The journal provides a platform for scholars, educators, and policymakers to share insights on how teaching practices, learning environments, and institutional strategies evolve to meet the needs of diverse learners in the 21st century. By highlighting pedagogical change and student-centered innovation, IJCE captures the dynamic changes reshaping education and fosters dialogue on how these transformations can contribute to more equitable, engaging, and future-ready learning environments. The journal is a Gold Open Access journal, online readers don't have to pay any fee. The journal is currently free to the authors, and all Article Processing Charges (APCs) are waived until 31 December 2025.
Engaging Student Teachers in Reflective Practice Through Photovoice
This study explores the use of photovoice as a reflective practice tool for early childhood student teachers in a teacher preparation program. Reflective practice is crucial for professional growth, yet traditional journaling often feels disconnected from real-world experiences for student teachers. Photovoice, which encourages participants to capture and reflect on meaningful classroom moments through photography, offers an engaging alternative. This research investigates the aspects of student teaching that candidates find reflective, how their images express satisfaction and dissatisfaction, and how group discussions develop shared understanding. Using a constructivist framework, seven student teachers participated in a semester-long photovoice project. Data were collected through over 350 images, descriptions, and four group discussions. Findings reveal four key reflective themes: instructional resources, student engagement, classroom environment, and relationships. While photovoice enhanced critical reflection and community building, participants were hesitant to openly discuss negative experiences, reflecting challenges in developing self-assessment. The study concludes that photovoice holds significant promise for enriching reflective practice in teacher education by integrating visual analysis and group dialogue and recommends its inclusion in teacher preparation curricula as a strategy for fostering critical reflection and community building. Received: 25 February 2025 | Revised: 3 June 2025 | Accepted: 12 September 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Amy Kelly: Conceptualization, Methodology, Investigation, Formal analysis, Writing – original draft, Writing – review & editing, Supervision, Project administration.
Copyright (c) 2025 Author https://creativecommons.org/licenses/by/4.0/
Generative AI as a Personal Tutor for English Language Learning: A Review of Benefits and Concerns
This review article aims to discuss the role of generative artificial intelligence (AI) as a personal tutor, particularly for learning English. Drawing on secondary sources, the article examines the potential of AI tools like Chat Generative Pre-Trained Transformer (ChatGPT) to function as personal tutors in English language learning. To achieve its aim, the article explores various functions of generative AI as a personal tutor. It then outlines key benefits of AI as a personal tutor in the context of English language teaching before briefly discussing three case studies of AI tools, such as ChatGPT, Gemini, and Khanmigo, which can be used as a personal tutor for language learning. The article then turns the discussion into several concerns associated with the use of generative AI as a personal tutor. Key concerns were related to academic dishonesty; false information; biased assessment; a lack of quality feedback and interaction; accessibility issues; psychological and social concerns; challenges concerning identity, diversity, and culture; teachers' and students' lack of preparedness; and AI overuse and overreliance. The article concludes with recommendations for policy, practice, and research. Specifically, it is suggested that teachers and students should experiment with AI tools and make use of AI technology to their advantage. Received: 30 June 2024 | Revised: 14 March 2025 | Accepted: 6 May 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Samarnh Pang: Conceptualization, Investigation, Formal analysis, Writing - original draft, Writing - review & editing. Engheang Nol: Conceptualization, Investigation, Formal analysis, Writing - original draft, Writing - review & editing. Kimkong Heng: Conceptualization, Formal analysis, Writing - original draft, Writing - review & editing.
Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
Profiling Differences in Burnout Among Senior High School Teachers in Ghana Based on Their Demographic Characteristics
Globally, the issue of burnout persists among educators, giving rise to feelings of anxiety and depression. The implications of burnout on teachers' health are significant, posing a risk to both their physical and mental well-being. This study examined burnout among Senior High School (SHS) teachers in Ghana, with a specific focus on investigating the potential influence of gender, educational qualification, and teaching experience on burnout levels. The study adopted a descriptive cross-sectional survey design, employing the census method to involve all 520 teachers from the chosen public Senior High Schools in the Cape Coast Metropolis. The data collection instrument used in this study was an adapted version of the Maslach Burnout Inventory-Educators’ Survey. Inferential statistics, specifically, Multivariate Analysis of Variance (MANOVA), was used to analyse the research hypotheses. The study revealed that there were significant differences in burnout among teachers based on their gender, educational qualification, and teaching experience. In light of our findings, we recommend that Senior High Schools prioritise the enhancement of their counseling services. Specifically, we suggest organising gender-specific seminars and workshops to empower both male and female teachers. These initiatives should focus on promoting coping strategies that are attuned to gender-related nuances and reinforcing their individual masculine and feminine identities. Received: 27 September 2023 | Revised: 16 November 2023 | Accepted: 22 November 2023 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that supports the findings of this study are available from the corresponding author on reasonable request.
Copyright (c) 2023 Authors https://creativecommons.org/licenses/by/4.0
Exploring the Relationship Between Technology Skills and Research Perception Among Postgraduate Students in Indian Higher Education
This study examines the relationship between postgraduate students' technology skills and their perceptions of research, utilizing two psychometrically validated tools: the Technology Skills Assessment Tool (TSAT) and the Research Perception Scale (RPS). The research was conducted among 117 Master of Arts MA and M.Ed. students across government and private higher education institutions in India. The study employed a purely quantitative design using random sampling. Results from reliability analysis and exploratory factor analysis confirmed the internal consistency and construct validity of both instruments. Descriptive statistics indicated a moderate to high level of technology proficiency and positive research perception among students. Pearson's correlation revealed significant associations between key technology domains (e.g., digital literacy, data analysis) and research confidence, motivation, and aspirations. Multiple regression analysis further established that digital skills significantly predicted students' perceptions across different dimensions of research engagement. Additionally, no significant differences were observed across gender, program, or institution type. These findings highlight the relevance of embedding digital skill development into postgraduate curricula to strengthen research competence. The study concludes with implications for curriculum planners, teacher educators, and researchers, recommending the adoption of digitally enriched, practice-oriented research training in higher education. Received: 8 July 2025 | Revised: 27 August 2025 | Accepted: 10 October 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Adit Gupta: Conceptualization, Methodology, Software, Validation, Formal analysis, Writing - original draft, Writing - review & editing. Bindu Dua: Conceptualization, Methodology, Investigation, Resources, Data curation, Writing - review & editing, Supervision, Project administration.
Use of Working Time in the Teaching Profession in Spain: The Cases of Galicia and the Basque Country
Within the framework of studies on teacher professionalization, this study aims to analyze and compare the degree of professional dedication among non-university teachers in two autonomous communities of Spain: Galicia and the Basque Country. Data were collected through a questionnaire—previously validated by external experts—comprising 18 items grouped into four domains (1–5 school-teacher domain, 6–10 technical-political domain, 11–14 teacher training domain, and 15–18 scientific-academic domain). A total of 1,318 non-university teachers responded to the survey (742 from Galicia and 576 from the Basque Country). Inferential analyses were conducted using the nonparametric Mann–Whitney U test for independent samples, and various Chi-Square Automatic Interaction Detector (CHAID) classification trees were generated to identify patterns in teachers' work dedication. The results reveal highly similar work dedication patterns in both regions, with only minor differences observed in the scientific-academic domain. Overall, the findings suggest a fragmented structure of the educational field with a hierarchical distribution of tasks, although a widespread, emerging involvement of teachers in nontraditional activities—beyond the school and classroom settings—is also evident. Among other conclusions, the study emphasizes the benefits of teachers expanding their roles outside of school. Received: 19 June 2025 | Revised: 13 August 2025 | Accepted: 29 August 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data supporting this work will be available in the “e-ciencialDatosrepository” (https://edatos.consorciomadrono. es/dataverse/UAM) after an embargo from the date of publication until the end of the project (September 2025). Author Contribution Statement Roberto Sánchez-Cabrero: Methodology, Software, Validation, Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration. Francisco Javier Pericacho-Gómez: Validation, Formal analysis, Investigation, Resources, Writing – original draft, Writing – review & editing, Visualization, Supervision. Raquel Moraleda-Esteban: Conceptualization, Methodology, Software, Formal analysis, Investigation, Writing – original draft, Writing – review & editing. Héctor Monarca: Conceptualization, Validation, Investigation, Resources, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration, Funding acquisition.
Solar Energy and Inquiry-Based Learning: A Pathway to Scientific Competencies in Secondary Education
The fundamentals of experimental science didactics have proven that compulsory education students need to develop skills such as critical thinking. Guided inquiry is a practical methodology for developing various science skills. Moreover, current legislation establishes a series of specific competencies that students must develop. This work presents research carried out with students aged 13–14 years. A project, based on the problem-based learning methodology, on a real-world topic close to the students was implemented to assess the development of critical thinking and specific competencies outlined in legislation. For this purpose, a teaching-learning sequence was developed, and the students’ outputs were collected through questionnaires and teacher observation sheets. The results show that students can answer each of the problems encountered during the project, posing researchable questions and finding solutions through experimentation. Each of the sessions has demonstrated clear progress in several key areas such as the development of some of the required competencies and overall scientific skills, thereby facilitating overall development. Received: 11 May 2025 | Revised: 27 August 2025| Accepted: 21 October 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Jorge Pozuelo-Muñoz: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration. Esther Cascarosa Salillas: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Data Curation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration. Elena Calvo Zueco: Conceptualization, Software, Validation, Formal analysis, Investigation, Resources, Visualization, Supervision, Project administration. Ester Sánchez Sánchez: Conceptualization, Software, Validation, Formal analysis, Investigation, Resources, Visualization, Supervision, Project administration.
Distance Learning and Multilingual Education: A Case Study of Challenges and Pedagogical Perspectives in the Greek Border Region
In increasingly multicultural and multilingual societies, foreign language learning has become essential not only for communication but also for social cohesion and professional advancement. Distance education has emerged as a flexible and accessible solution, particularly for adults seeking to enhance their linguistic and intercultural competencies. This study explores the views of foreign language teachers regarding the role of distance education in promoting multilingualism, with a specific focus on culturally diverse border regions. Conducted in the Regional Unit of Evros, Greece, the research adopts a qualitative methodology based on semi-structured interviews with five language educators working in public and private education. Findings reveal that teachers recognize the potential of digital tools such as Massive Open Online Courses, machine translation applications (e.g., Google Translate, DeepL), and adaptive learning platforms to support multilingual learning, particularly when used as supplementary resources. However, concerns were raised about the lack of personalized feedback, limited interactivity, and the absence of culturally contextualized content on existing platforms. Teachers emphasized the importance of digital literacy, pedagogical training, and culturally inclusive design to ensure effective implementation. The study highlights the need for targeted support for educators in border regions and calls for more locally adapted digital resources that reflect linguistic diversity. These findings offer insights for policymakers and educational technology developers aiming to improve the quality and reach of multilingual education in remote or underserved areas. Received: 31 May 2025 | Revised: 11 July 2025 | Accepted: 4 September 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Ariadni Mandala: Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review & editing, Visualization. Alexandros Gazis: Software, Validation, Formal analysis, Investigation, Resources, Writing – original draft, Writing –review & editing, Visualization. Theodoros Vavouras: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Supervision, Project administration.
Tuning into Learning: Student Narratives from an Augmented Podcasts Intervention
This study explores learner experiences with augmented podcasts (APs), an innovative multimodal learning format that uses two formats in this case: MP3 file + PDF file of the screenshots used in the lecture. Situated within a larger mixed method study, this qualitative analysis is an extension of the earlier quantitative findings that evaluated effectiveness of APs through test scores. The present study delves into the uncaptured nuances of learner engagement—examining how students interact with, experience, and make meaning from this novel format. Using purposive sampling from Tier 2 and Tier 3 Indian cities, the study makes use of interviews conducted with 20 students to identify perceived facilitators and barriers to AP use. Findings of this study reveal that this experience of learning using APs which encourage learner autonomy, fostered enhanced cognitive engagement, multisensory integration, and deeper involvement. It was noted that students valued the format's integrated cues and layered delivery, which encouraged focused learning and sustained attention. However, issues with pacing, language accessibility, and digital fatigue were mentioned by some students. This study adds to the growing discourse about inclusive, scalable, and learner-informed digital innovations in education by elevating the voices of students while confirming the pedagogical value of APs. Received: 12 May 2025 | Revised: 23 June 2025 | Accepted: 24 July 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Ajita Deshmukh: Conceptualization, Methodology, Validation, Formal analysis, Data curation, Writing - original draft, Writing - review & editing. Dhairya Pandya:Methodology, Formal analysis, Investigation, Data curation, Writing - original draft, Visualization, Project administration. Sameer Sahasrabudhe: Conceptualization, Writing - review & editing, Supervision, Project administration, Funding acquisition.
Recent Advances in the Greek Special Education System: A Critical Review
Over the past decade, Greece has implemented significant reforms in its special education system, driven by a national commitment to promote inclusive education and ensure equitable access for students with disabilities and special educational needs. This critical literature review explores the key developments shaping this transformation, including recent legislative initiatives, evolving policy frameworks, and the practical deployment of support services within mainstream educational settings. The review synthesizes findings from current academic research, government reports, and educational policy documents to evaluate the effectiveness of these reforms. While notable progress has been made—particularly in the areas of parallel support, early intervention, and teacher training, ongoing challenges persist. These include uneven resource distribution, infrastructural limitations, and societal attitudes that continue to hinder full inclusion. The review concludes by emphasizing the need for sustained investment, better implementation strategies, and expanded research to inform future policy. It offers insights that are valuable for educators, policymakers, and stakeholders committed to advancing inclusive education in Greece. Received: 8 May 2025 | Revised: 30 June 2025 | Accepted: 16 September 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Natalia Kougia: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Supervision, Project administration. Lambrini Seremeti: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Supervision, Project administration. Ioannis Kougias: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Writing – original draft, Writing – review & editing, Supervision, Project administration.
How to Make Lesson Study Work in a One-Year University-Level Initial Teacher Education: Conditional Input Factors, Challenges, and Suggestions
Lesson Study (LS) is a methodology that enables student teachers (STs) to gain insights into their pupils' learning processes during their practicum, thereby improving their instructional practices and supporting their professional learning throughout teacher education. However, "time" has emerged as a critical factor for the successful implementation of LS, particularly within the context of a one-year university-based initial teacher education program. To address this challenge, an integrated LS model was designed and implemented within the curriculum, specifically in relation to a thesis component and the practicum experience. This model was evaluated with a focus on professional learning, with the aim of fine-tuning the conditional input factors necessary for its effectiveness. The conceptual framework of Kager guided this evaluation, identifying input factors across three levels: compositional (team level), structural (LS process level), and contextual (organizational level). STs were consulted through questionnaires, individual interviews, and focus group discussions to explore which factors at these three levels either enhanced or hindered their professional learning. In addition, a document analysis of the thesis projects was conducted to triangulate the findings. The results indicate that the three levels interact and mutually influence each other. At the compositional level, interpersonal dynamics—such as trust, dysfunctional collaboration skills, and open communication—as well as limited teaching experience, prior knowledge, and group composition, were found to impede professional learning. At the structural level, STs reported time pressure due to the duration of the entire LS cycle, and some LS groups failed to make sufficient use of the provided tools and support, suggesting a limited understanding of LS. At the contextual level, misalignments in support systems created difficulties for STs in navigating and planning the LS process. This study sheds light on the complex interplay between team composition, contextual support, and structural guidance in the implementation of LS within a one-year university teacher education program. It further provides practical recommendations for improving the integration of LS into the curriculum in order to enhance STs' professional learning and overall engagement with the LS process. Received: 21 April 2025 | Revised: 25 June 2025 | Accepted: 10 October 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study, as well as the measurement instruments used, are openly available in Figshare at https://doi.org/10.6084/m9.figshare.30149167 Author Contribution Statement Iris Willems: Conceptualization, Methodology, Formal analysis, Investigation, Writing - original draft, Writing - review & editing, Visualization, Project administration. Wouter Schelfhout: Writing - review & editing. Elke Struyf: Writing - review & editing, Supervision.
The Professional Development of Gifted Students in Mathematics: A Follow-Up Study of the Winners of Mathematics Competitions
Mathematics competition winners are key subjects in research on mathematically gifted education. This study examined thecareer trajectories, academic achievements, and personal traits of 116 high school mathematics competition winners (graduating from 2008 to 2015) through the longitudinal questionnaire analysis. The key findings are as follows: (1) career clustering in STEM fields (technology, academia, finance) and advanced degree pursuits (81 participants); (2) high academic productivity, with 43 participants publishing as first authors and 13 holding patents; (3) income polarization (22.4% earning >¥40,000 vs. 12.1% earning <¥5,000 monthly); (4) elevated perfectionism (95.6%) and creativity (96.6%) in self-assessments; and (5) perceived benefits of competition experiences, including enhanced learning skills (87.9%) and academic growth (76.7%). The results highlight the strong correlation between mathematical talent and STEM-oriented careers, exceptional scholarly output, and the enduring impact of personal traits (e.g., perfectionism) and environmental factors on professional success. This work offers empirical insights into cultivating mathematically gifted individuals and assessing the long-term effectiveness of competition-based education. Received: 16 April 2025 | Revised: 6 June 2025 | Accepted: 15 August 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Due to the involvement of participants' private data in this study, data sharing is not applicable to this article. Author Contribution Statement Peijie Jiang: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review & editing, Project administration, Funding acquisition. Wenqian Lin: Conceptualization, Methodology, Formal analysis, Investigation, Writing – original draft, Writing – review & editing, Visualization.
Seeing the Invisible: Reflective Inquiry into Universal Design for Learning and Learner Diversity
In Japan's increasingly diverse higher education landscape, universal design for learning (UDL) has emerged as a promising framework for promoting inclusive learning environments. While existing applications of UDL tend to focus on structural strategies, this small-scale inquiry examines how an instructor's reflective practice plays a central role in realizing UDL's full potential. Grounded in Schön's model of reflective practice and informed by Brookfield's framework of critically reflective teaching, this research investigates how the instructor's perceptions of learner diversity evolved over a semester-long universal design course attended by 11 second-year students at a Japanese college. Data sources included students' learning logs and survey responses regarding barriers to learning and course evaluations. The analysis revealed various invisible barriers that students experienced, such as anxiety about communication, discomfort with group activities, and sensitivity to environmental factors. Concurrently, students showed diverse and less visible forms of engagement that occurred outside of classroom settings. Through critical self-examination, the instructor developed a deeper awareness of individual learning differences and began to challenge earlier assumptions that relied on observable behaviors as the primary indicator of student engagement. This metacognitive shift prompted changes in instructional decisions and teaching philosophy, illustrating how engagement with the UDL framework can stimulate critical awareness and evolving instructional perspectives. The study suggests that reflective practice may play an important role in helping instructors to fully engage with UDL and respond effectively to learner diversity. It also contributes to faculty development discourse by highlighting the potential of UDL to foster instructor transformation through reflective engagement toward more inclusive teaching. Received: 14 April 2025 | Revised: 25 June 2025 | Accepted: 19 August 2025 Conflicts of Interest The author declares that he has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Atsunori Fujii: Conceptualization, Methodology, Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Funding acquisition.
From Agile Principles to Agile Classrooms: A Structured Curriculum for Educator Upskilling
This research proposes a curriculum designed to promote the application of agile methodologies in classrooms. It identifies the key skills secondary school teachers need and categorizes them into three main areas: understanding the foundational concepts of agile methodologies, developing essential soft skills such as communication and teamwork, and enhancing digital proficiency. Guided by Gagné's instructional design model, these competencies were systematically integrated into a well-structured curriculum with clearly defined modules and units. By focusing on these three areas – agile methodologies, transversal skills, and digital competences – the curriculum aims to help teachers embrace and apply agile principles in practical, meaningful ways. It supports teachers in actively integrating agile practices into their classrooms and equips them with tools to create dynamic, collaborative learning environments where students can develop important 21st-century skills, such as adaptability and problem-solving. By empowering teachers with these skills, the curriculum establishes a pathway to transform education, making it more responsive, student-centered, and prepared for the future. It bridges the gap between traditional teaching methods and the agile practices required in today's rapidly evolving world, ensuring a smoother transition toward innovative and effective educational practices. Received: 1 April 2025 | Revised: 25 June 2025 | Accepted: 24 July 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Panos Fitsilis: Conceptualization, Verification, Writing - original draft, Writing - review & editing, Supervision, Funding acquisition. Evangeli Boti: Validation, Resources, Writing - original draft, Writing - review & editing. Vyron Damasiotis: Methodology, Validation, Writing - original draft, Writing - review & editing, Visualization, Project Administration.
Students' Perceptions of AI-Powered Feedback in English Writing: Benefits and Challenges in Higher Education
Collaboration between humans and artificial intelligence (AI) has the power to transform education, but research has yet to fully address how students engage cognitively with AI-powered feedback. Although studies suggest that AI can improve writing, few explore how students perceive and interact with AI tools. To fill this gap, the present study investigated Chinese university students' perceptions and experiences of using AI-powered English writing feedback tools: automated writing evaluation, generative AI, and corpora. Two hundred and ten student reflective journals were subjected to qualitative thematic analysis using NVivo software, along with analysis of classroom observations and students' writing. The students evaluated AI-powered feedback tools in three dimensions: content quality, delivery method, and overall effectiveness. They felt that these tools provided better grammar correction, instant feedback delivery, and an enhanced user experience, but challenges included vague explanations, limited emotional connection, and risks of overreliance. Based on these insights, this study introduces the Student-Teacher-AI Collaboration Model for feedback writing, which is designed to enhance collaboration between students, teachers, and AI in foreign language education. The findings have practical implications for the integration of AI tools into writing instruction and will inform policymaking in the rapidly evolving educational field. Received: 6 March 2025 | Revised: 6 May 2025 | Accepted: 30 May 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Qianshan Chen: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Project administration, Funding acquisition.
Navigating Cultural Differences in Education: Chinese Students' Perspectives on Classroom Dynamics and Mental Health in Traditional and International Settings
This study examines the educational experiences of Chinese students amid China's sociocultural evolution from Gemeinschaft (community with informal education, simple technology, rural residence) toward Gesellschaft (society with formal education, complex technology, urban residence, economic prosperity). Through qualitative interviews with 10 high school students (aged 15–16) in Wuxi, China, we investigated differences in teachers' interpretations of help, student–teacher dynamics, and mental health support across these educational settings. Findings reveal that teachers' cultural backgrounds more strongly influenced their perspectives on help than did institutional environments. Traditional schools maintained teacher-centered hierarchical structures reflecting collectivistic values, while international settings fostered student autonomy and more egalitarian teacher–student relationships aligned with individualistic principles. Though mental health awareness was similar across settings, international school teachers demonstrated greater concern for students' overall well-being. Students in international programs initially experienced unique transition stresses but ultimately reported feeling more relaxed than their peers in traditional schools. These findings highlight the complex interplay between educational systems and cultural values in China's evolving society while underscoring the need for enhanced mental health resources in Chinese schools. Received: 16 February 2025 | Revised: 28 April 2025 | Accepted: 2 July 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement In accordance with the stipulations of the UCLA IRB and to protect the identity of the ten participants who provided the qualitative data reported in this paper, the data are available only to the research team. Author Contribution Statement Ruochen Yang: Conceptualization, Methodology, Formal analysis, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization, Project administration.
A Longitudinal Analysis of Early School Leaving in a Tourism-Oriented Rural Island: The Case of Crete
Early school leaving (ESL) is a critical educational and social issue, reflecting the number of students who exit the education system prematurely and often face long-term socioeconomic challenges. This longitudinal analysis investigates ESL rates in Greece, spanning from the 2008/2009 to the 2021/2022 school years. The purpose of this study is to examine the extent and determinants of ESL in Greece, with a focus on identifying regional and gender-based disparities. The study begins with an overview of ESL rates across various regions of Greece and then narrows the focus to Crete, the country's largest island, known for its tourism-oriented economy, rural landscapes, and agricultural development. By comparing ESL rates both between different regions and within the regional units of Crete, as well as analyzing gender-based differences, the research aims to elucidate ongoing trends within the socioeconomic context of the area. In summary, while our interpretative assumptions include differences between regional units linked to cultural peculiarities, the currently available data are insufficient to provide a thorough and well-founded response and do not allow us to discern differences between regional units. Received: 26 September 2024 | Revised: 8 January 2025 | Accepted: 3 March 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study are openly available in Hellenic Statistical Authority at https://www.statistics.gr/. Author Contribution Statement Nikolaos Bitsakos: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Writing - original draft, Writing - review & editing. Stamatina Kaklamani: Conceptualization, Methodology, Validation, Investigation, Resources, Writing - original draft.
Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil
In deep northeast Brazil, pedagogical actions, educational practices, and socioemotional development are at a crossroad. The return to in-person classes after the COVID-19 pandemic was marked by reports of emotional crises, where cases of anxiety and depression prevailed among students. Therefore, this study aimed to analyze the dynamic and creative process of pedagogical actions and perceived students' socioemotional development with teachers working in Itabaiana, a small city 60 kilometers off the coast, in Sergipe state's backlands. This is a region that has lived with social, economic, and political problems for centuries. The methodology was qualitative and divided into two stages. The first stage consisted of three 90-minute art-education workshops with two groups of ten teachers, where Vygotsky's mediation was an essential component. In the second stage, individual semi-structured interviews were conducted. The data collected in the workshops indicated that reading, whether on psychological topics or other areas of knowledge, is not part of teachers’ daily lives. Paradoxically, participants also demonstrated a strong need for these readings. They also revealed that thinking of the classroom as a zone of proximal development is still a distant reality. This phenomenon is associated with the lack of adequate training on psychology topics in teacher training and the absence of psychologists in schools. This lack of knowledge was also present in the interviews. Of these, three categories emerged as crucial: (a) pedagogical actions in the post-pandemic; (b) knowledge of psychology; and (c) socioemotional development of students. Results showed that pedagogical actions in the post-pandemic marked by readaptation and by an intense emotional burden and socioemotional development of students were perceived as negative emotions. Opportunities for progress are limited to private conversations undertaken without assistance from psychology professionals. Although this study was done with a limited number of participants, the results point to two recommendations to policymakers: (a) bring psychology closer to schools and (b) provide extensive training in socioemotional development for teachers who work in public schools. These recommendations are of paramount importance for the future of Brazil. Received: 5 February 2025 | Revised: 6 May 2025 | Accepted: 1 July 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study are openly available at https://drive.google.com/drive/folders/1MiUSaPN3Y7YLvHB3DT5lz9hmni2VUk6c. Author Contribution Statement Maria Helena Almeida Carvalho: Formal analysis, Investigation, Writing - original draft, Writing - review & editing, Visualization. David Santos Silvino: Formal analysis, Investigation, Writing - original draft, Writing - review & editing, Visualization. Rosalia Tayna Conceição da Silva: Formal analysis, Investigation, Writing - original draft, Writing - review & editing, Visualization. Matheus Batalha Moreira Nery: Conceptualization, Methodology, Formal analysis, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration, Funding acquisition.
pedagogical actions in the post-pandemic
Online Learning as a Resilient Approach During COVID-19 Pandemic: Reviewing the Challenges with Prospects
It is important to observe the effectiveness of online learning (OL) as a resilient approach for the smooth functioning of the educational systems in the post-pandemic for resilience purposes. This paper defines resilience as learners' capacity to cope with a crisis like COVID-19 and recover quickly from the challenges and prospects caused by the pandemic. Hence, this paper aims to find out the extent to which the use of OL in higher education institutions (HEIs) has served as a resilient means of accessing education in selected South and South East Asian countries during the COVID-19 pandemic. This paper uses a literature review method and adopts the integrative literature review approach. The reviewed literature was subjected to a content analysis method in order to provide the themes relevant to address the objectives of this paper. The results indicate that in the context of South and South East Asia, particularly in Afghanistan, Bangladesh, China, India, Japan, South Korea, Malaysia, Nepal, Pakistan, and Sri Lanka, there are country-specific differences in adopting OL as a resilient approach in HEIs. For instance, in China, OL was a "forced innovation" during the pandemic. However, this paper concludes that nearly all South Asian nations took recourse to OL during the pandemic without a proper understanding of the pedagogical implications of OL. Hence, the recommendation is that OL cannot be fully utilized unless critical issues like learners' engagement, investments, digital divides, infrastructure, and governmental and leadership support are properly addressed and assessed. Another recommendation is for policy guidance, especially in the South Asian developing countries in the post-pandemic contexts, to consider the best practices of OL as resilient strategies for sustainable education in HEIs. Received: 1 February 2025 | Revised: 21 April 2025 | Accepted: 7 July 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Ritimoni Bordoloi: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration. Prasenjit Das: Conceptualization, Validation, Writing – original draft, Writing – review & editing, Supervision, Project administration. Kezia Herman Mkwizu: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration.
Undercover Advocates: Secondary Teachers Empowering English Learners in Mainstream Classrooms
This study examines the experiences of nine secondary content teachers who report high self-efficacy in working with English learners (ELs) in mainstream classrooms. As the number of ELs in US schools grows, many content area teachers feel unprepared to support these students effectively. Grounded in the theoretical frameworks of culturally responsive pedagogy and teacher self-efficacy, this phenomenological study focuses on mathematics, science, and social studies teachers in Florida public schools. The research employs in-depth, semi-structured interviews to explore teachers' perceptions and lived experiences. Significant themes that emerged from the analysis include (a) undercover advocacy, (b) ethic of care, and (c) leveraging student achievement data. A common thread woven through all narratives was the integration of students' native languages through translation and translanguaging practices while leading with empathy. Participants created more equitable learning environments for ELs in mainstream classrooms through multifaceted, often covert, advocacy efforts. Implications for teacher preparation programs and school districts are discussed, including professional development initiatives to cultivate teachers' asset-based ideologies toward ELs and improve their pedagogical practices. Recommendations for state and national policymakers include modifications to ESOL certification requirements. This research informs efforts to foster mainstream teacher preparedness and efficacy in working with linguistically diverse student populations. Received: 22 January 2025 | Revised: 4 March 2025 | Accepted: 14 May 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Carla Huck: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization, Project administration.
Technology as a Tool to Reduce School Dropout Rates in Costa Rica
This study aimed to research the factors that cause school dropout and whether technology can positively influence the reduction of this phenomenon in adolescents. The research method was conducted using a qualitative-exploratory approach. The sample was 92 students, from two schools located in two different regions in Costa Rica for the year 2021. The results show the gender distribution and the dropout rate in the selected sample indicate that the male gender has the highest dropout rate with 65.22%, this result shows the abundance of unskilled jobs for men and the value system associated with the male gender. The findings evidence that the female gender has a higher level of dropout in rural areas (53.12%), and one important reason is teenage pregnancy. In conclusion, students who drop out of the school system do so mainly because of a lack of interest in classes and economic problems in the family environment. Finally, it is concluded that for a virtual education process to be successful, it is not only enough to use technology as a tool, but the teacher must also establish a teaching model that is agile, flexible, and dynamic to maintain the student's interest. Among the recommendations, measures are proposed to reduce school dropout rates in the institutions. Received: 15 January 2025 | Revised: 5 March 2025 | Accepted: 22 April 2025 Conflicts of Interest The author declares that he has no conflict of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Gabriel Silva-Atencio: Conceptualization, Methodology, Validation, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration.
Effective Data Stewardship in Higher Education: Skills, Competences, and the Emerging Role of Open Data Stewards
The significance of open data in higher education stems from the changing tendencies towards open science, and open research in higher education encourages new ways of making scientific inquiry more transparent, collaborative and accessible. This study focuses on the critical role of open data stewards in this transition, essential for managing and disseminating research data effectively in universities. Further, it highlights the increasing demand for structured training and professional policies for data stewards in academic settings. Building upon this context, the paper investigates the essential skills and competences required for effective data stewardship in higher education institutions by elaborating on a critical literature review, coupled with practical engagement in open data stewardship at universities, provided insights into the roles and responsibilities of data stewards. This approach bridges the theoretical and practical aspects of data stewardship, offering a holistic view of the requirements for effective management and dissemination of data. In response to these identified needs, the paper proposes a structured curriculum for data stewardship, a direct response to the gaps identified in the literature and the practical insights gained from the study. It addresses five competence categories for open data stewards focusing on five critical streams of knowledge required to build a comprehensive understanding for open data managers. By advocating for a structured approach to data stewardship education, this work sets the foundation for improved data management in universities and serves as a critical step towards professionalizing the role of data stewards in higher education. The emphasis on the role of open data stewards is expected to advance data accessibility and sharing practices, fostering increased transparency, collaboration, and innovation in academic research. This approach contributes to the evolution of universities into open ecosystems, where there is free flow of data for global education and research advancement. Received: 6 January 2025 | Revised: 10 March 2025 | Accepted: 31 March 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Panos Fitsilis: Conceptualization, Writing - original draft, Writing - review & editing, Supervision. Vyron Damasiotis: Methodology, Data curation, Writing - original draft, Writing - review & editing. Charalampos Dervenis: Methodology, Data curation, Writing - review & editing. Vasileios Kyriatzis: Methodology, Data curation, Writing - review & editing. Paraskevi Tsoutsa: Methodology, Data curation, Writing - review & editing, Visualization.
Breaking Barriers: The Influence of Teacher Characteristics on Inclusive Education
The effectiveness of inclusive education depends on the specific characteristics of the implementation context. Therefore, studying the role of teachers' characteristics on inclusion remains a significant concern worldwide. This research investigated the difference between the attitudes of secondary school teachers in Bangladesh regarding including students with intellectual disabilities based on their characteristics. Following a quantitative approach, an adapted survey questionnaire was used. The study purposively determined the participation of 55 general and special education teachers from 8 schools. Positive attitudes toward inclusion are more prevalent among female teachers, special education teachers, those who have previously completed a course in special education, and those who have had fewer students with intellectual disabilities in their classrooms, according to the findings. No statistically significant difference was observed in the teachers' attitudes according to their level of teaching experience and the subject matter they taught. Explanations of the findings are provided, along with recommendations. Received: 29 December 2024 | Revised: 21 May 2025 | Accepted: 4 September 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Ashike Md. Nurudden: Conceptualization, Methodology, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Project administration. Happy Kumar Das: Conceptualization, Methodology, Writing – review & editing, Supervision, Project administration. Monjurul Islam: Software, Validation, Formal analysis, Writing – review & editing. Md. Delowar Hossain: Validation, Writing – review & editing.
Mentimeter Tool for Enhancing Student Engagement and Active Learning: A Literature Review
This review addresses the growing integration of technology in education by examining the role of Mentimeter, a student response system (SRS), in enhancing teaching and learning. The study aims to consolidate existing research to provide insights into Mentimeter's impact on educational practices, identifying both its advantages and limitations, and offering guidance for its effective use in diverse learning environments. A systematic review of 40 peer-reviewed studies published between 2010 and 2023 was conducted using thematic analysis. The studies were selected through extensive searches across six electronic databases, employing predefined inclusion and exclusion criteria. Data extraction and analysis focused on identifying recurring themes and patterns related to the use of Mentimeter in various educational settings. The review reveals that Mentimeter enhances student engagement, encourages collaboration, and boosts participation through its interactive and anonymous response features. It supports active learning and facilitates real-time formative assessment, making it a valuable tool for both in-person and online teaching. However, challenges such as technical issues, costs, and the need for training and ethical guidelines were also identified. The findings suggest that integrating Mentimeter into teaching practices can improve learning experiences by bringing interactivity and engagement. Educators are encouraged to explore innovative applications of the tool while addressing its limitations. Future research should focus on its long-term impact, applications in remote and hybrid learning environments, and comparative evaluations with other SRS. Received: 8 July 2024 | Revised: 11 December 2024 | Accepted: 14 February 2025 Conflicts of Interest The author declares that he has no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Muzammal Ahmad Khan: Conceptualisation, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualisation, Supervision, Project administration.
Teaching German Words and Verbs in Motion: A Quasi-Experimental Study with Swiss French-Speaking Secondary School Students
The theory of Embodied Learning is founded on the notion that the body and mind are inextricably linked during the learning process and encourages active student engagement both inside and outside the classroom. A daily challenge for many French-speaking students in Switzerland is learning German words and verbs. Teachers can support students in overcoming this challenge by offering active learning opportunities seen as Embodied Learning activities. This quasi-experimental study tests the following hypotheses: (a) students memorize more vocabulary in motion, (b) words or verbs learned in motion are memorized in the longer term than those learned traditionally, and (c) movement-based learning does not have a significant influence on spelling. A total of 73 French-speaking Swiss secondary school students (Mage = 13.1 years) participated in this study. The participants were exposed to both traditional and embodied teaching methods for a period of three months. The results of this study highlight the benefits of Embodied Learning, including (i) long-term vocabulary memorization, (ii) short- and long-term verb acquisition, and (iii) improved spelling of words and verbs. Notably, the findings underscore the potential of physical engagement to mitigate disparities between boys and girls, suggesting that it may serve as a catalyst for enhancing the efficacy of foreign language learning. The findings of this study call into question the effectiveness of traditional teaching and education methods while highlighting the potential benefits of Embodied Learning in foreign language education. Received: 27 November 2024 | Revised: 7 May 2025 | Accepted: 26 August 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Magali Descoeudres: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration. Vincent Hagin: Validation, Formal analysis, Writing – original draft, Writing – review & editing, Visualization.
Do You See What I Am Saying? Changing Education: Recognizing the Role of Visual Perception in Reading Development
Researchers, educators, and parents have struggled to understand why some learn to read with ease while others face hardship. This review chronicles early theories of reading development, presents emerging research that explores additional factors that are believed to influence reading skill, and then suggests an agenda for future research to inform instructional methods in reading education. A thorough search of the literature was conducted to present perspectives on reading development that highlight critical yet overlooked factors that contribute to reading mastery. The research was compiled, reviewed, and presented in this article to elucidate the findings. Emerging research has identified several areas in which visual perception is essential to reading skills development. Researchers found that visual memory predicts word recognition. Inter-letter spacing and increased spacing between words have been found to improve reading speed. Visual attention is associated with reading accuracy. It is incumbent upon researchers and educators to better understand all the components of reading, so we may help students achieve their reading outcomes. Arguably, the conceptualization of reading assessment and reading intervention should be broadened by considering additional component skills that may impede reading success. Research highlights the importance of visual perception in recognizing letters and words. However, the role of visual perception in reading development has been mostly overlooked in language-based educational curricula. Visual perception should be explored further through research and practice to support students who struggle with reading and do not respond to traditional language-based reading instruction. Received: 26 November 2024 | Revised: 12 February 2025 | Accepted: 14 May 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Ellen Modlin: Conceptualization, Methodology, Formal analysis, Investigation, Resources, Writing - original draft, Writing - review & editing.
Human-AI Collaboration in Writing: A Multidimensional Framework for Creative and Intellectual Authorship
The integration of AI technologies into the writing process has significantly altered traditional notions of authorship, creativity, and intellectual labor. Historically, writing was seen as a human-driven cognitive and creative exercise, but with the rise of generative AI tools such as ChatGPT and Claude, the line between human and AI contributions has become increasingly ambiguous. This paper addresses the limitations of the current sliding scale model, which views AI involvement as ranging from "none" to "complete." In its place, we propose a new multidimensional framework that more accurately reflects the complexity of human-AI collaboration in writing. The model includes axes for content generation, structural assistance, creative input, and analytical contribution, emphasizing the varying degrees of interaction between human writers and AI tools. This framework highlights how AI can assist in different aspects of writing without fully replacing human agency, while also underscoring the importance of ethical and intellectual accountability. By providing a more comprehensive understanding of the collaborative dynamics between humans and AI, this paper offers a foundation for future research into optimizing these interactions in creative and academic contexts. Received: 26 November 2024 | Revised: 10 January 2025 | Accepted: 11 February 2025 Conflicts of Interest The author declares that he has no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement James Hutson: Conceptualization, Methodology, Validation, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization.
Evaluating Digital Competence: An Examination of Secondary School Teachers in China
In recent years, the Chinese government has actively promoted the digital transformation of education, with a strong emphasis on integrating digital technologies into teaching practices. As a result, teachers' digital competence has become a key focus of academic research. This study surveyed secondary school teachers in mainland China using the Teacher Digital Competence Self-perception Instrument (TDCSI), descriptive statistical analysis and inferential statistical analysis were conducted on the data. The findings indicate that teachers generally have a positive self-perception of their digital competence. However, they demonstrate weaker skills in digital teaching and learning management, while excelling in digital engagement. Significant differences in digital competence were observed based on teaching experience, educational background, and regional disparities. To address these challenges, China should offer more professional development opportunities for teachers and enhance policy support for improving digital competence. These findings and recommendations may provide useful insights for other countries and regions pursuing similar initiatives. Received: 2 November 2024 | Revised: 21 February 2025 | Accepted: 28 March 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Lei Jiang: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Writing - original draft, Writing - review & editing. Na Yu: Resources, Data curation, Visualization, Supervision, Project administration, Funding acquisition.
A Study on Educational Integration in the Multicultural Context of Malaysia: An Analysis of the Current Situation of Chinese PhD Students
Malaysia, as a typical multicultural country, actively promotes cultural integration in the field of education to cultivate talents with a global perspective and cross-cultural communication abilities. In order to better achieve educational integration, Malaysia, from the government to universities, is emphasizing the concept of multicultural education, strengthening cross-cultural communication and cooperation, enhancing the ability of teachers to provide multicultural education, while also emphasizing balance and fairness. This study specifically analyzes PhD students from China in order to understand their degree of adaptation to multicultural living and learning during their doctoral studies in Malaysia, ultimately interpreting the feelings and experiences of Chinese PhD students towards educational integration, and providing some reference for the diversified development of education in Malaysia and even globally. The premise of educational integration is to adapt to local culture and society. Studies have shown that general life, cultural, and social adjustments are the main challenges for Chinese PhD students to adapt to life in Malaysia. For Chinese PhD students, the challenge of successfully integrating Malaysia’s multiculturalism with education and learning is still quite daunting. The first priority is language and cultural adaptation. Some Chinese PhD students who have successfully adapted to the multicultural background of Malaysia’s educational integration shared how they have adopted more proactive strategies to adapt to the difficulties and challenges encountered, and have persevered. These strategies provide reference and guidance for other Chinese PhD students who need to improve their adaptability. Received: 30 October 2024 | Revised: 12 February 2025 | Accepted: 27 March 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study are openly available in Education Malaysia Global Service Centre at https://educationmalaysia.gov.my/more/student-data/international-student-data Author Contribution Statement Xiujuan Zhang: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing- original draft, Writing-review & editing, Visualization, Supervision, Project administration.
When Higher Education Engages Glocal Challenges of Sustainable and Equitable Development: A Promising Way Forward
Sustainable and equitable development requires comprehensive and collaborative initiatives that avoid and remedy environmental harms and remove and alleviate poverty-contributing factors. This review article presents a promising way forward for universities to engage in sustainable development challenges that build on South-North collaboration and the interests, dedication, energy, and contributions of today's youth. First, we introduce critical dimensions of the contemporary global challenge of sustainable development along with their interconnected features. We next review the crucial sustainable development Higher-Education roles and gaps of tertiary education institutions along with encouraging educational approaches. Then, we set forth three innovative initiatives that, implemented collectively, promise to address prevailing shortcomings in the ways that universities currently approach these challenges. The linked initiatives are (1) transnational competence curricula and preparation, (2) South-North Higher Education Consortia, and (3) a Global Challenges Corps staffed by a transnational cadre of higher education graduates and professionals. These proposals are accompanied by a detailed evaluation framework. The world’s institutions of higher learning are strategically positioned to distinguish and address current and upcoming challenges of sustainable development. In combination, our three proposed initiatives offer tertiary-level institutions a breakthrough approach for preparing current and future students interested in gaining valuable sustainability problem-solving skills. By embracing the institutional change pathways elaborated here, forward-looking universities will move to a far stronger position from which to provide tomorrow’s students with valuable skills and experiences for tackling forthcoming glocal socio-ecological challenges. Received: 14 November 2024 | Revised: 4 March 2025 | Accepted: 14 May 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Peter H. Koehn: Conceptualization, Writing - original draft, Visualization. Phyllis Bo-yuen Ngai: Conceptualization, Writing - review & editing, Visualization.
Beyond Performance: AI Psychological Empowerment in Cross-Cultural Education
This study investigates artificial intelligence (AI) psychological empowerment in education, examining how AI tools enhance students' sense of competence, autonomy, and engagement beyond the effects of material empowerment (e.g., task performance improvements). Using a quasi-experimental design, we compared Chinese domestic students in China and Chinese international students in Australia to assess whether AI psychological empowerment is both tangible and more impactful than material empowerment. We highlight several nuanced ways AI fosters personal growth and self-perception. Our findings reveal that, while AI material empowerment is beneficial, psychological empowerment has a stronger influence on motivation and self-perception, particularly for international students compared to local students, despite both groups completing the same English writing task. These results suggest that AI's role in education extends beyond traditional material support, offering transformative psychological empowerment that enhances students' confidence in academic contexts. This empowerment reasonably translates into greater personal adaptability and, ultimately, personal growth. The study contributes to the growing literature on AI in education, providing insights for scholars, educators, and policymakers seeking to leverage AI for holistic student development. Notably, generative AI (GAI) emerges as a critical tool for cultural and linguistic adaptation, particularly for immigrant students navigating foreign academic systems. Furthermore, the psychological empowerment effects of GAI appear to be context-dependent, with stronger impacts observed in students facing greater cultural or linguistic barriers. These findings emphasize AI's potential to foster personal growth and resilience across diverse learning contexts. Finally, we recommend that educational policies and practices be tailored to leverage GAI for immigrant populations, paving the way for more equitable educational opportunities. Received: 7 November 2024 | Revised: 28 February 2025| Accepted: 4 June 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Yingnan Shi: Conceptualization, Methodology, Formal analysis, Investigation, Writing - original draft, Writing - review & editing, Visualization. Astrid Tong Xu: Validation, Data curation, Writing - review & editing, Visualization.