Student Responses to the First-Time AI-Powered Lessons at an International School
Asian Perspectives on AI in Teacher Education: A Post-Covid Research Synthesis
ICT Based Instructional Package in Geography for Enhancing Awareness on Anthropogenic Climate Change and Critical Thinking of Secondary School Students
Peer Tutor - A Web Based System for Peer Academic Assistance and Collaboration
From Learners to Leaders: Fostering Research-Driven Teacher Education through Digital Global Engagement
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Continuous Classroom Assessment At Primary Level
Edification Of Multimedia Resources: Aligning Technology For Student Empowerment
Improving Quality In Teaching Statistics Concepts Using Modern Visualization: The Design And Use Of The Flash Application On Pocket PCs
An Empirical Consideration Of The Use Of R In Actively Constructing Sampling Distributions
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
This study examined the attitudes of Grade 10 EFL students toward integrating artificial intelligence (AI) tools into literature learning, using A Midsummer Night's Dream as the instructional context. Conducted at an international high school in Ho Chi Minh City, Vietnam, the research employed a mixed-methods design incorporating pre- and post-surveys over a five- week AI-integrated instructional period. Grounded in the Technology Acceptance Model (TAM) and the Diffusion of Innovation theory (DOI), the study explored how AI-supported instruction influences students' perceptions of usefulness, ease of use, and innovation attributes. Findings revealed that students generally held positive attitudes toward AI-assisted learning, recognizing its value in enhancing vocabulary retention, comprehension, and engagement with Shakespearean texts. However, students also reported concerns about overreliance on technology and the complexity of AI-generated content, reflecting ongoing negotiation between enthusiasm and critical awareness. Comparative results indicated that while initial excitement diminished slightly, students developed a more balanced and evaluative understanding of AI's educational role. Key factors shaping these attitudes included pedagogical design, teacher guidance, and prior experience with technology. Overall, the study suggests that AI can effectively support literature instruction when integrated as a pedagogical partner rather than a substitute for traditional teaching. The findings provide practical implications for educators and policymakers seeking to promote ethical, informed, and sustainable adoption of AI in EFL contexts.
Post COVID-19, the incorporation of artificial intelligence in teacher education has grown-up, especially across Asia, where fast digitalisation and educational reforms are changing pedagogical methods. This study examines 2020–2025 scholarly research on AI in teacher education using bibliometric analysis. The study uses VOSviewer software to visualise patterns and intellectual structures from 303 Scopus-indexed peer-reviewed papers utilising advanced bibliometric approaches like co-authorship analysis, keyword co-occurrence, and co-citation mapping. After 2022, China, Indonesia, and Hong Kong led publication volume growth. Computers & Education and British Journal of Educational Technology are important distribution platforms. AI literacy, pre-service teacher preparation, digital pedagogy, and AI ethics are common study topics. Influential writers and institutions lead regionally but not internationally. Co-citation and keyword analyses show a transition from theoretical to applied research, especially in generative AI and personalised learning. The academic trends and knowledge structures underlying AI-infused teacher education in Asia are illuminated by this study. It also identifies crucial gaps in empirical validation, regional inclusion, and interdisciplinary engagement, guiding future research and policy in this rapidly evolving subject.
The most significant aim of education is closely related to the aims of mankind, which in turn are determined by the philosophy of life. As a discipline of study, Geography has an outstanding potential for generating future global citizens. Education on climate change is highly essential to understand what climate change is, how climate change is brought about, what its consequences are, and how to mitigate such effects. This study aimed to develop an ICT-based Instructional Package in Geography to enhance awareness on Anthropogenic Climate Change and critical thinking of Secondary School Students. Tools and learning materials developed and used are ICT Based Instructional Package in Geography, Awareness Test on Anthropogenic Climate Change, the Test on Critical Thinking and a Rating Scale for the validation of the ICT Based Instructional Package. The ICT Package based on Generative Learning Model incorporated multiple learning media on nine topics related to Anthropogenic Climate Change. The analysis reveals that mean post- test scores are significantly greater than the mean post-test scores of the students in the treatment group indicating the effectiveness of the instructional package implemented. The instructional package used to deliver lessons and transact content on climate change has made it easier and more effective for learners to excel in their studies on anthropogenic causes by thinking critically about real situations. Instructional packages are of great importance in the field of education designed specifically to support, mediate and be a reference tool to expand students' thinking and adhere to social and environmental values sustainably.
Effective academic support is essential to address diverse student learning needs, yet traditional tutoring and mentorship programs often lack flexibility and immediacy. This paper presents the design and implementation of a web-based student-centered peer tutoring platform, with a focus on real-time, secure, and interactive learning experiences. Leveraging a backend architecture that embeds real-time applications, alongside a frontend that prioritizes user ease of access, the platform employs a novel matching algorithm to connect students based on complementary skills and learning needs. The overarching objective is to develop a reliable, scalable, and user-friendly system that integrates seamlessly into the student learning ecosystem. Through this initiative, the project intends to bridge gaps in understanding, promote community-based education, and foster an academic environment where students contribute actively to each other's success.
This review paper explores how digitalization can serve as a powerful medium for fostering a research-driven approach in teacher education. In the context of 21st century learning, it argues that teacher preparation programs must go beyond digital literacy and classroom innovation to cultivate educators as active researchers and global contributors. Through the integration of digital tools such as learning management systems, MOOCs, virtual platforms, and AI-based research aids, teacher trainees can be guided to conduct academic research, publish in international journals, and engage with global scholarly communities. Drawing from current literature and global best practices, the paper underscores the importance of creating a digital learning ecosystem that supports inquiry, collaboration, and reflection. The review highlights the pedagogical shifts required to embed research into digital teacher education and addresses challenges such as unequal access to technology, lack of mentorship, and outdated curricula. It presents actionable strategies, including the establishment of research hubs, practical training in academic tools, and institutional support for international engagement. Case examples from countries such as Finland, Singapore, and India illustrate successful models where technology and research coalesce to enhance teacher quality. Ultimately, this paper positions digitalization not as an end in itself but as a strategic enabler of global, research-based teacher development. By encouraging student teachers to engage in scholarly work and contribute meaningfully to the education community, digital tools help transform teacher education into a space of innovation, inquiry, and international dialogue.
