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Karl Christian Alvestad, Kari H. Nordberg, Hege Roll-Hansen (Eds.), “New Perspectives on Educational Resources: Learning Materials Beyond the Traditional Classroom”. London, Publisher: Routledge, 2023.
New Perspectives on Educational Resources: Learning Materials Beyond the Traditional Classroom is an interdisciplinary book that examined how diverse learning resources can be leveraged to promote creativity, collaboration and critical thinking across all levels of educational settings. The book presents broad conceptualisation of educational materials that extends beyond traditional textbooks to physical places, cultural artifacts, digital media and experiential activities. The book aims to bridge the theoretical frameworks from pedagogy, didactics and curriculum studies with empirical research from Scandinavian educational contexts. The editors, Karl Christian Alvestad, Kari H. Nordberg, and Hege Roll-Hansen, argue that educators must evaluate and creatively employ the wide range of resources available to foster deep learning and support students’ development of 21st skills, Bildung; which has to do with the development of a person’s morals, behaviour and values, and the evolving knowledge society. They propose that educational practices should move beyond the narrow reliance on prescribed textbooks to embrace museums, heritage sites, natural environments, songs, video games, and social media as legitimate and valuable learning resources. The volume emphasises that effective use of these resources requires educators to be grounded in disciplinary knowledge and pedagogical expertise. -
Structural Equation Model for Curriculum Fidelity
Kenneth A. Pondang; Bernadette Pacaña; Clares Fe Enriquez; Rhea Jay Bacatan23/04/202610.63467/red.14.2026.art2EducationCurriculum fidelity ─ the degree to which teachers implement the intended curriculum ─ remains a persistent challenge in the context of ongoing educational reforms. This study examined how organisational readiness, resource adequacy, and curriculum literacy influence curriculum fidelity among senior high school teachers in Region XI, Philippines. Guided by the PRECEDE–PROCEED model, a quantitative, non-experimental design using Structural Equation Modeling (SEM) was employed. Data were gathered from 400 teachers through standardised instruments on organisational readiness, resource adequacy, curriculum literacy, and curriculum fidelity. SEM results using AMOS revealed that curriculum literacy (β = 0.62, p < .001) and organisational readiness (β = 0.35, p < .001) significantly predicted curriculum fidelity, while resource adequacy exerted only an indirect effect through literacy. The model demonstrated excellent fit (χ²/df = 1.25, CFI = 0.999, TLI = 0.998, RMSEA = 0.022), explaining 91 % of the variance in curriculum fidelity. These findings confirm that predisposing (literacy), enabling (resources), and reinforcing (readiness) factors collectively determine the degree of curriculum implementation fidelity. Strengthening teachers’ curriculum literacy and institutional readiness is therefore crucial to ensuring sustainable alignment with the revised K–10 curriculum and the objectives of SDG 4 on inclusive and equitable quality education. -
Educational Instrumentalisation and Academic Vulnerability among Engineering Students: A Cross-Sectional Study
Contemporary higher education increasingly emphasises performance, competencies, and employability, contributing to the instrumentalisation of education, in which learning is primarily valued for its utility. This study examines the relationship between perceived educational instrumentalisation and academic vulnerability among engineering students. A cross-sectional survey was conducted with 82 students, using Likert-type measures of instrumentalisation and academic vulnerability. The findings indicate significant positive associations between instrumentalisation and academic vulnerability (r = 0.22 - 0.64, p < .05). Differences between first- and third-year students were significant for instrumentalisation (p = .01) and the performance culture dimension (p = .005), while differences in academic vulnerability were not statistically significant. Regression analysis showed that instrumentalisation significantly predicted academic vulnerability (R² = 0.38, p < .001). These results suggest that instrumentalisation is associated with students’ academic experience, particularly in relation to perceived pressure and meaning in learning. The study highlights the importance of balancing performance-oriented and formative dimensions in higher education. -
Enhancing Basic Education Students’ Computational Thinking: A Quasi-Experimental Comparison of Two Innovative Instructional Strategies
Ebele Chinelo Okibgo; Nnaemeka Kenechi Oguezue12/06/202610.63467/red.14.2026.art4EducationDespite the growing relevance of computational thinking (CT), limited empirical evidence exists on how pedagogical approaches shape CT among students in Basic Education contexts. This study compares the relative influence of computer-based simulation strategy (CBSS) and the six thinking hats strategy (STHS) in enhancing CT, while the role of gender and school location was also examined. This quasi-experimental study involved 157 participants aged 12+ years, assigned to four intact groups/classes (two CBSS and two STHS) representing the urban and rural locations in both interventions. Data were collected at the pre-test and post-test stages using the computational thinking scale. The instrument was validated by three relevant experts and pilot-tested with 39 students, yielding a reliability value of 0.73 through Cronbach's Alpha reliability formula. Descriptive analysis was applied to answer the research questions, while the Analysis of Covariance (ANCOVA) was used to test the null hypothesis at the .05 level of significance. Findings revealed a significant main effect of instructional strategy on CT (F(1,148)=140.327, p<.05), with a large effect size (η²=0.49) in favour of CBSS. Whereas Gender had no significant effect on students’ CT scores in either group, school location exerted a significant effect in favour of students in urban areas. These results show that CBSS is more effective than STHS at improving basic education students’ computational thinking. -
The Contribution of Multilingual Public Signage to Societal Education, Case of Kibungo Town, Rwanda
This study explores the contribution of multilingual public signage to societal education in Kibungo Town, Rwanda, through linguistic landscape theory. In particular, the study analyses how languages exhibited in public signage contribute to informal learning, language awareness, and access to information outside formal educational institutions. Adopting a descriptive qualitative and quantitative case study design, data were collected from 110 public signboards selected from commercial, administrative, religious, educational, project-based, and other public spaces in Kibungo. The results indicate that English is the most used language in public signage, followed by Kinyarwanda and French, with some signs showing bilingual and multilingual language practices. English appears mainly in administrative and educational signs due to its official status in Rwandan language policy, while Kinyarwanda facilitates accessibility and social inclusion in commercial and community communications. Furthermore, the study shows that multilingual signage serves as an important resource for societal education, promoting literacy, language awareness, and public access to information. The paper concludes that linguistic landscapes are not only tools of communication, but also crucial spaces of societal education and multilingual engagement in contemporary Rwanda. -
Innovative Assessment for Holistic and Multidisciplinary Learning: A Systematic Review
The National Education Policy (NEP) 2020 envisions assessment as a key driver of holistic and multidisciplinary education, but current evaluation practices in most education systems remain rote and summative. This systematic review synthesises research conducted between 2015 and 2025 to discuss the effectiveness of both traditional and innovative assessment methods to encourage holistic learning outcomes in multidisciplinary settings. Following PRISMA guidelines, 119 articles were identified from Scopus, ERIC, Web of Science, and Google Scholar; 45 met the inclusion criteria, and 21 empirical studies were included in final synthesis. Findings from this study indicate that traditional assessment methods remain accurate for content retention but consistently fail to assess higher-order thinking, creativity, and interdisciplinary knowledge transfer. Findings also highlight that innovative assessment practices, such as performance-based activities, peer evaluation, and technology-enhanced assessment, are positively associated with critical thinking, learner autonomy, and interdisciplinary competence. Evidence from Indian studies also indicates that NEP 2020-oriented initiatives accelerated the adoption of competency-based and formative assessment models, which led to enhancement of learner engagement and problem-solving skills. This study suggests that implementing innovative assessment methods requires systemic support, teacher assessment literacy, and policy-aligned implementation strategies to scale up such practices. -
University Education Digitalisation in Romania. A Bibliometric and Comparison-Based Analysis
Nicoleta-Valentina Florea; Radu Andronache; Magdalena Nica; Dorin Claudiu Manolache31/07/202610.63467/red.14.2026.art7EducationEducation efficiency is influenced by many factors, including digitalisation. This process is bringing for education, many benefits, but also some risks. This paper has as a goal to identify and analyse the academic production made on digitalisation in university education; 7577 papers indexed in Web of Science and Scopus in total and 412 in Romania were found between 2016-2025 to determine the maturity of the research made on this subject. The obtained database was analysed using E-nformation, VOSviewer, and Excel programmes. The articles obtained were evaluated to determine which keywords were used for research, who are the first classified authors, from what universities, and in what type of journals and databases were published. The comparison-based analysis presented at total and Romanian level was made to observe the differences and build a clear vision for future studies. The results of this study indicate the need for more research outlining the importance of inter- and multi-disciplinary analysis. Future research could use larger data to better understand trends and development of digital university education. -
Academic Burnout in Romanian University Students: Stress Reactivity and Depressive Symptoms as Concurrent Correlates
Academic burnout is increasingly common in higher education and is frequently associated with stress reactivity, anxiety, and depressive symptoms, which are strongly interconnected. Few studies have examined whether each retains explanatory value once the others are held constant. This cross-sectional, mixed-methods study examined the concurrent associations of these three affective variables with academic burnout among Romanian university students and explored students’ own views on institutional support. A convenience sample of 209 students from seven universities in Bucharest (52.2% women; 62.7% aged 18-21) completed Romanian versions of three IPIP scales (Stress Reaction, Anxiety, No Depression) and the Maslach Burnout Inventory-Student Survey, together with one open-ended item. Burnout correlated significantly with stress reactivity (r = .52), depressive symptoms (r = .51), and anxiety (r = .45). In simultaneous multiple regression, the three variables jointly accounted for 29.9% of the variance in burnout; stress reactivity and depressive symptoms remained significant concurrent correlates, whereas anxiety did not. Thematic analysis of 61 open-ended responses identified seven themes, with requests for accessible and affordable counselling and peer support dominating. The findings support integrated rather than symptom-specific institutional responses. -
Carol Ann Tomlinson, “The Differentiated Classroom: Responding to the Needs of All Learners.” Alexandria, VA: ASCD, 2014.
Stephen Kwame Ameko; Sandra Boateng; Patrick Ocran5/11/202510.63467/red.13.2025.art1Education, ResearchCarol Ann Tomlinson’s The Differentiated Classroom is a foundational work in the field of inclusive pedagogy and instructional design. It advocates for responsive teaching that accommodates students’ diverse needs, interests, readiness levels, and learning profiles. Grounded in constructivist theories of learning, the book promotes active, student-centred classrooms where instructional planning is dynamic, purposeful, and structured around equitable access to content and success. Tomlinson challenges educators to move beyond rigid, one-size-fits-all approaches and embrace flexible grouping, choice, and multiple modes of assessment and instruction to reach every learner. This edition integrates updated research in cognitive psychology and educational neuroscience, reflecting how developments in understanding the brain can and should inform classroom practices. It discusses the systemic pressures educators face, including standardised testing, bureaucratic constraints, and shifting societal expectations, and situates differentiated instruction (DI) as both a pedagogical and ethical response to such challenges. -
Enhancing Clinical Education in Physiotherapy: Students’ Perceptions of Effective Teaching and Learning Opportunities – Prospective Cross-Sectional Study
The study examined final-year physiotherapy students’ perceptions of effective teaching and learning opportunities and the roles and attributes of clinical teachers during clinical education. Conducted at the Faculty of Health Sciences, University of Ljubljana, Slovenia, the study used a culturally adapted, structured questionnaire based on validated instruments. Students identified demonstrations, feedback, and discussion as the most valued teaching and learning opportunities. Clinical teachers were mainly seen as knowledge providers, feedback givers, and role models. Key personal attributes included communication skills and approachability. The findings underscore the importance of standardised training for clinical teachers to promote consistency and enhance the quality of clinical education. -
Teaching to Think: Exploring How University Teachers Develop Students’ Critical Thinking
Sohaib Ullah; Azmat Ullah; Marwa Zaib26/11/202510.63467/red.13.2025.art3Education, ResearchThe present study explores university teachers’ understanding and experiences in developing critical thinking among students in higher education. To investigate how educators perceive and encourage critical thinking in the classroom, a qualitative phenomenological research approach was employed. Fourteen higher education teachers, lecturers, and university professors from different cities and disciplines at the tertiary level were selected for this purposive sample. In-depth semi-structured interviews were used to achieve a more nuanced understanding of how they conceptualise and practice challenging the critical thinking concept. Data were transcribed and subject to a thematic analysis aimed at identifying patterns/themes. The results showed that the majority of teachers had a good understanding of the concept of critical thinking and were well aware of its significance in fostering intellectual development, improving problem-solving ability, and encouraging independent learning. Collaborators described using class discussions, question-and-answer sessions, cases, and reflective activities to strengthen students’ analysis and evaluation skills. Despite this will and intention, teachers pointed out contextual-institutional obstacles that do not always consistently foster critical thinking. In general, the research highlights how important teachers are and can be (or, on the other hand, are not) in the development of critical thinking skills through GE and calls for continual provision of support and training by HE institutions to enhance this crucial skill. -
Identifying the Educational Needs of Children from the Rural Area of Cluj County
Bianca Andrianu; Ioana Bulău-Olaru31/12/202510.63467/red.13.2025.art4Education, ResearchThe present study explores the educational needs and challenges of students from the rural area of Cluj County, focusing on middle school students. This research employed a quantitative approach, encompassing a sample of 459 students ranging in age from 11 to 14 years. The survey concentrated on evaluating the present circumstances of the students with regard to educational provisions, their motivation to attend school, and their challenges in their educational process. -
What Skills Do Students Have in Solving Proportionality Problems?
Laëtitia Dragone; Gaëtan Temperman; Bruno De Lièvre31/12/202510.63467/red.13.2025.art5Education, ResearchProblem solving is a central skill in mathematics education, yet it remains a persistent challenge for many students, particularly in proportional reasoning. This concept, essential for success in mathematics and science, requires abstract thinking and the coordination of multiple quantities through multiplicative relationships. Research shows that difficulties persist well into secondary school, with consequences for academic performance and confidence. In this exploratory study, we investigate the abilities of 13-year-old students in French-speaking Belgium to solve simple direct proportionality problems, classified according to Vergnaud’s (1990) framework. Using a specially designed diagnostic test, we aim to identify the problem types causing the greatest difficulties. The diagnostic approach, rooted in both internal and external assessment practices, allows for the early detection of conceptual obstacles and the adaptation of teaching strategies. Our preliminary findings reveal distinct performance variations depending on problem structure, with certain categories posing significant cognitive challenges. Performance varies significantly according to this typology, with a critical rate of 59% for the fourth proportional group. Interpreted as a gap in mastery (Leclercq, 2003), this result identifies 41% of students as a target population for remediation. This study fills a gap in the francophone context and provides a basis for designing effective interventions to strengthen proportional reasoning skills in lower secondary students. -
Students’ Ethical Reasoning about Generative AI in Higher Education Assessment: A Cross-National Survey Study of Romania and Moldova
Laura Malița; Olga Balmus; Gabriela Grosseck; Roza Dumbraveanu31/12/202510.63467/red.13.2025.art6Education, ResearchGenerative AI (genAI) has spread through higher education since late 2022, raising urgent questions about assessment practices and academic integrity. Yet students’ ethical reasoning about these tools remains under-examined. This cross-national survey study compares how Romanian and Moldovan students perceive and reason about genAI in academic assessment. We collected data from 189 students (146 Romanian, 43 Moldovan) at two pilot institutions during 2024-2025. Students show complex reasoning: 95% use AI and 70% endorse it for education, but 58% worry about plagiarism alongside concerns about critical thinking, privacy, and fairness. Romanian students report higher AI familiarity (χ²=13.00, p=.011, V=.26) and stronger perceived benefits for research skills (Mann-Whitney U: M=3.35 vs. M=2.98, p=.042, r=.15) and content creation (M=3.32 vs. M=2.70, p=.002, r=.23). Benefits and concerns did not correlate (r<.07, p>.37), showing students can hold both positive and critical views simultaneously. Both groups want clear institutional policies, AI literacy education, redesigned assessments, and ongoing dialogue about responsible use. These findings challenge both prohibition and unrestricted approaches, instead supporting context-sensitive policies that distinguish among AI types, assessment contexts, and teaching purposes. This pilot study adds empirical evidence to debates about AI integration and offers practical guidance for educators and policymakers in contexts with different technological development levels. -
Mapping the Strategic Documents of Universities through the Lens of the United Nations Sustainable Development Goals: the Case of Romanian Public Universities
Margareta-Gabriela Biliga-Nisipeanu; Raluca Dinescu31/12/202510.63467/red.13.2025.art7Education, ResearchThe Sustainable Development Goals (SDGs) provide a structured framework for addressing sustainability, and their applicability for higher education institutions has only increased in recent years, as some international rankings use them as a reference. In this context, the purpose of this study is to map the strategies of Romanian public universities to determine how they internalise the SDGs in their actions. Our perspective is twofold as we are interested in identifying both explicit and implicit references. For this purpose, we conducted a content analysis by examining any explicit references to sustainability and then using keywords associated with the first 16 SDGs. The results indicate that universities that report their commitment to sustainability international rankings have more SDG-related links in their strategies. However, institutional documents do not directly pursue the UN SDGs; instead, they implicitly correlate to them through their specific operations and activities. Additionally, we determined the most relevant SDGs for universities’ operations, observing differences in the distribution of interest. Clustering universities based on their interactions with the SDGs was influenced by their internal characteristics. As sustainability becomes increasingly important on universities’ agendas, our approach provides a state-of-the-art analysis showing that, although not always directly, institutions have prior experience. -
Exploring Asia in the Bibliography of Dissertations in the Field of Cultural Studies at a Master’s Programme in Romania
Cultural Studies, an interdisciplinary field, has various bibliographic sources belonging to authors from different cultural backgrounds, creating a favourable environment for aligning Romanian higher education to an intercultural approach. Being marked by European or American theories, the presence of Asian bibliography in Cultural Studies from Romania, although not excluded, might be questioned. The article presents an interdisciplinary exploratory study in Cultural Studies and Education focused on analysing the bibliography of dissertations from a master's programme in Cultural Studies at a Romanian university. A sample of 31 dissertations between the years 2022-2024 was analysed. The research aim was to provide preliminary data about Asia’s presence in the bibliographies by exploring data on authors with names of perceived Asian origin, regardless of their nationality or citizenship. Using a mixed methodology and applying assumptions assisted by technology, the study gathered preliminary data about the names’ numerical and territorial distribution. The final results reflected a numerical underuse of perceived Asian names with a decreasing curve in most of the data from 2022 to 2024. Despite an overall higher territorial diversity in names’ places of origin, the average number per dissertation was low. Due to the challenges encountered, the results could only be approximated. -
Gamification as a Curriculum Strategy: Effects on Mathematics Performance and Anxiety in Relation to Intelligence Types
This study examines the correlation between the performance of primary school students following a gamification-based mathematics curriculum and their levels of anxiety during mathematics lessons, considering individual differences in intelligence types. The theoretical framework highlights the most important empirical studies that analyse the extent to which gamified interventions reduce anxiety. In addition, it emphasises the methodology for structuring a curricular educational programme centred on gamification as a complex educational strategy to promote specific values, attitudes, and behaviours. The quasi-experimental design involved a control and an experimental group, both of which were each subjected to a one-month curricular educational programme. Specifically, the experimental group's programme assumes solving didactic tasks related to the curricular content exclusively through gamification. Furthermore, the effect of gamification on school anxiety, moderated by the levels of logico-mathematical and intrapersonal intelligence, was also studied. The results of study indicated that statistically significant correlation existed between school-level efficiency and students' anxiety but the levels of intelligence did not moderate this correlation. Overall, the study highlighted that a school environment focused on the specific advantages of using gamification has direct effects through modelling an efficient learning environment, increasing the ability to understand mathematical phenomena, and decreasing anxiety regarding assessment situations in mathematics (operationalised by the McKenzie, Multiple Intelligences Inventory), without being statistically significantly moderated by logical-mathematical or intrapersonal intelligence levels. -
The Journey of Academic Resilience: Lived Experiences of Overcoming Academic Challenges by International Master’s Students in Chinese Universities
Previous studies have documented the globalised educational challenges faced by international students; little has been written about the resilience pathways of master's students beyond Western contexts, such as China. This qualitative study fills this gap by addressing the experiences of 16 international master's students in China through semi-structured interviews. By employing Masten's (2001) process model of resilience, this study revealed that international master's students face challenges linked to language and instructional approach. In turn, these students were able to create resilience pathways, including a creative application of hybrid learning, which regained and adapted home and host academic cultures in novel ways, and self-regulation to tackle academic challenges. This qualitative research offers a new contribution by identifying "self-regulation" as a primary resilience pathway and recognising the salient role of cultural hybridity within these pathways. This study highlighted the implications of the findings for stakeholders to ensure that institutional support is culturally and temporally focused, whereby students experience academic persistence and success. -
Students’ Personality Traits as Predictor of Career Choice among Undergraduates in Ekiti State University, Ado Ekiti
Amos Onipede; Matthew Damilola Omojemite; Bukola Akinlade31/07/202510.63467/red.12.2025.art5Education, ResearchThis study explored how personality traits shape the career choices of undergraduate students at Ekiti State University, Ado-Ekiti. Using a descriptive survey design, the research examined this relationship within a real-world academic environment without altering any variables. The target population included students across various faculties and academic levels, from which a sample of 300 was carefully selected through stratified random sampling to ensure broad representation. Data were gathered using a structured questionnaire—the Students’ Personality Traits and Career Choice Questionnaire (SPTCCQ) which featured sections on demographic details, the Big Five personality traits (based on McCrae & Costa, 1992), and career decision-making indicators drawn from standardised scales. Content validity was confirmed through expert review by professionals in Educational Psychology and Guidance and Counselling, and a reliability test conducted with 30 students from a similar institution produced a Cronbach’s alpha of 0.84, indicating strong internal consistency. The questionnaires were distributed during non-lecture periods with the help of trained assistants to encourage participation. Data analysis involved descriptive statistics, Pearson’s correlation, and multiple regression, with a 0.05 level of significance guiding interpretation. Findings showed that ‘openness to experience’ emerged as the most prominent personality trait and the strongest predictor of students’ career choices. Students predominantly favoured careers in Medicine/Health Sciences and Business/Management, with personal interest, potential earnings, and job opportunities being the most decisive influences. Peer influence was found to be the least significant. Based on these findings, the study recommends incorporating personality profiling into university career counselling services to help students make well-informed career decisions aligned with their individual traits. -
Access to Education as a Human Security Requisite in the Context of Ukrainian Refugees Inclusion in Romania
At the beginning of 2022, Romania faced an impressive wave of refugees from Ukraine, following the Russian invasion on the 24th of February. The extraordinary mobilisation of the civil society and authorities to receive war refugees from Ukraine – mostly women, children, the elderly and people with disabilities – led to a rapid change in the migration and asylum policy in Romania and in the European Union. By means of statistical data and legislative documents as well as content analysis of semi-structured, audio-recorded interviews with Ukrainian refugees, Romanian citizens from the business environment, academia, the public sector and NGOs, as a non-representative sample, the paper addressed the research question whether education influences human security in the context of the inclusion in Romania of Ukrainian war refugees. The present mixed methods study revealed that, despite the lack of a legal framework and linguistic barriers, the access of Ukrainian children, war refugees to Romanian schools and kindergartens was ensured, as part of human security. The Ukrainian refugee crisis enhanced the collaboration between the Romanian public and private sectors and civil society, which calls for a greater future involvement of the civil society, alongside competent authorities, in immigration policies. -
Discerning Myths from Methods: University Faculty’s Understanding of Learning Science and Metacognition on Pedagogy
Joshua A. Cuevas; Bryan L. Dawson; Gina Childers30/06/202510.63467/red.12.2025.art3Education, ResearchThis study assessed the pedagogical knowledge and metacognitive awareness of pedagogy of faculty (N = 107) at a large state university in the United States. The purpose was to ascertain whether faculty could distinguish effective learning practices from ineffective ones, as determined by empirical research in learning science. Faculty responded to items regarding the efficacy of effective practices and others shown by research to be neuromyths or misconceptions. Faculty across all colleges correctly identified most of the effective practices but also endorsed myths/misconceptions, ultimately showing limited pedagogical knowledge. Tenured faculty showed stronger pedagogical knowledge than newer faculty. Faculty were also assessed on their confidence in their knowledge of pedagogical practices. Respondents demonstrated poor metacognitive awareness as there was no relationship between confidence in pedagogical knowledge and actual pedagogical knowledge. Surprisingly, education faculty scored no better in pedagogical knowledge than faculty of any other college and also showed low metacognitive awareness. Results indicate that universities preparing doctoral students for faculty positions should ensure candidates are exposed to accurate information regarding learning science. The implications for colleges of education are more dire in that they may be failing to prepare candidates in the most essential aspects of the field. -
Exploring Artificial Intelligence Tool Adoption in a Higher Education Faculty’s Pedagogical Practices through CHAT: Supporting International Students in Improving Academic Performance
Artificial Intelligence tools are increasingly utilised across various domains, including higher education, owing to their potential to enhance teaching and learning. This study examines how tutors in a UK higher education faculty adopt AI tools to help international students improve their academic performance. International students often encounter challenges, such as language barriers, cultural differences, and adapting to new educational systems, which can adversely affect their academic success and learning experience. AI tools can potentially mitigate these challenges and support international students. Findings from semi-structured interviews with four tutors reveal the types of AI tools used, factors influencing their adoption, and their perceived effectiveness. The study identifies challenges in integrating AI tools, framed as secondary contradictions through Cultural Historical Activity Theory (CHAT), and offers recommendations for effective integration. These insights can guide faculty policies and training programmes to improve international students' academic outcomes and enhance AI integration in teaching practices. -
John. D. Bransford, Ann. L. Brown, Rodney. R. Cocking, “How people learn” (Vol. 11). Washington, DC, Publisher: National Academy Press, 2000.
How People Learn is a seminal work that synthesises research on human learning, cognitive science, and instructional practices. It examines how neuroscience developments and empirical studies on cognition can inform instructional strategies to optimise learning. The book aims to bridge the gap between research and educational practice, providing insights into how teaching methodologies can support students in achieving their full intellectual potential. It highlights the critical role of well-structured curricula, effective instructional strategies, and an understanding of how people process and retain knowledge. -
Probing the Influence of Blended Learning Approach on Student’s Academic Achievement in Biology: A Moderating Role of Gender
Lilian Chioma Ugwuoti; Juliana Nkiru Nnoli; Nnaemeka Kenechi Oguezue31/12/202410.63467/red.11.2024.art1Education; ResearchAlthough the implementation of the blended learning approach (BLA) in the classroom has attracted significant research attention, previous studies on their impact on students’ learning outcomes such as achievement have reported contrasting findings. In this study, we extended the study of BLA’s influence on students’ academic achievement in biology. Two research questions and three hypotheses guided the study. The sample size involved 87 students, (36 males and 51 females), enrolled in the experimental group (42 students) and the control group (45 students) in the 2022/2023 academic session. The data for the study was collected using the Biology Achievement Test (BAT) and was analysed through descriptive analysis for the research questions, while the analysis of variance (ANCOVA) was employed to test the null hypotheses at 0.05 alpha level of significance. The findings revealed a significant difference in students’ achievement in biology in favour of BLA. However, no significant influence of gender on students’ achievement was observed. The findings also show that the interaction effects of teaching methods and gender do not significantly influence students’ achievement. Conclusion, implications, and future directions were discussed. -
Evaluating ChatGPT’s Effect on Students’ Independent Learning Experiences: The Case of Pentecost University, a Ghanaian Higher Educational Institution
Harry Atieku-Boateng; Anita Addo-Tara; Richard Darko Osei; Beatrice Atieku-Boateng; Stephen Kwame Ameko31/12/202410.63467/red.11.2024.art2Education; ResearchThis study evaluates the impact of ChatGPT, a generative AI tool, on students’ independent learning experiences within Pentecost University, a higher education context in Ghana. The study adopts a quantitative research approach using a descriptive research design, focusing on Pentecost University, one of the Ghanaian private universities with significant involvement in artificial intelligence studies. The survey collected data from 334 students, representing an 87.7% response rate, to assess various aspects of their interaction with ChatGPT, including engagement, reliability, motivation, and personalisation of learning. Results indicate that ChatGPT is widely used among students for completing assignments (45%), conducting research (35%), and learning new topics (20%). The findings demonstrate that ChatGPT significantly enhances student engagement, particularly through its real-time response capabilities, providing immediate feedback and fostering interaction. Multiple regression analysis highlights that personalised learning goals and real-time response are key predictors of increased student motivation, accounting for 62% of the variance observed. However, gender and educational level do not significantly impact engagement, indicating the inclusivity of ChatGPT as a learning tool. The study concludes that while ChatGPT has proven beneficial in enhancing independent learning experiences, its effectiveness is maximised when integrated with structured support from educators.
ISSN 2559-2033
ISSN-L 2559-2033
Nr.14 / 2026
Research and Education
Copyright ©2017, All rights reserved
A project developed by Enformation
Structural Equation Model for Curriculum Fidelity
The Contribution of Multilingual Public Signage to Societal Education, Case of Kibungo Town, Rwanda
Innovative Assessment for Holistic and Multidisciplinary Learning: A Systematic Review
University Education Digitalisation in Romania. A Bibliometric and Comparison-Based Analysis
Graphical Abstract Structural Equation Model for Curriculum Fidelity
Graphical Abstract Educational Instrumentalisation and Academic Vulnerability among Engineering Students: A Cross-Sectional Study
Graphical Abstract Enhancing Basic Education Students’ Computational Thinking: A Quasi-Experimental Comparison of Two Innovative Instructional Strategies
Graphical Abstract The Contribution of Multilingual Public Signage to Societal Education, Case of Kibungo Town, Rwanda
Graphical Abstract Innovative Assessment for Holistic and Multidisciplinary Learning: A Systematic Review
Graphical Abstract University Education Digitalisation in Romania. A Bibliometric and Comparison-Based Analysis
Graphical Abstract Academic Burnout in Romanian University Students: Stress Reactivity and Depressive Symptoms as Concurrent Correlates