Asian Online Journal Publishing Group (AOJPG)
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Students’ behavioral intentions toward generative AI in education: Task-technology fit and moral obligations
Full text linkThe rapid advancement of generative AI tools, such as ChatGPT, has sparked widespread debate over their impact on academic integrity and educational practices. As these tools become increasingly accessible to students, understanding the factors that influence their adoption in academic settings is essential. The current study explores the application of generative artificial intelligence (AI) tools by college students, such as ChatGPT and many others, for completing homework assignments. Drawing on the Task-Technology Fit (TTF) framework and the concept of moral obligation, this research aims to investigate the factors influencing students' behavioral intentions to use generative AI in academic contexts. Data were collected through an online survey of 136 Taiwanese college students. The results indicate that perceived technology characteristics and self-efficacy significantly enhance task-technology fit, positively affecting behavioral intention. Conversely, moral obligation shaped by perceived teacher attitudes negatively influences students' intention to use AI tools for coursework. The study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the hypotheses and explains a substantial proportion of the variance in behavioral intention. These findings provide theoretical insights into how technological and ethical considerations jointly influence AI adoption in education. The study also offers practical suggestions for educators and institutions aiming to guide the responsible use of generative AI in learning environments. This study contributes a novel framework for understanding responsible AI use in higher education
Teachers’ perspectives on the factors influencing professional resilience: A qualitative study
Full text linkThis study aims to identify the factors that positively and negatively influence teachers' professional resilience based on their perspectives. Employing phenomenology, a qualitative research design, the study utilized semi-structured interviews as the primary data collection method. The research sample consisted of 20 teachers working in public schools, selected through maximum diversity sampling, a purposive sampling technique. The participants included five preschool teachers, five primary school teachers, five secondary school teachers, and five high school teachers. The factors positively impacting professional resilience, as reported by teachers, were categorized into three main themes: "organizational factors and supportive environment," "individual factors," and "motivation and professional commitment." Teachers who feel valued, supported, committed to their profession, recognized for their achievements, and possess positive personal traits tend to demonstrate higher resilience. Conversely, factors that negatively affect professional resilience were grouped into four themes: "organizational factors," "individual factors," "environmental and economic factors," and "psychological and social factors." According to participants, poor communication with school administration, frequent curriculum changes, evolving education policies, low student motivation, high parental expectations, inadequate resources, and an imbalance between work and personal life undermine teachers' resilience. This research offers valuable insights for policymakers and educational institutions to develop strategies and support systems aimed at enhancing teachers' professional resilience
ChatGPT in higher education: Opportunities, challenges, and required competencies in the absence of guiding policies
Full text linkThis study examines the opportunities and challenges of employing ChatGPT in higher education, identifies essential user competencies, and evaluates its impact in the absence of formal policy guidelines. A qualitative case study design involved interviews with 10 faculty members and 10 students at a federal university in the United Arab Emirates. Documentation of live ChatGPT usage was also analyzed to triangulate findings. Thematic analysis revealed the following eight core themes: (1) Cost-effectiveness and time savings. (2) ChatGPT as a source of information and a flexible tool. (3) ChatGPT’s ability to adapt to the user. (4) Prompt engineering competencies in ChatGPT. (5) Addiction to ChatGPT. (6) The misinformation risks with ChatGPT. (7) Academic integrity concerns. (8) A lack of consensus on how to utilize ChatGPT appropriately. The findings underscore an urgent need for formal policies to guide the ethical and responsible use of ChatGPT in higher education. The study also emphasizes the necessity of targeted training workshops for teachers, curriculum integration, and adapting pedagogical approaches. It also calls for proactive attention to ethical concerns including misinformation, algorithmic bias, and overreliance to ensure that the educational benefits of ChatGPT are realized responsibly and sustainably
Critical factors influencing online learning effectiveness: Insights from a local university
Full text linkThis research evaluates student attitudes and perceptions towards online learning at a local institution in Fiji using critical success factors (CSFs), (1) student characteristics, (2) teacher characteristics, (3) learning environment and instructional design, and (4) support. Data was collected using quantitative research methodology. A validated online questionnaire was disseminated to the students and 436 students participated voluntarily. Once the data was collected, appropriate analysis was performed to evaluate the findings. The results indicated that the students perceived the four CSFs as influencing the success of online learning. Student characteristics, such as digital literacy, teacher characteristics, instant feedback, the quality and design of the learning environment, and institutional support were important for effective online learning. Additionally, the correlation analysis showed a significant relationship between the four CSFs. Evaluating critical success factors from the student perspective is essential for educational providers to gauge the effectiveness of the teaching and learning processes and improve them in the future. Educational institutions can leverage the CSFs identified in this study to assess the effectiveness of their online delivery and develop strategies to enhance the quality of online learning and teaching
Strengthening the competence of teacher training graduates through international collaboration e-mobility program
Full text linkIn the 21st century, prospective teachers must think critically, communicate, collaborate, be creative, and use digital technology. However, many prospective teachers still who do not have these abilities. This study aims to analyze the strengthening of competencies of teacher graduates through the e-mobility international collaboration program and the results obtained by participants. This research uses a post-phenomenological paradigm with an interdisciplinary sociological approach. The subjects of this study were deans, directors of international class programs, participants and managers of the e-mobility program. Data were collected through interviews, focus group discussions, observations, and document studies. Data analysis was conducted using the thematic model. Data validity checks were carried out through triangulation of techniques and sources. The results showed that strengthening teacher competencies was effectively carried out through the international collaboration of the e-mobility program. The e-mobility program learning activities are carried out through online lectures. International e-mobility collaboration provides international experience to participants, improving their understanding of learning materials, pedagogic skills, and information technology skills. The e-mobility participants' competencies are acquired mainly through indirect learning. The findings of this study contribute to teacher education institutions to strengthen 21st-century teacher competencies through international collaboration
Resilience in crisis: A mixed-methods analysis of pre-service teachers’ sentiments on remote learning and practice teaching experience
Full text linkThis study explored the sentiments of practice teaching students at a Philippine state university during the pandemic. Employing a mixed-methods approach, the study investigated the sentiments of 81 practice teachers as they adapted to emergency remote teaching and fulfilled their practice teaching responsibilities. Participants provided three-word descriptions of their experiences in different scenarios and were analyzed through sentiment analysis. The findings revealed predominantly positive sentiments: 74.1% expressed favorable views toward emergency remote learning, while 79% reported positive sentiments regarding their practice teaching experiences. A chi-square test indicated no significant association between their sentiments toward remote learning and practice teaching, suggesting these experiences were evaluated independently. Quantitative findings were corroborated through follow-up open-ended online communication. The study underscores practice teachers’ resilience during uncertain times, highlighting the critical role of family support, institutional support, and well-structured training programs in sustaining teacher education amid disruptions. While challenges such as socio-economic concerns, technological limitations, and home learning complexities were noted, students demonstrated adaptability through resource management and technical skill development. These insights offer valuable implications for program administrators and policymakers in designing responsive and supportive practice teacher training programs tailored to the evolving higher education landscape
The effectiveness of the differentiated instruction strategy in enhancing writing skills among students with learning disabilities
Full text linkThis study aimed to evaluate the impact of implementing a differentiated instruction strategy on developing writing skills among students with learning disabilities in Jordan. The research adopted a quasi-experimental approach, designing a training program tailored to the individual needs of the students. The program included 23 training sessions over 8 weeks. The study sample consisted of 30 students who were divided into two groups: an experimental group (15 students) who received the training program and a control group (15 students) who adhered to traditional education. A 32-item scale of writing skills was developed to measure performance. The results demonstrated the superiority of the experimental group in all assessed dimensions, showing statistically significant differences in: written fluency (Z=−3.264, p=0.001), basic skills (Z=−2.653, p=0.008), and expressive creativity (Z=−2.141, p=0.03). Furthermore, the experimental group achieved significantly higher average ranks in the overall assessment compared to the control group (21.47 vs. 9.53, p<0.001), confirming the effectiveness of the implemented intervention. These findings confirm the effectiveness of the Differentiated Instruction Strategy in meeting individual needs by adapting content and instructional methods. Based on these results, the study recommends conducting similar research on other categories within special education
Exploratory analysis of online learning readiness of graduate students using a modified unified theory of acceptance and use of technology model
Full text linkThis study presents a framework for understanding the factors influencing graduate students' online learning readiness using a modified Unified Theory of Acceptance and Use of Technology (UTAUT) model. A quantitative research method was adopted with data collected from 3,120 graduate students at the University of Ibadan. Structural Equation Modelling (SEM) was used to analyse the relationships among five constructs: technology self-efficacy, digital literacy, performance expectancy, and facilitating conditions. Age, gender and marital status were examined as moderators. Digital literacy emerged as the most significant factor influencing online learning readiness. Gender positively moderated the relationship between digital literacy and readiness as well as between performance expectancy and readiness. Age and marital status did not show significant moderating effects. The study confirms the critical role of digital literacy in preparing graduate students for online learning with gender further influencing this readiness. Institutions and policymakers should prioritize enhancing digital literacy and providing targeted support to foster inclusive online learning environments. Addressing these factors can improve students' transition and success in digital education platforms
Development of the digital communication culture of prospective teachers based on digital etiquette training in the context of Kazakhstan
Full text linkThis study examines the impact of digital etiquette training on the development of a digital communication culture among future teachers by providing new perspectives and access to scientific knowledge in the field of digital etiquette. A mixed-methods approach was used both before and after the test. The study included 115 respondents. The preliminary testing between the groups showed that both groups were at the same level in terms of communicative culture indicators. Additionally, participants had no prior knowledge of digital etiquette. An authors' programme was created specifically for the course and implemented to help students become more skilled with technology. A set of measures was carried out to develop a digital communicative culture through the means of netiquette and the introduction of technology for individualization and personalization of learning. This study found the impact of digital etiquette on the development of a digital communication culture in future teachers by providing new perspectives and access to scientific knowledge in the field of digital etiquette as well as the practical application of this knowledge to support cultural digital interaction
The potential of specific profilin based fingerprinting differs in legume species
Full text linkOne requirement for using germplasm in agricultural development initiatives is its characterization, which necessitates knowledge of the genetic polymorphism and relationships among the individual varieties. Up to now, different DNA markers were utilized for this purposed, one of the newest are those for coding regions. Here, we aimed to investigate polymorphism and genetic relationships among 24 varieties of Cicer arietinum L. and 23 varieties of Pisum sativum L. using profilin based fingerprinting. PCR approach was used to generate homologue amplicons of plant profilins and UPGMA grouping for visualization of obtained fingerprint similarity. Amplification results showed different results for analysed legume species, where the higher polymorphism at the level of 96% was obtained within the accessions of pea varieties, as for chickpea fingerprints a very similar profiles were generated with only a limited amplicons of a total of three different length of 150 bp, 182 bp and 348 bp. This information could be useful in breeding strategies for the improvement of chickpea and pea accessions