University of Windsor, Ontario: Open Journal Systems
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A Study of Problem-Based Flipped Learning of Indonesian Vocational High School Students
No full textThe integration of innovative learning models is essential for preparing vocational high school (VHS) students with 21st-century skills. This study aimed to explore the need for a Problem-Based Flipped Learning (PBFL) model with a Science Technology Engineering Mathematics (STEM) approach tailored to the needs of vocational high school students. Employing a qualitative descriptive method, the study involved 33 vocational high-school students and three mathematics teachers. Data was collected through interviews, observations, and questionnaires, with validity using triangulation. The results indicated that 87.9% of students endorsed the incorporation of PBFL-STEM, highlighting its efficacy in promoting collaboration and critical thinking. Educators emphasized its capacity to bridge theory and practice for enhanced industry alignment. Nonetheless, insufficient technology infrastructure and inadequate teacher preparation have been recognized as impediments to effective adoption. To tackle these issues, this study employed adaptive solutions, including the utilization of readily available technology (e.g., smartphones) and the provision of continuous teacher mentorship for better implementation. This research identified that the PBFL-STEM approach is extremely pertinent for vocational high schools, providing significant possibilities to cultivate students\u27 21st-century talents. This study showed that vocational schools can quickly fix these problems by encouraging teachers to improve their skills and ensuring that they understand the importance of new ways of learning for giving students a good education
AI Integration in IT Education: Challenges, Opportunities, and Future Directions
No full textThe rapid advancement of artificial intelligence (AI) has generated significant interest within the educational sector, particularly in information technology (IT) education. This study explored the current challenges, opportunities, and future directions of AI in IT education in the Philippines, a nation working to enhance its educational system in the face of digital transformation. Through a survey research design, data was collected from IT students, and educators. Results highlight the key challenges such as inadequate infrastructure, limited resources, gaps in AI literacy, and concerns around ethics and data privacy. Despite these challenges, opportunities such as personalized learning, streamlined administrative processes through task automation, and advancements in research through improved data collection, processing, and analysis provide hope for the integration of AI in IT curricula. Moving forward, efforts should focus on curriculum development, supportive policy frameworks, and continuous research to leverage AI\u27s benefits in IT education. With robust government support, industry collaboration, and ethical AI practices, the Philippines can effectively use AI to transform IT education and equip students for a tech-driven future
Harnessing Artificial Intelligence and Its Impact on Pre-Service Teacher’s Technological, Pedagogical, and Content Knowledge Skills: A Meta-Analysis
No full textAs education shifts into the digital age, technology, especially artificial intelligence (AI), plays an increasingly vital role in improving teaching and learning. This meta-analysis investigates how AI impacts the development of Technological Pedagogical and Content Knowledge (TPACK) skills among pre-service teachers. By reviewing data from various studies published between 2010 and 2023, we explore how AI can help integrate technology into educational settings. Our findings reveal that AI interventions generally positively affect TPACK skills, although the extent of these effects varies significantly across studies. Factors such as sample size, duration of the intervention, and the quality of AI tools used all contribute to these differences. Importantly, larger sample sizes and well-designed AI applications lead to more significant improvements in TPACK skills. However, challenges still exist, particularly the need for adequate training and institutional support for pre-service teachers. This research highlights the necessity of establishing the best practices for incorporating AI into teacher training programs. By addressing the gaps in current literature, this study offers valuable insights into the effective use of AI in enhancing TPACK skills and advocates for further investigation in this critical area of educational technology
Integrating Indigenous Knowledge in Science Education: A Systematic Review of Strategies, Models, and Impacts
No full textIntegrating Indigenous knowledge (IK) has received significant attention in the context of achieving science learning that is relevant, contextual, and connected to students\u27 daily lives. This study aims to systematically review empirical research that documents the integration of IK programs in science learning. From 227 literature sources, 43 were selected for analysis. The findings indicate that developmental research predominates the methodology employed, with experimental and qualitative descriptive research following. The implementation of integrated-science learning programs falls into several categories, including project-based learning, discussions, technological applications, field research, local knowledge integration, cultural practices, and reflective exercises. The positive outcomes of this process encompass enhanced appreciation of nature and biodiversity, cultural awareness, improved thinking skills, better subject content mastery, increased motivation, higher learning engagement, a more comprehensive understanding of the nature of science (NOS), and greater appreciation of scientific principles. Key recommendations include fostering collaboration with Indigenous communities, creating comprehensive learning modules, and providing continuous professional development for teachers
Building Disciplinary Literacies in Content and Language Integrated Learning
No full textResearch on disciplinary literacy (DL) development in Content and Language Integrated Learning (CLIL) demonstrates that it is an amalgamation of cognitive skills, academic content, and literacy. As an umbrella term, CLIL is an ideal teaching practice for building students’ content-specific disciplinary literacies (DLs) by simultaneously integrating cognition and language within a multilingual learning environment
Civility in Political Discourse: Responding to Incivility
No full textTo tackle incivility in political discourse, we need to understand better the causes of it. I argue that the current low in civility in political discourse in the United States, triggered by the assassination of Charlie Kirk, is partly a result of authoritarianism, and partly the result of flaws in the U.S. constitution. In particular, the combination of head of state and head of government in the office of the president encourages deference to the behaviour of a president whose incivility is tolerated. Incivility in Canadian politics is also problematic, though less so than in the U.S. because our parliamentary system does not deify the head of government. I conclude with suggestions for strategies we can adopt as individuals to fight authoritarianism and promote higher levels of civility in Canada and the U.S
South African Lecturers’ Views of ChatGPT: An AI Technology Used for Designing Online Assessments
No full textEven while Artificial Intelligence (AI) has long been a part of our lives, it has recently received more attention thanks to the introduction of ChatGPT, a Chat Generative Pre-Trained Transformer, since its launch in November 2022. The focus of this study is to investigate the potential of ChatGPT to assess student-teacher learning, which looks at its use for online assessments in South Africa. It emphasises South African lecturers’ views of ChatGPT, an AI technology used for designing online assessments. The expansion of online assessments has brought about various adaptable tools and techniques, and ChatGPT provides benefits, including real-time interaction and personalised responses. Nevertheless, problems such as prejudices and circumstantial limitations still exist. Notwithstanding this, ChatGPT does well at assessing critical thinking by examining evidence-based reasoning and logical reliability. When integrating ChatGPT, ethical deliberations such as algorithmic transparency, data security, and privacy are crucial. Ten participants participated in a qualitative study that examined ChatGPT\u27s effects on online assessment and student-teacher relationships using the Community of Inquiry (CoI) model. By presenting lecturers with AI-driven techniques and promoting innovation and technology integration, participants highlight their impact in promoting professional development. As a cooperative tool, ChatGPT offers tailored feedback, detailed instructions, and culturally appropriate rubrics that encourage critical thinking and introspection. It is essential, however, to contextualise its application to combat biases and cultural twists within the African educational environment. This ensures that rather than replacing student-teachers\u27 knowledge, AI supports them using inclusive and valuable assessments
One Classroom at a Time: How Better Teaching Can Make College More Equitable
No full textDavid Gooblar’s “One Classroom at a Time” is a practice-centred book on the pressing discussion on equity, diversity, and inclusion in higher education. The book opens with a powerful statement: “the majority of our existing curricula are designed for imaginary students” (Gooblar, 2025, p. 17). This notion of the “imaginary student,” described as ones who populate elite institutions and dominate the discussion on curriculum design and pedagogy, is deeply anchored throughout the book. In response to the long-standing archetype of fragmentation, competition, gatekeeping, and favouritism that dominate curricula and pedagogy, this thought-provoking book draws on evidence from psychological studies and historical analysis to challenge the practices of disembeddedness. The increasingly diverse student population in higher education underscores the need for educators, staff, and administrators to shift from a deep-rooted archetype to an identity-conscious pedagogy. With a writing style that is vivid, critical, accessible, and well informed by research and classroom experience, the author creates a book suitable for all audiences, providing actionable classroom suggestions, toolkits, and future recommendations. Amid today’s complex political climate, this book is an unapologetic defence of advocacy efforts for a more equitable education
Laberinto educativo y aprendizaje fake: Tenemos que hablar
No full textThis book review discusses Ramón Espejo Romero\u27s latest publication, a volume that surveys the educational crisis that Spanish public education currently faces. The review situates the book in a larger trend of publications that have recently emerged to contest the current state of affairs in Spanish primary, secondary, and higher education. It provides an overview of the volume\u27s contents, highlighting its contributions to the current academic debate and its approach to the challenges that beset public education not only in Spain but also in the broader Western world. In so doing, the review underscores the volume\u27s interest for a wide international (albeit Spanish-speaking) audience--an audience concerned with the gradual deterioration of academic standards in public settings, and committed to the need to reclaim a high-quality, affordable, and all-inclusive public education for all
