Journal of Learning for Development - JL4D
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Research on Augmented Reality in Education: A Bibliometric Analysis
No full textIn the 21st century, which has entered the industrial revolution 4.0 and society 5.0 throughout the world, this indicates the increasing impact of science and technology. Augmented reality plays an important role in all industrial fields, especially education. This research conducted a bibliometric analysis of published articles regarding Augmented Reality from 2003-2023. A total of 2955 journal articles were taken from the Scopus database. This study focuses on the annual research growth rate, frequently used author keywords, most cited articles, most productive authors, most influential journals, most productive institutions, and most active countries. This research is expected to provide a useful contribution in the future to Augmented Reality research, especially in the field of education
Master’s Degree Students’ Perspectives on Heutagogy: Self-Directed Learning in the Context of Education 3.0 and 4.0
No full textThe digitalisation of education has accelerated the transition toward heutagogical approaches, particularly in postgraduate education, fostering learner autonomy and self-directed learning. This study investigates how Master’s degree students perceived and engaged with the principles of Education 3.0 and Education 4.0, focusing on their awareness, self-development practises, and attitudes toward heutagogical principles. The survey involved 149 Master’s students from four Kazakh universities, using a questionnaire structured into two blocks: self-assessment of engagement in self-development and evaluation of heutagogical principles. The findings demonstrate that the majority of students recognised the importance of self-directed learning, with 79.2% consistently engaging in self-development and 88.59% supporting the principle of “knowing how to learn as a key skill.” However, mixed responses to other principles, such as “learning goes beyond specific disciplines,” reveal varying degrees of acceptance of heutagogical approaches. The study highlights the need to balance heutagogical frameworks with traditional educational methods to address students' diverse learning preferences. The theoretical part connects the concepts of Education 3.0 and 4.0 with the development of self-directed learning and its integration into digital education. The results suggest that further exploration of heutagogical approaches in postgraduate education is necessary, including the design of Massive Open Online Courses (MOOCs) to support heutagogical principles and Education 4.0 practices
Exploring Impactful Research Fronts of the Digital Educational Ecosystem: A Bibliometric Analysis
No full textThis study employs bibliometric methods to analyze impactful and emerging research topics in the digital education ecosystem, using Scopus data from 2019 to 2023. It introduces a new Impact Factor (IF) that considers productivity, growth rate, core papers, and citations to identify key research fronts. The top five areas identified are artificial intelligence, online learning, virtual reality, hybrid learning, and educational technology. The study offers a detailed overview of the evolving digital education landscape, emphasizing significant contributors and global research distribution, and highlights the leading institutions and countries making substantial contributions to each research front
Immersive Learning Technology for Teacher Education: A Systematic Literature Review
No full textThis study aims to identify emerging trends in immersive learning research in teacher education in order to provide researchers with insights into research themes and issues for further exploration. Specifically, the researchers scrutinised the research methods, research outcomes, and technologies employed in immersive learning research in teacher education from 2017 to 2023. For this purpose, 192 studies were detected by searching Scopus, Web of Science, ERIC, Google Scholar indexes, and Springer links. This systematic review ultimately included 34 peer-reviewed, open-access articles. The study identified emerging trends in the current literature and analysed them as sub-dimensions; furthermore, it explored the potential outcomes drawn from immersive learning technologies in the teacher education context. This systematic review builds on previous ones by adding knowledge about the use of state-of-the-art immersive learning technology in teacher education
Integration of Artificial Intelligence (AI) in Learning English Writing in Higher Education
No full textThis article presents a conceptual analysis around the integration of Artificial Intelligence (AI) in learning English writing in higher education. AI contributes to helping students find fresh ideas and content for writing, as well as correcting grammar, typos, and punctuation, as well as paraphrasing, and enhancing writing quality. There has been a spate of empirical research conducted by academicians and scholars related to AI in English writing, however, none of them analysed or reviewed the original concept of AI. It is essential then to describe the conceptual underpinnings as it helps teachers and students to make a clear definition and limitation, establish the theoretical foundation, enhance ethical understanding, and set the expectation related to the integration of AI in writing. This conceptual article sketches how AI is accepted and integrated as tools to enhance students’ learning of English writing. This conceptual paper applies a conceptual approach exploring recent literature and previous research on the integration of AI in writing. It focuses on the discussion of the concept of AI, AI integration in the English writing context, and the future expectations of AI in writing
From Foundations to Futures: Mapping Ten Years of Scholarly Growth in the Journal of Learning for Development to Bridge Research, Practice, and Policy
No full textThis article presents a comprehensive review of the Journal of Learning for Development (JL4D) over its first decade (2014-2024), employing bibliometric, content, and citation analyses to explore the Journal’s scholarly contributions, thematic evolution, and global impact. The findings reveal a steady increase in research output, a diversification of authorship across 55 countries, and a growing trend toward collaborative and cross-regional scholarship, particularly in response to the Covid-19 pandemic. Content analysis confirms the Journal’s sustained focus on equitable access to education, highlighting key themes such as Open Educational Resources (OER), capacity building, digital literacy, and pedagogical innovation. Citation metrics demonstrate the Journal’s expanding academic influence, with top-cited works addressing Education 4.0, social justice in open education, and teacher professional development. Beyond numerical indicators, JL4D’s true strength lies in its role as an inclusive platform bridging research, practice, and policy to support learning for development. As it enters its second decade, JL4D is well-positioned to deepen its academic impact while nurturing interdisciplinary collaborations that advance sustainable educational futures
Teacher in the Loop AI (TiL-AI): A Strategy for Empowering Educators in Developing Countries through OER Adaptation
No full textArtificial intelligence (AI) is rapidly transforming various sectors, including education. One of the most promising applications of AI in education is in the development and adaptation of Open Educational Resources (OER). COL’s Teacher-in the-Loop (TiL-AI) initiative empowers teachers and TVET trainers across the Commonwealth to leverage generative AI (GenAI) in adapting OER to fit national and local curricula, ensuring relevance and cultural resonance. Synergising the power of GenAI with the teacher’s role, we can improve the quality of AI-generated content and empower teachers with a deeper understanding of both AI and OER and their combined potential in education. This paper is based on Phase 1 of the project
Students’ Scientific Reasoning in Physics through Procedural and Conceptual E-Scaffolding in Modelling Instruction: A Quasi-Experimental Study
No full textProcedural and conceptual e-scaffolding has been shown to be effective for assisting novice learners in understanding new concepts. Its integration with modelling instructions (E-MI) raises expectations for improving scientific reasoning (SR) in students whose level is still a concern in Indonesia. A quasi-experimental study was conducted to find out if there was a difference between e-scaffolding and a regular modelling instruction (MI) class; how integration affected the shift in students’ SR levels; and the effect size on students’ SR in physics. A total of 70 first-year high school science class students in East Java, Indonesia participated in this study, and were randomly divided into two groups with different treatments. The experimental group with E-MI (n = 35) and the control group with MI (n = 35) received a 15-item scientific reasoning test (α = 0.828), and the data were analysed by t-test. The difference in SR between the E-MI and MI group was found to be statistically significant. As a result, students who learned physics through E-MI exhibited higher levels of SR compared to students who took only an MI course. In the E-MI group, elevating the SR level for students at the transitional level was relatively easier than for students at the concrete level. Integrating procedural and conceptual e-scaffolding in modelling instructions also had a large influence on students’ SR in physics. In conclusion, the findings of this study underscored the importance of technology in education. E-scaffolding facilitated the augmentation of students' SR levels, excluding the operationally concrete SR levels
Effect of ICT-Based Learning Media on Student Learning Outcomes: A Scoping Review
No full textThe lack of innovative implementation of digital learning media presents obstacles to accessing course materials, leading to unequal learning opportunities among students and, subsequently, lower graduate competencies. This study aimed to review the research studies on the effects of implementing digital learning media in various formats and its contribution to students’ learning outcomes. This study employed a scoping review by analysing articles from reputable databases, including Scopus and Google Scholar, and using relevant keywords. The selected studies were examined through descriptive mapping and narrative synthesis to identify patterns in digital media usage and their impact on learning outcomes. The analysis recognised 29 pertinent investigations, revealing the prevailing pattern in research on digital learning media centres and on Mobile Applications and its influence on students’ educational achievements. Nevertheless, there is also a demand for other forms of digital learning media to be utilised in educational endeavours. Additionally, the findings of the research illustrate that the utilisation of digital learning media substantially improves students’ proficiency in both technical and interpersonal abilities. Consequently, this study serves as a valuable asset for educators, and urges them to adopt the incorporation of digital learning media