Educational Technology Quarterly
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Exploring STEM-TVET integration in technical colleges: middle leaders' experiences
Full text linkThe need to prepare students with 21st-century skills has led to global educational reforms, including integrating Science, Technology, Engineering, and Mathematics (STEM) into Technical and Vocational Education and Training (TVET). This study explores how middle leaders in Nigerian technical colleges perceive and implement STEM-TVET integration. Using a qualitative approach, 15 purposively selected middle leaders from government-owned technical colleges in Lagos, Nigeria, comprising heads of departments, vice principals, and year tutors, were interviewed. Semi-structured interviews captured their experiences and insights, and data were thematically analysed using NVivo software. Three themes emerged: (1) Middle leaders' conceptualisation of STEM-TVET integration and its benefits, (2) Systemic barriers to effective implementation, and (3) Strategies for sustainable enhancement. Findings indicate that while STEM-TVET integration enhances employability, innovation, and critical thinking, barriers such as outdated curricula, inadequate teacher training, and infrastructural deficits hinder progress. Improvement strategies include human capital development, innovative funding models, policy localisation, and societal reorientation toward STEM
Assessment of stakeholders' perceptions on the adoption of artificial intelligence in academic writing
Full text linkWhile the development of artificial intelligence (AI) tools for academic writing continues to evolve alongside rapid technological advancement, ethical questions have arisen about their adoption. To try and answer these questions, the study reported in this article investigated the perceptions of some education stakeholders about the adoption of AI in academic writing, highlighting its practices, principles, and benefits. A mixed methods design was adopted. The study was anchored on Davis's technology acceptance model. Ten multiple-choice questions (r=0.73) and one open-ended question were administered to participants at the workshop on adopting AI. The participants were purposively sampled from members of an association. The collected data were analysed using descriptive and inferential statistics and thematic analysis. About 51.5% of the participants were male, and 48.5% were female. Participants' results revealed a mean score of 28.09, a median of 30, and a range of 5 to 50. Participants suggested incorporating artificial intelligence into academic writing due to its inherent benefits while adhering strictly to its usage principles
Mobile learning evolution: a decade of developments (2014-2023)
Full text linkThe rapid evolution of mobile technologies has significantly transformed educational landscapes over the past decade. This systematic review examines the development of mobile learning environments from 2014 to 2023, analyzing their conceptual foundations, theoretical frameworks, design principles, implementation strategies, and effectiveness. Building on our earlier taxonomy of learning environments, we propose an expanded framework that accommodates emerging technologies and pedagogical approaches. Through a comprehensive analysis of 97 articles published in peer-reviewed journals, we identify key trends in mobile learning research, including the integration of artificial intelligence, extended reality technologies, and learning analytics. Meta-analytic findings demonstrate moderate to significant positive effects of mobile learning on student outcomes across different educational levels and subject domains. The review further reveals that pedagogical approaches such as project-based learning, collaborative learning, and situated learning significantly enhance the effectiveness of mobile learning environments. We also examine challenges in implementation, including technological barriers, pedagogical integration issues, and concerns about equity and accessibility. The paper concludes with a proposed research agenda and practical guidelines for developing effective, inclusive, and sustainable mobile learning environments in the emerging educational technology landscape
Assessing the role of online mathematics tools in enhancing student learning and engagement
Full text linkAs digital technology improves and educational standards rise, online tools for teaching mathematics are one of the advancements recorded in digital technologies. The use of digital tools for teaching, particularly a dreaded subject like mathematics, helps to improve teaching and learning. This study explores the influence of online learning tools on the teaching of mathematics in the era of the Fourth Industrial Revolution (4IR), where the fusion of digital, physical, and biological spheres is revolutionising conventional education practices. In this study, a survey of 596 secondary school mathematics educators was administered to evaluate the correlation between online tool use and student performance through correlation analysis and multinomial logistic regression. Results showed a strong positive relationship between the use of online resources and student engagement, problem-solving, and academic achievements. The study calls for focused professional development and training activities to provide teachers with the knowledge and skills needed to use online resources in their classrooms. In addition, government and education stakeholders should invest in infrastructure to enable fair access to digital learning resources so that a sizable number of teachers and students can take advantage of technology-rich education.
The impact of undergraduate students' perceived social media empowerment in their engagement in sustainability practices: a predictive study
Full text linkUndeniably, the contemporary world is amid a digital revolution, where digital technology has emerged as a powerful, transformative tool that fosters engagement in sustainability initiatives. In light of that contention, this predictive study explored social media empowerment through participation and engagement, access to resources and support, and self-expression and control, analysing their influence on students' engagement in sustainability practices. Based on the quantitative approach and cross-sectional design, pertinent data were collected from 510 undergraduate students using a closed-ended self-developed questionnaire. Subsequently, the collected numerical data were subjected to quantitative analysis, employing descriptive and inferential analysis. The three hypotheses developed were tested using structural equation modelling (SEM). The study findings revealed that all three hypotheses were accepted, establishing a positive and statistically significant relationship between social media empowerment and students' perceived engagement in sustainability practices. While all exogenous constructs influenced endogenous constructs, their magnitude of impact varied. The construct of participation and engagement (β=0.311, p<.0001, R2=0.469) depicted the highest predictive power, followed by access to resources and support (β=0.106, p=0.041, R2=0.210). The construct of self-expression and control (β=0.319, p<.0001, R2=0.102) established the lowest predictive power. Therefore, the observed variation underscores the differential role of each construct in enhancing students' engagement in sustainability practices. The findings signify the importance of comprehensive approaches in promoting sustainable practices among undergraduate students through meaningful engagement on social media
Virtual collaboration in education: tool selection patterns for project-based learning in the context of group dynamics
Full text linkIn the era of accelerated digitalization and unprecedented challenges such as the COVID-19 pandemic and military operations in Ukraine, effective virtual collaboration has become essential for educational success. This study investigates the selection patterns of project management tools among information technology students engaged in project-based learning environments. We surveyed 129 undergraduate students (68 first-year and 61 fourth-year) from the National University of Life and Environmental Sciences of Ukraine during their "Group Dynamics and Communications" course. Our investigation compared tool preferences between student cohorts and examined the underlying factors influencing these selections. Results revealed that while Trello emerged as the predominant tool across all students (48.1%), significant differences existed between cohorts - first-year students predominantly chose Trello (58.8%), while fourth-year students demonstrated more diverse preferences, including Notion (29.5%) and Asana (21.3%). Professional workplace experience emerged as the most significant factor influencing tool selection, with those having industry experience more likely to choose enterprise-level tools rather than education-oriented platforms. Internet research also played a substantial role in students' decision-making processes (53.5% of selections). These findings highlight the importance of integrating industry experiences into higher education curricula and demonstrate how project management tool selection reflects and potentially enhances students' professional identity development
GenAI as scholarly ally: patterns, pedagogy, and policies in graduate writing research
Full text linkThe integration of generative artificial intelligence into graduate-level academic writing has accelerated since 2019, yet systematic evidence regarding adoption patterns remains scattered. This study synthesises findings from 71 empirical studies identified through Scopus AI analysis, examining how Master's and PhD students employ these technologies across disciplines. Meta-analytic results indicate that students who engage in recursive interaction with AI tools achieve stronger writing outcomes (Hedges' g = 0.89, 95% CI [0.78, 1.00]) than those who use AI tools merely as editorial assistants (g = 0.41, 95% CI [0.29, 0.53]). Writing interventions that combine self-regulated learning strategies with AI support yield the largest effects (g = 0.94). Adoption rates vary by field: 78% in STEM, 71% in social sciences, and 62% in humanities, with distinct usage patterns emerging within each discipline. Analysis of institutional policies reveals that frameworks permitting structured AI use while requiring disclosure correlate with lower rates of academic misconduct (r = -0.62) compared to prohibitive approaches. These findings suggest that the effectiveness of AI in academic writing depends less on the technology itself than on the pedagogical context and strategic frameworks within which it operates. The evidence points toward a need for discipline-specific guidelines that acknowledge both the affordances and limitations of current AI capabilities
Stakeholder perceptions and the impact of the Fourth Industrial Revolution in South African TVET colleges: A qualitative study
Full text linkThis qualitative study examines the integration of Fourth Industrial Revolution (4IR) technologies in South African technical and vocational education and training (TVET) colleges, using the technology acceptance model (TAM) as a guiding framework. Data were collected through in-depth interviews and focus group discussions with 50 participants, including campus managers (10%), educators (50%), and students (40%) across five TVET campuses. Thematic analysis, facilitated by NVivo 12, identified patterns and themes related to adoption, challenges, and institutional responses. Findings indicate that 4IR technologies can enhance access to education, improve graduate employability, and support personalised learning. However, persistent barriers, such as infrastructure deficits, limited digital literacy, outdated curricula, resistance to technological change, and concerns over job displacement, impede effective integration. Stakeholders' acceptance of technology was influenced by perceptions of usefulness and ease of use, while social influence and facilitating conditions shaped confidence and engagement, reflecting TAM and UTAUT (unified theory of acceptance and use of technology) constructs. The study emphasises the significance of institutional readiness, equitable access, and ongoing professional development in fostering successful 4IR adoption. Policy and practice implications include revising curricula to align with 4IR competencies, expanding digital infrastructure, and fostering faculty capacity to integrate technology into pedagogical strategies
Enhancing inquiry-based learning skills with ICT to pre-service teachers in Tanzanian teacher colleges: constraints and mitigating strategies
Full text linkThis study aimed at enhancing inquiry-based learning skills with ICT to pre-service teachers in Tanzanian teacher colleges. The study employed a qualitative research approach along with a hermeneutic phenomenological design to explore participants' in-depth information about the phenomena. The purposive sampling strategy was employed in the selection of the participants who provided pertinent data through interviews and focus group discussions as methods for data collection. A total number of 56 participants were involved in the study, including 4 college principals, 20 tutors and 32 pre-service teachers. Inductive thematic analysis was also used to analyse the data collected. The study found that tutors encounter several constraints in integrating ICTs to foster IBL skills, including limited internet connectivity, insufficient ICT facilities and limited understanding of IBL methods for developing IBL skills. Moreover, the findings revealed that tutors had limited exposure to specific ICT tools that may foster IBL skills. In that regard, the study asserted a number of mitigating strategies to address the constraints, such as the use of offline resources, zero-rating internet, sharing of available digital devices, and institutional support. Furthermore, the study has recommended that there is a need to ensure that the resources are mobilised; there should be in place a critical investment in ICT infrastructure coupled with explicitly integrating IBL skills in the curriculum, thereafter organising tailored professional development training to expose tutors with ICT tools in order to foster IBL skills among pre-service teachers
A proposed framework for achieving higher levels of outcome-based learning using generative AI in education
Full text linkGenerative artificial intelligence (GAI) systems like ChatGPT have gained popularity due to their ability to generate human-like text. Educators are exploring how to leverage these systems to facilitate and promote learning and develop skills and abilities. This study proposes a conceptual framework aimed at facilitating outcome-based learning through the utilization of GAI tools. The overall aim of this study is to provide a way for integrating GAI to support outcome-based education paradigms focused on learning objectives by aiding cognitive ability development according to Bloom's taxonomy. This paper introduces a framework called the ACE Framework (AI-Enhanced Cognition for Outcome-Based Learning), which organizes the integration of emerging large language models to facilitate advanced analysis, synthesis, and evaluation, as defined by Bloom's taxonomy, from basic knowledge recall to complex conceptualization. To empirically assess the effectiveness of unaided and GAI-assisted approaches, an analysis of real-world scenarios was conducted, where 20 college students created open-ended written solutions. For every response set, human raters classified shown cognitive abilities into Bloom's levels. In structured GAI integration exercises, participants learnt about problems using models such as GPT-4 and framed analytical answers. Comparative benchmarking reveals significant enhancements in average ratings from predominant comprehension (3.35) to top-tier synthesis (4.85) after AI scaffolding based on the methodology. With six students reaching the highest evaluation tier, guided AI interactions showcase excellent ability to promote outcome-based learning. Despite limitations in sample size and assessment techniques requiring further investigation, results align with priorities of outcome-driven education models prioritizing higher-order cognition -- substantiating structured AI incorporation potential