International Journal of Technology in Education and Science
The International Journal of Technology in Education and Science (IJTES) is a peer-reviewed scholarly online journal published quarterly in Winter, Spring, Summer, and Fall. IJTES is an international journal that welcomes original and unpublished research papers in the field of educational technology. The journal publishes a wide range of scholarly contributions, including original theoretical studies, literature reviews, research reports, review articles, book reviews, and studies addressing social, psychological, curricular, and learning environment–related issues that involve the use or application of technology in education and science. The primary focus of the journal is educational technology. Therefore, submissions from science-related fields are required to clearly demonstrate their relevance to educational technology contexts or applications. The journal aims to cover a broad range of topics related to educational technology. All manuscripts submitted to IJTES must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. The journal adheres to international standards of publication ethics and follows the guidelines of the Committee on Publication Ethics (COPE). Authors are expected to ensure the originality of their work, avoid plagiarism, and disclose any potential conflicts of interest. The journal encourages submissions from researchers worldwide and is committed to promoting diverse international perspectives in scholarly research. Editors and reviewers devote substantial time and effort to the evaluation of submissions. Accordingly, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or post-publication. All submissions undergo an initial editorial screening, which is typically completed within two weeks. Manuscripts that pass this stage are subsequently evaluated through a double-blind peer-review process, which generally takes two to four months. Each manuscript submitted for consideration in a regular or special issue is reviewed by at least two independent international reviewers with expertise in the relevant subject area. Authors are responsible for ensuring that the final accepted version of their manuscript is thoroughly proofread for language quality and fully complies with APA style guidelines. Manuscripts that fail to meet language and/or APA style standards at any stage of the review or publication process will be rejected. The corresponding author must use an institutional email address. Submissions or requests submitted using generic or non-institutional email addresses (e.g., @gmail.com, @yahoo.com, @hotmail.com) will not be processed, as such addresses do not allow for unambiguous identification of the author. Use of the journal template is not mandatory at the submission stage. The template may be used after a manuscript has been accepted for publication.
Investigating Research Skills and Artificial Intelligence Attitudes Among Residents in Surgical Medicine Departments
This research aims to examine the relationship between scientific research skills and attitudes towards artificial intelligence among residents in surgical medicine departments, considering gender and seniority. A quantitative research approach with a comparative correlational survey model was adopted; data was collected via online questionnaires from 127 surgical residents in training and research hospitals and university public hospitals in Ankara, Konya, and İzmir provinces. The findings revealed that participants' scientific research skills were at a moderate level, while their attitudes towards artificial intelligence were at a high level. Male participants showed significantly higher scientific research skills compared to their female peers, while no gender-based difference was found in attitudes towards artificial intelligence. As seniority increased, scientific research skills also increased significantly; however, attitudes towards artificial intelligence did not change with seniority. Regression analysis showed that attitudes towards artificial intelligence did not significantly predict scientific research skills. Based on these results, it is recommended to strengthen research methodology training in the early stages of specialist training, to investigate the causes of gender inequality using qualitative methods, to integrate artificial intelligence tools into the curriculum, and to expand the study to include a wider sample and different disciplines.
Attitudes towards artificial intelligence
Copyright (c) 2026 International Journal of Technology in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
Artificial Intelligence-Supported English as a Foreign Language Learning: A Narrative Review of Personalisation, Feedback, Engagement and Pedagogical Collaboration
The rapid advancement of artificial intelligence (AI) has substantially reshaped educational practices substantially, particularly within English as a Foreign Language (EFL) learning contexts. This narrative review synthesises peer-reviewed research published between 2020 and 2025 to examine how AI supports EFL learners across six key dimensions: learning personalisation and adaptation; assessment and feedback; student engagement and motivation; study support and skills development; teacher–student–AI pedagogical collaboration; and critical challenges and ethical considerations. Drawing on recent high-quality peer-reviewed journal articles, the review employs a thematic synthesis approach to integrate diverse theoretical perspectives, empirical evidence and pedagogical insights. The findings indicate that AI-supported technologies can enhance EFL learning by enabling adaptive instruction, delivering timely and formative feedback, fostering learner engagement and motivation, and supporting self-regulated learning and language skill development. Simultaneously, the review underscores the importance of human-centric pedagogical design, highlighting that AI is most effective when positioned as a complement to, rather than a substitute for, teacher expertise and learner agency. Key challenges – including academic integrity, ethical concerns, data privacy, algorithmic bias, over-reliance on technology and inequitable access – also are identified as significant constraints on effective AI integration. Overall, this review offers an integrative and pedagogically grounded account of AI-supported EFL learning and poses implications for instructional practice, teacher education and future research aimed at promoting responsible, equitable and sustainable uses of AI in language education.
Apprehensions of Integrating Artificial Intelligence into Higher Learning: A Systematic Review
The integration of artificial intelligence in higher learning has been studied and commented upon by several researchers. One thing that is obvious is that there are several authors who are hopeful that artificial intelligence has positive prospects for higher learning. On the other hand, there are also several authors who think that artificial intelligence is negatively affecting higher learning. While some authors report on hopes only and others on fears only, some others report both fears and hopes. This systematic review engages a total of 61 reports, including journal articles and grey literature, to address three issues. The first is about the extent to which researchers admit to the existence of negatives of AI in higher education. The second is about the factors that these researchers associate with the fears they admit. The third is a summarized identification of sources of this fear. Literature for this review was collected from various online sources, and the PRISMA 2020 flowchart was used for screening. Finally, content analysis was conducted using NVIVO computer software. Results show that, to a large extent, authors admit to the existence of various kinds of disadvantages in using AI in higher learning. These disadvantages lead to fears related to ethics and compromise established standards of higher education. Higher education policy makers and managers are, therefore, called upon to take necessary precautions in designing AI-supported systems and put in place reliable and effective guidelines for their use.
Emerging Trends in Virtual Simulation for Education: A Systematic Review of Technology–Pedagogy Alignment
Virtual simulation has become a transformative approach in education, particularly in contexts that require practical, skill-oriented learning. This systematic review examines emerging trends in virtual simulation for education by synthesizing evidence on educational technologies and instructional design approaches applied in virtual laboratory environments. Guided by the PRISMA protocol and the PSALSAR framework, 20 peer-reviewed journal articles published between 2020 and 2024 were systematically selected and analyzed. The results indicate a growing emphasis on virtual laboratories and immersive technologies, especially virtual and augmented reality, to support hands-on learning across science, engineering, medical, and vocational education. These technologies are predominantly implemented through learner-centered instructional designs, including experiential, inquiry-based, and constructivist approaches, which facilitate active engagement, repeated practice, and meaningful knowledge construction. While immersive and simulation-based technologies dominate current implementations, the integration of AI-supported and analytics-driven systems remains limited, suggesting an emerging area for future development. This review contributes a synthesized conceptual framework that illustrates how virtual simulation technologies are pedagogically operationalized through instructional design themes to produce meaningful learning outcomes. By integrating technological and pedagogical perspectives, the findings provide a structured foundation to inform evidence-based instructional design, implementation, and future research on virtual simulation–based education.
Analysis of the Influence of Utilizing STEM-Based Physics Learning Media: A Systematic Literature Review
21st-century education offers numerous benefits to society across various sectors, including the field of education itself. The STEM (Science, Technology, Engineering, and Mathematics) approach is designed to support teachers in realizing effective education in the 21st century. This study examines 40 articles published between 2018 and 2024, which have undergone a filtering stage based on inclusion criteria. The method used in this research is a literature review. The main objective of this study is to identify the variables that influence the use of STEM-based physics learning media. The most frequent publication years for the articles were 2021 and 2022. The academic level with the most prevalent use of STEM-based learning media is the high school level. The most dominant research method used in the analyzed articles is the quasi-experiment, as this method tends to be easier in evaluating student learning outcomes. The material most frequently taught using the STEM approach is electrical circuits. The most widely used learning media with the STEM approach is prototypes, as prototypes are easily accessible and can utilize existing school facilities. The most frequently used instrument in the research is tests, as the dominant focus of measurement is on students' conceptual understanding.
AI vs Human Writers: A Comparative Analysis of Story Rewriting through Readability Metrics
This study examines how generative artificial intelligence (GenAI) might be used to rewrite narratives in comparison to texts written by humans, with an emphasis on writing style, readability, and verbosity. GenAI's performance is evaluated by means of quantitative analysis and readability metrics. The results indicate that GenAI often generates writings with higher verbosity and readability scores than stories written by humans. Furthermore, the examination of lexical density and diversity reveals subtle variations in writing styles between human, ChatGPT, and Gemini; GenAI exhibits competitive performance in these metrics. Although the results point to potential applications of GenAI in narrative, more research is needed to determine how effective the technology is when compared to human authors.
Experimentation and Potential for Generative AI Tools in Gateway Mathematics
With the aid of tools like computer algebra systems, routine mathematical calculations and symbolic manipulations can be quickly and accurately performed. In the advent of rapid growth of Generative AI tools, we examine how ChatGPT performs in solving a variety of mathematical problem-types and methods of representations in gateway mathematics courses. Our survey on the current use of ChatGPT among learners and experimentation with this generative AI tool in a learning environment, compels us as educators to examine how ChatGPT incorporated in teaching and learning, can be used to enhance acquisition of factual, procedural and conceptual knowledge in gateway mathematics. Applying ChatGPT in mathematical discourse elicits some potential issues with both discipline-specific and general instructional practices while enhancing benefits associated with elements of High Impact Practices (HIPs). We focus on discipline-specific instructional practices that are characterized by problem-solving, problem-posing, open-ended questions with multiple solutions, modeling project activities, and technology integration. When applied to a class learning environment, the question of the quality of the ChatGPT output and what can be offloaded to ChatGPT becomes important to both learners and educators. Our analysis of the students’ survey and the experimentation with ChatGPT shows that using mathematical problem-based tasks, with instructor-curated content and learners equipped with refined prompts enriches the quality of gateway mathematics education in AI environments.
Critical Factors That Shape the Pedagogical Integration of ICT in Technology-Rich Senior High Schools
The common belief is that providing technological tools and equipment leads to the pedagogical integration of ICT in schools. This study tested this idea by examining key factors and contextual barriers that influence how ICT is integrated pedagogically in technology-rich Senior High Schools in Ghana. Using a cross-sectional survey design, data were collected from 103 teachers in both public and private SHSs with modern ICT infrastructure. The study investigated important factors such as learning styles and needs, teacher motivation and incentives, teachers’ perceived ease of use of technology, and ICT infrastructure. A multiple regression analysis revealed that teacher motivation/incentives and ICT infrastructure are significant predictors of the level of pedagogical ICT integration. These factors together explain 59.1% of the variation in ICT integration, while perceived ease of use and learning styles/needs were not significant predictors. Despite the availability of ICT resources, teachers highlighted contextual challenges, including a lack of technical skills, misalignment of technology with curriculum goals, difficulties in shifting to interactive learning methods, and promoting digital citizenship. These findings demonstrate that resources alone are insufficient; addressing pedagogical and systemic barriers is essential for meaningful ICT integration in SHSs. The implementation of sustainable technology integration in schools requires establishing policies which promote ICT-enhanced teaching methods, professional development and teacher motivation.
Integrating Web 2.0 Tools into Science Teaching: Implications for Conceptual Understanding and Student Perspectives
The aim of this study is to develop a guiding material supported by Web 2.0 tools for the “Conduction of Electricity” unit in the 6th grade science course and to examine conceptual learning and student opinions about the process. The action research method, one of the qualitative research designs, was used in the study. The sample of the study consisted of 21 6th grade students. A Conceptual Understanding Test consisting of 15 open-ended questions developed by the researcher and a semi-structured interview consisting of 5 open-ended questions were used as data collection tools. According to the results of the Wilcoxon signed-rank test conducted on the conceptual understanding pre- and post-test scores, a statistically significant difference was obtained (z=-4.02, p<.05). After further analysis of the conceptual understanding test, it was determined that students made significant progress from the "No Understanding" level to the "Complete Understanding" level on the basis of all acquisitions; interactive and student-centered teaching practices supported by Web 2.0 tools strengthened conceptual understanding. In addition, student opinions reveal that Web 2.0 tools contribute positively not only to academic achievement but also to students' attitudes towards learning, class participation, digital competence, and interdisciplinary skills.
Online Learning Community: University English Teachers’ Engagement in Using Facebook Page
In addition to providing a wide range of information, Facebook has also been used as a significant learning platform in various educational contexts. This article examines the experiences of University English Teachers (UETs) in Nepal who engaged in a Facebook page as an Online Learning Community (OLC). A four-week intervention was conducted among 19 UETs, who shared professional development content and related activities on the page. Qualitative data were collected through online semi-structured interviews with 11 UETs and were analyzed thematically based on interpretative phenomenological analysis. The findings revealed that teachers initially had limited awareness of the concept of OLC; they gradually identified it as a valuable space for sharing experiences, solving professional challenges, and developing collaborative skills. Their engagement increased on the page through activities such as following shared content, commenting, and uploading their learning materials. UETs shared mixed experiences on the Facebook page's effectiveness for academic discussion and professional development. Moreover, they also expressed challenges related to technical devices and skills for active engagement in the OLC. The study suggests that professional online social communities can enhance English teachers' professional knowledge and collaborative skills.
The Role of Mobile Technology in Language Learning: A Study on University Students
This study examines the influence of Mobile-Assisted Language Learning (MALL), a branch of mobile learning (M-learning), on language acquisition among university students in Azerbaijan. As technology becomes increasingly embedded in higher education, the research investigates the extent to which mobile applications and platforms enhance language skills, with a particular focus on student engagement and learning outcomes. Quantitative data were collected through online surveys completed by Azerbaijani university students, capturing both the benefits and limitations of using mobile learning tools. Positive feedback emphasized gains in listening skills, vocabulary expansion, and learning flexibility. Conversely, negative experiences highlighted issues such as limited content variety, insufficient opportunities for conversational practice, and distractions caused by advertisements and notifications. The results suggest that MALL can be highly effective in supporting language learning when combined with engaging, interactive, and well-structured content. Nonetheless, challenges related to repetitive tasks, technical errors, and content design must be addressed to optimize its educational potential and ensure a more sustainable and productive learning experience.
Talking Technology Tutors: The Perceptions of Conversational AI in Education through the Eyes of Parents and Teachers Worldwide
As AI becomes an increasingly prevalent tool across society, conversations have begun on whether it should be implemented into education. Teachers and parents are at the forefront of this dilemma, their opinions being an integral part of the ongoing discussion. This study explores parents’ and teachers’ perspectives on the uses of conversational AI in education through an exploratory survey. Survey results (111 parents, 109 teachers) showed that the majority of parents and teachers believed conversational AI could support their child’s/students’ development, they were likely to use conversational AI for their child/student, and were comfortable with their child/students using it. In addition, there was a moderate amount of apprehension from both parents and teachers toward AI in education to due privacy, plagiarism and lack human contact concerns. Overall, the findings suggest that while there is enthusiasm for integrating AI into education, concerns about its implications need to be carefully addressed.
The Use of Artificial Intelligence in Early Intervention
The use of Artificial Intelligence (AI) is steadily increasing. This paper explores the extent to which AI is currently utilized in Early Childhood Intervention (ECI) services. Data were collected through an online survey conducted in German-speaking countries (Germany, Austria, Switzerland) and Turkey (n = 123). Results indicate that up to 50% of professionals in ECI services already use AI, predominantly ChatGPT. AI use is associated with younger age and professional background. Home visitors report less frequent use compared to professionals working in kindergarten settings. Non-users primarily cite a lack of information and general skepticism toward AI tools. Among users, AI is applied in methodological research, translation processes, and, to some extent, in planning interventions. Time efficiency is perceived as the main advantage of AI use; however, concerns remain regarding the validity of information and data protection. Overall, there is a clear demand for more training and well-defined guidelines concerning the handling of personal data when using AI in professional practice.
Impact of Artificial Intelligence in Academia: Navigating the Perceptions and Usage of ChatGPT among University Students
This research delves into the perceptions, usage behaviors, and experiences of ChatGPT among students, encompassing both undergraduates and postgraduates, enrolled at a public university. Employing a convenient sampling technique, we collected responses from 255 participants via a structured questionnaire. The collected data underwent analysis through descriptive statistics and correlation assessments. The results of this investigation illuminate a prevalent positive perception of ChatGPT across all dimensions explored. Most notably, our study found no significant relationship between students' educational levels (undergraduate or postgraduate) and their perceptions, utilization patterns, or experiences with ChatGPT. These findings underscore the widespread acceptance and utility of ChatGPT within the academic sphere, transcending educational distinctions and reaffirming its value as a versatile tool for a diverse range of university students. This research contributes to the growing body of knowledge surrounding the reception and integration of AI-driven language models, such as ChatGPT, within the educational landscape.
Trust in ChatGPT and Perceived Academic Writing Improvement: A TAM-based Quantitative Study in a ESL Context
This study examines the impact of undergraduate students' trust in ChatGPT on their perceived improvement in academic writing and their intention to utilize the tool in future writing tasks. Grounded in the Technology Acceptance Model (TAM) and the Trust in Technology Framework, the study employs a quantitative approach to examine student perceptions within a Functional English course at a public-sector university in Pakistan. A total of 225 students from the Telecommunication Engineering, Computer Science, and Chemistry departments participated in a structured survey. Descriptive statistics, Pearson's correlation, and multiple regression analysis revealed that trust in ChatGPT significantly correlates with perceived improvements in clarity, vocabulary, and organization. Moreover, overall trust and Acceptance were strong predictors of students' future intent to use ChatGPT. The findings suggest that students' confidence in AI feedback enhances their writing development, underscoring the importance of institutional support and the ethical integration of AI. This study contributes to the growing body of research on generative AI in education by providing localized insights from a non-Western English as a Second Language (ESL) context and recommending pedagogically sound strategies for responsible AI adoption.
Enhancing Secondary Students' Conceptual Understanding through Virtual Reality-Integrated and Guided Inquiry-Based Approach
This study explored the effectiveness of a virtual reality (VR)-integrated guided inquiry-based learning module in enhancing Grade 7 students’ conceptual understanding of heat and temperature—topics often associated with misconceptions. Conducted in a Philippine public school, the quasi-experimental study involved 32 students who completed pretests, posttests, and reflective questionnaires. Results indicated a statistically significant improvement in posttest scores (p < 0.001), demonstrating that the VR-enhanced approach effectively addressed conceptual gaps. Qualitative findings revealed increased engagement, improved visualization of scientific phenomena, and greater motivation to learn. Students noted that VR made abstract concepts more tangible compared to traditional methods. However, some reported mild physical discomfort, such as dizziness and eye strain, pointing to the need for ergonomic consideration in VR use. The study highlights the pedagogical value of VR in science education, offering immersive, inquiry-driven learning experiences that foster deeper understanding while emphasizing the need for thoughtful implementation to ensure student well-being.
virtual reality integrated guided inquiry-based learning
Nurturing Reflective Thinking Skills Among Prospective Teachers Through a Learner-Educator Feedback System Using Google Keep
Digital feedback tools are increasingly being explored as means of fostering reflective thinking in higher education. This study investigated the use of Google Keep as a tool to cultivate reflective thinking skills in an Environmental Science course among fourth-year college students at a public tertiary institution in the Philippines using both quantitative and qualitative data sources. Students used Google Keep in completing reflective tasks during discussions, enabling real-time learner-educator feedback. Quantitative data were gathered using pre- and post-administration of the Reflective Thinking Survey Questionnaire, Kember’s Reflective Thinking Rubric, and the Technology Acceptance Model (TAM) Survey. Descriptive statistics and the Wilcoxon Signed-Rank Test were employed to analyze changes in reflective thinking. Results indicated a statistically significant improvement in students’ reflective thinking skills (z = 3.659, p < 0.05) based on survey data. However, Kember’s rubric revealed limited depth in reflective engagement, particularly in relating personal experiences to academic concepts. Findings from the TAM survey suggested strong student acceptance of Google Keep, emphasizing its perceived ease of use and functionality. Thematic analysis of responses to the Reflection Questionnaire corroborated the tool’s usability and its role in promoting reflection, while also suggesting areas for interface enhancement. Overall, the findings affirm the potential of Google Keep as a practical, accessible platform for delivering feedback and cultivating reflective thinking in higher education science courses.
Reading Reinvented: The Role of LLMs in Developing EFL Students' Reading Skills
Large Language Models (LLMs) have infiltrated every single sector worldwide, especially education. LLM-based tools have become commonplace, primarily among students. The trend over the past three years has been to explore how these revolutionary tools can be most effectively utilized to advance education and address the implications of their use. This study investigates the role of LLMs in enhancing English as a foreign language students’ (EFL) reading skills. It draws on data from 38 EFL teachers in middle and high schools in Taourirt, Morocco by focusing on their perceptions of using LLMs as instructional tools. A qualitative analysis reveals that most teachers view LLMs positively. The majority of teachers believe that the foregoing tools can generate diverse, contextually relevant reading materials, personalize learning experiences, and foster engagement through interactive content. Despite these benefits, teachers also noted a number of challenges. By examining the merits and demerits of LLMs in reading instruction, this study provides insights for educators and policymakers on integrating AI-driven tools, specifically in reading instruction.
Students' Experiences with Robotics Coding Activities
Robotic coding activities help to concretize abstract scientific concepts, develop higher-order skills such as problem-solving and critical thinking, and provide students with opportunities to observe, formulate hypotheses, design experiments, and analyze data. Therefore, this study has chosen robotic coding activities as its research area. This study aimed to determine the opinions of eighth-grade middle school students on Arduino-based robotic coding activities integrated into science topics. This study employs a case study based on a qualitative research design. This research employed criterion sampling to select participants. The study group consists of five eighth-grade students studying at a public school. Researchers preferred a 13-question semi-structured interview as a data collection tool. The interviews were conducted face-to-face and online via Zoom by the third researcher. Interview data were analyzed using content analysis. Participants were informed about the activities under the guidance of the school and their families. Participants preferred Arduino-based robotic coding activities because of their connection to daily life. Five participants indicated they wanted to learn science topics through Arduino-based robotic coding activities because it facilitated meaningful learning. Participants stated increased motivation for science topics due to Arduino activities and noted that collaborative work improved their experiences. The authors argue that family guidance requires further research. Activities should be designed considering students' differences and interests. Interactive activities within the constructivist learning paradigm are necessary for students to manage their learning processes effectively. Additionally, conflicts that arise during group work enhance students' problem-solving and critical thinking skills.
Theoretical Convergence or Complexity? Integrating Task-Technology Fit into Unified Theory of Acceptance and Use of Technology 2 for Educational Technology Adoption
This study examined the integration of Task-Technology Fit (TTF) into the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) in the context of educational technology adoption. While UTAUT2 provided a behavioural perspective on technology acceptance, TTF offered a task-specific approach, highlighting the alignment between technology and user needs. The convergence of these models introduced theoretical and methodological challenges, particularly concerning construct overlap and model complexity. The analysis of existing literature on UTAUT2-TTF integration identified gaps in structural validity and construct differentiation. The findings indicated that while TTF enhanced the explanatory power for technology use behaviour (UB), its integration into UTAUT2 introduced redundancy, particularly between performance expectancy and task-technology fit. The study suggested that future research should refine model constructs to improve clarity and parsimony, ensuring theoretical coherence and empirical rigour. A meta-analytic structural equation modelling approach (MASEM) was recommended to enhance the evaluation of integrated models across multiple contexts. This study contributed to the ongoing discourse on technology adoption models, advocating for a balanced approach that maintained explanatory power while minimising complexity.
Primary School Students' Digital Game Addiction and Happiness Levels at School
This study aims to investigate the relationship between 4th-graders' levels of digital game addiction and their happiness levels at school. The correlational research method is used to determine the relationships between different variables and to predict possible results. A total of 224 fourth-grade students, aged 9 and 10 years old, participated in the fall semester of 2021-2022 (the first year of the outbreak) and the spring semester of 2022-2023 (following the outbreak). Two scales were used to collect the data: "Happiness at School Scale for Primary School Students” and “Digital Game Addiction for Children.” Descriptive statistics were used to determine the levels of digital game addiction among primary school students and their happiness levels at school. Correlational research statistics were used to investigate the relationship between the level of happiness at school and the level of digital game addiction. The results showed that a negative, moderately significant relationship was found between students’ digital game addiction levels and their happiness levels at school. Distance education has decreased children's happiness at school and increased their addiction to games.
AI in STEM Teacher Education: Inquiry into Capabilities of an Emerging Technology
Important prerequisites for effective teaching in science, technology, engineering, and mathematics (STEM) are outlined in the refined consensus model of pedagogical content knowledge: Teachers need to become able to apply their pedagogical content knowledge in practice, called enacted pedagogical content knowledge. To support pre-service STEM teachers to develop enacted pedagogical content knowledge, scholars in STEM fields need to implement opportunities of lesson planning, teaching, and reflecting upon teaching, and provide assessments and guidance for professional development. This theoretical article reviews advances in artificial intelligence-based methods in reference to applications of these methods in pre-service STEM teacher education with a focus on the refined consensus model for pedagogical content knowledge. A number of selected studies provides valuable insights into opportunities and challenges of applying AI in STEM teacher education. We found that AI technologies, based on their differing degrees of sophistication, provide different affordances with regards to research and professional development. AI technologies already prevail STEM teacher education and STEM learning more generally. To enhance STEM teacher education with AI technologies, affordances of the technologies with reference to potentials for automation and feedback have to be recognized. The refined consensus model provides a valuable lens to conceptualize these affordances.
Copyright (c) 2025 International Journal of Technology in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
The Transformative Landscape of eLearning Center for Innovative Education and Communication Technologies: Institutionalizing eLearning
In May 2005 the University of the Western Cape (UWC) established an eLearning Division (ED) that over the past 18 years has accelerated into the institutionalization of the efficient center for Innovative Education and Communication Technologies (CIECT). The initial objective of the ED was to align itself with emerging technologies as a result of the digital transformation that has impacted Higher Education Institutions (HEIs) globally. In this paper, we present how UWCs eLearning Division (established May 2005) evolved first into the eLearning Development and Support Unit (EDUS) and then into the Centre for Innovative Education and Communication Technologies (CIECT). CIECT was strategically separated from the Department of Information and Communication Services (ICS) in 2009 and repositioned as an independent structure of UWC. We highlight the transformative eLearning landscape at UWC by presenting a detailed account of the shift in practices using a comparative research method. By doing so we determine the initial perceptions and objectives of the eLearning division of UWC and its growth. The object of the study is to compare the rate of growth of the eLearning division across a five-year period. By comparing the progressive growth of the eLearning division longitudinally, we will be able to document its successes and achievements. These successes and achievements can serve as a benchmark for future research. More research that delves into the effectiveness of having an eLearning division at HEIs in support of students’ teaching and learning is needed.
Selecting Suitable Programming Languages for Beginner-Level Instruction
This study examines factors influencing the preference for Python and Java as introductory programming languages in a Nigerian higher education institution. Using an integrated framework combining the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2) and the Technology Acceptance Model (TAM2), key constructs such as perceived usefulness, ease of learning, social influence, and industry relevance were identified as crucial in shaping students’ preferences. A survey of 308 second-year students revealed Python as the preferred beginner-level language, with 75.6% favoring it over Java. Python’s perceived ease of learning (M = 4.09), usefulness (M = 4.41), and alignment with industry demands (M = 4.34) were significantly higher than Java’s (M = 3.31, 3.74, and 3.78 respectively). Additionally, 70 students (over 22%) selected C++ as the best alternative, appreciating its ability to provide a deeper understanding of system-level programming. Regression analysis showed perceived usefulness (β = 0.24), ease of learning (β = 0.22), and industry relevance (β = 0.21) as strong predictors of language preference, especially for Python. Students’ perceptions of future use and social influence also significantly predicted preferences, highlighting Python’s applicability to emerging technologies and career goals. The study recommends prioritizing Python for introductory courses, retaining Java for advanced topics, and integrating Generative AI tools to enhance programming education outcomes.
Instructional Methods in STEM and English Subjects: a Validation Study
This study contributes on instructional methods from a validation technical point of view. The focus is on the assessment of instructional methods in relation to knowledge processes in the act of learning. By using questionnaires, computer science teachers, mathematics teachers, and English teachers assessed 20 instructional methods in terms of knowledge processes (build, process, apply, transfer, evaluate, and integrate). The findings show that computer science teachers and mathematics teachers differ compared to English teachers on the assessment of instructional methods with respect to knowledge processes. The findings represent important contributions for teacher education programs and theory construction concerning effectiveness of instructional methods.
Copyright (c) 2018 International Journal of Technology in Education and Science
Parental Involvement in Developing Students’ Perseverance in Solving Mathematical Problem through the Use of Social Media
The present study aims to contribute on the understanding of the relationships between parental involvement during the school homework in mathematics with students’ perseverance in problem solving ability in mathematics and their self-regulatory performance in problem solving. The whole framework of the intervention program concentrated on affecting parents’ beliefs about their role on children’s homework in mathematics, by using the contribution of social media in order to affect indirectly their children’s behaviour. The pre and post intervention tests on students’ behaviour were followed by a 3rd measurement in order to examine the further impact of the possible initial changes. Data were selected by 183 students at the 5th grade (10 years old) and one of their parents. Dynamic modelling indicated that the three factors (parents’ beliefs, students’ self-regulation and their problem solving persistence) were interrelated at each one of the measurement waves and that the growth in each of the ability was affected by the state of the others. The role of the use of social media, as means of communication with parents is discussed.
Technology has been affecting education for a long time. Websites occupy a significant place and web-based learning is an important example. The Internet today plays several critical roles in education such as: providing information, fostering communication, providing an environment for creativity, and delivering instruction. Currently, websites are gaining importance in education. This paper presents information about web-based learning, using websites in education, and reports information about what researchers have discovered in this regard. In addition, a critical topic, which is web accessibility, is discussed related to multimedia elements. Consequently, a website can be used as a source of information, as a tool for assessment, and as a platform to produce and share a product.
A Review of Mobile Application Characteristics Based on Teaching and Learning Theory for Mute and Deaf Students
Technology in education has been changed the culture of teaching and learning strategies. Teaching and learning theory is the primary basis for reference in carrying out teaching and learning activities. Learning using mobile apps is still new and has not been recognized by the education ministry as an effective learning aid. However, there are students using this method, but the implementation of the method is not based on a specific framework as a guide to make it a learning tool. This paper aims to identify key features of learning using mobile applications. In addition, the study aims to create a new model in Malay language teaching and learning in the context of sign language using digital technology such as mobile applications. This study analyzes the five theories used in teaching and learning based on previous studies. There are five key components required for the implementation of mobile applications in teaching and learning namely pedagogical strategies, mobile devices, learning modules, communication methods and application designs. These components are among the components needed for implementation of learning methods using mobile applications. The findings of the previous study showed mobile applications can help students and teachers in teaching and learning more effective.
An Ontology-based Model for Contextual Recommendations in e-learning
Dramatic increase of learning resources has made the process of learning a time-consuming task for learners to find relevant resources. Recommender systems are increasingly being developed in E-Learning systems to find relevant resources and facilitate both learning and teaching process. The learning style is defined as the learners’ preferences in the way they seek and understand information in the learning process. Although many work have been published in the field of recommender systems in E-learning systems, more research should be conducted to study contextual information such as learning style to create more relevant recommendations. We focus the leaning style in order to create an ontology model for recommender systems. To establish this goal, the following objectives should be achieved: to review six aforementioned learning style models, to investigate what are the basic components (properties) of users’ learning style and to present an ontology model for creating recommendations using learning style.
Perspective of Science Educators and Students on the Use of ChatGPT: A Study of Artificial Intelligence
The perspectives of science teachers and students is of paramount focus of this study regarding the use of ChatGPT in the science classroom as a supplementary tool within Mandaluyong City, Philippines for the school year 2023-2024. 899 junior high school students and 26 science teachers were surveyed using the quantitative research design, analyzing the results through descriptive and comparative statistics. Results show that by offering personalized, real-time feedback, ChatGPT improves student involvement in the classroom and comprehension of scientific ideas. Its ability to customize and enhance educational experiences was acknowledged by both teachers and students. However, serious questions concerning prejudice, privacy, and the moral implications of AI in educational contexts were brought up. The study found that demographic variables including age and years of teaching experience had an impact on different judgments. In conclusion, even though ChatGPT has a lot to offer in terms of student interaction and material delivery, it must be carefully managed to reduce dangers associated with data privacy and AI biases. The study emphasizes the necessity of strong ethical guidelines and ongoing assessment to guarantee the ethical and efficient use of AI tools in learning settings. This strategy will aid in optimizing the educational advantages.