Research Article
Lan Thi Nguyen, Theeradej Manakul, Kittiya Suthiprapa, Sangeun Han, Kulthida Tuamsuk
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep662
ABSTRACT
Smart learning management in schools refers to the integration of various elements designed to enhance learning experiences, promote student engagement, and support improved educational outcomes. This study aimed to examine key factors associated with the implementation of smart learning management in practical projects conducted in schools participating in a smart learning initiative through collaboration between a university and partner schools. The research employed a quantitative cross-sectional survey design involving school administrators and teachers from schools under the Secondary Education Service Area Office in four northeastern provinces of Thailand: Khon Kaen, Udon Thani, Ubon Ratchathani, and Nakhon Ratchasima. Data were collected through questionnaires from 72 school administrators and 79 teachers. The findings indicate that several dimensions are perceived as important for the implementation of smart learning management, including executive leadership, teacher readiness and motivation, policy and promotional support, and student readiness and motivation. The results also highlight the importance of comprehensive school preparation, such as clear policies, adequate technological infrastructure, supportive learning environments, and effective school management. These findings provide insights into key conditions that support the implementation of smart learning initiatives and may help guide schools and policymakers in strengthening smart learning practices in educational settings.
Keywords: smart learning, learning ecology management, secondary schools, education administrators, schoolteachers
Research Article
Luis Miguel Olórtegui-Alcalde, Franklin Cordova-Buiza
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep663
ABSTRACT
This study examines how engagement with information and communication technologies (ICT) relates to university students’ academic performance, considering intrinsic motivation as a mediator and platform usability as an enabling condition. A quantitative, cross-sectional, correlational, and descriptive design was implemented with 385 students from a university in Lima (Peru), selected through non-probability convenience sampling. Data were collected using a structured 5-point Likert questionnaire measuring platform usability, ICT engagement, intrinsic and extrinsic motivation. Academic performance was operationalized as self-reported semester GPA using the national 0-20 grading scale. The model was tested using PLS-SEM (SmartPLS 4) with a bootstrapping procedure of 5,000 subsamples. Results indicated a strong association between platform usability and ICT engagement (β = 0.78). ICT engagement showed positive effects on intrinsic motivation (β = 0.64) and extrinsic motivation (β = 0.42). Intrinsic motivation was positively related to academic performance (β = 0.55) and mediated the relationship between ICT engagement and performance (indirect effect = 0.35). Platform usability also exerted an indirect effect on performance through engagement and intrinsic motivation (0.43). Overall, the findings suggest that ICT engagement translates into better academic outcomes primarily when digital platforms are usable and instructional strategies foster intrinsic motivation and autonomous learning.
Keywords: ICT, student engagement, intrinsic motivation, academic performance, PLS-SEM
Research Article
Clara Rocío Henao-Zárate
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep664
ABSTRACT
Despite widespread digital access in secondary education, students continue to demonstrate limited capacity for systematic inquiry, critical source evaluation, and evidence-based reasoning—a paradox that existing virtual learning environments have failed to resolve. This article presents the structural dimensions of a conceptual digital learning ecosystem (DLE) designed to strengthen research skills in secondary education, based on a scoping review of 34 studies published between 2019 and 2025. The findings indicate that inquiry-oriented approaches—particularly project-based learning, problem-based learning, and inquiry-based learning—are the most widely adopted strategies; however, their effectiveness depends on their alignment with structured inquiry processes rather than on the mere presence of digital tools. The reviewed studies also emphasize the role of technological infrastructures, collaborative platforms, learning analytics, and artificial intelligence in supporting school-based research. The proposed DLE model represents a shift from content-centered instruction to structured inquiry environments, enabling students to formulate questions, evaluate evidence, design investigations, and communicate findings. The model integrates human, pedagogical, technological, and support components aligned with five key research phases, contributing to the development of autonomy, critical thinking, and inquiry-oriented learning.
Keywords: research skills, digital learning ecosystem, secondary education, project-based learning, educational technology, inquiry-based learning
Research Article
Mary Precy Aguilar, Wondwesen Tafesse
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep665
ABSTRACT
Virtual reality’s (VR) potential and applications in education gained much interest recently, particularly as a pedagogical tool in higher education. It is well recognized for its immersive nature, promoting interaction and a sense of realism. A noticeable gap exists in the empirical application of VR in business education grounded in a specific learning theory. This study applies Kolb’s experiential learning theory and employs Kolb’s four-stage cycle to examine the impact of VR-immersive pedagogy—an area that remains underexplored. The study is qualitative and uses thematic analysis with ChatGPT as a research tool. While language models, such as ChatGPT, have gained much attention as a research tool, the benefits and limitations must be critically considered. The findings provide a comprehensive narrative of how students engage in the four phases of Kolb’s learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This study also identified the challenges and practical difficulties encountered in using VR in the classroom. It provides educators with a deeper understanding of the pedagogical impact of VR, enabling them to make informed decisions regarding curriculum design and pedagogy to facilitate experiential learning. This study highlights the potential of language models to enhance qualitative data analysis.
Keywords: virtual reality, student experience, experiential learning, higher education, business education, GenAI
Research Article
Şeyma Yıldırım-Samuk, İsmail Fırat Altay
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep666
ABSTRACT
Generative artificial intelligence (GenAI) has recently gained significant attention within educational contexts, particularly among university students. Regardless of its significance, there are still a limited number of empirical studies on graduate students’ intention to use this technology in higher education settings. Accordingly, this study investigated the acceptance of GenAI tools by master’s and doctoral students for academic purposes. The research adapted the unified theory of acceptance and use of technology 2 model and surveyed 145 graduate students from various universities through convenience sampling. Data collected through online surveys were analyzed using the partial least squares approach to structural equation modelling. Key findings revealed that factors, including habit (HB), performance expectancy, and hedonic motivation, had a significant effect on students’ behavioral intention (BI) to use GenAI tools. Additionally, the study indicated that the most important predictors for actual GenAI use were HB and BI. Notably, demographic variables, age, gender, and the level of study, showed no significant moderating influence on the relationships among the constructs. This study provides further insight into our understanding of how GenAI tools are accepted by graduate students for academic purposes and contribute to the literature on the factors affecting their intention to use these tools.
Keywords: generative artificial intelligence, UTAUT2, higher education, academic purposes
Review Article
Héctor Pérez-Montesdeoca, Daniel Rodriguez-Rodriguez, Aitana Fernández-Sogorb
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep667
ABSTRACT
In recent years, the emergence of generative artificial intelligence (GenAI) has reshaped multiple domains of human knowledge, including education, giving rise to an emerging field of study that still lacks conceptual and empirical systematization—particularly at the secondary education level. Despite growing interest in exploring its pedagogical potential, existing studies remain fragmented, methodologically uneven, and often rooted in experimental or anecdotal contexts, which hinders the development of a robust evidence base regarding its actual impact on learning. In response to this situation, the present study conducts a systematic review of recent scientific literature with the aim of identifying the main uses of GenAI in secondary education and examining the improvements these uses bring to teaching and learning processes. The review follows the PRISMA protocol and includes a total of 33 studies selected based on explicit inclusion criteria, focusing on experiences involving generative tools. The findings reveal a diverse range of approaches to GenAI integration, with a predominance of applications in written production, STEM problem-solving, creative stimulation, and automated feedback—most of which are initiated by teachers and implemented in isolated or experimental settings. The review also identifies significant improvements in areas such as student motivation, autonomy, critical thinking, and digital competence. However, methodological limitations and gaps in pedagogical integration are also noted. These findings underscore the need to move towards more integrated and sustained pedagogical models and highlight the urgency of strengthening longitudinal and theoretically grounded research to gain deeper insights into the educational implications of this emerging technology.
Keywords: applications, benefits, educational technology, emerging technology, innovation
Research Article
Wala Awad, Linda Galligan, Seyum Getenet
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep668
ABSTRACT
The integration of online learning games in mathematics education is a rapidly growing area, driven by ongoing technological progress and the recognized potential to improve student learning experiences. Effective technological support is essential for enhancing students’ understanding and engagement in mathematics. This study critically assesses the effectiveness of MangaHigh, an online game-based learning (GBL) resource featuring adaptive learning technology, in an Australian primary school setting. Using a mixed-methods case study approach, data were gathered through surveys completed by 72 year 6 students and a semi-structured interview with their classroom teacher. The results show that the teacher viewed MangaHigh as a tool that encourages student engagement and helps in understanding specific mathematical concepts, aligning with recent research indicating GBL can increase motivation and conceptual understanding. Survey data showed that most students believed MangaHigh assisted their understanding of mathematical concepts. Notably, gender-based differences in perceptions were observed, with more boys than girls perceiving MangaHigh as a helpful tool that makes learning mathematics enjoyable, boosts confidence, and simplifies concepts. However, statistical analysis revealed that these differences were not significant. These findings are placed within current research on digital skills and attitudes. Overall, the results suggest that mathematics teachers should think about incorporating technology into their teaching. The study also emphasizes the need for further research, as current studies on the impact of GBL tools like MangaHigh on primary school mathematics education are still limited.
Keywords: game-based learning, online mathematics resources, primary school, digital technology, MangaHigh
Research Article
Sasithida Saraiwang, Kusuma Pitukwong
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep669
ABSTRACT
Effective digital competence and technology integration have become increasingly important for English as a foreign language (EFL) pre-service teachers (PSTs); however, they often confront various challenges, especially in the practical usage of digital technology in class. The purposes of this study were to investigate the levels of perceived digital competence of Thai EFL PSTs, to explore their digital integration in actual classroom practice, and to examine the factors contributing to their digital competence. Self-assessment questionnaires administered to 32 Thai EFL PSTs revealed a marked contrast between the highest- and lowest-rated items within the personal-ethical dimension. In classroom observations, most PSTs demonstrated a developing level of digital competence. Multimedia creation was rated at the expert level, ranking highest among the observed areas of technology integration. Lastly, the findings from semi-structured interviews revealed that supportive factors influencing their digital competence were contextual enablers, technological familiarity, personal behavior, and mentorship/peer support. In contrast, challenging factors involved institutional support, personal behaviors, insufficient digital skills, inadequate ongoing training, and difficulties in student-technology interaction. These findings emphasize the importance of a supportive school ICT culture and tiered training programs for PSTs, ranging from beginner to advanced levels, to promote digitally competent, confident, and innovative PSTs who are fully prepared for the dynamic demands of modern education.
Keywords: teacher digital competence, EFL pre-service teachers, technology integration, personal-ethical competencies, personal-professional competencies
Review Article
Hugo Alejandro Muñoz-Bonilla, Juana María Ortega-Tudela
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep670
ABSTRACT
Gamification research in higher education remains fragmented across conflicting theoretical frameworks, limiting evidence synthesis. This study examined conceptual structures and methodological patterns in 25 frequently cited articles (2011-2025) using Scopus, Web of Science, and PRISMA 2020 guidelines. Four conceptual categories emerged: tactical training (mean citations = 144.86), structural motivational gamification (172.14), user profile analysis (87.80), and adaptive training with artificial intelligence (123.83). Quasi-experimental designs predominated (68%, all non-probabilistic). Critical gaps included: demographic analysis (28%, n = 7), emerging technologies (4%, n = 1), and absent longitudinal follow-up. Domains concentrated on computer science (40%) and education (28%). High-impact research is organized around distinct epistemologies rather than unified framework. The dominance of scalable structural approaches over pedagogically integrated designs suggests a practice-evidence gap. Systematic integration of demographic analysis, emerging technologies, and longitudinal designs are necessary to advance the field.
Keywords: educational technology, gamification, higher education, instructional design
Research Article
Khaled Mohammad Alomari, Ahmed Mahade, Safwan Maghaydah, Abdallah Elmahi
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep671
ABSTRACT
This study examines how leadership capacity drives digital transformation in higher education institutions in the United Arab Emirates (UAE), guided by the Advance HE (2025) framework for leading in higher education (HE). Using a quantitative, cross-sectional survey design supplemented by structured multiple-response items, the authors surveyed 283 academic staff and leaders and analyzed the data with partial least squares-structural equation modelling. Leadership knowledge and digital literacy, leadership values and mindsets, and institutional digital strategies and support significantly predicted faculty willingness to adopt technology. Faculty willingness mediated the association between leadership capacity and digital curriculum transformation, which in turn related to stronger student engagement and learning outcomes. Structured section 8 responses highlighted workload pressures, infrastructure constraints, and data-privacy concerns, as well as the importance of vision-led leadership and sustained institutional support. The findings suggest that sustainable digital transformation depends less on technology availability alone than on coherent leadership, faculty readiness, and curriculum-centered reform. The study offers practical implications for aligning governance, professional development, and policy in UAE HE.
Keywords: digital transformation, leadership, faculty willingness, curriculum innovation, advance HE framework, UAE
Research Article
Trang Phan, Mariya A. Yukhymenko-Lescroart, Curtis J. Bonk
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep672
ABSTRACT
The research study aimed to explore how preservice teachers engaged with an artificial intelligence (AI)-based tool called Ask.SMILE to develop higher-order level of questions based on the criteria of Bloom’s taxonomy. Specifically, we evaluated students’ questioning techniques, motivation, satisfaction with Ask.SMILE, and assessed their aspirations to use the tool in future classrooms. Using a mixed-methods approach, 178 participants generated over 50 questions each, received feedback from Ask.SMILE, and reflected on their experiences through written responses. The results revealed that Ask.SMILE supported participants in creating questions aligned with Bloom’s taxonomy principles, encouraging iterative improvement and fostering metacognitive awareness. Participants reported enhanced understanding of inquiry-based learning and recognized the importance of using structured questioning strategies to promote critical thinking. While the findings highlight the educational potential of AI tools like Ask.SMILE, limitations include reliance on self-reported data, the absence of longitudinal tracking, and varying levels of AI proficiency among participants. It is suggested that future research should focus on the long-term impact of AI-supported questioning strategies and practices in diverse classroom contexts, and professional development to enhance teacher proficiency with AI tools.
Keywords: question-generating, techniques, strategies, inquiry-based learning, engagement
Research Article
Ibrahim Arpaci, Mustafa Baloglu
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep673
ABSTRACT
This study examined factors that support the sustainable and responsible integration of generative artificial intelligence (GenAI) into higher education. The research model was based on the theory of planned behavior (TPB) and was extended to include ethical considerations, such as authenticity, originality, responsibility, and confidentiality. In the qualitative phase, structured interviews with faculty members across various departments examined the potential benefits, limitations, and ethical concerns of GenAI use in higher education. The qualitative findings informed the development of the theoretical framework and the research model. In the quantitative phase, PLS-SEM was used to test the model with data from 1,261 GenAI users. The results showed that authenticity, originality, responsibility, and confidentiality significantly predicted attitudes (ATs) toward GenAI, while ATs, perceived behavioral control, and subjective norms significantly predicted continuous intention. The findings contribute by testing an ethically grounded extension of the TPB for the responsible integration of GenAI in higher education. They also emphasize the need for clear behavioral rules and ethical guidelines, developed with relevant stakeholders, to support sustainable and responsible use of GenAI.
Keywords: artificial intelligence, AI ethical use, sustainability, mixed methods
Research Article
Zara Ersozlu, Susan Ledger, Mark Babic, Robert Parkes
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep674
ABSTRACT
Artificial intelligence (AI) is increasingly being explored in educational assessment, but its use in high-stakes performance contexts requires careful design to support quality, consistency, and human accountability. This study designed and evaluated an AI-supported workflow to assist assessors in marking teaching performance assessment (TPA) portfolios. TPA assessors first described how they usually evaluate portfolios, and this process was used to develop a meta-level rubric logic, prompts, and workflow for the AI agent. The workflow was tested by comparing human-only marking with AI supported marking in relation to time, accuracy, cognitive load, feedback quality, usability, bias, and fairness. The findings showed that the AI-supported workflow reduced marking time and perceived workload while supporting more structured, evidence-based feedback. It also contributed to greater consistency and fairness in the moderation process. The AI agent is positioned as a “third eye” that supports human judgement. Human assessors remain responsible for making final decisions and may accept, adapt or override AI-generated suggestions.
Keywords: GenAI, human-in-the-loop, cognitive load, time efficiency, judgement support, moderation, teaching performance assessment
Research Article
Dulcenombre de María Fernández-Montoro, Juan Manuel Trujillo-Torres, María Dolores Benítez-Márquez, Carmen Rocío Fernández-Fernández
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep653
ABSTRACT
This study addresses the training, benefits, and use of information and communication technology (ICT) by early childhood education (ECE) teachers working with children with autism in Andalusia, Spain. Specifically, it analyzes the impact of perceptions regarding the use and benefits of ICT on teacher training, in a context where digital transformations require specific skills and training. A snowball sampling method was used to collect data from 254 active teachers in early childhood education centers with autistic children. The data were analyzed using a partial least squares structural equation model. Additionally, control variables such as age, years of teaching experience, and years of experience with autistic children were included. The final model revealed that perceptions of the use and benefits of ICT have a positive impact on teacher training. Furthermore, years of experience in early childhood education with autistic children positively influenced training, while age had a negative impact. Teachers highlighted the need for equitable interventions and the importance of ensuring the presence of specialized teachers in autism in all educational centers. The study emphasizes the importance of teacher training in ICT to improve the education of children with autism. It highlights the need for specific resources, digital platforms, and specialized personnel in educational centers. It also underscores that, just like normotypical students, children with autism must be guaranteed access to quality education provided by qualified professionals.
Keywords: autism, information and communication technologies, teacher training, early childhood
Research Article
Marina R. Zheltukhina, Olga V. Sergeeva, Vagiz G. Gimaliev, Dmitry V. Astakhov, Ekaterina G. Sokolova, Natalya V. Chernikova
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep675
ABSTRACT
This study aims to examine the relationship between university students’ digital literacy skills, their levels of social media addiction, and their attitudes toward social media use. A quantitative research method was employed, utilizing a correlational survey design. The sample included a total of 412 students from three different universities who responded to online forms. Data were collected using three standardized measurement tools in addition to a participant information form: the Bergen social media addiction scale, the social media attitude scale, and the digital literacy scale. The data were analyzed using SPSS and the adapted PROCESS macro version 4.2. Independent samples t-test, analysis of variance, Pearson correlation analysis, and moderation analysis were conducted. The findings reveal that students’ positive attitudes toward social media may increase their levels of social media addiction, whereas higher levels of digital literacy appear to reduce addiction. Furthermore, it was determined that social media attitude positively affects digital literacy, and digital literacy has a suppressive effect on social media addiction. Analyses based on gender, academic year, and field of study indicate that male students exhibit higher levels of digital literacy and more positive attitudes toward social media; engineering students demonstrate greater competence in digital skills; and digital literacy improves significantly as academic level increases. In this regard, it is recommended that university administrations implement educational programs aimed at enhancing digital literacy and develop supportive interventions, particularly for first-year and social sciences students. Promoting content that encourages students to use social media in a more conscious, productive, and critical manner may be beneficial for both reducing addiction and increasing digital competence. Additionally, future research should support quantitative findings with qualitative data, replicate studies across different cultural contexts, and incorporate current variables related to the use of technological tools into the model.
Keywords: digital literacy, social media addiction, student attitudes, technology use, digital behavior
Review Article
Georgia Andreou, Pinelopi Christani
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep676
ABSTRACT
The present paper investigates the current trends of second language learning and teaching mediated by generative artificial intelligence (GenAI) tools, like ChatGPT and other large language models within the English as a foreign language (EFL) writing context. Scopus, which is a major database, was carefully researched using targeted keywords. All the inclusion and exclusion criteria were implemented consistently, and a total set of 43 articles were finally analyzed to synthesize the present review. The PRISMA method was implemented to ensure transparency and reliability, whereas the bibliometrix R-tool was utilized to generate clear and vivid visual depictions of the bibliometric data. This study adopts a complementary dual-method design, combining a scoping review approach with a bibliometric analysis to investigate the use of GenAI in EFL writing instruction. The scoping review serves as the primary analytical component of the study, identifying major pedagogical themes, applications, and challenges related to artificial intelligence-supported writing enhancement. The bibliometric analysis is used to contextualize the structure and evolution of the field by mapping its intellectual structure, publication evolution, influential publications, productive authors, institutional affiliations and keyword trends. The synthesis of the reviewed studies indicates that AI-assisted feedback is frequently associated with improvements in grammar, vocabulary, coherence, and learner engagement. Several studies also highlight challenges, including concerns about academic integrity, students’ overreliance on AI, and the necessity for teacher guidance. By systematically synthesizing these results, this review offers a clear picture of current practices, emerging trends, and research gaps, providing insights for researchers, educators and policymakers in the EFL domain. This study has certain limitations such as filtering constraints and strict time limits, but there are some useful guidelines that researchers can utilize in their future research.
Keywords: generative artificial intelligence, large language models, ChatGPT, English as a foreign language, language learning, writing skills, scoping review
Review Article
Brian Shambare
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep677
ABSTRACT
This study presents one of the first scientometric reviews of technological pedagogical content knowledge (TPACK) in science education. The review highlights how teachers’ digital pedagogical knowledge has been conceptualised and evolved to support learner-content, learner-teacher, and learner-technology interaction in science education. The analysis drew on 564 bibliographic records from the Web of Science from 2014 to 2024. Quantitative methods were applied to capture publication growth, citation impact, contributions from countries, institutions, journals and authors, and thematic development. Data analysis included network analysis, polynomial regression, least squares trend analysis, and Chi-square tests. Bradford’s and Lotka’s laws were applied to assess journal and author productivity. Science mapping tools supported visualization, including VOSviewer, Biblioshiny, and the Bibliometrix R package. Advanced statistical analyses were performed using the statistical package for the social sciences. The results show accelerated growth in TPACK publications after 2018, with output peaking between 2020 and 2022 as pandemic-driven demands increased the use of educational technologies. China, the United States, and Turkey emerged as the leading contributors, while Nanyang Technological University and the Chinese University of Hong Kong dominated institutional output. Chai Ching Sing was found to be the most prolific author. Author productivity revealed that TPACK scholarship in science education is dominated by one-time contributors supported by a small core of active scholars. Thematic evolution reveals a shift from knowledge integration toward teacher education and professional development, with recent expansion into mathematics and science education.
Keywords: TPACK, science education, scientometrics, science mapping, citation analysis, thematic evolution
Research Article
Xiaochen Zhang, Sirirat Petsangsri, Jirarat Sitthiworachart, Jon-Chao Hong
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep678
ABSTRACT
Virtual reality (VR) has become an increasingly valuable tool for learning because it can transform abstract ideas into concrete, meaningful concepts. However, students’ perceptions of this emerging approach are crucial for developing an effective VR-based teaching model. This study aimed to explore the perceptions of intermediate-level Chinese as a foreign language (CFL) students toward a VR-embedded station rotation learning model. A qualitative case study design was employed, using focus group interviews and open-ended questionnaires with 30 intermediate-level CFL students from a college in China who participated in the VR-embedded station rotation model for one semester. Data were collected at mid-semester and at the end of the semester. The findings revealed seven themes: five positive—VR technology, vividness, practice, personalization, and receiving help—and two negative—challenging tasks and technology use. Students appreciated the immersive VR experiences, interactive activities, and personalized feedback, but also encountered difficulties with task complexity and technical issues.
Keywords: VR-embedded station rotation learning model, case study, Chinese as a foreign language, student perceptions
Research Article
Liliana De La Caridad Molerio Rosa, Janneth Anatolia Morales Astudillo
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep679
ABSTRACT
The objective of the study was to determine the effect of a techno-pedagogical intervention based on the knowledge revision components (KReC) model and refutation texts on beliefs about dyslexia in pre-service teachers at the National University of Education. A quantitative approach was adopted, with a quasi-experimental, longitudinal pre-/post-test design with non-equivalent groups and explanatory scope. The sample consisted of 54 students in the fifth level of early childhood education, divided into a control group (n = 27) and an experimental group (n = 27). The scale of beliefs about dyslexia in pre-service teachers was applied, consisting of 20 items organized in four dimensions. The internal consistency of the instrument was adequate in both applications (pre-test = α = 0.859, ω = 0.863; post-test = α = 0.880, ω = 0.882). The intervention was developed over six weeks, with six sessions of 90 minutes. The results showed that both groups started from comparable initial conditions; however, in the post-test the experimental group obtained higher scores and a higher total gain. The ANCOVA confirmed significant differences in favor of the experimental group, controlling for the pre-test, F (1, 51) = 23.9, p < .001, partial eta squared (η²p) = .320. In addition, linear regression indicated that pre-test and experimental group membership significantly predicted post-test. It is concluded that the intervention was associated with improvements in beliefs about dyslexia among pre-service teachers.
Keywords: dyslexia, teaching beliefs, refutation texts, KReC, initial teacher training
Research Article
Alexandra D. Serdakova, Nataliya N. Drobysheva, Oksana V. Shiryaeva-Shiring, Alexander A. Evgrafov, Oksana K. Korobkova, Ekaterina G. Sokolova
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep680
ABSTRACT
This study presents a systematic and scientific mapping of multimodal communication research conducted in higher education, examining the field’s thematic trends, intellectual structure, and future directions through combined bibliometric and content-based analysis, drawing on 63 peer-reviewed journal articles retrieved from Web of Science and Scopus published between 2016 and 2026. The selection process followed preferred reporting items for systematic reviews and meta-analyses guidelines, with studies screened against two eligibility criteria: situatedness in higher education and multimodal communication as a primary analytical focus. Frequency analysis was applied to annual publication trends, research methods, author keywords, journal distribution, and abstract vocabulary, while thematic classification organized the corpus into six clusters. Findings indicate a marked acceleration in publication output from 2022 onwards, with the period 2022-2025 accounting for 66.7% of all studies. Quantitative approaches constitute the largest methodological category (30.2%), followed by conceptual and theoretical works (28.6%) and qualitative studies (22.2%). Six thematic clusters were identified: language teaching and multimodal resources (38.1%), multimodal literacy and competence (20.6%), technology-enhanced multimodal learning (14.3%), classroom interaction and multimodal communication (14.3%), institutional and organizational communication (6.3%), and theoretical and methodological frameworks (6.3%). Abstract word analysis reveals a lexical shift from literacy- and theory-oriented vocabulary in the early period towards digital, interaction, and technology-centered terminology after 2021. Co-authorship analysis identifies a moderately collaborative field with an average of 2.78 authors per study. The future direction analysis revealed 34 research priorities under six thematic clusters, with theoretical/methodological development, multimodal assessment in higher education, and technology-enhanced learning being highlighted as the most prominent areas for future research. The findings collectively suggest that the field is transitioning from theoretical consolidation towards applied, empirically driven, and technology-informed inquiry, with institutional communication and artificial intelligence-mediated multimodal learning emerging as underexplored directions for future research.
Keywords: multimodal communication, higher education, systematic mapping review, bibliometric analysis, thematic trends
Research Article
Sawanan Dangprasert
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep681
ABSTRACT
The rapid emergence of generative artificial intelligence (GenAI) necessitates a robust and validated framework for digital competency in higher education. This study developed and validated the artificial intelligence-augmented digital competency framework (AIDCF) to address the gap between general digital literacy and artificial intelligence (AI)-specific operational requirements. The research was conducted at a public technological university in Thailand. Employing a developmental mixed-methods design, the primary instrument, a 24-item questionnaire, was reviewed by nine experts, yielding a mean content validity ratio (CVR) of 0.861, with item-level CVRs ranging from 0.778 to 1.000. Exploratory factor analysis with a sample of 300 participants supported a five-factor structure: (1) AI awareness & ethics, (2) prompting & tool proficiency, (3) critical thinking with AI, (4) AI-integrated learning design, and (5) reflective digital practice. These factors collectively explained 65.12% of the total variance, with factor loadings ranging from 0.682 to 0.884 and an overall Cronbach’s alpha of 0.87. The framework’s pedagogical utility was examined through a five-week instructional intervention utilizing the collecting, reviewing, analyzing, framing, and tailoring (CRAFT) model with 36 graduate students. Results revealed high levels of perceived competency (mean = 4.51, standard deviation = 0.53) and qualitative evidence of metacognitive development. The AIDCF provides a theoretically grounded and empirically validated roadmap for fostering advanced AI literacy in the GenAI era.
Keywords: AI literacy, digital competency, critical thinking with AI, technology integration, exploratory factor analysis, CRAFT framework