Research Article
Burçin Hasanbaşoğlu, Mustafa Baloglu
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep637
ABSTRACT
The introduction of artificial intelligence-powered large language models has revolutionized academic writing and transformed conventional practices into richer experiences, which has opened new avenues for brainstorming, drafting, and revising written work. This study examined how academically gifted college students used ChatGPT in academic writing. The participants were nine academically gifted students enrolled in a freshman English course at a tier-one public university in Türkiye. To examine the purposes and stages of use, we subjected students’ ChatGPT conversations to content analysis. Drawing on 52 chat prompts and a structured focus group, we mapped when and why gifted students deployed ChatGPT across planning, drafting, and revision. The findings identified several potential contributions (i.e., efficiency, adaptability, and incidental learning) and risks (i.e., integrity, reliability, originality, and dependence) of using the large language model tools, informing AI literacy, and assessment design in higher education.
Keywords: ChatGPT, academically gifted, academic writing, college students, gifted
Research Article
Surachai Pimsalee, Aukkapong Sukkamart, Paitoon Pimdee, Chontawat Meedee
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep638
ABSTRACT
This study aimed to evaluate the current and desired software development skills within the context of Thai undergraduate teacher education. Specifically, the study investigated pre-service computer technology students’ perceptions of secondary learners’ software skill needs in authentic classroom contexts. Seventy-nine participants, including pre-service students, instructors, and teaching mentors, were selected via simple random sampling in June 2025. Data were collected using a 5-point Likert-scale questionnaire measuring current (D) and ideal (I) skill levels, with internal consistency coefficients of 0.87 and 0.96, respectively. The PNImodified (priority needs index modified) method and paired t-tests were used to analyze the gaps. Results showed that participants perceived actual skill levels as generally ‘competent’, while the desired levels were rated as ‘proficient’. The highest training needs were observed in deployment & maintenance (GSA6), followed by programming (GSA4), requirements analysis (GSA2), testing (GSA5), design (GSA3), and planning (GSA1), respectively. These findings highlight the need to align educational curricula with real-world software development practices, including DevOps, secure coding, and testing frameworks.
Keywords: PNI, pre-service ICT teachers, priority needs assessment, software development life cycle, software development skills, perception gap
Research Article
Nduduzo Brian Gcabashe, Abueng Rachael Molotsi
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep639
ABSTRACT
Teachers in different contexts continue to integrate technology into their classrooms to enhance their instructional practices. However, teachers in rural villages encounter several challenges when incorporating technology in their classrooms. Therefore, this qualitative study explores the strategies adopted by teachers in schools in rural villages to overcome the challenges associated with technology integration. This study is located within the interpretive paradigm and a case study research design was adopted. The diffusion of innovation theory was employed as the theoretical lens of this study, while interviews were used to collect the data. Twelve grade 9 teachers from the secondary schools in Bojanala District in the North-West Province were selected purposefully. Thematic analysis was used to analyze the data. The study revealed that teachers devised different strategies to overcome challenges they encounter when integrating technology into their classrooms. From this, the study concluded that teachers have accepted technology and that it adds value to their classroom instruction, hence they devise strategies to overcome the challenges associated with technology integration. Based on this, the study recommends that the government should intervene and eliminate the infrastructural challenges that teachers encounter when integrating technology into their classrooms. The study also suggests that schools should adopt peer mentoring in order to entrench technology integration among the teachers.
Keywords: challenges, instructional practices, strategies, teachers, technology integration
Research Article
Liqaa Habeb Al-Obaydi, Marcel Pikhart
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep640
ABSTRACT
Background: This technology review provides an overview about the theoretical background of using artificial intelligence (AI) and large language models (LLMs) in language teaching and learning, namely the generative AI chatbots Copilot, Gemini, and ChatGPT.
Objective: The aim of this review was to provide the users with a critical and analytical overview of the affordances these tools can provide.
Methodology: Technology review.
Results: It demonstrates the advantages of these three applications by introducing actual variations of the real use in language learning by using three specific prompts in relation to language writing including revising the style of writing, vocabulary use, grammar check, and references. The readers will thus be provided with a critical hands-on synopsis of the possibilities of these three tools widely used in the global world.
Conclusions: Discussion of the results gained and implications of using these three applications are finally covered so that it is clearer how these tools can be implemented. However, the article also calls for an in-depth analysis of these tool regarding the potential pitfalls related to increased screen time, cognitive impacts and potential addiction.
Keywords: artificial intelligence, higher education, LLM, language learning, language teaching
Research Article
Najeh Rajeh Alsalhi, Mohd Elmagzoub Eltahir, Fakir Al Gharaibeh, Abdallah Qusef
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep641
ABSTRACT
United Arab Emirates (UAE) has adopted blended learning (BL) as part of its commitment to incorporating technology and learning approaches. At Ajman University in UAE, this study explores students’ perspectives on BL’s application after the COVID-19 pandemic. A 20-item survey was used, and a descriptive research study was conducted to collect data. We administered the questionnaire to 1,400 undergraduates after validating its validity. With a 3.53% arithmetic mean and 0.957 standard deviations, the study found that undergraduate students expressed a high level of acceptance for BL after COVID-19 spread. In addition, this study found that students’ perceptions differ according to gender (males are the most positive for BL), according to the students in the college (medical students are more positive), and finally, according to their years of study (sixth-year students are the most positive). The study recommended that higher education should continue to study BL.
Keywords: blended learning, students’ perspectives, COVID-19 pandemic, higher education
Review Article
Long Yujie, Nurfaradilla Binti Mohamad Nasri, Muhammad Helmi Bin Norman, Zhang Shuran
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep642
ABSTRACT
Amid the digital transformation of higher education, fostering deep learning–emphasizing higher-order thinking, autonomy, and knowledge transfer–has become a critical reform goal. The small private online course (SPOC) model, known for its interactivity and personalized support, shows strong potential to promote deep learning. However, prior research remains fragmented and lacks systematic integration. This study addresses the gap by conducting a systematic review of 37 empirical studies published between 2020 and 2025. Using preferred reporting items for systematic reviews and meta-analyses for screening and the mixed methods appraisal tool for quality appraisal, the review synthesizes findings across five dimensions: conceptualization, effectiveness, methodology, influencing factors, and theoretical foundations. Results reveal that 35 studies affirm SPOC’s effectiveness in enhancing deep learning, particularly in cognitive development, self-regulation, and engagement. Key enablers include task design, instructor facilitation, and platform feedback systems. The review concludes that SPOC serves as a viable pedagogical model for advancing deep learning in higher education and offers practical guidance for researchers and educators.
Keywords: SPOC model, deep learning, higher education, blended learning, systematic review, instructional design, educational technology
Research Article
Banu Kayınova, Tufan Adıgüzel
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep643
ABSTRACT
This study examined primary school teachers’ readiness for the learning environments of generation Alpha, who are greatly influenced by technological advancements and globalization. Although teachers need to be prepared for this new learning ecosystem, existing research offers limited insight into elementary school teachers’ preparedness to address the technologically and pedagogically evolving learning needs of generation Alpha in a globalizing context. Using a qualitative case study approach, we conducted semi-structured interviews with 34 teachers in Turkey. The findings revealed four key dimensions of readiness for generation Alpha learning environments: (1) student development guidance, (2) teacher characteristics, (3) learning environment development, and (4) technology in education. Project-experienced teachers showed advanced competence in promoting 21st century skills, adopting alternative assessment practices, and using learner-centered classroom management. They integrated diverse instructional technologies beyond content delivery and used diverse teaching strategies. Conversely, teachers without project experience showed limited technological integration and relied more on traditional classroom practices. Furthermore, digital citizenship awareness (online ethics and safety) was underdeveloped across all participants, highlighting an overlooked area in teacher preparedness for generation Alpha learners. This study contributes to the literature by identifying the key components of teacher readiness for generation Alpha and highlighting how project-based learning experience enhances pedagogical and technological competencies. The findings have implications for teacher training and educational policy reforms focused on equipping educators for 21st century learning environments.
Keywords: generation Alpha, education technology, learning environment, primary school teacher
Research Article
Roza Sh. Akhmadieva, Regina G. Sakhieva, Maria A. Khvatova, Natalya S. Erokhova, Zhanna M. Sizova, Natalya N. Shindryaeva
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep644
ABSTRACT
This study aims to examine the relationship between university students’ attitudes towards artificial intelligence (AI) and AI literacy levels. A quantitative research method was used using the relational survey model to determine whether students’ attitudes of AI, both positive and negative, were related to their understanding and application (literacy) of AI concepts. The data were collected with the AI attitude scale and the AI literacy scale. The data were analyzed using descriptive statistics, comparative analyses, correlation analysis, and multinominal logistic regression analysis to determine the strength and nature of the relationship between AI attitudes and literacy. The results of the research determined that the students generally had a moderate level of AI literacy, their positive attitudes were high and their negative attitudes were moderate. It was determined that male students and upper-grade students had higher AI literacy and positive attitudes, while engineering and social sciences students had more positive perspectives among disciplines. Correlation analyses show that there are significant positive relationships between AI literacy and positive attitude, and negative relationships between negative attitudes. The model explains the AI literacy level with a rate of 38.6%. According to the findings of the research, it is recommended that university administrations offer course contents, workshops and certificate programs that will increase AI literacy by considering discipline-based differences. It is recommended to disseminate informative and guiding activities, especially in areas where negative attitudes are high, such as health sciences. On the other hand students should make individual efforts to learn not only the user level, but also the technical, ethical and social dimensions of AI. It is important for them to evaluate technology in line with the principles of critical thinking, ethical awareness and digital responsibility.
Keywords: artificial intelligence, AI literacy, attitudes, university students, technology in education, digital competency
Research Article
Christina-Evgenia Karagiorgou, Nikolaos Koukis, Christiana Koundourou, Eirini Tzovla
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep645
ABSTRACT
Artificial intelligence (AI) is rapidly reshaping instructional processes by providing new opportunities for personalized learning and enhanced classroom support. Although its potential is widely acknowledged, further investigation is needed into K-12 teachers’ attitudes and perceptions towards integrating AI applications into educational practice, as well as the factors that shape these attitudes and influence their intention to adopt such tools. Addressing these issues, the present study explores the integration of AI in education by focusing on educators’ perspectives. Data from 494 educators collected via a technology acceptance model-based questionnaire, assessed attitudes, perceived usefulness (PU), ease of use, and behavioral intention. Data analysis indicates that teachers’ attitudes and perceptions are significantly influenced by various demographic variables—including gender, academic qualifications, subject area, age, and teaching experience—as well as school-related factors such as institutional context and engagement with information and communication technologies (ICT). The results show generally positive attitude towards AI, but a neutral stance in terms of its ease of use, suggesting a gap between general acceptance and practical readiness. Four key predictors of teachers’ intention to integrate AI into their educational practices were identified: (a) PU, (b) positive attitude, (c) perceived ease of use, and (d) ICT training. These findings underscore the importance of enhancing teachers’ digital competencies and providing targeted professional development opportunities to facilitate the effective adoption of AI within the K-12 educational context.
Keywords: artificial intelligence, K-12 teachers, teachers’ attitudes and perceptions, technology acceptance model
Review Article
Jose Alejandro Cano, Rodrigo Andrés Gómez-Montoya, Pablo Cortés
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep646
ABSTRACT
Educational technologies are reshaping how operations management (OM) is taught in business education, shifting from lecture-based instruction to interactive, technology-enhanced learning. This systematic review analyzes 101 peer-reviewed studies published between 2000 and 2025, following the PRISMA protocol, to examine innovations in OM education across curriculum design, pedagogical approaches, technological tools, and industry-academia partnerships. Results show a growing reliance on blended and hybrid models supported by learning platforms, where simulations, ERP systems, and VR/AR foster experiential and immersive learning. Pedagogical strategies such as problem-based learning, case methods, and project-based approaches gain effectiveness when combined with digital tools that provide real-time feedback, collaboration, and authentic data-driven contexts. The literature also emphasizes aligning OM curricula with industry needs through analytics, sustainability, and digital transformation competencies, ensuring graduates are prepared for technology-intensive and sustainability-driven workplaces. To integrate these dimensions, this review introduces a SIPOC-based framework and a teaching-technology heatmap, conceptualizing OM education as a system innovation. This perspective highlights how curriculum content, pedagogical strategies, and digital technologies interact to generate transversal competencies in analytics, strategy, risk management, and Industry 4.0/5.0. The review contributes to management and educational technology research by mapping how innovations can be systematically embedded into OM courses, while identifying challenges and opportunities for future curriculum design and digital pedagogy.
Keywords: operations management education, educational technology, curriculum design, simulations, pedagogical approaches, emerging technologies
Research Article
Filomachi Spathopoulou, Konstantinos M. Pitychoutis
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep647
ABSTRACT
This quantitative study explores Greek secondary-school students’ perceptions of gamified English language learning through an acceptance-first lens that combines the technology acceptance model and the unified theory of acceptance and use of technology. Data were collected from 138 students using a structured questionnaire adapted into Greek following the International Test Commission guidelines for translating and adapting tests (2017) and validated through internal-consistency analysis and confirmatory factor modelling. The instrument captures perceived usefulness (PU), behavioral intention (BI), engagement, and time-on-task as mediating constructs linking game design to acceptance outcomes. Game elements such as points, leaderboards, timed rounds, and narrative framing were evaluated for their relevance to classroom goals and learner motivation. Findings show that PU strongly predicts BI, while engagement functions as a key mediator between design and acceptance. Age and digital literacy emerge as moderating variables, shaping both motivation and uptake. Overall, the results underscore that the pedagogical effectiveness of gamification lies not in the mere inclusion of game elements, but in their deliberate alignment with cognitive and affective dimensions of learning.
Keywords: gamification, English as a foreign language, technology acceptance, perceived usefulness, behavioral intention, unified theory of acceptance and use of technology
Research Article
Yulia Maftuhah Hidayati, Muhammad Noor Kholid, Anton Adi Suryo Kusuma, Achmad Januar Arifin, Anatri Desstya, Fitri Puji Rahmawati
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep648
ABSTRACT
Mathematical creativity is a crucial component of 21st century education, yet limited research has examined how augmented reality (AR) can systematically enhance this ability in elementary mathematics. Grounded in the cognitive theory of multimedia learning (CTML) and constructivist perspectives, this study investigates the effectiveness of ARGeo Math, an AR-based learning application that transforms abstract geometry concepts into interactive 3D visualizations to foster creative mathematical thinking. A quasi-experimental design involving 49 fifth-grade students in Indonesia was conducted, with one class serving as the control group and another as the experimental group using ARGeo Math. Quantitative analyses using normalized gain (N-gain) and t-tests revealed a significant improvement in students’ creative thinking skills in the experimental group (N-gain = 76.84%, effective category). Beyond statistical gains, ARGeo Math supported cognitive engagement, flexible problem-solving, and deeper understanding by linking visual and symbolic representations. The findings extend educational technology theory by demonstrating a clear mechanism through which CTML principles particularly integrated multimodal cues can be operationalized to stimulate generative mathematical reasoning. This study offers practical, scalable insights for designing AR-enhanced STEM learning in primary education, and its theoretical model provides a distinct contribution for guiding future creativity-oriented AR instructional design. Nonetheless, the quasi-experimental design with limited sample size and short intervention duration constrains the generalizability of results, indicating the need for longitudinal and multi-site research to further validate the model.
Keywords: augmented reality, elementary education, elementary students, geometry, mathematics education
Research Article
Maya Petrova Vasileva, Katya Borislavova Misheva
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep649
ABSTRACT
The present study specifically examines the integration of digital technologies in the domain of social studies education. Its main objective is to examine the current level of digital technology integration in Bulgarian schools, using social studies instruction as a case in point. In this context, the research seeks to address three key research questions (RQs): RQ1: What role does the social studies teacher play in integrating digital technologies into the instructional process? RQ2: What is the role of the student in lessons involving the integration of digital technologies in social studies education? RQ3: For what purposes and in the execution of which didactic and methodological tasks are digital technologies employed during social studies lessons? To achieve these objectives and address the research questions, a comparative analysis and evaluation are conducted based on the PICRAT model. This model is applied to assess the interplay between teachers' use of technology and students' cognitive engagement. The comparative analysis focuses on three target groups: teachers of Geography and Economics, teachers of History and Civilizations, and teachers of Philosophy and Civic Education. The findings of the study reveal a lack of intentionality, coherence, and consistency in the integration of digital technologies in social studies education in Bulgaria. Additionally, the research demonstrates that the PICRAT framework is applicable in the context of Bulgarian schools in two major ways: (1) as a tool for instructional planning, and (2) as a framework for the implementation and evaluation of social studies lessons.
Keywords: digital technologies, social studies education, PICRAT model, teaching, learning, functions of digital technologies