Computers and Education Open
Wednesday, September 30
Roles for virtual reality integration into university teaching
Virtual Reality (VR) is increasingly integrated into university teaching, yet many VR projects lack clearly defined interdisciplinary roles. As a result, responsibilities remain unclear, collaboration becomes difficult, and technically sophisticated VR applications often fail to achieve their intended pedagogical…
doi.org
Friday, September 25
Evaluating Large Language Models for career guidance: A comparative analysis of computing competency recommendations across ten African countries
Employers increasingly expect graduates to utilize large language models (LLMs) in the workplace, yet the competencies needed for computing roles across Africa remain unclear, given varying national contexts. This study examines how six LLMs, namely ChatGPT-4, DeepSeek-V2, Gemini 1.5 Pro, Claude 3.5 Sonnet, Llama 3…
doi.org
Wednesday, September 23
Navigating AI’s educational future: expert scenarios and implications for teaching and teacher preparation
This paper presents expert perspectives derived from a visioning activity conducted by an international panel of educational researchers from 13 countries and 18 institutions, working under Thematic Working Group 5 for UNESCO’s EDUsummIT 2025. Using a futures thinking approach, the experts co-constructed six scenarios…
doi.org
Friday, September 18
Ethical principles of AI in education: Exploring teachers’ contextual ethical reasoning through an STS lens
The integration of artificial intelligence (AI) in education (AIED) promises significant pedagogical transformations. However, it also raises concerns that have intensified global discourse on the ethical principles guiding its design and use. Despite this growing discourse, limited empirical evidence exists from the…
doi.org
Wednesday, August 26
Effectiveness of adaptive versus non-adaptive intelligent tutoring systems in early primary mathematics
Adaptive intelligent tutoring systems (ITS) are considered promising tools to address increasing heterogeneity in classrooms by tailoring instruction to individual learners. However, prior research often bundles multiple adaptive features, relies on non-equivalent instructional conditions, and predominantly focuses on…
doi.org
Tuesday, August 25
The problem with defining teachers’ digital competency for deep learning: A rhetorical absurdity
This conceptual paper interrogates the mismatch between policy rhetoric and classroom practice concerning teachers’ digital competence for deep learning. The notion of rhetorical absurdity is used as a conceptual lens to describe the recurring contradiction between competency frameworks that promise technology-enabled…
doi.org
Friday, August 21
AI-assisted, instructor-supervised grading and feedback in higher education: Design and evaluation of an end-to-end pipeline
This paper presents the design, deployment and evaluation of a GPT-4o-based grading and feedback pipeline for a Master’s-level Information Systems Project Management course, developed following the Design Science Research Methodology. The artefact orchestrates submission collection (Google Forms), rubric-based scoring…
doi.org
Friday, August 14
Capturing multidimensional engagement within small groups: A multimodal perspective
This study develops and validates a human-centered approach to measuring small-group, multidimensional engagement in a game-based Computer-Supported Collaborative Learning (CSCL) environment. Grounded in sociocultural perspectives, the proposed framework integrates multimodal data sources, including discourse,…
doi.orgTechnology-enhanced inclusivity for educational ecosystems: Developing a framework for social justice-oriented digital transformation
This paper develops a framework for social justice-oriented digital transformation in educational ecosystems for marginalized populations. Following explanations of the concepts of digital transformation, justice-oriented transformation and digital ecosystems in education, challenges faced by marginalized populations…
doi.org
Thursday, August 13
AI-generated versus human-developed assessment tasks in EFL context: insights from TPCK model
This study aimed to compare the pedagogical and content quality of AI-generated assessment tasks with those developed by humans in English language teaching, using a sequential-explanatory mixed-methods design. To accomplish this, 6 human-developed lesson plans from American English File 3 and 6 equivalent…
doi.orgExploring the viability of a framework for social justice-oriented digital transformation
This paper presents an application of a framework for educational social justice-oriented digital transformation, providing an analytical examination of four case studies of community-led design and implementation of digital technology with marginalized populations. The framework is rooted in a vision of social…
doi.org
Monday, August 10
LLMs in text linguistics teaching: an exploratory study with genAI novices in higher education
This study examines the use of LLMs in text linguistics education, focusing on novices in generative AI (genAI) and their ability to design prompts and evaluate AI-generated outputs. Employing an action research design in higher education, it investigates prompting strategies, student perceptions, and learning…
doi.orgThe readiness of pre-service teachers to teach Coding and Robotics
This study explores pre-service teachers' engagement with Coding and Robotics within a teacher education programme. It aims to determine their readiness through their behavioural intention to teach this new subject in South Africa. A quantitative analysis of behavioural intention predictors was conducted on data…
doi.org
Saturday, August 8
Learning paths and patterns in learning design: Insights from 500+ courses
Learning design (LD) has a prominent role in ensuring the quality of teaching and learning. It should be based on student-centered approaches and intended learning outcomes, which are constructively aligned with teaching and learning activities (TLAs) and assessment. To support overarching change management and mutual…
doi.org
Friday, August 7
Creating digital twins awareness in African higher education institutions: Bibliometric analysis from top influential countries
doi.orgRethinking data privacy for AI Adoption in African Higher Education: A meta-synthesis of stakeholder perceptions and policy implications
The growing adoption of artificial intelligence (AI) in African higher education offers opportunities for personalized learning, improved decision-making, and educational innovation. However, AI systems rely heavily on student and institutional data, raising significant privacy concerns within contexts characterized…
doi.org
Thursday, August 6
Exploring basic school leaders' AI readiness: The role of professional development
The UNESCO declaration that teachers should be AI-competent by 2030 poses a challenge for basic school leaders, who should be at the forefront of integration within the school system. This study explored the perceptions of basic school leaders regarding AI readiness in selected Nigerian schools and the role of…
doi.orgAI training and science student teachers’ TPACK in campus-based and distance education: a comparative study
Despite AI’s growing educational potential, little is known about science student teachers’ preparedness to integrate it into classroom practice. This study examined whether AI training level and institutional context were associated with student teachers’ TPACK. Using a quantitative, comparative, descriptive survey…
doi.org
Wednesday, August 5
Students’ perceptions of personalized learning paths as a strategy for E-learning development
Personalized Learning Paths (PLPs) became rather popular in e-learning settings, providing customized learning experiences according to specific characteristics about the learners such as the learning styles and the learning goals and etc. This paper aims to explore student perceptions on PLPs along three dimensions:…
doi.org
Tuesday, July 28
Which factors matter in data-driven peer learning: Social intimacy, proficiency gaps, or selection autonomy?
Peer learning is a promising strategy that encourages knowledge co-construction and reflection, while biased partner choice may hinder effective collaboration. Data-driven systems with interpretable learning analytics create new affordances for optimizing peer selection through knowledge awareness. Grounded in a…
doi.org
Wednesday, July 22
AI-mediated authentic assessment and metacognitive reflection: A mixed-methods study of the AAIWA model
This study introduces the Authentic AI-Assisted Writing Assessment (AAIWA) model, integrating authentic rubric-based assessment, condition-responsive AI feedback, and structured metacognitive reflection as a unified recursive architecture within Indonesian pre-service teacher education. Existing models treat these…
doi.org
Tuesday, July 21
A longitudinal investigation into the uses of IT in primary and secondary education
This longitudinal study to investigate the range of uses of IT in primary and secondary education examined a corpus of sixteen years of EDUsummIT official reports and E-Books (2009-2025) to identify recurring themes and patterns, as well as variations in how information technology (IT) and more recently, artificial…
doi.org
Monday, July 20
Navigating the challenges of Gen-AI in Chinese higher education: Balancing technological innovation with academic integrity and intellectual engagement
The rapid integration of Generative Artificial Intelligence (Gen-AI) into Chinese higher education (HE) is reshaping academic practices, raising concerns about critical thinking, academic integrity, and the essence of intellectual work. While Gen-AI offers significant benefits by streamlining academic tasks and…
doi.orgLevels of AI awareness and pedagogical skills among Nigerian teachers: The differentials of gender and teachers’ experience
The rapid diffusion of artificial intelligence (AI) across educational systems has intensified the need to assess teachers’ readiness to engage with AI-informed pedagogy, particularly in underrepresented contexts. This study investigated the levels of AI awareness and AI pedagogical skills among secondary school…
doi.orgTemporal dynamics of online learning interactions: A learning analytics study within the CoI framework
Understanding how online learning unfolds over short time spans is essential for improving the design and facilitation of digital learning environments. This study examines the temporal dynamics of online learning interactions through the Community of Inquiry (CoI) framework in two two-week online courses for older…
doi.orgFostering collaborative futures: Multidisciplinary approaches to AI integration in educational ecosystems
With the rapid evolution of AI and data-driven technologies, AI integration in the educational ecosystem requires careful consideration. This paper aims to facilitate the process of fostering collaborative futures with AI agents in education by examining the impact of AI on education from the perspectives of…
doi.orgReframing school leadership for the digital age
The role of school leadership in digital transformation is increasingly recognised as central to creating inclusive, adaptive, and future-proof schools and education systems. However, the complexity of this task is often underestimated in policy, research, practice, and professional development. This article explores…
doi.orgTransforming curiosity through AR: An empirical study of flow-based environmental health education for elementary students
Environmental health education faces the challenge of connecting students with the often-overlooked organisms coexisting in their everyday environments. This study developed and validated an augmented reality (AR)-enhanced mosquito vector control curriculum grounded in integrated curiosity-flow theory. The curriculum…
doi.orgAssessing digital competence of K1-12 teachers in Kosovo: A study through the lens of DigCompEdu and TPACK
Digital competence is a critical skill for teachers in the modern era, as technology reshapes the education eco-system. The ability to integrate digital tools effectively into teaching practices not only enhances learning outcomes but also equips students with skills that are important for their daily lives. For…
doi.orgHuman-centered AI for teacher educators: Designing professional learning for critical AI literacy
Teacher educators play a pivotal role in shaping how preservice teachers understand, evaluate, and integrate artificial intelligence (AI) in classrooms, yet they rarely receive systematic preparation to lead this work. This design-based study examines how principles of Human-Centered AI (HCAI) and critical AI literacy…
doi.orgInstitutional structures, digital inequality, and AI integration in higher education
The global diffusion of artificial intelligence (AI) in higher education raises questions about institutional equity, as adoption patterns shaped by structural factors risk reproducing existing inequalities. This study provides one of the first systematic comparative assessments of AI integration across Nigerian…
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