Underlining what matters in higher ed and ed tech: news, vendor updates, and commentary from across the field, in one place.https://theunderline.netlify.app/source/compedu-open/https://doi.org/10.1016/j.caeo.2026.100426https://doi.org/10.1016/j.caeo.2026.100426Virtual 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…Wed, 30 Sep 2026 12:00:00 GMTNadine Bisswang et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100425https://doi.org/10.1016/j.caeo.2026.100425Employers 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…Fri, 25 Sep 2026 12:00:00 GMTPrecious Eze et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100422https://doi.org/10.1016/j.caeo.2026.100422This 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…Wed, 23 Sep 2026 12:00:00 GMTJoyce Malyn‐Smith et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100423https://doi.org/10.1016/j.caeo.2026.100423The 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…Fri, 18 Sep 2026 12:00:00 GMTOwolabi Paul Adelana et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100420https://doi.org/10.1016/j.caeo.2026.100420Adaptive 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…Wed, 26 Aug 2026 12:00:00 GMTLeonie Sibley et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100419https://doi.org/10.1016/j.caeo.2026.100419This 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…Tue, 25 Aug 2026 12:00:00 GMTSarah Prestridge et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100411https://doi.org/10.1016/j.caeo.2026.100411This 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…Fri, 21 Aug 2026 12:00:00 GMTLeonardo Franco Cruz et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100418https://doi.org/10.1016/j.caeo.2026.100418This 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,…Fri, 14 Aug 2026 12:00:00 GMTXiaotian Zou et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100417https://doi.org/10.1016/j.caeo.2026.100417This 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…Fri, 14 Aug 2026 12:00:00 GMTDon Passey et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100415https://doi.org/10.1016/j.caeo.2026.100415This 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…Thu, 13 Aug 2026 12:00:00 GMTFatemeh Khajevand Nourashrafi et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100416https://doi.org/10.1016/j.caeo.2026.100416This 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…Thu, 13 Aug 2026 12:00:00 GMTDon Passey et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100414https://doi.org/10.1016/j.caeo.2026.100414This 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…Mon, 10 Aug 2026 12:00:00 GMTNicola Brocca and Davide GarassinoResearchhttps://doi.org/10.1016/j.caeo.2026.100413https://doi.org/10.1016/j.caeo.2026.100413This 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…Mon, 10 Aug 2026 12:00:00 GMTReginald Gerald GovenderResearchhttps://doi.org/10.1016/j.caeo.2026.100412https://doi.org/10.1016/j.caeo.2026.100412Learning 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…Sat, 08 Aug 2026 12:00:00 GMTBlaženka Divjak et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100407https://doi.org/10.1016/j.caeo.2026.100407Fri, 07 Aug 2026 12:00:00 GMTEkene Francis Okagbue et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100408https://doi.org/10.1016/j.caeo.2026.100408The 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…Fri, 07 Aug 2026 12:00:00 GMTEmmanuel DuncanResearchhttps://doi.org/10.1016/j.caeo.2026.100409https://doi.org/10.1016/j.caeo.2026.100409The 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…Thu, 06 Aug 2026 12:00:00 GMTOmotayo Adewale Awodiji and Moses Adeleke AdeoyeResearchhttps://doi.org/10.1016/j.caeo.2026.100410https://doi.org/10.1016/j.caeo.2026.100410Despite 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…Thu, 06 Aug 2026 12:00:00 GMTLindelani E. Mnguni et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100406https://doi.org/10.1016/j.caeo.2026.100406Personalized 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:…Wed, 05 Aug 2026 12:00:00 GMTLam Ky NhanResearchhttps://doi.org/10.1016/j.caeo.2026.100402https://doi.org/10.1016/j.caeo.2026.100402Peer 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…Tue, 28 Jul 2026 12:00:00 GMTChanghao Liang et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100395https://doi.org/10.1016/j.caeo.2026.100395This 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…Wed, 22 Jul 2026 12:00:00 GMTErwin Oktoma et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100403https://doi.org/10.1016/j.caeo.2026.100403This 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…Tue, 21 Jul 2026 12:00:00 GMTThérèse Laferrière and Margaret CoxResearchhttps://doi.org/10.1016/j.caeo.2026.100397https://doi.org/10.1016/j.caeo.2026.100397The 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…Mon, 20 Jul 2026 12:00:00 GMTLing Bai and Cristina CostaResearchhttps://doi.org/10.1016/j.caeo.2026.100401https://doi.org/10.1016/j.caeo.2026.100401The 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…Mon, 20 Jul 2026 12:00:00 GMTOluwakemi Olurinola et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100398https://doi.org/10.1016/j.caeo.2026.100398Understanding 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…Mon, 20 Jul 2026 12:00:00 GMTRamón Tirado Morueta et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100405https://doi.org/10.1016/j.caeo.2026.100405With 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…Mon, 20 Jul 2026 12:00:00 GMTRwitajit Majumdar et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100404https://doi.org/10.1016/j.caeo.2026.100404The 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…Mon, 20 Jul 2026 12:00:00 GMTJanet Cochrane et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100394https://doi.org/10.1016/j.caeo.2026.100394Environmental 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…Mon, 20 Jul 2026 12:00:00 GMTChuYu Cheng and ChiaHui FengResearchhttps://doi.org/10.1016/j.caeo.2026.100396https://doi.org/10.1016/j.caeo.2026.100396Digital 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…Mon, 20 Jul 2026 12:00:00 GMTKrenare Pireva et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100399https://doi.org/10.1016/j.caeo.2026.100399Teacher 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…Mon, 20 Jul 2026 12:00:00 GMTEvrim Baran et al.Researchhttps://doi.org/10.1016/j.caeo.2026.100400https://doi.org/10.1016/j.caeo.2026.100400The 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…Mon, 20 Jul 2026 12:00:00 GMTDaniel I. Adeniranye et al.Research