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/ijethe/https://doi.org/10.1186/s41239-026-00628-3https://doi.org/10.1186/s41239-026-00628-3Abstract The rapid advancement of generative artificial intelligence is profoundly reshaping the paradigm of instructional design. However, the micro-level process patterns of human-AI collaboration in generative AI-enabled instructional design for pre-service teachers still require in-depth analysis. This study aims…Sun, 11 Oct 2026 12:00:00 GMTXu Fang et al.Researchhttps://doi.org/10.1186/s41239-026-00626-5https://doi.org/10.1186/s41239-026-00626-5Abstract Understanding how humans process visual information during learning remains a central challenge in cognitive neuroscience. Traditional approaches typically rely on behavioral observations or indirect neural measures, which limits direct insight into learners' internal cognitive representations. Recent…Mon, 05 Oct 2026 12:00:00 GMTZhu Su et al.Researchhttps://doi.org/10.1186/s41239-026-00623-8https://doi.org/10.1186/s41239-026-00623-8Abstract Artificial intelligence (AI) has become an integral part of teaching and learning in higher education. Through its capacity to generate actionable insights from student data, AI systems provide new opportunities to support lecturers’ decision-making. However, it remains unclear how AI systems support and…Wed, 09 Sep 2026 12:00:00 GMTMelike Nur Köroğlu et al.Researchhttps://doi.org/10.1186/s41239-026-00625-6https://doi.org/10.1186/s41239-026-00625-6Abstract Generative artificial intelligence is becoming part of university learning, but students do not engage with it uniformly. This mixed-methods survey of students at one Australian university examined whether successful-student identity and student-reported academic achievement were associated with different…Tue, 08 Sep 2026 12:00:00 GMTJason ZagamiResearchhttps://doi.org/10.1186/s41239-026-00621-whttps://doi.org/10.1186/s41239-026-00621-wAbstract Although artificial intelligence (AI) tools are now deeply embedded in Turkish university students’ academic lives, students’ cognitive representations of AI remain instrumentally oriented and structurally fragmented. This study presents a needs assessment for designing AI literacy micro-credential programmes…Mon, 31 Aug 2026 12:00:00 GMTİsmail Şan and H. Gülhan Orhan-KarsakResearchhttps://doi.org/10.1186/s41239-026-00620-xhttps://doi.org/10.1186/s41239-026-00620-xAbstract Since the early development of learning analytics (LA), the cyclical nature of the process that starts with learning data and ends with educational interventions has been widely acknowledged. However, while LA research abounds, and LA practices are becoming more widespread, the final step of the cycle –…Wed, 26 Aug 2026 12:00:00 GMTBarbi Svetec et al.Researchhttps://doi.org/10.1186/s41239-026-00617-6https://doi.org/10.1186/s41239-026-00617-6Abstract Large Language Models (LLMs) are rapidly transforming higher education, yet evidence on how interaction patterns affect learning remains limited. This study examines whether explanation-seeking dialogue with an LLM is associated with task quality and immediate recall in a controlled learning session.…Tue, 25 Aug 2026 12:00:00 GMTVangelis TsiligkirisResearchhttps://doi.org/10.1186/s41239-026-00619-4https://doi.org/10.1186/s41239-026-00619-4Abstract High-quality learning design is an important contributor to student success. Higher education institutions can leverage the combined potential of learning analytics (LA) and Generative Artificial Intelligence (GenAI) to enhance instructors’ learning design practices. However, the way LA and GenAI are being…Mon, 24 Aug 2026 12:00:00 GMTAlrike Claassen et al.Researchhttps://doi.org/10.1186/s41239-026-00618-5https://doi.org/10.1186/s41239-026-00618-5Abstract Online Education in Higher Education is rapidly evolving through the integration of Large Language Model (LLM)-powered intelligent systems, which enable personalized tutoring, dynamic content generation, and automated assessment. However, the widespread adoption of LLMs in education is hampered due to their…Tue, 11 Aug 2026 12:00:00 GMTFuan Xiao et al.Researchhttps://doi.org/10.1186/s41239-026-00615-8https://doi.org/10.1186/s41239-026-00615-8Abstract This study moves beyond asking whether generative AI (GenAI) improves learning to examine who engages, how they engage, and what kinds of questions they ask. We investigated how graduate students used a GenAI chatbot designed based on Retrieval-Augmented Generation (RAG) architecture to support statistics…Thu, 30 Jul 2026 12:00:00 GMTYuan‐Hsuan Lee and Jiun‐Yu WuResearchhttps://doi.org/10.1186/s41239-026-00616-7https://doi.org/10.1186/s41239-026-00616-7Abstract As the education sector attempts to address rapid changes caused by Artificial Intelligence (AI), it becomes crucial to examine approaches to leadership at the organizational and system levels. This scoping review explores how anticipatory models of governance are conceptualised and operationalised globally…Sun, 26 Jul 2026 12:00:00 GMTSandra BaroudiResearchhttps://doi.org/10.1186/s41239-026-00614-9https://doi.org/10.1186/s41239-026-00614-9Abstract Generative artificial intelligence (GenAI) is increasingly used for feedback in higher education, yet evidence remains limited on how alternative human–AI feedback designs shape learning processes and durable outcomes. This study addresses that gap through a multisite, cluster-randomized, longitudinal field…Wed, 15 Jul 2026 12:00:00 GMTHüseyin AteşResearch