Book review: Generative AI and Education, digital pedagogies, teaching innovation and learning design

Generative AI and education: digital pedagogies, teaching innovation and learning design

Book Review: Unlocking the Future of Learning: A Review of Generative AI and Education: Digital Pedagogies, Teaching Innovation, and Learning Design Unlocking the Future of Learning: A Review of Generative AI and Education: Digital Pedagogies, Teaching Innovation, and Learning Design

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BackgroundDigital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited.MethodsWe conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes.ResultsTwenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning.ConclusionsIn OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

Understanding the ways in which students and teachers interact with digital learning is a critical component of Learning Design. Students’ use of digital technologies is essential to their learning practice and institutions need to adapt to improve the learning environment and meet students’ increasing expectations. In this paper, the authors explore the implications of quantifying critical digital literacy within Learning Design and the impact on practitioners, their students and the institution. A model of Digital Literacy Learning Design (DLLD) is presented and contextualised within current Learning Design theory, aligned to the core elements of representation, sharing and guidance contained within the ‘Larnaca Declaration’. Practical knowledge of this interplay places Learning Design firmly in a digital context and identifies new opportunities and risks associated with current naive practice. Finally, this paper provides readers with a series of practical suggestions for deploying this model in their own institutions to ensure the alignment of Learning Design to digital practice and, potentially, to improve staff and student performance.

Purpose This study examines how three instructional conditions – Conventional Tutorial, Flipped Classroom Design Thinking (FCDT), and an AI-supported FCDT-AI model using ChatGPT – shape undergraduate students' Digital Literacy within an open and distance learning (ODL) environment at Universitas Terbuka, Indonesia. It responds to the growing need for scalable pedagogical models that integrate flipped learning, design thinking, and generative AI across Asian open universities. Design/methodology/approach A within-subjects repeated-measures design was employed with 26 undergraduate students enrolled in an Academic Writing Techniques course. All participants experienced the three conditions in counterbalanced order via TUWEB, the institutional learning management system. Digital Literacy was measured after each condition using a multidimensional performance-based questionnaire. Quantitative analysis used Huynh–Feldt-adjusted repeated-measures ANOVA with Holm-adjusted post-hoc tests, while qualitative reflection logs were examined using reflexive thematic analysis to elucidate mechanisms underlying observed differences. Findings A significant and substantial main effect of instructional condition was identified, demonstrating a clear performance gradient: Conventional < FCDT < FCDT-AI. The AI-supported condition yielded the highest Digital Literacy scores and the broadest distribution of advanced practices. Qualitative themes further revealed progressive development from basic access and retrieval (Conventional), to structured evaluation and emerging digital production (FCDT), and to multimodal, reflective, and AI-mediated digital engagement (FCDT-AI). Research limitations/implications This study has several limitations. The small sample from a single programme at one ODL institution restricts generalisability, suggesting the need for replication across disciplines, universities, and learner profiles. The reliance on self-reported reflections may introduce subjectivity; integrating learning analytics or artefact analysis would strengthen triangulation. The AI scaffolding was intentionally limited for ethical reasons, meaning future studies could examine varying intensities or types of AI support. Despite these constraints, the findings offer empirically grounded implications for designing scalable, AI-supported flipped learning models in ODL environments. Practical implications The findings provide actionable guidance for ODL institutions seeking to strengthen Digital Literacy at scale. Tutors should integrate structured flipped-learning cycles supported by design thinking to guide learners from basic access toward evaluative and creative digital practices. Incorporating generative AI as guided scaffolding – rather than as an autonomous problem-solver – can expand students' idea generation, support multimodal production, and reduce cognitive load. Curriculum designers can embed FCDT-AI workflows into tutorial manuals, LKMs, and online learning activities to promote consistent digital engagement. Institutions may also develop training programmes to enhance tutors' digital pedagogy and ethical AI facilitation. Social implications Enhancing Digital Literacy through structured flipped and AI-supported models can help narrow digital inequities among geographically dispersed ODL learners. The FCDT-AI framework supports more inclusive participation by providing scaffolding that benefits students with lower digital readiness, thereby promoting equitable access to 21st-century competencies. As generative AI becomes more widespread in education and work, developing students' evaluative, ethical, and creative digital practices contributes to a more informed and responsible digital citizenry. The model also supports lifelong learning, empowering working adults to engage confidently in digitally mediated environments and strengthening broader community digital resilience. Originality/value The study offers one of the first empirically tested pedagogical models that systematically integrates flipped learning, design thinking, and generative AI to strengthen Digital Literacy in ODL environments. It provides a theoretically grounded and scalable framework (FCDT-AI) that can support Asian open universities in implementing ethical and effective AI-enhanced digital learning.

The digital transformation in education has created an urgent need for reliable instruments to map Teacher Digital Competence (TDC), particularly for in-service K–12 teachers. This urgency is heightened by the demands of 21st-century pedagogy, which emphasizes technological proficiency to support effective, inclusive, and sustainable learning. This study aims to develop the conceptual design and initial structure of a comprehensive, multidimensional TDC mapping instrument. The proposed instrument suite consists of two main components: a quantitative survey and a qualitative semi-structured interview protocol, both constructed around five core dimensions of TDC: Digital Pedagogy and Learning Design, Digital Resource Management and Creation, Digital Assessment and Feedback, Professional Engagement and Collaboration in Digital Environments, and Ethical and Responsible Digital Citizenship in Education. The instrument development employed an extensive literature review approach, synthesizing insights from leading theoretical models, including DigCompEdu, INTEF, COMDID, and other contemporary research. The primary outcome of this research is a systematically structured TDC mapping instrument equipped with measurable and context-relevant indicators. It is designed to support a mixed-method research approach, enabling the collection of both quantitative and qualitative data for deeper analysis. Although the instrument is currently at the conceptual stage, it holds significant potential for application in TDC mapping studies, evaluations of professional development programs, and the formulation of data-driven educational policies. Further empirical validation is recommended prior to broader implementation

Learning designers became the “first responders” during the great onlining due to the Covid-19 pandemic. In this innovative practice article, we share the experiences of a team of digital learning designers created to support the university community’s pivot online. This project adopts a case study methodology. The case study of the Digital Learning Design Unit (DLDU) described in this article offers an examplar of learning design and the work of learning designers during the time of Covid-19. Findings from this case study indicate that a demand led professional learning approach can be very effective at encouraging staff engagement with learning design; a rapid learning design intervention can provide just in time support for colleagues during a time of crisis; time and digital competencies are essential to build staff competence and confidence with online pedagogy and learning design approaches. In this case study, the pandemic prompted a strategic approach to learning design for online, blended and hybrid education. This strategic approach began as a temporary proactive measure to keep teaching and learning going but has now been cemented into a permanent strategy for online blended and hybrid education at our institution which will continue in the post pandemic environment.

Objective: Produce digital skills-based entrepreneurship learning designs and implementation procedures to support quality education in achieving the Sustainable Development Goals (SDGs). Theoretical Framework: This study is based on Joyce and Weil's theory of learning design, a method or procedure in helping students to obtain information, ideas, skills and provide training in how to think and learn. The learning design development process uses the ADDIE development model, so the framework in this study is divided into five stages, namely Analysis, Design, Development, Implementation, Evaluation. Method: This research is a type of educational development research. The development model used is ADDIE. Data collection techniques use observation, interviews, questionnaires, and reviewing relevant theories and research. Data analysis techniques use qualitative descriptive analysis. The sample as the object of research is vocational high school students in East Java Province, Indonesia using the random sampling method. Results and Discussion: The successfully developed digital skills-based learning design is divided into four main components, namely: (1) Characteristics of entrepreneurial learning; (2) Entrepreneurial learning system; (3) Character of entrepreneurial learning; and (4) Digital skills. The implementation procedure for this learning design involves collaboration between: (1) Entrepreneurship teachers; (2) Productive of expertise competencies teachers; (3) Informatics/computer teachers; and (4) Guidance and counseling teachers. Research Implications: The results of this study are an alternative for entrepreneurship teachers in vocational high schools in choosing learning designs. Based on the implementation procedure, it provides recommendations to school leaders that entrepreneurial activities are not only the responsibility of entrepreneurship teachers. Entrepreneurial activities will be optimal if there is collaboration between teachers. Originality/Value: The learning design is developed based on the needs of students to have the skills to use digital devices (hardware and software) in entrepreneurial activities. This condition is in accordance with the demands of student competence in the twenty-first century learning system and the era of the industrial revolution 4.0.

The purpose of this research is to study the elements and processes of digital teacher design. Generative AI can be processed visually for navigation in conjunction with visual intelligence through mixed reality technology, thereby adding practical learning and character design for animation purposes. This research focuses on the application of generative AI technology combined with visual processing to develop digital teachers with intelligent visual abilities using mixed reality technology, to enable the creation of more dimensional and interactive practical learning experiences, especially in the field of character design for animation. Using visual intelligence allows learners to learn better using a hands-on approach, which improves learners' design and creative skills in a hybrid reality and digital environment. Education for digital teacher design can use generative AI that can be processed visually for navigation with the aid of visual intelligence. This study was conducted in the form of an observational study supported by a literature review to study the elements and processes for modeling the design of digital teachers. Use questionnaires to assess the modeling process and digital teacher design process. The researcher evaluated the design process using 3 practical teachers, 3 gen-ai experts, 3 visual intelligence experts, and 3 MR technology experts, for a total of 12 people. The evaluation led to an average value of 4.69 ± 0.40, with an average value of 4.69 ± 0.40 (the highest quality). Generative AI that can process visuals for navigation with visual intelligence through mixed reality technology enhances the practical learning of character design for animation, resulting in learners being able to effectively develop important skills and be highly involved in the learning process. The use of mixed reality technology enhances the immersive and engaging learning experience for learners. It is effective and can increase the learning of character design for animation work, which can be applied in teaching and learning management in the future.

In 2019, the Atlantic Technological University (ATU) Ireland (previously known as GMIT, IT Sligo and LYIT) were awarded a HEA Innovation and Transformation award to build digital capabilities across 8 campuses. The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). The Teaching and Learning Centre (Galway-Mayo) is leading the development of DigitalEd.ie Knowledge Platform and digital teaching and learning development initiatives (i.e., Work Package 2 of the iNOTE project).
 
 DigitalEd.ie, is a digital teaching and learning knowledge platform, which provides access to professional development pathways and a suite of digital resources, to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively.
 
 This paper will discuss: the development journey of DigitalEd.ie; building a digital education community; designing digital learning pathways; creating a digital resources directory; insights and impact of building digital teaching and learning capabilities during the pandemic; and the creation of a suite of digital education services and resources, that is transforming the higher education learning experience.
 
 The development journey of DigitalEd.ie knowledge platform uncovered several resources and learnings, including a discovery tool, digital tools to support online student engagement, meaningful and robust assessment strategies, digital badges and learning pathways, and teaching and learning techniques moving from online to hybrid delivery. In addition, 20 digital teaching and learning impact case studies were developed across eight themes (https://DigitalEd.ie/book), outlining how and why educators transformed their teaching and learning practice and the impact on student engagement. 
 
 This paper will conclude with feedback from participants who undertook digital learning opportunities through the DigitalEd.ie monthly training programme, the Discovery Tool, Digital Badge pathways, and an accredited postgraduate Certificate in Digital Teaching and Learning. The feedback gathered through the action research study provides insights on the value of Continuous Professional Development (CPD) and considerations for the digital learning environment in higher education, post Covid-19.

IntroductionThe conventional method for teaching removable partial denture (RPD) design using a pencil drawing on a solid cast has always been the basis for teaching RPD design in most dental schools at both the undergraduate and graduate levels. This does not apply to RPD fabrication technology, as more laboratories have recently adopted more efficient and versatile digital techniques to design and fabricate RPD frameworks.MethodsAt the University of Iowa College of Dentistry, we created a pilot workshop to assess the efficiency of a new approach to teaching RPD design utilizing this new digital RPD technology as a teaching tool for graduate prosthodontics residents. Three first-year prosthodontics residents were enrolled in the workshop, which involved learning the new digital workflow of designing RPD.ResultsThis new teaching approach very successfully achieved its educational goals. The residents reported that the digital RPD teaching approach enriched their knowledge and deepened their understanding of RPD design.DiscussionThe technique garnered significant interest from the students and seemed to also increase their understanding of the steps involved in RPD fabrication as well as the different components of the RPD.

While Generative AI is reshaping higher education, its role in tourism-focused Virtual Exchange remains underexplored. This study examines the impact of AI on student interaction, academic performance, and engagement in a pilot Virtual Exchange between universities in Spain and Ireland. Drawing on Conversation Theory, Virtual Exchange is conceptualized as a triadic process involving students and AI, moving from interaction to shared understanding and collaborative action. Using a mixed-methods approach with qualitative emphasis, the study explores how AI tools shaped the learning experience, highlighting both opportunities and challenges. Grounded in frameworks of women’s empowerment in tourism, internationalization of the curriculum, intercultural competence, and digital pedagogy, the findings deepen understanding of AI’s potential and limitations in Virtual Exchange contexts. The study also offers practical guidance for educators on developing AI literacy, promoting ethical awareness, and enhancing student collaboration in online international learning environments.

This article presents an overview and review of recent advances in digital teaching and learning technologies—advances that collectively represent an emergent period of breakthrough “digital innovation” leadership in the field of education. These digital education technologies are creating new career learning and advancement opportunities for people around the world through expanding and enhancing their access to globally connected learning. Three specific “creative focus areas” of digital learning design and development are identified for review. The article includes a discussion of salient features and design thrusts of major research, development, and practical application activities currently being conducted within each creative focus area. Some of the most innovative learning programs being developed by researchers, designers, and education leaders engaged within each of these creative focus areas are highlighted, along with an assessment of the impact of these programs on educational practice.

This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing and transforming modules. Both DiLD and the STREAM model have proven to be effective and scalable approaches to encourage educators across all career steps to embrace the potentials of educational technology in science higher education. Moreover, the transformed modules have resulted in higher student satisfaction, increased flexibility in time, pace, and place, and in some cases also improved grades, pass rates and/or feedback.