Integration of Edtech in Primary School Management to Improve Literacy: a Case Study of Indonesia And Finland

Rapid urban growth in China threatens sustainable development because policies and infrastructure have not developed to ensure that the promised benefits of city life are shared equitably. In this vein, educational equality and equity in China are unavoidably influenced by urbanization and the broader pro-urban and pro-costal development model. This chapter places the debate on educational equality and equity within the context of rapid urbanization in China. The consequences of urbanization, such as rapid urban expansion and marginalization, together with the effects of the rural–urban dichotomy, have challenged equal and equitable educational opportunities and attainment. Through the lenses of educational investment, quality school enrolment, the examination system, and private tutoring in education, the chapter identifies and discusses multiple educational disparities. Amid rapid urbanization and demographic mobility, the lack of inclusive urban communities and quality schools are fundamental reasons for China’s educational disparities.

The Learning management system (LMS) is now being used for uploading educational content in both distance and blended setups. LMS platform has two types of users: the educators who upload the content, and the students who have to access the content. The students, usually rely on text notes or books and video tutorials while their exams are conducted with formal methods. Formal assessments and examination criteria are ineffective with restricted learning space which makes the student tend only to read the educational contents and videos instead of interactive mode. The aim is to design an interactive LMS and examination video-based interface to cater the issues of educators and students. It is designed according to Human-computer interaction (HCI) principles to make the interactive User interface (UI) through User experience (UX). The interactive lectures in the form of annotated videos increase user engagement and improve the self-study context of users involved in LMS. The interface design defines how the design will interact with users and how the interface exchanges information. The findings show that interactive videos for LMS allow the users to have a more personalized learning experience by engaging in the educational content. The result shows a highly personalized learning experience due to the interactive video and quiz within the video.

The integration of adaptive learning platforms and emerging computer technologies has transformed education by personalizing learning experiences and increasing accessibility. However, challenges such as uneven access, inadequate teacher training, and technical limitations hinder their full potential. This study examines the impact of major educational platforms (Coursera, Khan Academy, edX) and adaptive technologies on the learning process, aiming to assess their effectiveness in diverse educational contexts. A mixed-methods approach was employed, combining qualitative content analysis of educational platforms such as Coursera, Khan Academy, and edX with quantitative assessment of their features, engagement levels, and effectiveness. The study analyzed data from educational institutions in Kyrgyzstan, Ukraine, and Azerbaijan, focusing on the role of analytics, interactive elements, and gamification in enhancing learning outcomes. Findings indicate that adaptive platforms enhance accessibility and flexibility in learning while offering real-time analytics for personalized feedback. Virtual labs, such as those utilizing the Quanser QNET DC Motor Control Board, demonstrated the feasibility of remote practical training. However, successful implementation depends on comprehensive planning, infrastructure readiness, and continuous professional development for educators. The study contributes to understanding the role of adaptive learning in addressing educational disparities. It highlights the necessity of institutional support and teacher training for the effective use of these technologies. Novel insights include the potential of integrating AI-driven analytics to optimize personalized learning experiences. Future research should explore long-term impacts on student engagement and academic performance, particularly in under-resourced educational settings.

The field of artificial intelligence is drastically advancing. This study aims to provide an overview of the integration of artificial intelligence into learning management systems. This study followed a bibliometric review approach. Specifically, following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement, 256 documents from the Scopus and Web of Science (WoS) databases over the period of 2004–2023 were identified and examined. Besides an analysis of the documents within the existing literature, emerging themes and topics were identified, and directions and recommendations for future research are provided. Based on the outcomes, the use of artificial intelligence within learning management systems offers adaptive and personalized learning experiences, promotes active learning, and supports self-regulated learning in face-to-face, hybrid, and online learning environments. Additionally, learning management systems enriched with artificial intelligence can improve students’ learning outcomes, engagement, and motivation. Their ability to increase accessibility and ensure equal access to education by supporting open educational resources was evident. However, the need to develop effective design approaches, evaluation methods, and methodologies to successfully integrate them within classrooms emerged as an issue to be solved. Finally, the need to further explore education stakeholders’ artificial intelligence literacy also arose.

This study explores how recount text innovations and assistive technologies, aligned with the Emancipated Curriculum, address educational exclusion among visually impaired learners in English as a Foreign Language (EFL) classrooms in Indonesia. Using a qualitative descriptive approach, data were gathered through lesson plan analyses, video observations, and semi-structured interviews with one teacher and five students at an inclusive secondary school. Findings indicate that multimodal resources – such as Braille materials, tactile timelines, and audio-enhanced recount texts – significantly enhance learners’ linguistic development, engagement, and social participation. Adaptive teaching strategies, including guided discussions and personalised scaffolding, further support inclusive learning environments. However, systemic barriers, including limited teacher training, resource shortages, and technological challenges, persist, particularly in underfunded schools. Despite these limitations, the study contributes to inclusive education theory and practice by demonstrating how tailored recount text activities can operationalise flexible curriculum principles. Practical recommendations include targeted teacher training and policy-driven investments in assistive technologies to bridge systemic gaps and empower visually impaired learners toward equitable educational opportunities.

Education is widely recognized as a fundamental driver of social mobility and economic development, yet persistent inequalities in access and quality remain a major challenge, particularly in developing countries. This paper examines the role of public policy in addressing educational inequities, with a focus on both access to schooling and learning outcomes. Using a literature review method, the study synthesizes findings from international research on the effectiveness of policy interventions such as conditional cash transfers, universal primary education programs, and digital learning initiatives. The paper finds that while many policies have succeeded in expanding enrollment, significant disparities continue to exist in terms of gender, socioeconomic background, and ruralurban divides. Moreover, policies that focus only on access without addressing quality often fail to produce long-term improvements in equity. The author concludes that comprehensive and context-specific policy measures are needed, combining financial support, curriculum reform, and teacher training. Overall, the study highlights the importance of targeted interventions and sustained investment in order to achieve more equitable educational opportunities.

21st-century learning demands the development of digital literacy and collaboration skills as key competencies for students to adapt to the era of digital transformation and global society. This research aims to comprehensively examine the application of ethnoscience learning assisted by Learning Management System (LMS) in the context of higher education to enhance both skills. Ethnoscience, which integrates local knowledge and cultural wisdom with modern scientific concepts, offers a contextual and meaningful learning approach. Meanwhile, LMS provides a flexible and interactive online learning environment, supporting access to materials, discussions, and collaborative activities anywhere and anytime. The research method used is a systematic literature review (SLR), systematically identifying, evaluating, and synthesizing findings from various relevant studies published between 2020-2025. The main research question focuses on how the integration of ethnoscience and LMS can support the improvement of students' digital literacy and collaboration skills in science learning in higher education. The literature synthesis results show that ethnoscience learning assisted by LMS has significant potential in improving students' digital literacy through projects creating digital content based on culture, such as documentary videos or scientific blogs. Additionally, LMS facilitates collaboration skills by providing features such as discussion forums, online group assignments, and project management that enable cross-cultural interaction and meaning negotiation. Various good practices have been identified, such as the development of digital ethnoscience modules and the application of PjBL learning models integrated with LMS. However, challenges such as limited lecturer competence in LMS and ethnoscience, uneven technological infrastructure, and students' digital literacy gaps still need to be addressed. As a recommendation, ongoing training programs are needed for lecturers and students to improve digital competence and contextual pedagogy. Content developers and LMS managers must collaborate with cultural experts to design relevant and inclusive materials. Further research based on real classes is essential to evaluate the effectiveness of this model empirically and sustainably. This model can be a solution in preparing students to face the complexities of learning and the 21st-century workforce.

Dear JAAL community, This issue is all about the central role that relationships play in literacy growth and development. The cover art, “The Best of Friendships” by Manning Pruden, illustrates, quite literally in a large public space, the crucial import of relationships through the development of friendships. Articles in this issue demonstrate that it is through collaboration and with others that literacies develop, deepen, and thrive. Karen Spector's commentary, “Meeting Pedagogical Encounters Halfway,” offers a critique of literacy pedagogy that focuses solely upon a best practices approach to teaching and learning and instead makes a case for a relational pedagogy that relies upon diffractive thinking, reading, and writing. Ian O'Bryne, Katerina Schenke, James Willis, and Daniel Hickey discuss the design principles of open digital badges, which are web-enabled tokens of accomplishment representing learning and achievement in online contexts, in this month's Multiliteracies column, “Digital Badges: Recognizing, Assessing, and Motivating Learners In and Out of School Contexts.” In Literacy Lenses, Lana Kalfas reflects on her writing growth and medium preferences over a year's time by revisiting her blog posts and comments made online by her sixth-grade peers in Mrs. Donnelly's language arts class. She explains the importance of both writing solo and in community to develop her inner voice and to write for broader audiences. The feature articles extend the theme of relationships in a variety of learning contexts. Christine Baron and Christina Dobbs' article, “Expanding the Notion of Historical Text Through Historic Building Analysis,” describes how high school social studies teachers might engage students in the disciplinary practice of studying historical buildings, nontraditional text that students can decode and use to construct meaning about multiple historical contexts. Delila Omerbas´ic´'s article, “Literacy as a Translocal Practice: Digital Multimodal Literacy Practices Among Girls Resettled as Refugees,” recounts a qualitative study of nine adolescent girls who resettled as refugees from Thailand and engaged in productions of translocality through multimodal literacy practices in digital spaces. In “e-Textbooks: A Personalized Learning Experience or a Digital Distraction?” Elizabeth Dobler explores the digital reading preferences and strategies used by preservice teachers when using an e-textbook in a literacy methods course. Julie Rust grapples with the affordances and challenges of students' online self representation within a school-based social networking site set up for discussions of assigned literature in two high school English classes in “Students' Playful Tactics: Teaching at the Intersection of New Media and the Official Curriculum” Byeong-Young Cho and Peter Afflerbach analyze and describe the successful online reading strategies of Amelia, an accomplished high school student, and provide suggestions for classroom practices to develop strategic Internet readers in their article “Reading on the Internet: Realizing and Constructing Potential Texts.” This issue's reviews and conversation columns cover a range of digital and print texts for adolescents and adults. Rachelle Savitz analyzes public domain resources in her column, “Using Public Domain Resources for Literacy Learning,” shared in Stergios Botzakis' Visual and Digital Texts department. Jim Blasingame shares three reviews in the Print-Based Texts department including Cress, the third book in the The Lunar Chronicle (2014) series by Marissa Mayer. Sarah Fleming gives a thorough review from her teacher-researcher perspective of Service Learning in Literacy Education (2014) edited by Valerie Kinloch and Peter Smagorinsky in Marcelle Haddix's Professional Resources department. Finally, Peggy Semingson's Meeting of the Minds features comments from JAAL Facebook users who continue to engage in dialogue online about significant topics of literacies teaching and learning. We hope this issue opens new possibilities and brings up more questions about relationships and literacies. Happy reading, Margaret Carmody Hagood & Emily Skinner

Among numerous foreign languages, the English language is considered one of the major languages of the world. It has become a door opener for many people in their different fields and have led to advancements in career areas as it plays a major role in boosting confidence, improving connection, communication, and so on. It also gives people the opportunity for self-expression on a global standard level. Although the learning process of a foreign language can sometimes be difficult for both learners and teachers in terms of the various aspects of language learning, which includes; reading, writing, speaking, and listening skills. The methodology in this study implemented a systematic literature review using four popular scientific databases for searching relevant records for the purpose of the research. The results from searching the databases were integrated into the PRISMA flow diagram for the identification and extraction of high quality records that is relevant to the effects artificial intelligence has in the process of foreign language learning via the use of learning management system as the platform and medium for learning and teaching English as a foreign language. The systematic review research covers a span of 10 years, from 2011 to 2021. The most important finding in this systematic literature review is that the emergence of AI technology is helpful to both students and teachers in the learning of English as a foreign language using a learning management system as it improves and increases speaking, writing, reading, and listening skills processes and provides an easy, interesting, and personalized learning experience. The benefit of the study to shareholders; students and teachers, is to guide teachers on which AI tools to use and how they can be integrated or used into learning management systems to increase students’ reading, writing, speaking, and listening skills in teaching and learning foreign languages, especially the English language.

The integration of student health data across Learning Management Systems (LMS), fitness apps, and counseling portals represents a transformative approach to enhancing student well-being and academic success. As educational institutions seek to provide holistic support for students, cross-platform integration offers a comprehensive framework to address the interconnected nature of physical, mental, and academic health. This chapter explores the technological, ethical, and operational challenges associated with integrating disparate data sources to create a unified, real-time health ecosystem. The role of cloud computing, data privacy, and security standards in facilitating seamless data sharing is critically examined, alongside the potential benefits of personalized interventions and early detection of student needs. By promoting a more personalized learning experience, this integration not only enhances student engagement and retention but also contributes to more effective institutional resource allocation. Through comprehensive training and support for both staff and students, institutions can overcome the barriers to successful implementation and leverage integrated health data to foster a more responsive and inclusive educational environment. The chapter offers valuable insights into the future of student health management, emphasizing the importance of a collaborative approach to data integration.

The emergence of the COVID-19 pandemic brought unparalleled disruptions in people's way of living. Most transactions are done online to practice social distancing. Face-to-face classes were suspended, forcing educational institutions to migrate into flexible learning modalities. Hence, higher education institutions universally utilize learning management systems (LMS) to manage online classes. During this period, outcomes based education’s (OBE) performance was challenging to analyze. This prompted the researchers to explore the integration of OBE learning analytics and RIASEC model into existing LMS to enhance educational outcomes. OBE focuses on achieving student learning outcomes, while the RIASEC model categorizes career interests into six personality types: realistic, investigative, artistic, social, enterprising, and conventional. By combining these frameworks, educators can provide a more personalized learning experience. The integration allows for the continuous monitoring of learners’ performance, improves instructional strategies to meet individual needs, and career aspirations. This paper reviews current literature on the benefits and challenges of implementing OBE-based learning analytics and RIASEC in LMS, demonstrating how this approach can enhance student engagement, improve learning outcomes, and align educational activities with career goals. The findings suggest that this integrated approach holds significant promise for advancing personalized education and preparing learners for successful careers.

Using various forms of computer-assisted instruction in foreign language teacher and translator training has become an obvious fact. While fully distance programs are rather scarce, more and more projects adopt the blended learning approach mediated by different webbased tools. The purpose of the paper is to critically describe and analyse a myriad of tools used as e-learning platforms: Learning Management Systems, glottodidactic platforms, virtual worlds, wikis and social networking tools. It is essential to see different dimensions of innovation in language teacher and translator training, in terms of technology, course management and task design. The discussion will be based on examples of projects run through the tools under analysis in different university programmes all over Poland.

Adaptive Learning Strategies (ALS) are revolutionary forces in the ever-changing educational landscape, where varied learning contexts and technological breakthroughs converge. This study aimed to acquire a nuanced understanding of the concept while providing empirical support and new information on the usefulness and effects of ALS on language learning outcomes. Research articles from open-access databases such as Google Scholar, CrossRef, and OpenAlex published from 2019-2024 were carefully analyzed using Walker and Avant’s eight-step analysis. Keywords utilized were adaptive learning, knowledge translation, and English language teaching. The 17 research articles analyzed determined five attributes of adaptive learning pedagogy: enhanced motivation and involvement, personalization and customization, improvement in language proficiency and communication skills, support for autonomous and independent learning, and technological integration and innovation. Antecedents included five themes: learner needs and context, availability of technology and resources, teacher training and proficiency, administrability support and policy alignment, and student motivation and engagement. Consequences also generated five themes: personalized learning experiences, enhanced technological integration and innovative learning tools, effective implementation of ALS, institutional commitment to ALS adoption, active student participation, and improved learning outcomes. Adaptive learning strategy in English language teaching (ELT) effectively engages students by aligning content with their interests and providing relevant challenges, fostering active participation and motivation. Individualized learning paths and real-time feedback enhance learning outcomes, improving language proficiency and communication skills. The seamless incorporation of technology, such as language learning apps and AI-driven tools, enables personalized experiences and data-driven adaptation, promoting student autonomy and independence.

The integration of Learning Management Systems (LMS) has become a critical component of educational processes, particularly in facilitating technology-enhanced learning. LMS plays a pivotal role in supporting digital instruction, especially for prospective professional teachers who are expected to develop proficiency in utilizing such technologies. Nevertheless, the effectiveness of LMS in enhancing the professional competencies of future teachers remains an area requiring further empirical investigation. This study aims to evaluate the impact of LMS utilization and teacher participation on the development of professional competencies among prospective elementary school teachers in Indonesia. A quantitative research design was employed, utilizing structural equation modeling (SEM) techniques with a sample of 87 pre-service elementary school teachers. Data were collected via a structured questionnaire distributed through Google Forms, designed to assess both the validity and reliability of the measurement model and to examine the influence of independent variables on the dependent variable. Data analysis was conducted using SmartPLS software. The results indicate that LMS usage has a significant and substantial effect on the enhancement of teachers' professional competencies. In contrast, teacher participation, while showing a statistically significant influence, had a comparatively smaller effect size. These findings suggest that LMS integration substantially contributes to the development of professional competencies in teacher training, while active participation by teachers also exerts a meaningful, albeit more limited, influence. The study underscores the strategic importance of embedding LMS platforms in teacher education programs to strengthen professional capabilities. Furthermore, the findings provide practical implications for policymakers and educators in designing effective, technology-driven training frameworks. Ultimately, this research highlights the value of leveraging LMS technologies to improve the quality and effectiveness of teacher education.

Adolescent students with limited or interrupted formal education (SLIFE) are a unique subgroup of English learners (ELs) who arrive with rich cultural heritage and an abundance of assets that include real-world life experiences and skills. Their needs are challenging and complex as a result of limited or interrupted formal schooling opportunities in their native countries. Adolescent SLIFE are vulnerable and more likely to drop out of school as they are frequently misunderstood and lack access to high-quality, equitable educational opportunities. In the United States, Title VI of the Civil Rights Act of 1964 mandates schools to provide free education to ELs until age 21. For the most part, adolescent SLIFE are placed in general education English for speakers of other languages (ESOL) classes designed for ELs with formal educational experiences. Consequently, their literacy and language needs are not being met. This chapter will provide an insight of best practices for teaching adolescent SLIFE before they age out from public education, focusing on their personal background, histories, literacy, and language needs. Research findings indicate that high school ESOL teachers lack literacy training to support SLIFE. As such, in-service teachers who serve this population need specialized professional development focused on early reading instruction to meet the literacy needs of SLIFE. Additionally, teacher preparation programs must also consider preparing pre-service teachers to successfully support SLIFE. We also propose in this chapter that effective school programs must incorporate emergent literacy instruction and competency-based training as frameworks for the development of a meaningful curriculum.KeywordsAdolescent SLIFEEmergent literacy instructionCompetency-based trainingPostsecondaryTeacher training