Voices of English major students in Literary Criticism course in the age of Artificial Intelligence

Purpose This study aims to evaluate the effectiveness of the Accounting Transaction Simulation (AccTranS) in bridging the persistent theory–practice gap in accounting education. Specifically, it examines how simulation-based learning enhances technical competencies, critical thinking and professional readiness, aligning with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). Design/methodology/approach Adopting a mixed-methods design, the study combined quantitative survey data from 131 undergraduate accounting students at Universiti Sultan Zainal Abidin with qualitative reflections and interviews. Quantitative data were analysed using descriptive statistics, reliability tests, correlation and regression, whereas qualitative data underwent thematic analysis. The study was underpinned by Experiential Learning Theory, Constructivist Learning Theory, the Technology Acceptance Model and Kirkpatrick’s Four-Level Evaluation Model to provide a comprehensive evaluation framework. Findings Quantitative results demonstrate that AccTranS significantly improves students’ mastery of the Malaysian Financial Reporting Standards (MFRS), critical thinking skills and confidence in applying accounting concepts. Regression analysis identified teamwork, critical thinking and technical competence as strong predictors of professional readiness. Qualitative findings reinforced these outcomes, with students emphasising the value of real-world applicability, collaborative learning and enhanced self-efficacy. Together, these results confirm that simulation-based learning not only strengthens cognitive and technical outcomes but also cultivates soft skills and transferable competencies essential for SDG-ready graduates. Research limitations/implications The study was limited to a single institution and used a cross-sectional design, which restricts generalisability and the ability to assess long-term impacts. Future research should use longitudinal approaches, multi-institutional comparisons and explore the integration of emerging technologies, such as artificial intelligence and data analytics, to extend simulation-based approaches to sustainability reporting. Practical implications AccTranS offers a scalable and adaptable model for modernising accounting curricula. The integration of simulation into teaching provides educators and curriculum designers with a pedagogical strategy to bridge the theory–practice divide, enhance student engagement and align graduate outcomes with evolving industry demands and sustainability imperatives. Social implications By equipping graduates with both technical and transversal skills, simulation-based learning contributes to employability, professional readiness and sustainable economic development. It also strengthens the social role of higher education institutions in producing ethical, competent and future-ready accountants. Originality/value To the best of the authors’ knowledge, this study provides the first empirical evidence on the effectiveness of AccTranS, a locally developed simulation tailored to MFRS, through a mixed-methods lens. By integrating multiple theoretical frameworks and highlighting the intersection of pedagogy and sustainability, it advances the accounting education literature and positions simulation-based learning as a transformative approach for SDG-aligned higher education.

The integration of technology, particularly Artificial Intelligence (AI), in secondary education has shown significant potential in enhancing students' higher-order thinking Skills (HOTS). This study regularly reviews 18 articles to examine how digital platforms and AI tools are being used to support critical, analytical, and creative thinking among students. Findings indicate that AI-enhanced learning environments stimulate deeper engagement with learning content, foster independent problem-solving, and encourage reflective thinking. Beyond facilitating access to information, technology is also reshaping students' mindsets, shifting them from passive consumers to active thinkers. Despite its growing adoption, research on AI's direct impact on HOTS remains limited. This study contributes to the existing literature by exploring not only the benefits but also the pedagogical implications of AI integration in secondary education. Through this, the study aims to inform educators and policymakers about strategies to optimize technology use for cognitive development in learners. Implications for practice or policy: Educators can enhance critical and creative thinking by integrating AI tools into project-based learning activities. Curriculum designers should consider embedding AI-supported platforms to promote reflective and analytical skills. Policymakers may invest in teacher training to build capacity in using AI for cognitive skill development. School leaders can support infrastructure that allows personalized AI-driven learning environments. Instructional designers may develop resources that use AI feedback features to foster problem-solving skills. Keywords: Artificial intelligence, hots, secondary education, technology integration, critical thinking, problem-solving, creative thinking

Critical and analytical thinking skills are included in higher-order thinking skills which become the focus of educational goals in recent era. This study aimed to determine the relationship between critical and analytical thinking skills in ecology learning at senior high school in East Jakarta. This research was conducted from March to June 2020. The research method used was descriptive correlational with associative research. This study involved 180 students. As many as 52 students were selected as research participants using cluster random sampling. The data were collected using a critical and analysis thinking rubric which was integrated to essay questions. The data analysis technique used was simple linear regression. The results indicates that there is significant correlation between students’ critical and analytical thinking skill (r = 0.812, r2 = 0.659, N = 52). In addition, students’ analytical thinking skill could be predicted using the regression equation y = 5.41 + 0.91x which means that it gives a positive effect to students’ critical thinking skills. The contribution of critical thinking skills with analytical thinking skills was 65.9%.

The role and importance of sustainability are increasing multi-fold, and responsible organizations across the globe are aligning with the United Nations (UN) Sustainable Development Goals (SDGs). Integrating the UN SDGs into marketing education, especially curriculum, has received scant attention in the marketing education literature, even though 880 business schools have become Principles for Responsible Management Education (PRME) signatories. This exploratory study attempts to address the gap. It describes an instructor’s attempt to integrate two SDGs, 8 and 12, into a marketing elective course, BoP & Rural Markets, using an experiential rural market project. The students were asked to use the lens of SDG 8 and 12 to understand the rural marketplace and its stakeholders during their field visit. This article describes the rural market project, spread across four experiential learning stages, and assesses its impact on sensitizing the students about SDGs. The whole experience, with its challenges and potential areas for improvement, is shared, and some lessons for marketing educators are identified. Finally, this article highlights some limitations of the approach and pinpoints directions for future work. In sum, this experiential project, a unique pedagogical intervention, helped increase the participants’ awareness and encouraged them to come up with possible recommendations for the issues around the two SDGs.

Artificial Intelligence (AI) is revolutionizing the field of health sciences, reshaping how we teach, learn, and practice medicine. As AI technologies become increasingly integrated into healthcare systems, their impact on health sciences education cannot be overstated. From personalized learning experiences to advanced diagnostic training, AI is poised to enhance the quality and accessibility of education for future healthcare professionals. However, this transformation also raises critical questions about ethics, equity, and the future role of educators in an AI-driven world. The transformative role of Artificial Intelligence (AI) in health sciences education is increasingly recognized as a pivotal factor in shaping the future of medical training and practice. As AI technologies continue to evolve, their integration into educational curricula presents both opportunities and challenges that must be carefully navigated to enhance the learning experience for future healthcare professionals. One of the most significant contributions of AI to health sciences education is its ability to personalize learning. Traditional teaching methods often follow a one-size-fits-all approach, which can leave some students struggling to keep up while others are not sufficiently challenged. AI-powered platforms, such as adaptive learning systems, analyze individual student performance and tailor content to meet their unique needs. For example, tools like Osmosis and AMBOSS use AI to provide customized study plans, ensuring that students focus on areas where they need the most improvement (Topol, 2019). This personalized approach not only improves learning outcomes but also fosters a more inclusive educational environment. AI is also transforming clinical training by simulating real-world scenarios. Virtual patient simulations, powered by AI, allow students to practice diagnosing and treating conditions in a risk-free environment. These simulations can replicate rare or complex cases that students might not encounter during their clinical rotations. For instance, platforms like Touch Surgery and SimX use AI to create immersive surgical and emergency care simulations, providing students with hands-on experience before they enter the operating room (McGaghie et al., 2011). Such tools bridge the gap between theory and practice, preparing students for the complexities of modern healthcare. Moreover, AI is enhancing the role of educators by automating administrative tasks and providing data-driven insights into student performance. Grading, attendance tracking, and even curriculum design can be streamlined using AI, allowing educators to focus on mentoring and engaging with students. AI-driven analytics can also identify at-risk students early, enabling timely interventions to support their academic success (Wartman & Combs, 2018). By augmenting the capabilities of educators, AI empowers them to deliver more impactful and student-centered teaching. AI's potential to revolutionize health sciences education lies in its ability to personalize learning experiences and improve educational outcomes. For instance, AI-driven tools can facilitate realistic simulations and automated assessments, allowing students to engage in practical scenarios that mimic real-world clinical situations (Santos & Lopes, 2024). This capability not only enhances the learning process but also prepares students for the complexities of patient care in a technology-driven environment (Grunhut et al., 2022). Furthermore, the incorporation of AI into curricula can foster critical thinking and decision-making skills, essential for navigating the ethical dilemmas that arise in medical practice (Grunhut et al., 2022). Despite the promising applications of AI in education, the integration of these technologies into medical curricula has been slow. A scoping review highlighted that many medical schools have yet to adopt AI training, primarily due to a lack of systematic evidence supporting its implementation (Lee et al., 2021). Additionally, concerns regarding data protection and the ethical implications of AI use in healthcare education have been raised, indicating a need for comprehensive AI education that addresses these issues (Veras et al., 2023; Frehywot & Vovides, 2023). Students have expressed a desire for more robust training in AI, emphasizing the importance of understanding its role in healthcare delivery and decision-making processes (Ahmad et al., 2023; Derakhshanian et al., 2024). Moreover, the rapid advancement of AI technologies necessitates continuous curriculum updates to keep pace with emerging trends. As noted in recent literature, the integration of AI into biomedical science curricula should include subjects related to informatics, data sciences, and digital health (Sharma et al., 2024). This approach not only equips students with the necessary skills to utilize AI effectively but also prepares them for the evolving landscape of healthcare, where AI will play an integral role in diagnostics, treatment personalization, and patient management (Santos & Lopes, 2024; Secinaro et al., 2021). However, the implementation of AI in health sciences education is not without challenges. Ethical considerations surrounding AI's impact on healthcare equity and the potential for bias in AI algorithms must be addressed (Frehywot & Vovides, 2023; Han et al., 2019). Ensuring that AI technologies are used responsibly and equitably in education and practice is crucial to avoid exacerbating existing disparities in healthcare access and outcomes (Rigby, 2019). Furthermore, the lack of faculty expertise in AI poses a significant barrier to its integration into medical education, highlighting the need for targeted training and resources for educators (Derakhshanian et al., 2024). However, the integration of AI into health sciences education is not without challenges. Ethical concerns, such as data privacy and algorithmic bias, must be addressed to ensure that AI tools are used responsibly. Additionally, there is a risk of over-reliance on AI, potentially undermining the development of critical thinking and clinical judgment skills. Educators must strike a balance between leveraging AI’s capabilities and preserving the human elements of teaching and learning. Equity is another pressing issue. While AI has the potential to democratize education, access to these technologies remains uneven. Institutions in low-resource settings may struggle to adopt AI-driven tools, exacerbating existing disparities in global health education. Policymakers and educators must work together to ensure that the benefits of AI are accessible to all, regardless of geographic or socioeconomic barriers. In conclusion, AI is a powerful tool that holds immense promise for transforming health sciences education. By personalizing learning, enhancing clinical training, and supporting educators, AI can help prepare the next generation of healthcare professionals to meet the demands of an increasingly complex healthcare landscape. However, its integration must be guided by ethical principles and a commitment to equity, However, the successful integration of AI into educational curricula requires a concerted effort to address ethical concerns, update training programs, and equip both students and faculty with the necessary knowledge and skills. As the healthcare landscape continues to evolve, embracing AI in education will be essential for fostering a new generation of healthcare providers who are adept at leveraging technology to improve patient care. As we embrace this technological revolution, we must remember that AI is not a replacement for human expertise but a complement to it. The future of health sciences education lies in the synergy between human ingenuity and artificial intelligence.

The global freight transportation industry has experienced exponential growth, significantly contributing to economic development. However, this expansion has also led to considerable environmental challenges, particularly due to the sector’s dependence on fossil fuels and inefficient logistical practices, resulting in high carbon emissions, air pollution, noise pollution, and resource depletion. The complex problems facing the freight transportation sector are directly impacting several United Nations Sustainable Development Goals (SDGs), particularly SDG 2, SDG 3, SDG 7, SDG 9, SDG 11, SDG 12, and SDG 13. This study addresses these challenges by first examining the direct contribution of sustainable freight transportation to the United Nations Sustainable Development Goals (SDGs). Building on this foundation, the paper explores the transformative potential of artificial intelligence (AI) to enhance sustainability in freight transportation. Focusing on advanced analytics, predictive modeling, and real-time optimization, AI provides opportunities to improve route planning, energy efficiency, and emission reduction, while supporting more resilient and sustainable logistics systems. The paper introduces a holistic framework, integrating AI seamlessly throughout the entire freight logistics process. To contextualize these insights, an empirical survey was conducted among Moroccan freight transportation companies, highlighting current practices, the perceived effectiveness of AI adoption, and the level of confidence in achieving long-term carbon neutrality targets. Finally, the paper introduces a practical framework for integrating AI into freight transportation systems, aligning technological innovation with sustainability goals, and offering actionable guidance for both industry stakeholders and policymakers.

This study dwells on xenophobia and the realities of actualizing the United Nations (UN) Sustainable Development Goal (SDG) eight in South Africa. It argues that since the emergence of Millennium Development Goals (MDGs) in 2000, which transited to Sustainable Development Goals (SDGs) in 2015, there has been a proliferation of literature from scholars of diverse disciplinary orientations. However, none of these studies deal with the phenomenon of xenophobia as a milestone for the attainment of the SDGs in South Africa. This paper, therefore, serves as an intervention to discuss how xenophobia affects the realization/ actualization of the UN’s SDG eight in the area under consideration. Using extant literature and the rational choice theory, it affirms that without peace and partnership with other countries, it would be very difficult for South Africa to attain the UN SDGs it envisages to achieve. To be focused and in-depth in the analysis of the phenomena under consideration the study centers exclusively on the UN SDG eight (even though there are seventeen SDGs of the UN) which hinges on decent work and economic growth. The evidence thrown up led to the major conclusion that the persistent xenophobic attacks and the resultant massive destruction of lives and businesses of foreigners, South Africa’s quest for the full-fledged realization of United Nations (UN) Sustainable Development Goal eight would remain mere paperwork. Given the increasing prevalence of xenophobic attacks in the study area, the paper suggests, among others, the building of meaningful, lasting, and effective partnerships. This entails that xenophobia in the country will be nipped in the bud.

Assessing the contribution of water and energy efficiency in green buildings to achieve United Nations Sustainable Development Goals in Jordan

Deforestation of rainforests requires active use of UN's Sustainable Development Goals

Artificial Intelligence (AI) has emerged as a transformative force in education, offering innovative solutions to some of the most pressing challenges in the global education system. As the world strives to achieve the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), AI offers significant potential to enhance educational access, equity, and quality. This chapter explores the intersection of AI and education with a focus on how AI can contribute to the achievement of SDG 4. The chapter examines the role of AI in personalizing learning, promoting equity and inclusion, enhancing teacher effectiveness, and fostering global collaboration for sustainability. AI's ability to deliver personalized learning experiences is one of its most significant contributions to education. Through adaptive learning platforms and intelligent tutoring systems, AI can tailor educational content to meet the unique needs of individual students, ensuring that learning is accessible and engaging for all.

Since the launch of the United Nations (UN) Sustainable Development Goals (SDGs) in 2015, the SDGs have been widely adopted by governments and corporations in an effort to improve their sustainability. There are 17 SDGs, comprising 169 targets, which are measurable against 247 unique indicators. Despite pervasive global pollution from (micro)plastics, there is only one indicator (14.1.1b) under Goal 14, specifically related to reducing impacts from (micro)plastics. Reliable reporting and monitoring of 247 SDG indicators present unique challenges for governments and organizations to implement, which may be further exacerbated by the pervasive nature of (micro)plastic pollution if not properly monitored across these indicators. This review focused on recent literature to provide a critical overview of the key challenges specifically related to (micro)plastics as they may undermine the implementation of sustainable strategies and action plans required to achieve the UN SDGs. • (Micro)plastics threaten global social, environmental, and economic sustainability. • The UN Sustainable Development Goals (SDGs) developed to address global threats. • Only Goal 14 specifically addresses impacts of (micro)plastic pollution. • (Micro)plastic pollution directly or indirectly impacts at least 12 UN SDGs. • (Micro)plastic pollution may undermine the implementation of the UN SDGs.

Recent changes in the Spanish Educational System, including the Organic Law 3/2020 (LOMLOE), require universities to integrate sustainability into their study programs to address the Sustainable Development Goals (SDGs) of the 2030 Agenda. The Universidad Rey Juan Carlos (URJC) has been a pioneer in this effort, with the strategic plan URJC 2030 and a dedicated Green Office in place for over a decade. These initiatives aim to incorporate sustainability across all university activities, including teaching, research, and administration. However, developing the necessary skills to achieve the SDGs in higher education remains an ongoing challenge.This communication describes an innovative educational activity developed during the 2023-24 academic year within the Soil and Water Resource Management subject, aimed at third-year graduate students of Environmental Sciences. The central theme was the analysis of a practical case in a familiar environment: the Móstoles campus of the URJC, where the Environmental Science degree is taught. Here, the URJC Green Office implemented a water conservation project by suspending irrigation in certain areas. Although necessary, this action led to soil erosion in non-irrigated grass areas, highlighting the need for detailed soil property analysis to develop effective water management strategies. At the same time, it provided a natural laboratory to study soil reactions to drought, offering a hands-on learning experience that heightened students’ awareness and engagement with the SDGs.The learning experience combined practical fieldwork, laboratory analyses, and active methodologies to foster the critical thinking and analytical skills necessary to relate the course content to the SDGs. Case-Based Learning linked sustainability concepts to tangible scenarios, while Cooperative Learning involved a group practical project to evaluate soil conditions and suggest practical solutions for improving campus sustainability. This sustainability analysis required prior Flipped Classroom work, which included analyzing historical or recent soil degradation case studies through concept maps, interactive videos, and text analysis.This approach enhanced motivation, concept assimilation, and reflection, connecting classroom content with the environmental issues addressed by the 2030 Agenda, particularly SDG 6 (Clean Water and Sanitation) and SDG 15 (Life on Land). It also highlighted how the SDGs are interconnected, demonstrating that achieving one can have positive or negative impacts on others. Therefore, the activity also addressed the direct or indirect contributions to other goals such as Quality Education (SDG 4), Sustainable Cities and Communities (SDG 11), Responsible Consumption (SDG 12), Reduced Inequalities (SDG 10), Climate Action (SDG 13), and Partnerships for the Goals (SDG 17).The integration of field practices, laboratory analysis, and real-case scenarios provided a practical and tangible learning experience, enabling students to progressively assimilate theoretical concepts and adopt a more active role in their learning process. Student feedback indicates a strong interest in expanding this activity in future iterations, underscoring its potential to enhance the university’s commitment to achieving the SDGs.

Background Critical thinking is a collection of dispositions and abilities related to individuals’ analytical, creative, and practical cognitive and decision-making skills. The development of optimal critical thinking skills better prepares students for college and their careers. The measurement of critical thinking actual abilities like inquisitiveness, open-mindedness, or systemic thinking among college students is limited. Similarly, the assessment of all types of critical thinking like creative or practical from the perspectives of students is meager. Methods This research utilizes original data collected from 803 college students between 2020 and 2021 after securing institutional review approval for the research. Self-reported data on 30 items instrument measuring students’ ratings of their analytical, creative, and practical thinking is used. Descriptive statistics, independent samples t-tests, and correlation analysis all were used to estimate the prevalence of critical thinking, and whether gender or language influence it or not. Results Results indicate that undergraduate students rated their abilities in critical thinking is very high. On all three types of critical thinking (analytical thinking, creative thinking, practical thinking), students scored between 117 and 123 on a 30-150 scale, indicating a high score. Additionally, gender and language have little to no influence over critical thinking scores. Further, analytical, creative, and practical thinking are independent from each other evident in the low correlations among all three elements. The results suggest the emergence of the Dunning-Kruger effect concerning students’ critical thinking assessment. Conclusions There is a colossal gap between students- self-reported ratings and their actual performance on critical thinking instruments. More rigorous assessments of dispositions and abilities are needed utilizing existing validated instruments in literature.

This study aims to investigate whether there is a relationship between analytical thinking skills and the use of Artificial Intelligence (AI) in solving mathematics problems among students of SD Inpres 14, Sorong Regency. The research employed a quantitative correlational approach with a saturated sample of 26 fifth-grade students. The instruments used included an analytical thinking skills test, classroom observation, and analysis of students’ work documents (answer sheets). Data were analyzed using both descriptive and inferential statistics (Pearson correlation test and independent samples t-test). The main findings revealed a significant negative correlation between analytical thinking scores and AI usage intensity (correlation coefficient r ≈ –0.65, p < 0.01), indicating that students who relied more heavily on AI tended to have lower analytical thinking scores. The t-test comparing two groups (high vs. low AI use) also showed a significant difference in analytical skills (t(24) ≈ –7.21, p < 0.01). These results confirm the research hypothesis that there is a negative relationship between AI usage and students’ analytical thinking abilities. In conclusion, although AI can facilitate mathematical concept comprehension, excessive reliance on it may reduce students’ independent analytical capacity. The findings highlight the importance of teachers’ roles in guiding students to use AI wisely while maintaining active analytical engagement during problem-solving.

Scholars of language believe that where there is no language there is no development, thus language is pivotal in the implementation of Sustainable Development Goals (SDGs). This study aims to explore a language-based approach to the achievement of SDGs. Studies and reports describe language theories such as Edward Sapir-Benjamin Lee Whorf Linguistic Determinism Theory, Geoffery Leech’s five characteristics of language, Lev Vygotsky Developmental Theory, Jim Cummins Principles of Language – Basic Interpersonal Skills/Cognitive Academic Language Proficiency and other relevant linguistic concepts vis-à-vis sustainability goals and enumerate how the SDGs can be translated into a plan of action through the language-based approach. Specifically, the study focuses on Goal 3- Good health and wellbeing, Goal 4 - Quality education, Goal 16 - Peace, justice, and strong institutions, and Goal 17 - Partnership for the goal. 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