Abstract Generative AI holds transformative potential for education but also introduces ethical and pedagogical complexities, thereby necessitating comprehensive teacher preparation. To investigate whether mindset-oriented professional development (PD), beyond tool-focused training alone, enhances teachers’ responsible AI use, we conducted a mixed-method study comparing two PD approaches with 57 preservice teachers. Participants were randomly assigned to either a tools-only training group or a combined tools-and-mindset training group, including modules on AI ethics, human-centered education, and pedagogical reflection. Results revealed that both groups experienced decreased AI anxiety; yet only the tools-only group reported statistically significant gains in self-efficacy across multiple AI competence domains. Conversely, the mindset group exhibited a targeted increase in human-centered AI competence, reflecting deeper ethical awareness and critical reflection. Qualitative analysis confirmed that mindset-trained teachers articulated more subtle concerns about AI’s risks and pedagogical implications, adopting a more cautious stance and expressing a desire for further ethics-focused training. This study provides empirical evidence that embedding mindset components into AI-focused PD fosters essential reflective capacities and ethical judgment. Effective teacher PD should thus integrate technical proficiency with ethics, human-centered design, and critical pedagogy, cultivating educators capable of responsibly integrating AI in classrooms.

Abstract Despite the increasing emphasis on computational literacy in higher education, we observed that many undergraduate students particularly in developing contexts struggle to master fundamental programming skills and develop critical thinking. Conventional instructional approaches often lack interactivity and personalized scaffolding, which are essential for teaching abstract programming concepts. In response to this challenge, we examined the effect of artificial intelligence (AI)-assisted problem-based learning (PBL) on students’ programming skills, critical thinking, and problem-solving abilities in Java programming. Grounded in a quasi-experimental pre-test post-test control group design, we involved 62 s-year computer science education students from two public universities in Nigeria. Participants were assigned to either an experimental group that used Google Gemini (AI) within a PBL framework or a control group exposed to PBL adopting instructional videos. We employed four validated instruments to measure computer programming skills (CPSAR), critical thinking (CTS), problem-solving (PSS), and academic ability. Using multivariate analysis of covariance (MANCOVA), we analyzed group differences while controlling for pre-test scores and tested moderation effects of academic ability and age group. Our results revealed a statistically significant improvement in programming skills among students in the AI-assisted group, with a large effect size. Critical thinking and problem-solving skill outcomes did not differ significantly between the groups. We also found a significant interaction between the teaching strategy and academic ability, indicating that high-ability students benefited more from AI integration into computer programming instruction. This study provides original insights into AI-enhanced pedagogy and has practical implications for improving programming instruction, particularly in resource-limited educational environments.

Abstract The increasing adoption of digital technologies necessitates understanding factors impacting student engagement, trust, and satisfaction with smart learning technology (SLT) in Tunisian Higher Education Institutions (HEIs). The objective of this study was to examine these relationships among Tunisian undergraduate students at four HEIs and gather data on their level of engagement with SLT, level of trust with respect to e-learning Mentor (ELM), satisfaction with ELMs, and ethical considerations. This study provides a sample of students from a wide variety of academic disciplines using SLT, and is relevant in that the students sampled are point-of-use students of that technology in a HEI context. The online survey was administered between March and May 2024 to ensure the data collected was contemporaneous with their experiences with integration of SLT. Through a structural equation modeling approach, the results showed that students’ engagement was influenced by perceived usefulness (β = .42), e-trust (β = .84), perceived ease of use (β = .35), and satisfaction (β = .38). It also found that ethical perception moderated some relationships as it strengthened the effect of e-trust on engagement (β = .0918, p = .045); and it magnified the effect of satisfaction on engagement (β = .1091, p = .021). These moderating effects demonstrate that students' ethical perceptions are critical to informing their engagement processes with SLT. The study findings highlight the important angle that both technological benefits and ethical perceptions of students need to be considered for the responsible implementation of SLT to support student engagement and academic achievement. In addition, it provides an integrated framework for educators and policymakers to consider the evolution of education evolves.

Abstract This study examines the methodologies of the Shanghai Ranking from 2022 to 2024 and their impact on the Education category. Using a multiple case study with a qualitative and comparative approach based on documentary analysis, it evaluates changes in the indicators and their influence on the positioning of Spanish universities. A change toward more quality-oriented indicators is identified, such as the removal of the "Number of papers" indicator and the introduction of "World-Class Faculty" in 2024. However, these methodologies limit the evaluation of disciplines like Education, where local impact and qualitative approaches are essential. The article proposes strategies to balance the production of globally impactful research with local relevance and improving the competitiveness of universities with fewer resources. It concludes that while the changes in the ranking foster global excellence, it is crucial to adapt the indicators to better reflect the contributions of disciplines like Education. Future research directions are also suggested, focusing on the qualitative impact of rankings on local educational development.

Abstract Educational institutions seek to increase distinguished educational programs, and these programs increase costs and expenses of these institutions consuming a lot of their budget. More attention is being paid by educational institutions to keeping students in their programs without lowering educational standards or making it difficult for them to learn. Big data enables universities to predict future student outcomes more accurately. The population of the study includes students enrolled in an academic course at Damietta University between 2016 and 2021, the sample size used for the study consists of 461 student records after preprocessing, and the study was conducted at academic institution affiliated with Damietta University, Egypt. The main aim herein is to determine the best and most accurate algorithms which would enable forecasting students' academic performance, and therefore allowing medical sector college's decision makers in amending admission systems and methods in selecting students through the use of statistics and grades that have been available in the last five years.

Abstract This study explores the relationship between digital preparedness and digital integration in schools, investigating the mediating role of school climate. Recognizing the critical need for empowering teachers in this digital age, this study, guided by the sTAM model, investigates to what extent school climate mediates the relationship between digital preparedness and digital integration. Using partial least-squares structural equation modeling (PLS-SEM), this study leverages a dataset of 35,108 subjects who participated in the Program for International Student Assessment (PISA) 2022 to analyze dynamics between digital preparedness, school climate, and digital integration. This methodological design allows for a detailed examination of direct and indirect effects, offering insights into the mechanisms driving digital integration in educational settings. Results indicate that digital preparedness has a significant positive direct effect on school climate (std.β = 0.075, p < 0.001) and digital integration (std.β = 0.201, p < 0.001), while school climate positively mediates the relationship between digital preparedness and digital integration (std.β = 0.013, p < 0.001). The study concludes that fostering a supportive school climate can substantially amplify digital integration efforts, emphasizing that school leaders should prioritize both digital infrastructure and climate improvements.

Abstract Background Despite social work educational standards on cultural competence that address racial inequality there are challenges in identifying effective pedagogical practices that measure course design for individual professional growth. The purpose of this pilot study is to investigate the use of the Integrated Systems Anti-oppressive Practice (ISAOP) Model and Individualized Anti-oppressive Practice Coaching (I-AOPC) for social work students. Guided by transformative learning theory, this study highlights the need for individualized learning to support social work students with differing emotional needs. Methods A mixed-methods research design was used for this pre-experimental pilot study to conduct preliminary evaluation of the intervention. Using both qualitative and quantitative approaches, researchers recruited graduate social work students (n = 9) from a large Midwest University. Participants completed pre/posttest measures on reflexivity, intercultural communication, and anti-racism, virtual coaching session that used a dialectical process to identify strengths and opportunities for anti-oppressive skill development, and feedback survey to understand participant experience. Results The findings from this study suggests that ISAOP and I-AOPC showed promising results in the effective use as an educational intervention for diversity curriculum. This study identified coaching processes needed for adaptation to increase statistical significance. Qualitative analysis yielded five themes: (1) Connecting past experiences to current practices; (2) Evaluation of cognitive and behavioral processes; (3) Identifying barriers to skills development; (4) Planning for applicable behavior changes; and (5) Value in private space for feedback and reflection. Quantitative analysis showed changes between pre/posttest measures for reflexivity, intercultural communication, and anti-racism; changes did not meet the threshold for statistical significance due to a small sample size. Conclusion The conceptual development of ISAOP and I-AOPC are meaningful contributions to diversity education within social work. Future development of this model including interprofessional education and training components suggests promising effective use in diversity curriculum and individualized learning for social work students.

Nowadays, secondary school teachers are expected to adopt didactic methods that encourage student interaction and increase motivation. The Master’s Degree in Secondary School Teaching prepares pre-service teachers to design and implement group-based teaching methods. To this end, the programme provides both theoretical and practical training, prioritising direct experience with group dynamics techniques for future application in the classroom. This study had two objectives: first, to develop and validate an instrument to assess pre-service teachers’ willingness to use group dynamics techniques; and second, to examine the influence of sex on the instrument’s factorial structure. A mixed-methods approach was applied, structured in two phases: content validity was established through expert judgement, followed by statistical analyses to assess internal structure. The results demonstrated adequate expert agreement, strong internal consistency and a good model fit. Additionally, multigroup analysis supported factorial invariance across sexes. The instrument serves as a valuable tool to assess the willingness of Master’s students to employ group techniques. Findings from this assessment can help tailor support for trainees with different profiles during initial training and inform selection and guidance processes. Moreover, it gauges pre-service teachers’ preparedness to adopt active methodologies, offering a means to measure the programme’s effectiveness in promoting methodological change.

Personal competencies are regarded as essential within the framework of lifelong learning, particularly those that are cross-cutting nature in. Currently, few universities include mandatory courses for the development of these competencies. This research presents two cases of universities in Spain and Mexico that have implemented subjects specifically aimed at promoting the development of these competencies. The aim of this study is to assess the effectiveness of the curricular subjects designed ad hoc for the development of intrapersonal and interpersonal competencies of university students. For this purpose, three studies were carried out: two at a Mexican university and one in a Spanish university. The total sample comprised of 1,353 students, with 675 from Spain and 678 from Mexico. The three studies employed a quasi-experimental pretest/post-test design, without a control group, during the 2022–23 academic year. A reliable and valid instrument, the Basic Generic Competencies Questionnaire (BGCQ), was used to assess transversal competencies. The results show that these programs have a significant impact, especially in the development of intrapersonal competencies. This greater impact on intrapersonal competencies may be related to the methodologies used in the programs, especially the individual mentoring sessions.

This study presents a comprehensive review of virtual reality (VR) tools designed for empathy training, exploring diverse offerings and potential applications across various domains. The search strategy involved a systematic approach across major VR platforms, a web search and a scholarly literature review to inform the selection of relevant software. Through this process, five categories of VR products emerged: video content, VR experiences, training software, multisensory simulations and platforms for content creation. One of these five categories, training software, underwent an in-depth analysis. Five products from this category were identified and critically assessed with a focus on their instructional design. This study offers practical implications for different stakeholders, providing insights into the diverse landscape of VR empathy training applications and guiding informed decision-making in leveraging VR tools to enhance empathy.