Digital Learning Resources Research Articles

Generative artificial intelligence and sustainable higher education: Mapping the potential

Generative artificial intelligence (GAI) becomes widespread in higher education, and it creates new educational possibilities, with a potential to transform the educational process and promote sustainability. This study aims to explore the potential of GAI tools such as ChatGPT in promoting sustainable higher education. ChatGPT was utilized to aid the investigation at the initial stage, while the output generated was reviewed and edited by the researcher. It is indicated that GAI’s integration into higher education can lead to advancements in sustainability, such as enhancing educational practices (e.g., personalized learning, automated assessment and feedback, and educators’ professional development), optimizing resource utilization (e.g., digital learning resources, and efficient energy use), supporting inclusive and accessible education, and promoting environmental awareness and sustainability. Through these contributions, GAI can assist in the creation of more efficient, inclusive, and sustainable educational environments. It is suggested that higher education policies are modified and re-formulated to serve sustainable development, while empirical research on GAI implementation in higher education is a necessity (most publications are theoretical/conceptual). Limitations and ethical considerations should also be addressed. The study contributes to the ongoing debate on the role of GAI for sustainability in higher education.

The relationship between digital learning resource quality, attention control, academic self-efficacy, and college students’ learning engagement: the moderating role of metacognition

ABSTRACT Digital learning has become one of the main modes of instruction for contemporary college students. However, the massive quantity of digital resources has posed challenges to college students’ learning engagement. This study therefore constructed a moderated mediation model to explore the impact of the quality of digital learning resources on learning engagement, the chain mediation effect of attention control and academic self-efficacy, and the moderating effect of metacognition. This paper used a cross-sectional study and structural equation modelling analysis to establish a chain mediation model for the effects on the level of college students’ digital learning engagement. The bootstrap method and multiple hierarchical regression analysis were used to test the mediating and moderating effects of the collected data from 606 samples. The results show that the quality of digital learning resources can affect the level of learning engagement directly or indirectly through the chain mediation of attention control and academic self-efficacy. Metacognition can also enhance the relationship between the quality of digital learning resources, attention control, and academic self-efficacy.

Optimalisasi Keterampilan Digital Guru SD Islam Terpadu melalui Pelatihan Pemanfaatan Aplikasi Canva untuk Media Pembelajaran Kreatif

The increasing demand for innovative and interactive learning media in education highlights the importance of enhancing teachers' digital competencies. This community service program, conducted under the Community Partnership Program (PKM), aimed to improve the digital skills of teachers at Integrated Islamic Elementary Schools in Pamekasan, particularly in utilizing Canva to create engaging and effective learning materials. The primary challenge identified was the low proficiency of teachers in using technology for developing creative and up-to-date media. To address this, a participatory approach was employed, combining theoretical instruction with hands-on practice. The training was implemented in stages, starting with basic hardware literacy and progressing to the application of Canva features for classroom-appropriate learning media. Strategies included providing training modules, live demonstrations, and group discussions to foster collaborative idea-sharing. The program's outcomes revealed a significant improvement in teachers' digital competence. Pre- and post-training assessments demonstrated an increase in hardware proficiency from 57.4% to 73.4%, alongside notable enhancements in Canva-related skills, such as creativity, usage frequency, and diversity of learning materials produced. Despite challenges posed by the limited digital literacy of senior teachers, the program successfully equipped participants with the skills to develop more engaging and diverse digital learning resources, ultimately fostering greater student participation and motivation..

Strengthening teachers' skills in using an enrichment biology e-module based on flipbook integrated with Qur'anic and Sunnah values

Biology teachers at MAN 2 Model Pekanbaru still rely on conventional learning resources that do not fully meet the needs of an Islamic-based curriculum. This limitation has an impact on students' ability to internalize Biology concepts within a holistic Islamic framework. Therefore, workshops and interventions are needed through the provision of flipbook-based Biology e-modules integrated with the values ​​of the Qur'an and As-Sunnah to improve the quality of learning and student understanding. This community service aims to improve the capacity of biology teachers' skills at MAN 2 Model Pekanbaru by using flipbook-based biology enrichment e-modules integrated with the values ​​of the Qur'an and As-Sunnah. The partner profile shows that most teachers at MAN 2 Model Pekanbaru have good pedagogical competence, but need to increase their capacity in utilizing digital technology-based learning resources integrated with Islamic values. This condition requires intensive training and mentoring programs for teachers so that they are able to optimize the use of flipbook-based e-modules that are in accordance with the needs of the curriculum and Islamic values. The results of the workshop showed that biology teachers at MAN 2 Model Pekanbaru were in the category of having quite good skills in using e-modules in learning, but they needed to get used to it so that they could become more skilled.

The use of modern ICT in distance training of future educators for professional self-development

The article proves that in the process of forming future teachers' self-development skills in distance learning, special attention should be focused on an individual approach to each student, their initial professional and pedagogical abilities, psychological capabilities, the originality of the thesaurus, as well as on the psychological and pedagogical features of forming readiness for professional self-development. It emphasizes the necessity for modern teachers to be theoretically and practically capable of analyzing their professional capabilities and, based on this, to formulate a program for their further professional growth at any stage of their professional activity. The article analyzes the peculiarities of using modern ICT in the distance preparation of future educators for professional self-development, distinguishing the means of telecommunications, methods, techniques, and forms of work. It examines the independent work of students in two aspects: at the reproductive level (working on oneself without any assistance but according to tasks or routines defined by schedules, habits, the instructor's requirements, and societal needs; acting according to the accepted motivational setup; developing acquired knowledge, skills, habits) and at the productive level (working on oneself not by template, but with attempts at novelty, risk, creativity, inventiveness, interest, and the need for self-improvement; introducing changes in content, organization and outcomes of activities). The article substantiates the peculiarities of organising an information and educational environment that allows teachers to more effectively implement ICT and Internet resources at different stages of the traditional education system, create online classes, integrated classes, develop and use their own software and digital educational resources for distance learning.

Digital Learning Resources: Pre-service English Teachers' Viewpoints in Southwest Maluku Archipelago

The integration of digital learning tools in language teaching has gained great popularity in recent years, particularly within the context of the Era 5.0, which emphasizes the amicable relationship between humans and technology. This study explores the viewpoints of pre-service English teachers regarding the implementation and effectiveness of digital learning resources in language teaching and acquisition. By employing mixed-method research, the data gathered through a 5-Likert scale questionnaire and semi-structured interview. The study aims to uncover the perceptions, experiences, and attitudes of these future language educators toward the use of digital tools and platforms in their classrooms. The result showed that all students have positive attitudes towards the use of technology in language learning especially in preparing learning material. However, professional development in preparing the pre-service English teacher in real-life experience as a teacher in school to be tech-savvy is needed. This study also suggests integrating technology into extracurricular activities and embedding digital literacy within the curriculum to better prepare students for the future

From crisis to opportunity: enhancing anatomy education in a post-COVID world: the Universiti Sains Malaysia experience.

The coronavirus disease 2019 pandemic has fundamentally reshaped anatomy education, offering invaluable insights to guide the future of anatomy pedagogy. As we transition into a post-pandemic era, it is crucial to integrate the lessons learned to create a more resilient, flexible, and effective educational environment. This paper examines the transformative strategies implemented at Universiti Sains Malaysia during the pandemic, focusing on the empowerment of blended learning, technology-enhanced tools, student-centered learning practical sessions, and enhancement of formative assessment. These strategies include integrating digital learning resources, such as the Virtual Anatomy Museum and online histology quizzes, with in-person instruction, fostering a supportive and interactive learning environment. Additionally, practical sessions were redesigned to emphasize collaborative learning, peer teaching, and developing critical thinking and communication skills. Formative assessments were integrated to provide continuous feedback and support ongoing learning. This comprehensive approach not only enhanced students' understanding of anatomical concepts but also improved their emotional well-being and overall learning experience. The lessons learned from the pandemic have paved the way for a more innovative and adaptive anatomy education that is well-prepared for future challenges.

Problematika Pembelajaran Bahasa Indonesia Di Sekolah: Faktor Guru, Siswa, Serta Media Pembelajaran

The issues in school learning are diverse, with several factors contributing to these challenges, including teachers, students, and the learning media used by teachers. Every teacher must continuously innovate in creating learning media that meet the needs of students. This can help minimize the challenges in teaching the Indonesian language in the classroom. Meanwhile, student learning factors and media also impact the Indonesian language learning process. Students often face difficulties in understanding the language or information being taught, which lowers their interest in learning. Additionally, the media used are often less effective and lack interactivity, failing to meet the current needs of students. This includes limited use of technology or a wide range of digital learning resources, indicating that the combination of student limitations and poor adaptation represents a significant challenge for effective and engaging Indonesian language learning.

Digital Competence for Pedagogical Integration: A Study with Elementary School Teachers in the Azores

This study builds on previous research carried out in 2021 on the self-perception of elementary school teachers in Portugal regarding their digital competences for the pedagogical integration of technologies in educational contexts. In order to verify this perception throughout the country, we extended the research to include teachers from the Autonomous Region of the Azores (ARA), considering the following objectives: (i) to verify teachers’ digital competences; (ii) to identify their levels of digital competence; and (iii) to identify the level of influence of training on the categorization of teachers’ level of digital competence. This is an exploratory study that used an online questionnaire based on the digital competences in Area 2 of the DigCompEdu framework. Two hundred seven teachers took part in this study. The results revealed that teachers seem to feel capable of using technology but need to improve their ability to adapt digital resources for student learning. The global mapping of digital competences will make it possible to verify these competences, these attitudes and abilities, and the integration of ICT into teaching practices as well as helping to outline future projects and guidelines in the area of teacher training in the ARA in particular.

Local Knowledge in the Digital Age: Developing an E-Module on Bali Tribe's Traditional Medicinal Plants in Tawang Rejo Village for Class X

The electronik modul (e-module) is a digital learning resource designed to enhance the educational experience. However, at SMA 06 Seluma, there is a noticeable lack of electronic teaching materials, particularly those based on local environmental content, like biodiversity. This study aims to develop a biodiversity e-module that draws from the surrounding environment. The development process followed the 4-D model, which includes four stages: defining, designing, developing, and disseminating. The research involved interviews and observations of medicinal plants. The findings identified 37 species of medicinal plants across 22 families utilized by the Bali tribe in Tawang Rejo Village. Validation results for the e-module were positive: content experts rated it 92% "highly suitable," media experts rated it 97.9% "highly suitable," and practical experts gave it a 94.3% "highly suitable" rating. Additionally, the readability test with students from class X Science 1 at SMA 6 Seluma resulted in a 97% "excellent" rating. These outcomes suggest that the medicinal plant biodiversity e-module is a valuable and effective supplementary learning tool for students.

Media Ajar Berbasis Digital dalam Pembelajaran IPS di SD/MI

The importance of utilizing digital learning resources for Social Studies (IPS) learning at Elementary School (SD) and Madrasah Ibtidaiyah (MI) levels is discussed in this article. The utilization of digital teaching materials is expected to improve IPS learning in a more interesting, dynamic, and efficient way along with technological advances. This study identifies various digital learning media, including web-based learning platforms, educational software, and instructional videos, that can be used in the context of IPS learning. The advantages and difficulties faced by teachers and students when incorporating digital media into the classroom are also discussed in this article. It is hoped that by using a digital approach, students will be able to better understand IPS content and develop 21st-century skills needed for everyday life. In addition, this article offers suggestions for the efficient use of digital learning resources that are appropriate to the needs of MI and elementary school students.

Teaching financial and economic literacy in general education institutions using digital and physical learning resources of universal design

Teaching financial and economic literacy in general education institutions using digital and physical learning resources of universal design

Older adult learners as digital citizens: Their needs and challenges while participating in an online master’s programme

This article explores the learning journeys of older adult learners (OALs) enrolled in an online education master’s programme. Today, many OALs are enrolling in various online programmes. A study by the first author explored the ways in which these OALs identify with being digital citizens, and also investigated their needs and challenges. The capabilities approach was used as the theoretical framework and provided a lens through which the participants’ digital experiences could be explored most appropriately. The objectives of the study were: (a) to identify the needs and challenges of OALs participating in an online master’s programme as regards digital literacy, technical support and learning resources; and (b) to explore their online learning experiences and challenges, including digital literacies and the way OALs consider themselves as digital citizens. The qualitative nature of this study included a narrative enquiry. Using open-ended, semi-structured interviews, the eight participants with an average age of 49 shared detailed perspectives about their online learning experiences, digital literacies, and the way they view themselves as digital citizens. The findings reveal that OALs need specific levels of learning assistance, intergenerational learning, collaborative learning, mentorship and support when using digital technologies.

درجة استخدام مصادر التعلم الرقمية في تحسين التعلم الذاتي لدى طلبة قسم وسائل وتكنولوجيا التعليم بكلية الشرق العربي للدراسات العليا

The study aimed to determine the degree of using digital learning resources to improve self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies. The study employed the descriptive survey method, by applying a questionnaire to a simple random sample consisting of (43) male and female students from the Department of Educational Media and Technology at the Arab East College for Graduate Studies. The study's objectives focused on answering the following questions: What is the degree of using digital learning resources in the courses of the Department of Educational Media and Technology at the Arab East College for Graduate Studies? What is the level of self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies? What is the degree of using digital learning resources in improving self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies? The study results showed that the degree of using digital learning resources in the courses of the Department of Educational Media and Technology at the Arab East College for Graduate Studies was high, and the level of self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies was high as well. Moreover, the degree of using digital learning resources in improving self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies was very high. The research project concluded with a set of recommendations and research proposals that had an impact on enhancing the results reached by the research project and were expected to be a source of benefit in the field of specialization according to the topics addressed by the research project and related to digital learning resources, self-learning, and scientific research.

ANALYSIS OF THE FACTORS CAUSING DIFFICULTIES IN SPEAKING ENGLISH FOR GRADE 10 STUDENTS OF SMA ISLAM PAGERUNGAN BESAR

This study aims to analyze the factors causing difficulties in speaking English grade 10 students at SMA Islam Pagerungan Besar. The ability to speak English is very important where in this era, English is the language used in international communication. However, there are still many 10 grade students at SMA Islam Pagerungan Besar who have difficulties in speaking English. This study uses a qualitatve method with case study approach, data were collected through interviews, classroom observations, and analysis of related documents. The results of the study indicate that there are 2 main factors causing difficulties experienced by students, namely internal and external factors. Internal factors include lack of confidence, limited vocabulary mastery, difficulty in pronunciation, afraid of making mistakes, and lack of motivation. Meanwhile, external factors include less supportive environment, learning facilities are inadequate, less effecttive teaching methods, lack of support from teacher and friends, and lack of opportunity to practice speaking. Based on these findings, it is suggestions that teachers and school create more supportive learning environment to increase students’ self-confidence, provide more opportunities for students to practice speaking through activities outside the classroom, and use more interactive and innovative teaching methods. In addition, improving learning facilities such as providing language laboratories and digital learning resources, as well as providing books on speaking skills are needed to help students improve their English speaking skills.

Innovative Paths for Talent Cultivation Models of Navigation Technology Majors in Higher Vocational Colleges under the Background of Educational Digital Transformation

The digital transformation of education has become an important opportunity for the development of higher vocational colleges, driving the reform and innovation of talent cultivation models in higher vocational colleges. Under the background of the digital transformation of education, to realize the innovation of the talent cultivation model for the navigation technology major in higher vocational colleges, efforts should be made to cultivate teachers' digital literacy, accelerate the integration of digital technology and courses, actively promote digital technologies such as virtual reality technology, and accelerate the construction of digital learning resources.

A critical analysis of pupils' use of the CLC digital explorer tool at Key Stage 3

Abstract The study concerns the use made by Year 8 pupils of Latin using the ‘Explorer’ digital learning tool (part of the digital learning resources of the Cambridge Latin Course). Through close attention to transcripts of students working in pairs using the tool, which provides vocabulary and language analysis of continuous Latin prose narratives, the author notes its value in promoting inter-pupil discussion and collaborative learning. Recommendations include that teachers should consider the positive value of the tool as a means to promote discussion, but that pupils also need to be taught how to use the language analyser.

Emotional supports in robot-based self-regulated learning contexts to promote pre-service teachers’ digital learning resource development competences

Emotional supports in robot-based self-regulated learning contexts to promote pre-service teachers’ digital learning resource development competences

Perception and Knowledge of Students on the Use of YouTube in Authentic Assessment

Literacy design by using digital learning resources in the instructional activities at school is presently inevitable. Besides providing learning materials, digital learning materials are also suitable for applying authentic assessment that can improve learners’ skills and competencies contextually. The study is intended to explore students’ perceptions on the use of the YouTube as materials for authentic assessment. The study was carried out through quantitative and qualitative surveys with 47 graduate students at Yogyakarta State University, 45 domestic and 2 overseas students. The study took place in a blended learning context. Students were asked to complete an on-line questionnaire, practice authentic assessment in class, and conduct observation activities. Data were analyzed by descriptive statistics and descriptive qualitative method. Findings show that students’ perceptions on the use of the YouTube channel and authentic assessment are generally positive. Almost all the students agree with the genre-based language learning and assessment of which one of the resources is the Internet and all its derivations; almost all of the students agree that the implementation of the YouTube-based instructional processes applies the authentic assessment model with the primary performances of speaking and writing using a rubric; practice of students’ performances in authentic competencies is scored and commented on by their peer.

Behavioral and Psychosocial Dynamics of Engagement: The Digital Divide in Artificial Intelligence [AI]-Driven Sports Podcasts.

The digital divide, particularly within the context of Artificial Intelligence (AI) sport podcasts, presents significant behavioral and psychosocial challenges for student engagement. This study examines the disparities in access to and proficiency with Information Communication Technologies (ICTs) across different demographic groups, focusing on gender, age, and religious level. The advent of the commercial web has heightened the significance of these divides, as the first-level digital divide concerns access to the internet, while the second-level digital divide pertains to the ability to use technology proficiently. The existing literature has consistently highlighted persistent inequalities in these areas, which significantly impact the extent to which students from various backgrounds can engage with AI sport podcasts effectively. Understanding these dynamics is crucial for developing strategies to bridge the gap and ensure equitable access to digital learning resources.