Education Sector Research Articles

Acceptance Factors of Generative AI in EFL Teaching: A Pedagogical Perspective

<p>The emergence of generative artificial intelligence (GenAI) has brought abundant potentials and challenges to the educational sector. This study explores the acceptance and adoption of GenAI in English language and its pedagogical affordability for EFL instructors in tertiary level institutions in the Kingdom of Saudi Arabia. An exploratory sequential mixed method was utilized in this study to gain in-depth insights into the quantitative findings. The first quantitative phase recruited 256 EFL instructors in Saudi Arabia while the follow-up qualitative phase incorporated 17 interviewees. The findings of this study indicate that anthropomorphism, trust, ethics and regulations, and pedagogical affordability are significant determinants of instructors’ acceptance of GenAI. Conversely, instructors’ acceptance was not significantly influenced by communication capability of GenAI. Yet, there was no evidence of significant differences in GenAI acceptance or adoption due to demographic variables such as gender, age, and degree. The pedagogical affordances of GenAI appears to be the most acceptance factor specifically the productivity and efficiency that GenAI afford for instructors. The study recommends establishing ethical guidelines and embracing transparency and accountability to maintain academic integrity.</p>

Public Revenues and Educational Sector Productivity in Nigeria

This study examined the influence of public revenue on the productivity of the educational sector, focusing on how various tax policies and expenditures impact education’s contribution to the Gross Domestic Product (GDP), focusing on the role of Company Income Tax (CIT), Education Tax (EDT), Research and Development Investment (R&DI), and Capital Expenditure (CAPEX). Using annual data spanning from 1994 to 2023, the study employs econometric techniques, including the Autoregressive Distributed Lag (ARDL) model, to analyze the relationship between these variables and the education sector’s economic performance. The findings reveal that CIT and EDT positively influence the education sector’s contribution to GDP, suggesting that these forms of taxation play a crucial role in funding educational activities and stimulating economic growth within the sector. Additionally, R&DI and CAPEX exhibit mixed effects on the education sector, with lagged investments showing a more significant impact on economic performance over time. It was recommended that there is a need by policy makers and stake holders for continued efforts to create a conducive fiscal environment for businesses operating in the education sector, including favorable tax policies and incentives to stimulate investment and innovation. Keywords: Nigerian tax system, educational sector, Company Income Tax, Education Tax, Capital Expenditure.

Promoting Access to Education in South Africa: A Sequential Reflection on a specific case

The South African educational sector and the learners continues to witness restricted access due to deleterious conduct of school management personnel such as school principals and or teachers. This remains a pervasive problem despite the provisions of section 29 of the 1996 Constitution, which provides for the right to access education. Learners are still denied access to education and educational institutions and this problem escalate unabated by those entrusted with responsibilities to promote access and protect learners such as school principals and teachers. Looking into the case of Moko and other predecessor cases reviewed in this study, the paper argue that there is a need to promote access and improve awareness interventions in order to enlighten those entrusted with the responsibilities to combat any conduct aimed at devaluating access to education.

Educational Sector Financing and Economic Wellbeing

This study examines the relationship between educational Sector financing and economic wellbeing in Nigeria, focusing on government funding, private domestic investment, and foreign expenditure in education. The study employs econometric techniques to analyze the long-term dynamics of educational financing on the Human Development Index (HDI). The findings reveal a significant increase in educational financing activities over time, particularly in domestic funding. However, despite the growth in funding, there is evidence of underemployment among educated individuals, suggesting a disconnect between educational investments and economic outcomes. Co-integration analysis indicates a long-term relationship between government educational financing and human development. The reliance on government funding for education underscores the need for effective resource management and targeted interventions to address gaps in the education system. Keywords: Educational financing, economic development, Nigeria, government funding, private investment.

Effects of early marriage among women married before reaching 18 years old (qualitative study approach)

BackgroundThe consequences of early marriage have become a global concern for young women. The detrimental effects of early marriage disproportionately affect girls. Regarding its effects in poor nations like Ethiopia, there is a dearth of data. As a result, this study offers baseline, first-hand, and updated information for both the nation and the study area.ObjectiveThe purpose of this study was to investigate the effects of early marriage on Guji women who were married before the age of 18.MethodsThis qualitative study used a phenomenological approach and was carried out from January to April 2024. An in-depth interview technique was employed to collect the data. The interviews were conducted in the Oromo language. A purposive sampling technique was applied to choose the study participants. A total of 25 women who met the eligibility criteria were selected. A thematic data analysis approach was employed to analyze the data in this study.ResultsThree themes, 10 subthemes, and more than hundreds of codes were extracted after the interview data were analyzed. The main themes and subthemes of this study were as follows: 1-Precipitators of early marriage (abduction and arranged marriage); 2-Consequences of early marriage (emotional damage, moral damage, early marriage is a risk factor for maternal and child health, early marriage is a major cause for girls to drop out of school, poverty, gender-based violence and divorce, lack of essential life skills); and 3-Attitudes toward early marriage (early marriage is a harmful cultural practice; girls should be protected).ConclusionThe study’s findings illustrated the multidimensional effect of early marriage, necessitating the involvement of numerous sectors and stakeholders. The community, religious leaders, the health, education, and legal sectors, as well as the parents of young girls, should all take an active role in delaying early marriage. This indicates the development of policies that permit cooperation amongst all relevant parties. Creating awareness among girls, families, and the community through community-based education is crucial. Early married women should participate in intervention programs to provide their experience to young girls. Women who are victims of early marriage must receive full support to mitigate its negative consequences.

‘Non-stop wokeism’: facilitating social justice teacher education amidst epistemic oppression and popular misogyny

ABSTRACT This paper considers a social justice teacher education (SJTE) course that is intellectually and emotionally demanding, time-poor, and yet aimed at generating relations of reparative coexistence. Interspersed with feminist testimony, the article exposes intensities of course facilitation as a female academic at a sandstone university amidst: 1) a worldwide rise in ‘anti-woke’ populism, and 2) a higher education (HE) sector that is epistemically hostile. Combining the concepts of affective infrastructure and discomfort, the paper develops a genealogy of Australian HE as a backdrop for analysis. Within this field, bodies are affected by and affect discomforting pedagogical encounters. The paper argues that SJTE is crucial work that is carried unevenly and that alongside honing the affective craft of SJTE, awareness be raised concerning ways in which HE institutions make this work harder and riskier for some. Affective solidarities are offered as one means of ‘staying with’ the unavoidable discomforts.

COGNITIVE STYLES ON STUDENTS’ ACCEPTANCE OF ARTIFICIAL INTELLIGENCE-BASED TECHNOLOGY (CHATGPT AND KAHOOT!) FOR LANGUAGE LEARNING

The rapid technology evolution has grown other new branches in artificial intelligence particularly chatbots and self-generated output. In order to enhance teaching and learning experiences, the education sector has decided to espouse these advancements for teacher’s and student’s support. Despite the benefits these AI tools attempt to provide, the perceptions towards these technologies vary individually. Therefore, this study’s focal point is to determine the levels of AI-based technologies’ acceptance, specifically ChatGPT 3.5 and Kahoot among secondary school students at SMK Takis Papar. Additionally, this study seeks to identify the influence of Kirton’s Adaptive-Innovative cognitive styles on the process of decision-making regarding technology reception. Fifty students in Forms 1 and 3 at SMK Takis were given questionnaires as part of the data gathering process. In order to have a deeper understanding of secondary school students' opinions and preferences about ChatGPT and Kahoot integration in English language study, the responses were then analysed using SPSS version 28. By investigating the interconnection between cognitive styles and technology acceptance, this study attempts to propose valuable insights to policymakers, researchers, and educators involved in AI integration into secondary education settings.

The Perceived Impact of Leadership Practices of Academic Leaders on Student Success in a Higher Education Institution in South Africa

The research reported on in this paper was motivated by the need to investigate student complaints in the higher education sector in South Africa regarding the poor quality of teaching and learning which has resulted in low student success rates in many institutions in the country. To mitigate poor student success rates, higher educational institutions in South Africa need to consider implementing effective leadership practices of academic leaders to support students in their academic journey. This study identified how academic leaders leadership practices are perceived by students in a higher education institution in South Africa, and to identify which leadership practices are more impactful in supporting student success. According to Hoadley, Christie and Ward (2009) and Hallinger (2011), leadership practices are indeed aligned to academic performance. Grajfoner (2024) suggests that effective academic leadership is a key contributor to attaining academic excellence. However, Bryman (2007: 14) asserts that “one of the key problems in Higher Education is that not enough is known about exactly what makes an effective leader and what, in turn, may make them ineffective”. The theoretical framework upon which the study is based was developed by Mukan, Hawryluk and Stolyarchuk (2015: 42), who suggest that “leadership is a derivative quality of people collaborating, co-operating and supporting each other. It is characterized by openness and is a dynamic, inclusive, collegial process that occurs in a particular context”. In this research, a quantitative study was conducted using a purposeful sample selected from the target population of students at a higher education institution in South Africa. The final sample included 78 undergraduate students from the selected institution. The analysis undertaken in the study revealed that perceived leadership practices of academic leaders do have an impact on student success and that student success is not based on any one element of leadership practice alone; instead there are various perceived dimensions of leadership practices that play a role in promoting student performance. The findings of the study highlighted three key leadership practices that impact on student success, namely engagement, support and communication.

Spatial Distribution of Public Lower Secondary School and its Impact on Students’ Enrolment in Ogun Central Senatorial District Ogun State, Nigeria

Given the quest for universal basic education, the large enrolments in the Nigerian secondary educational institutions has resulted in the problem of over-crowded classes, shortage of teachers and shortages of classroom, which portend enormous challenges to the development of the educational sector in Ogun state. Using Ogun Central as a case study, the study identified the spatial pattern of the schools; analyzing students’ enrolment trends in the area, and identifying the factors associated with the observed pattern. Spatial analysis tool in ArcGIS was used to analyze both the spatial accessibility index and the students’ annual enrolment trend of the lower secondary school in the area. The result of the nearest neighbor analysis for the spatial pattern of lower secondary schools in the study revealed a random pattern. This pattern implies that the lower secondary schools are located far from one another, which indicates, that for students to attend the schools, most of them need to cover long distances. The spatial distribution of junior secondary school is influenced by socioeconomic status, environmental factors, demographic characteristics, transportation infrastructure, and geographic accessibility, which are key determinants of educational equity. Linear regression analysis was employed to identify trends and predict future enrollments of students. Further, the results of the trend analysis of enrolments of students in the zone from 2020 – 2023 reveal a negative trend. This implies a decrease in students’ enrolment as the year increases. The four years (2020 – 2023) annual trend of enrolments in the zone is represented by the negative trend y = -3180.3x + 99400. This result suggests that the students’ enrolments in the zone would gradually keep decreasing as time goes on if quick remedial actions are not taken. However, factors such as shortage of teachers, shortage of classrooms, COVID-19, insufficient infrastructural facilities and fuel subsidy removal could be responsible for the negative enrolment trend

An Investigation into the Relationship between HRM, Transformational Leadership and Teachers’ Well-being in Educational Institutions

Today’s dynamic and competitive environment requires our educational sector to be growing. In order to have successful educational institutes, there is a dire need to pay attention on the overall well-being of teachers. Thus, this research aims to provide an empirical evidence of the impact of Human Resource Management strategies and transformational leadership on teachers’ well-being. Data were collected from 246 full-time working teachers in the educational institutes of Lahore. Whereby, results revealed the positive significant impact of both HRM Strategies and Transformational leadership on teachers well-being, the TL association with teacher’s well-being found to be stronger as compared to HRM Strategies. The insights offer valuable practical implications to assess the level of well-being of teachers and the ways to increase it.

A Call for Resistance: Listening to and Acting on the Analyses of Martin Thrupp

AbstractThis paper responds to the call to recognise the contributions of the late Martin Thrupp to the arena of education in Aotearoa (New Zealand). It draws on some of his analysis pertaining to middle-class capture of class privilege, and how this hinders socially just educational provision. Thrupp’s ideas are then considered in relation to the early childhood care and education sector with regard to issues of privatisation, curriculum and assessment.

Job Burnout Among Female Teachers in Saudi Primary Schools

This study investigates job burnout among female primary school teachers in Saudi Arabia, a relatively under-researched area in the region. It employs a structured questionnaire focusing on three dimensions: emotional exhaustion, Human relations, and Diminished Personal Accomplishment. The findings highlight a significant prevalence of emotional exhaustion, the most acute form of burnout experienced by these teachers. This high level of emotional fatigue is attributed to the demanding nature of their profession, societal expectations of women, and ongoing changes in the education sector. While diminished personal accomplishment receives a moderate rating, indicating challenges, human relations are managed effectively, likely influenced by cultural and religious norms emphasising respectful interaction. The study also examines the impact of social status and student gender on burnout. It concludes that social status doesn’t significantly affect burnout levels, but there’s notable higher burnout among female teachers who solely teach boys. Additionally, burnout varies with teaching experience, potentially due to differences in workload. This research contributes to understanding job burnout in female primary school teachers, emphasising the need for supportive measures in education.

The Professional Development Practices of Community College Presidents: A National Study

The length of a college president’s tenure is under six years, meaning that boards and institutions are increasingly grappling with the turnover associated with senior leaders. This turnover is seen in all sectors of higher education, especially in community colleges where the changing roles of these institutions are particularly pronounced. The purpose for conducting the study was to describe the professional development practices of community college presidents in hope of identifying efforts that might help to lengthen presidential tenures. Drawing on a national survey of 500 community college presidents, 159 usable responses were received and point toward the reliance on national conferences and self-direction as the primary methods that presidents use to remain current in their roles.

Sustainable human resource management and sustainable performance: mediating role of organization citizenship behavior

Purpose This study aims to investigate the influence of sustainable human resource management (SHRM) policies on sustainability performance of higher education institutions (HEIs). Furthermore, this study also examined the mediating role of organizational citizenship behavior toward sustainability (OCBS) between SHRM and HEIs’ sustainability performance. The ability motivation opportunity (AMO) and stakeholder theories are used to conceptualize the model. Design/methodology/approach Data were collected from 162 academic staff of 12 government and private universities in India by using snowball sampling method. The partial least square structured equation modeling technique was used to analyze the data. Findings The overall results suggest that SHRM, such as sustainability motivation, sustainability-building practices, green employee engagement initiatives and social considerations, significantly impact OCBS among academic staff and the sustainability performance of HEIs. These findings provide a better understanding of how to improve the sustainability performance of HEIs through SHRM and OCBS among academic staff. Originality/value This study significantly extends the growing literature on SHRM and sustainability performance by focusing on sustainable HR practices in the HEIs. To the best of the authors’ knowledge, this is one of the first studies to empirically investigate SHRM and sustainability performance in the context of education sector in India.

Time Efficient & Cost Effective Online teaching tool with iConcepts in Orthodontics for DDS students @ UoM

Background Traditional teaching methods in Orthodontics include plaster models and photos which have been used for decades, however due to the nature of being static still images its difficult for 3-Dimensional (3D) changes in Orthodontics teaching, which has posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). In 2024 with variety of platforms such as videos, 3D animations, interactive changes in face and teeth can be added to teaching tools for Orthodontics. Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the 4th dimension. At UQ (Naser-ud-Din, 2015) and internationally (Bridges, 2015) provided experience with creating online teaching modules highlighting its strengths of flexibility, ease of access on demand and global presence. UQ developed SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements useful. (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive to create (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools with industry partners for authentic learning experience. Aims There is a gap in the dental education sector, particularly with emerging CADCAM (Computer Assisted Design and Computer Assisted Manufacture), which can be used to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning. This is reflected particularly for the university students in undergraduate courses who need to feel confident and clinically ready on graduation as Dentists. Thus, greater expectations to be aligned with current technological processes in dentistry. Over the past 5 years, in particular, there has been exponential improvements by the industry providing 3D simulations for treatment planning and patient communication, commonly referred to as the GPS for smile transformations. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool in sync with contemporary demands in Orthodontics to provide authentic learning platform that prepares the clinician for real patients. Material & Methods Currently the CAD CAM technology provide 3D simulations as open access to general public and doctors portal which can be utilized for teaching core concepts related to biomechanics foundations for student learning, engagement and self-assessment. This project envisages to create a novel forum encompassing education revolution as massive changes in delivery will occur with speed and efficiency internationally with onlinelearning demands. Hence, robust online presence with an interactive textbook such as iConcepts in Orthodontics under the banner of UoM to assist students in Doctor of Dental Surgery at MDS shall pave the way to learning needs for the future. Results The purpose of iConcepts a digital interactive online textbook is to create lifelong learning opportunities in safe space for visual, auditory and kinesthetic with quizzes for interactive learning of concepts without pressure in class learning and feeling judged by peers. Interactive 3D Orthodontic learning directly translates into clinical applications for various orthodontic cases. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and certainly here to stay. Both qualitative and quantitative data on student experience shall be collected and analysed to seek out the best practices and processes for instruction of delivery in Orthodontics for DDS cohort in particular and lifelong learning for all ages in general encompassing time efficiency and cost effectiveness. Conclusion The current iConcepts is developed by the author with Apple Education and prototype is being assessed with MSc Data Science cohort at UoM. Furthermore, it is refined by Master of Science Software Engineering students at UoM. Future Recommendations Novel teaching tools shall be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. In future there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) and self-assessments hence iConcepts provides that ideal platform. Such technologies will become more prevalent in the future particularly with AI and translated into different languages/ sectors of education. Various faculties that showcase start to finish particularly lengthy/complex outcomes can benefit with timelapse videos and 3D CADCAM for clarity and comprehension for the entire process such as patient journey throughout treatment in Orthodontics.

Navigating the Generative AI Response

How have universities responded to the impacts of Generative AI on the education sector? This panel session aims to provide an informative reflection of how four universities have navigated the generative AI response through innovation, ethics and regulation. By sharing their unique perspectives and strategies they will discuss and debate the importance of a multi-faceted approach to GenAI in higher education. The session will conclude with audience engagement through a Q&A on best practices, potential synergies, and future directions for integrating generative AI responsibly and effectively within academic contexts.

Digital Literacy and Support Available for Academics at a University (Pilot Study)

Without a doubt, technology is an integral part of the education sector in the 21st Century (Scull et al., 2020). In addition to being a subject matter expert in their specialist area of knowledge, academics are expected to possess digital capabilities that will allow them to deliver current and state of the art curriculum to their students (Newland and Handley, 2016). Digital literacy is defined as ‘those capabilities which fit an individual for living, learning and working in a digital society’ (Jisc, 2014). Incorporating digital literacy into a suitable continuing professional development (CPD) series may ensure the training and development of the academic workforce (Matthews, 2021). The importance digital literacy as a form of continued professional development (CPD) was most evident during the COVID-19 pandemic when all academics had to shift their teaching to an online environment (Antonopoulou et al., 2021). Many academics had to do a crash course in digital literacy to be able to create suitable online learning environments. Digital literacy can be indicative of teaching success and the development of professional identity in the fast-evolving education sector (Mardiana, 2020). Current literature shows that in addition to prior education and qualifications, experience with digital teaching technologies is a major influence in the development of digital literacy, which may impact their professional identity (Watts, 2018). Incorporating digital literacy into CPD and using a suitable model such as Kennedy’s model for CPD may improve the digital literacy of academics. A study conducted by Butson, 2019 revealed that newly appointed academics felt left behind due to the fast pace of technology in their workplace. Another study conducted by Sanchez and colleagues (2021) also demonstrated teachers experiencing low self- perception of their digital literacy skills during their employment. Hence, “being component” in workplace technologies is strongly connected to the construction of professional identity (Avidov-Ungar and Forkosh-Baruch, 2018). Therefore, it can be suggested the role an institution plays in developing digital capabilities of academics is important not just for successful and efficient delivery of high-quality teaching, but also for the well-being of the academics in the workplace and to develop the professional identity. Also, understanding the baseline digital capability of its employees and whether additional support is required to develop digital literacy can provide invaluable insight in professional development of an academic during its employment at an institution. The aim of this study is to evaluate the self-perceived digital literacy of academics employed at a university and the support they have received in developing their digital literacy during their employment. The aims also include to identify support that staff require to build their DL and how Kennedy’s 3 lens of CPD may assist in improving DL programs at universities (Kennedy, 2014).

Towards a ‘Newer Normal’? A Bibliometric Analysis Examining Organisational Culture in the Post-COVID-19 Higher Education Landscape in the United Kingdom

Concern continues to grow over the changing nature of work that initially formed a ‘new normal’ within higher education institutions resulting from the COVID-19 pandemic. This situation is now being further impacted by subsequent economic and political challenges in the sector, which in turn shifts the workplace towards an even ‘newer normal’. The purpose of this article is to: (1) methodically and logically review the extant literature and research linking the influence of the COVID-19 pandemic to the organisational culture of higher education institutions in the United Kingdom; and (2) based on a bibliometric analysis, to offer a road map for further empirical research in the future. Researchers have found that changing workplace norms, such as remote and hybrid working and other forms of flexibility in approaches to learning and the availability of delivery modes, have become increasingly common, which has changed the nature of working practices and underpinning aspects of organisational culture. Therefore, it now appears opportune to update existing knowledge on organisational culture theory within the United Kingdom higher education context to support policy development and enhance workplace practices in the post-COVID-19 period. From a theoretical perspective, this article contributes to organisational culture literature by assimilating a dataset of nascent studies generated through keyword search on Clarivate Analytics Web of Science that have examined the impact of COVID-19 on organisational culture in United Kingdom higher education institutions. This emergent dataset was analysed using VOS Viewer, with the results of subsequent quantitative bibliometric analysis identifying the main existing research fronts as well as potential research directions for the empirical development of organisational culture. Based on this bibliometric analysis, the main suggested future research agendas that need to be addressed linked to organisational culture in the UK higher education sector in the post-COVID period are: (a) to further examine changing cultural norms and expectations; (b) hybrid approaches to working; (c) academic identity; and (d) organisational culture and the changing psychological contract. Such research is important as the UK Higher Education sector now progresses towards an even ‘newer normal’.

Statistical Analyses of the Attitude of Interested Parties to Marketing Strategies of Azerbaijan Universities

Purpose: The purpose of this study , which examines the quality of educational services and the attitude of interested parties to the marketing strategies applied to increase this quality, is to determine the satisfaction provided by the quality of educational services defined by revealing the expectations of stakeholders in the position of customers from these educational services during the application of the marketing strategy related to educational services. When studying in the context of the quality of education in Azerbaijan, the main purpose of the study is to study the attitude of stakeholders to the marketing strategies applied in the education sector of our country. Method: Our study is made up of people who are over 16 years old and are studying in Azerbaijan's higher education institutions. The questionnaire method used for data collection will be effective in obtaining direct information from the respondents. The survey process was carried out in a visual form. 409 people participated in the survey. Most of the respondents are between 16-40 years old. In order to avoid any loss of information, it was mandatory to answer all the questions that will be used in the analysis, and for this reason, the mentioned 213 respondents answered all the main necessary survey questions. The data collection process took place from January 8, 2024 to January 28, 2024. The survey consists of 56 questions and is divided into 2 parts: demographic questions and statistical questions. Quantities corresponding to the questions were calculated in SPSS. Results and Discussion: By evaluating the results and impact of marketing strategies in the field of education in Azerbaijan, it can help to create prospects for development in the field of education and cooperation of interested partners in the region. Also, the main goal is to develop and analyze marketing strategies in the field of education in Azerbaijan and to clarify the role and influence of stakeholders in this process. All this can contribute to the development of more effective educational marketing strategies and a better education system. Research Implications: The conducted research and the results obtained through the research have a number of both theoretical and practical significance. So, since the application of marketing strategies in education and the attitudes of interested parties to these strategies - students and consumers - are comprehensively investigated, the results of this research will be more optimal. In this sense, the research carried out was prepared considering the level of satisfaction of the students, the factors affecting the choice of the educational institution, and the quality variables in education as factors affecting the marketing strategies in education.

Responding to AI

The influence of artificial intelligence “has enormous implications for higher education” (Bearman, Ryan & Ajjawi, 2023, p. 369). Those of us teaching in the higher education sector have felt this profoundly: after the rapid uplift in digital teaching and learning practices in response to COVID 19 we are required, yet again, to respond to a new set of challenges brought about by the impact of AI. As an example, chatbot technology is calling into question the reliability of the traditional essay as a valid assessment tool (Stokel-Walker, 2022), requiring significant critical reflection and reevaluation of assessments from teaching academics to ensure course learning outcomes are met. This presentation outlines how a teaching specialist academic working in an initial teacher education (ITE) programme at a South Australian university carried out one such redesign. The focus of the re-design was a ‘unit/year plan’ assessment task for a final year curriculum specialization topic. The redesign aligned with the two guiding principles from TEQSA’s Assessment reform for the age of artificial intelligence (Lodge et al., 2023). The first of these guiding principles: ‘Assessment and learning experiences equip students to participate in a world where AI is ubiquitous’ (p. 2) points to the importance of educating students around AI use relevant to their learning. The second guiding principle: ‘Forming trustworthy judgements about student learning in a time of AI requires multiple, inclusive and contextualised approaches to assessment’ (p. 3) underscores the ongoing necessity for universities to have effective means by which to measure student learning outcomes, especially in accredited courses. The redesign of the assessment task both acknowledged the potential of AI for use in the professional space, and simultaneously sought to ensure assessment validity through the inclusion of an interview with the pre-service teachers. Overall, the redesign of the assessment task incorporated three components. Firstly, a brief introductory module about discipline-specific uses of AI was incorporated into the online course content. Secondly, pre-service teachers were ‘permitted’ to utilise available AI platforms in the creation of their planning task. Thirdly, the assessment process was adapted to include an oral presentation (Gulikers, Bastiaens & Kirschner, 2004) conducted as a panel interview in which each pre-service teacher could provide evidence of the pedagogical perspectives underpinning their plan and subsequently demonstrate the successful achievement of topic learning outcomes. The purpose of the panel interview was to assist assessors in forming a judgement about pre-service teachers’ pedagogical understanding and application, in line with relevant criteria from Matheis and John’s Comprehensive Authentic Assessment Model (CAAM) (Matheis & John, 2024). Autoethnographic reflections on the first delivery of the redesigned assessment are provided, including alternative approaches for future iterations. The learnings from the teaching initiative outlined in this presentation contribute to the growing discussion about how we can develop the capacity of our pre-service teachers as skilled and critical practitioners who can utilize AI as a valuable tool for their ongoing professional practice.