Educational Settings Research Articles

Understanding Translanguaging in Multilingual Education

Translanguaging" has now become a buzzword in every multilingual educational setting, and everybody is eager to exhibit their understanding of it. This paper critically examines the concept of "translanguaging," whereby it identifies the two principal research approaches: "the fixed language approach" and "the fluid languaging approach." Its intention is to clarify the various readings accordingly. This review is helpful in the classification of how 'translanguaging' has been conceptualised within the pedagogy and as a practical theory of language. It classifies studies within the two using conceptual and empirical literature, offering a comprehensive understanding of the approaches. The findings reported here clearly indicate that "translanguaging" is unfolding as part of the meaning-making practices across multilingual classrooms in the Global North and South. Research shows that strategic use of the translanguaging pedagogy enhances learners' curriculum access by leveraging their linguistic repertoires. This review has implications for challenging monolingual ideologies, fostering social justice for marginalised communities, and sustaining teacher-learner relationships. Its review encourages further exploration in diverse linguistic settings while building on translanguaging's strengths as an extremely promising research and practice area for reshaping future language education.

Inclusion and the availability of educational resources – capturing stakeholder voices

ABSTRACT Background Greater provision of inclusive education is an important goal for education systems internationally. Frequently identified barriers to progress include a lack of resources to support students with special educational needs (SEN) in mainstream education settings. Purpose This study from Spain sought to gain insight into the availability of educational resources to support students with SEN in mainstream schools in the region of Murcia, by exploring the perceptions of stakeholders. Methods Participants were 27 stakeholders involved in the development and operation of special classrooms in mainstream settings for students with SEN who require highly specialised attention. Perceptions were gathered from participants across 18 mainstream centres in the region, via semi-structured interviews and focus groups. Data were analysed qualitatively, according to an existing categorisation that distinguished between material, human and teaching space resources. Findings In-depth analysis suggested that, according to many stakeholders, an insufficiency of educational resources constituted one of the main barriers to achieving inclusive education. Participants believed that material resources in education centres should be increased to support students with SEN, reporting a lack of digital resources and the necessary teacher education for their application in the classroom. Limited availability of human resources was also highlighted, with participants desiring a more substantial presence of professionals in mainstream centres and a deeper commitment towards inclusion. They considered that there should be more space in the centres to conduct multisensory and motivating activities for students with SEN. Conclusions Catering to the diverse learning needs of all students is a key concern globally. This study underscores the significance of different types of resources in inclusive provision. It draws attention to the importance of increasing the availability of resources in mainstream educational settings to support students with SEN.

Fostering empathy through critical literacy in early childhood education in Colombia

ABSTRACT In Colombia, some educational settings, particularly territories with high levels of educational inequality, uphold conventional teaching strategies where emotional education and critical thinking receive little attention. This study is rooted in our intention to contribute to peace education in early childhood educational environments by fostering critical thinking and empathy, a predictor of prosocial behavior in children. The aim of this study is, first, that young children develop empathy by recognizing situations of oppression and injustice in children’s literature using critical literacy practices; and second, to contribute to young children’s development of critical thinking. Utilizing Critical Discourse Analysis, we suggest that critical literacy practices enhance empathy and critical thinking in young children through three strategies: reading selected children’s literature aloud, responding through multimodal texts, and having an open dialogue about critical issues that affect children in local communities. This article contributes to the literature about literacy, empathy development, and peace education with young children.

Insider Views and Practices of Translanguaging Classrooms in Early Childhood Education

This study, situated within the domain of language education, delves into the intricate dynamics of translanguaging practices and their profound influence on learning and teaching procedures in a linguistically and culturally enriched early childhood education environment. Focused on the context of Greece, the research aims to uncover the nuanced ways in which translanguaging shapes the language communication and interaction of four-year-old children, considering both native Greek speakers and their peers from migrant or refugee backgrounds. The study cohort consists of 50 children aged four, comprising both native Greek and migrant-background children attending early childhood education. Employing a comprehensive research approach, the study includes in-depth, semi-structured interview sessions with young children and specific observational protocols designed to capture authentic interactions and communications. These methods are employed to trace the development of intercultural awareness and sensitivity within an environment conducive to translanguaging. The findings highlight that the incorporation of translanguaging practices in early education settings not only refines communication and intercultural skills among young children but also significantly influences cultural awareness. Moreover, translanguaging fosters active engagement in learning activities and provides educators with valuable insights and support in implementing innovative language teaching techniques. This research contributes to the advancement of language education practices, particularly within linguistically and culturally diverse early childhood education contexts, emphasizing the transformative impact of translanguaging on crucial aspects of language learning and teaching.

Exploring the Role of Artificial Intelligence in Enhancing Equity and Inclusion in Education

The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. Artificial Intelligence (AI) has emerged as a transformative force in education, promising to revolutionize traditional teaching and learning methods. One critical aspect of this transformation is AI's potential to enhance equity and inclusion in educational settings. This paper explores the current state, challenges, and opportunities regarding AI's role in promoting equity and inclusion in education. The historical evolution of AI in education is examined, tracing its roots from early intelligent tutoring systems to contemporary adaptive learning platforms and virtual tutoring systems. Advances in machine learning, natural language processing, and data analytics have expanded AI's capabilities, enabling personalized learning experiences tailored to individual student needs. However, the widespread implementation of AI in education faces several challenges, including concerns about data privacy, algorithmic bias, and the digital divide. It is crucial to address these challenges through responsible and ethical AI deployment, ensuring that AI interventions prioritize equity, inclusivity, and transparency. Further research is needed to explore the effectiveness of AI interventions in different educational contexts and to develop strategies for mitigating potential risks and maximizing benefits. By leveraging AI technologies thoughtfully and ethically, educators and policymakers can work towards building a more equitable and inclusive education system that empowers all learners to reach their full potential.

Barriers to curriculum accessibility for students with visual impairment in general education setting: The experience of lower secondary school students in Senegal

AbstractThis study explores potential barriers to curriculum accessibility for lower‐secondary school students with visual impairment in Senegal. A qualitative case study approach was used with purposeful sampling to collect data at a special school for students with visual impairment, and the three junior high schools that offer placement to the students with visual impairment after primary graduation from the special school. The study comprised 22 participants including six students with visual impairment, six regular teachers, three paraeducators, three special education teachers, and the four administrators of the schools. Data were collected using semi‐structured interviews, focus group discussions, and classroom observations. The study concluded that students with visual impairment in lower secondary schools face several obstacles to having proper access to the general education curriculum. The results highlight a lack of training and skills for teachers having students with visual impairment in junior high schools, a shortage of curriculum materials and adaptations, inconvenience of classroom environment, and a restricted collaboration between actors.

Examining students' acceptance of the large‐scale HyFlex course: An empirical study

AbstractThe HyFlex course has been widely adopted in higher education settings. However, there is a paucity of empirical studies examining students' acceptance of large‐scale HyFlex courses, as well as factors influencing their acceptance. To fill this research gap, the present study investigated students' acceptance of a large‐scale HyFlex course and the variations in their acceptance according to different participation modes (ie, on‐site, synchronously online and mixed attendance), based on a total of 160 valid samples from a large‐scale HyFlex course at a normal university in central China during the fall semester of 2022. The results indicated that students' overall HyFlex course acceptance was generally high, and the students who alternately engaged in on‐site and synchronously online learning had the highest level of acceptance. Furthermore, this study employed structural equation modelling to validate a model integrating the unified theory of acceptance and use of technology with connected classroom climate (CCC). The findings showed that performance expectancy (PE), effort expectancy, facilitating conditions and CCC directly influenced students' acceptance, with performance expectancy having the strongest direct effect. However, social influence only had an indirect effect on students' acceptance, while CCC had both direct and indirect effects. This study carries substantial theoretical and practical implications, enhancing our understanding of students' acceptance of the HyFlex learning approach.Practitioner notesWhat is already known about this topic The adoption of the HyFlex course, especially in the context of large‐scale courses, is prevalent in higher education settings. Existing studies have predominately focused on assessing the impact of HyFlex course on student engagement and learning outcomes, the development and implementation of HyFlex course structures, and educators' perspectives and experiences with HyFlex courses. Although some research has delved into students' satisfaction with HyFlex courses, particularly in small class settings, our understanding of students' acceptance of large‐scale HyFlex course remains limited. There has been a noticeable gap in investigations exploring distinctions among students who opt for varying HyFlex course delivery modes, such as on‐site, synchronously online and mixed attendance formats. What this paper adds This study reveals that students generally displayed a high level of acceptance towards the large‐scale HyFlex course. Notably, students who participated in alternating on‐site and synchronously online learning exhibited a significantly higher level of acceptance towards the HyFlex course compared to their counterparts. A novel approach was employed in this study by integrating the UTAUT model with the concept of connected classroom climate (CCC) to comprehensively explore the key influencing factors and their interrelationships regarding students' acceptance of a large‐scale HyFlex course. The study found that performance expectancy (PE), effort expectancy (EE), facilitating conditions (FC) and CCC were all significant factors that positively influenced students' acceptance of the HyFlex course. Particularly, PE emerged as the factor with the strongest direct impact on HyFlex course acceptance (ACP). Interestingly, social influence (SI) did not exhibit a significant direct effect on students' ACP. However, it had a significant and positive indirect effect on students' ACP through the mediation of PE. Furthermore, CCC was shown to have both direct and indirect effects on students' acceptance of the HyFlex course, with the indirect effect of CCC on ACP accounted for nearly half of the total effect. Implications for practice and/or policy Instructors should prioritize emphasizing the advantages and benefits of HyFlex courses to enhance students' motivation and willingness to participate actively in these courses. This may involve showcasing how HyFlex course offer flexibility, convenience and varied learning opportunities. When implementing HyFlex courses, instructors should work to mitigate students' perceived EE. This could be achieved through streamlining course navigation, ensuring user‐friendly technology tools and providing clear guidelines for participation. Simultaneously, efforts should be made to enhance perceived learning support to facilitate students' engagement and acceptance of HyFlex courses. Instructors in HyFlex course settings should place a strong emphasis on creating a supportive and collaborative learning environment. This involves fostering interactions among students, encouraging peer‐to‐peer support and providing resources and guidance to help students navigate the challenges and opportunities presented by HyFlex course formats. Building a sense of community and connectedness among students can significantly impact their acceptance and success in such courses.

Children with palliative care needs – the landscape of the nordic countries

BackgroundTo strengthen palliative care for children in the Nordic countries, an updated status of current needs, resources, clinical services, education, and research is necessary to align and consolidate future research. A Nordic research collaboration initiative for children with palliative care needs was assembled in 2023. Building on this initiative, this paper presents an overview of pediatric palliative care (PPC) in the Nordic countries’ (a) population characteristics, (b) care models and setting of care, (c) education and training, and (d) research.MethodsThe Nordic initiative researchers collaboratively gathered and assessed available data on the characteristics of PPC within Denmark, Finland, Greenland, Iceland, Norway, the Faroe Islands, Sweden, and Åland. Data were compiled in a matrix with population characteristics, models- and setting of care, education and training, and areas of research in a Nordic context. The findings are narratively and descriptively presented, providing an overview of Nordic PPC.ResultsIn total, the Nordic child population comprises around six million children (0–19 years), of which about 41.200 are estimated to be living with a life-limiting and/or life-threatening condition. Healthcare services are provided through various care models, ranging from specialized care to homecare settings. Overall, there remain few opportunities for education and training with some exceptions. Also, Nordic research within PPC has been shown to be a growing field although much remains to be done.ConclusionThis overview is the first outline of the current PPC in Nordic countries. Although some differences remain important to acknowledge, overall, the strengths and challenges faced within PPC in the Nordic countries are comparable and call for joint action to increase evidence, services, and education to better serve the children, families, and healthcare personnel within PPC. Despite the varying structural premises for PPC, research endeavors aiming to provide evidence in this field seem increasing, timely and relevant for the Nordic countries, as well as the international context.

Role of Educational Psychologists for Social and Emotional Learning of Students and Head Teachers: A Systematic Literature Review

The purpose of this research is to review evidence about the significance of the role of educational psychologists for the social and emotional learning of students and head teachers in the development of student's learning process in different ways. The purpose of the study is to see the different successful strategies that can transform students’ lives through learning behavioral, emotional, and social interaction with others and the type of environment that is needed in the educational sector through a literature review. The main objective of the study is to analyze the need for social and emotional development of students and head teachers at the secondary level. This systematic literature review explores the pivotal role of educational psychologists in fostering social and emotional learning (SEL) among both students and head teachers within educational settings. A conventional subject-searching method was used for the systematic literature review. The results of the study highlight the multifaceted contributions of educational psychologists in enhancing emotional intelligence, interpersonal skills, and mental well-being among students, while also supporting head teachers in creating emotionally supportive school climates and effective leadership practices.

Talent Management Practices in Higher Educational Institutions- A Bibliometric Analysis

Talent management practices are becoming crucial in educational institutions. These practices seek to discover and develop the talents and abilities of educators, staff members and students, ensuring that the institution can deliver quality education while remaining competitive. The study attempts to identify important topics, trends, and notable publications in this field. The analysis covers numerous sources during a pre-determined period (2018-2022), including books, conference proceedings, and scholarly journals. The Bibliometric analyses were conducted using data from the Scopus database (Total Scopus Data=55), VOSViewer, the Bibliometrics library, and the Biblioshiny platform of the RStudio® software. The results show that several themes like significant authors, publications, references, institutions, and nations’ information have emerged as essential elements of talent management in educational settings. We also analyse the geographic distribution, regional differences and possible research areas for cross-cultural comparisons. This study analyses the literature on these themes and contributes to our understanding of how to handle talent management in educational institutions.

Preservice Teachers’ Perceptions of AI in Education

This study explores the integration of generative AI tools into multiple-subject and single-subject teaching credential courses at California State University Sacramento during the Fall 2023 and Spring 2024 semesters. The study involved 210 teacher candidates per semester, most of whom had no prior experience with AI in education. Through a series of AI-focused assignments and a survey, the study investigated preservice teachers' perceptions, experiences, and concerns regarding the use of AI tools in educational settings. The assignments aimed to introduce AI tools, encourage experimentation, and facilitate discussions on the potential benefits and challenges of AI in education. The survey results revealed that a significant majority of participants (88.9%) used generative AI tools for personal learning or teaching preparation, with 92% using text generators like ChatGPT. However, opinions were mixed regarding the adoption of AI in future classrooms, with 49% in favor, 41.2% uncertain, and 9.8% opposed. Key concerns included overreliance on technology and ethical issues. The study concludes that while preservice teachers show enthusiasm for experimenting with AI tools and acknowledge their potential to enhance learning experiences, there is a need for ongoing training and support to ensure ethical and effective implementation. The findings suggest that incorporating AI assignments into the curriculum can provide valuable experiences and prepare preservice teachers for the growing role of AI in education.

Analyzing the Deep Learning-Based Mobile Environment in Educational Institutions

More efficient instructional models that encourage students to engage more actively in their education are essential in today’s world. How information can be found and exchanged, as well as how explanations are delivered, have been shaped by technology. The outcomes demonstrate that mobile learning (m-learning) has enhanced collaboration among instructors and learners, provided immediate feedback, increased student participation and engagement, allowed for authentic learning and evaluation, and supported learning communities in higher education institutions. There was also a change in the teachers’ instructional methods. Students will benefit from simple learning activities, convenient communication, and coaching provided through mobile devices. This study recommends using a learning-based convolutional neural network (CNN) technique to improve students’ English-speaking fluency. In addition, communication between teachers and children in remote areas becomes easier through an interactive system, making both sides more accessible. As a result, it is advisable that educational institutions continually develop innovative teaching techniques that bridge face-to-face and formal-informal learning in the educational setting. The article discusses the background of mobile learning and how it might enhance e-learning as a whole. The m-learning approach is described in this paper as a future version of e-learning. In comparison to the next generation of educational systems, it will be extensively offered and simple to operate for any individual interested in learning. The article also discusses the benefits and potential drawbacks of mobile learning in current educational institutions.

The Literature Review on Curriculum Implementation Problems

Background: Changes in knowledge and technology are continually shaping the educational environment, thereby influencing curriculum implementation. Innovations are being made to meet the evolving educational goals, which includes overcoming various barriers to curriculum implementation. Objective: The aim of this study was to examine the existing literature on curriculum implementation problems, particularly focusing on the issues faced by educational institutions in effectively applying educational theories and practices. Methods: A comprehensive literature review was conducted, utilizing databases such as PubMed, ERIC, Google Scholar, and JSTOR. Articles published from 1997 to 2022 that discussed challenges and strategies in curriculum implementation across various educational levels and settings were included. Thematic analysis was employed to synthesize the data, identifying common themes related to the challenges and solutions of curriculum implementation. Results: The review identified critical challenges related to four main areas: teachers, students, the curriculum itself, and institutional factors. Teacher-related challenges included inadequate professional development and inefficient teaching methods. Student-related challenges highlighted diverse learning needs and varying levels of engagement. Institutional challenges pointed to resource limitations and insufficient stakeholder support. Curriculum-related challenges were mostly about alignment and compatibility with educational goals. Conclusion: Effective curriculum implementation is pivotal in educational settings and requires comprehensive strategies to address the myriad of challenges identified. Enhancing teacher training, improving resource allocation, and ensuring curriculum relevance are crucial for improving educational outcomes.

Generative AI and Usage in Marketing Classroom

This article examines the role of Generative Artificial Intelligence (GenAI) in the context of marketing education, highlighting its substantial impact on the field. The study is based on an analysis of how GenAI, particularly through the use of Large Language Models (LLMs), functions. We detail the operational mechanisms of LLMs, their training methods, performance across various metrics, and the techniques for engaging with them via prompt engineering. Building on this foundation, we explore popular GenAI platforms and models that are relevant to marketing, focusing on their key features and capabilities. We then assess the practical applications of GenAI in marketing tasks and educational settings, considering its utility in tasks such as providing information, extracting data, generating content, conducting simulations, and performing data analysis. By examining these areas, this paper demonstrates the integral role of GenAI in reshaping both marketing strategies and teaching methodologies and argues for its adoption as a critical resource for forward-thinking marketers and educators.

Radical Feminism Analysis in the Novel Kim Ji Young, Born 1982

Conducting empirical research is crucial as it endeavours to uncover the challenges faced by women concerning the issue of feminism depicted in literary works. Essentially, the feminist movement emerges from a pressing desire to achieve equality between men and women, highlighting the perceived lack of respect for women in accessing opportunities and making decisions in life. The research aims to identify instances of radical feminism that appear in the novel Kim Ji Young, Born 1982. In this research used a qualitative descriptive method to find out the appearance of radical feminism in the novel Kim Ji Young, Born 1982. From the analysis, the researcher found that there are 13 data that show the problem of radical feminism during that period in the novel, the novel illustrates the pervasive nature of gender-based discrimination and inequality, reflective of the broader societal structure rooted in patriarchal values. The data points consistently depict the deeply ingrained gender roles, biases, and discriminatory practices that manifest within familial, educational, and professional settings.

The Effectiveness of Inclusive Education Policies for Students with Disabilities

Purpose: This study sought to examine the effectiveness of inclusive education policies for students with disabilities. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the effectiveness of inclusive education policies for students with disabilities. Preliminary empirical review revealed that such policies played a vital role in promoting educational inclusion and academic success within mainstream educational settings. Despite encountering challenges such as inadequate resources and negative attitudes, inclusive education policies showed promise in creating equitable learning environments. The study emphasized the importance of addressing systemic barriers, promoting positive attitudes, and continuously monitoring and adapting policies to meet the evolving needs of students with disabilities. Overall, the findings underscored the potential of inclusive education policies to foster academic achievement and social inclusion for students with disabilities, contributing to a more equitable and supportive educational system. Unique Contribution to Theory, Practice and Policy: The Social Model of Disability, Ecological Systems theory and Critical Disability theory may be used to anchor future studies on inclusive education policies for students with disabilities. The study provided provided recommendations that enhanced theoretical frameworks, improved practice, and informed policy in inclusive education. It emphasized the importance of refining theoretical understandings of disability, providing professional development for educators, and developing comprehensive transition services for students with disabilities. Additionally, the study advocated for policy reforms that promote equity and social inclusion, fostered collaboration among stakeholders, and called for increased funding and support for inclusive education initiatives. These recommendations contributed to advancing inclusive education by promoting more responsive, equitable, and supportive educational environments for students with disabilities.

Bridging cognitive neuroscience and education: Insights from EEG recording during mathematical proof evaluation

BackgroundMuch of modern mathematics education prioritizes symbolic formalism even at the expense of non-symbolic intuition, we contextualize our study in the ongoing debates on the balance between symbolic and non-symbolic reasoning. We explore the dissociation of oscillatory dynamics between algebraic (symbolic) and geometric (non-symbolic) processing in advanced mathematical reasoning during a naturalistic design. MethodEmploying mobile EEG technology, we investigated students' beta and gamma wave patterns over frontal and parietal regions while they engaged with mathematical demonstrations in symbolic and non-symbolic formats within a tutor-student framework. We used extended, naturalistic stimuli to approximate an authentic educational setting. ConclusionOur findings reveal nuanced distinctions in neural processing, particularly in terms of gamma waves and activity in parietal regions. Furthermore, no clear overall format preference emerged from the neuroscientific perspective despite students rating symbolic demonstrations higher for understanding and familiarity.

Integrating Artificial Intelligence (AI) Into Adult Education

This conceptual article provides a comprehensive overview of the current status of Artificial Intelligence (AI) integration and its influence on adult education. It discusses generative AI technologies and their potential applications in adult education settings, examines the opportunities and ethical challenges associated with integrating AI, and provides insights into emerging trends. The article consists of five sections. The introduction provides a rationale as to why AI should be integrated into adult education. Second, it describes evolving AI technologies such as Large Language Models (LLM) for personalized learning, Machine Learning Algorithms for adaptive learning systems, Virtual Reality (VR) and Augmented Reality (AR) for immersive learning experiences, Chatbots and virtual assistants for learner support and guidance, and Data Learning Analytics (DLA) for tracking learner progress and performance into adult education. Section three explores the ethical implications of AI in adult education, including academic honesty and integrity, data privacy, and algorithmic bias. In section four, emerging trends and future directions are discussed. The final section considers policy implications and makes recommendations for adult educators working to develop AI-enriched adult education.

Trainee Involvement and ERCP Complications: A Systematic Review and Meta-Analysis.

Therapeutic endoscopy and gastroenterology fellows often participate in endoscopic retrograde cholangiopancreatography (ERCP) during their training period. However, it is generally feared that trainee involvement may increase ERCP-related complications, mainly because of the side-viewing nature of the endoscope and the higher risk of pancreatic duct cannulation. There is no concrete evidence to support this notion. This systematic review and meta-analysis aims to investigate the resultsof trainee participation on adverse events related to ERCP. PubMed, EMBASE, Google Scholar, SCOPUS, and Web of Science databases were searched from inception to 31 May 2023 for studies evaluating the ERCP outcomes defined as success rates, procedure time, failed attempts, and adverse events with and without trainee participation. A random effect model was used to perform the meta-analysis, and heterogeneity was assessed using the I2 statistics. Seven studies were included in the final analysis, including 17,088 ERCPs. The pooled odds ratio (pOR) of success rate, incomplete/failed attempts in the trainee and no trainee groups were 0.466 (95% CI 0.13 to 1.66, I2=97.8%, p=0.239) and 3.2 (95% CI 0.70 to 14.55), I2=98.5%, p=0.134), respectively. The pOR of post-ERCP pancreatitis and bleeding in the trainee vs. no trainee groups was 0.97 (95% CI 0.76 to 1.23, I2=0%, p=0.78) and 1.3 (95% CI 0.59 to 2.83, I2=49%, p=0.54). The pOR of all adverse events in both groups was 1.028 (95% CI 0.917 to 1.152, I2=0%, p=0.636). Surprisingly, the pooled std mean difference for the procedure time was 0.217 (95% -0.093 to 0.05, I2=98.5%, p=0.17). This meta-analysis comprising of 17,088 ERCPs in seven studies demonstrated comparable ERCP outcomes related to trainee participation regarding success rates, procedure time, and adverse events. Trainees' involvement in ERCP within a proper teaching setting appears safe and does not compromise the overall procedure's success.

Designing experiential learning activities with generative artificial intelligence tools for authentic assessment

Purpose This article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning. Design/methodology/approach The study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use. Findings The findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes. Originality/value This research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education.