Engineering Education Research Articles

Penerapan Metode Dbscan Dalam Penentuan Mahasiswa Yang Layak Memperoleh Bidikmisi

- Bidikmisi is a government-funded educational assistance programme aimed at prospective students from economically disadvantaged families who demonstrate academic potential. This assistance is distributed through higher education institutions under the Ministry of Research, Technology, and Higher Education (Ristek Dikti). The selection of Bidikmisi applicants is conducted during the admission process for new students by higher education institutions designated by Ristek Dikti. The distribution of Bidikmisi must also consider specific criteria before being awarded to eligible students who have passed the administrative selection and met other evaluation components as requirements for receiving the scholarship. In making decisions to determine which students are eligible to receive Bidikmisi, the process sometimes takes a considerable amount of time, and at times, the Bidikmisi program provided is perceived as not being targeted appropriately. The objective of this study is to develop an information system based on data mining analysis that can be used by the academic department as a recommendation for making quick decisions so that the Bidikmisi program can be distributed on time and targeted appropriately in the Bidikmisi selection process. The clustering technique is used to group records in a database based on specific criteria. The clustering results are provided to end users to give an overview of what is happening in the database. One method that can be used in clustering is the DBSCAN method. The DBSCAN method works by growing areas with high density into clusters and finding clusters in random forms in a spatial database containing noise. DBSCAN defines a cluster as the maximum set of density-connected points.

AI-Driven Teacher–Children Interaction in Health Education Activities: Shaping Future-Ready Kindergarten Instructional Analysis Networks

This study investigates AI-driven teacher–children interaction in health education activities within future-ready kindergarten networks, and uses programs such as “Improved Flanders Interaction Analysis System (IFIAS) coding assistant” and “Information Technology-Based Interaction Analysis System (IFIAS) analysis assistant” to code and statistically analyze the activities. It analyzes the interaction between teachers and children in learning activities through the analysis of the transfer matrix, activity structure ratio, and teacher’s teaching activity map. The results showed that in the three open classes, although the atmosphere between teachers and children was harmonious, the frequency of interaction was higher, but the children’s initiative was weakened. Teachers have less verbal feedback to children, and their feedback ability is more lacking. The application level of information technology of teachers is low, the teaching approach lacks diversity, and the ability to integrate information technology and classroom teaching is relatively lacking. The study suggests that preschool teachers should improve their talk interaction skills. During the educational activities, the teacher should improve their verbal interaction skills, pay attention to children’s performance during teaching activities, strengthen their verbal feedback skills, improve their information technology literacy, and make rational use of digital education platforms and AI-assisted learning devices to build a future-oriented kindergarten instructional analysis network to improve the quality, convenience, and innovation of preschool education.

The Development of Pedagogical Tasks and Evaluation of Computer Mediated Communication for Using GRA Method

In the ever-evolving realm of education, the incorporation of technology into teaching methodologies has become imperative. This investigation delves into the creation of instructional assignments and the assessment of computer-mediated communication (CMC) within the framework of the Group Research and Analysis (GRA) method. The GRA method, renowned for fostering critical thinking, problem-solving skills, and collaborative teamwork among students, is the focal point of this research. Nonetheless, there exists a gap in knowledge regarding its effective implementation in a technologically-enhanced setting. This research aims to address this knowledge gap by pursuing two primary objectives: firstly, designing and formulating pedagogical tasks tailored to harness the advantages of CMC while implementing the GRA method, and secondly, evaluating the efficacy of these tasks in enhancing students' educational experiences and achievements. The development of these pedagogical tasks necessitates a comprehensive examination of existing literature on both the GRA method and CMC tools. These tasks are designed to make the most of the collaborative and communicative capabilities offered by digital platforms, thereby enhancing group dynamics, information sharing, and knowledge construction. The evaluation stage employs a mixed-methods approach, including quantitative assessments of student performance and qualitative analyses of their experiences and perspectives. This research contributes to the dynamic field of educational technology and pedagogy by shedding light on the potential synergy between the GRA method and CMC. The insights gained from this study will benefit educators, instructional designers, and policymakers by demonstrating the value of incorporating technology into collaborative learning environments. It will also provide evidence-based guidance for optimizing the GRA method in the digital era. Ultimately, this research aims to advance our comprehension of how technology can enhance pedagogical methods, ultimately benefiting students and their educational outcomes. Virtual Peer Discussion (A1), Synchronous Online Quizzes (A2), Collaborative Document Creation (A3), Asynchronous Discussion Forums (A4), Video-based Concept Explanation (A5), Individual Reflective Journals (A6), Debate-style Online Sessions (A7), Case Study Analysis in Groups (A8), Simulated Real-world Scenarios (A9) and Role-playing Activities (A10) there are alternatives. Enhancement of Learning Outcomes (E1), Engagement and Participation (E2), Critical Thinking Development (E3), Technical Accessibility (E4), Workload Manageability (E5) and Peer Interaction Quality (E6) there are evaluation parameter. According to GRA methods are Asynchronous Discussion Forums is first ranked and with Virtual Peer Discussion being lowest ranked

Digital immersion technologies transform agricultural learning: a study of interactive educational platforms among rural Colombian university students

ABSTRACT Background Traditional agricultural education in rural contexts demonstrates limitations in student engagement and knowledge retention. Studies suggest virtual reality (VR) implementation may enhance educational outcomes in resource-constrained environments. Purpose This investigation examines how VR-mediated instruction affects academic performance, engagement, and attitudes among rural Agricultural Science undergraduates in Colombia. Design and method The study employed a quantitative experimental design with 250 undergraduate students across three Colombian universities. The experimental group (n = 125) utilized VR technology and AgriSphere software for soil nutrient management education, while the control group (n = 125) received traditional instruction over 14 weeks. Data collection included pre-test/post-test assessments, engagement measurements, and attitudinal surveys. Results Statistical analysis demonstrated significant improvement in academic performance for the experimental group compared to traditional instruction (experimental M = 85.0, SD = 8.5; control M = 80.0, SD = 9.0; t(248) = 2.90, p = 0.004, d = 0.63). The VR group exhibited higher engagement levels and more positive attitudes toward agricultural education. However, technical infrastructure limitations presented implementation challenges in some rural contexts. Discussion The findings indicate VR-mediated instruction effectiveness for agricultural education in rural settings. Given increasing emphasis on technology-enhanced learning, this study provides empirical evidence for educational technology integration in rural tertiary education. Future research should address technical infrastructure requirements and broader geographical applications.

The Influence of Technology Integration on the Academic Performance of Upper Primary Education Learners in Mathematics

This study investigated the impact of technology integration on the academic performance of upper primary learners (Grades 4-6) in mathematics at Magsaysay Elementary School in Bohol, Philippines. The research employed a descriptive method. The findings revealed that while students initially struggled with competencies related to geometry and probability, the integration of Interactive PowerPoint and offline videos significantly improved their post-test scores across all assessed competencies. The study concluded that technology integration, specifically using these digital tools, significantly enhances the academic performance of upper primary learners in mathematics. The research recommends that Magsaysay Elementary School and similar institutions invest in comprehensive professional development programs for teachers to enhance their proficiency in integrating technology into their teaching practices. The study highlights the crucial role of technology in modern education and underscores the need for ongoing professional development for teachers to effectively leverage these resources. Adopting these recommendations, schools can better harness the potential of technology to improve educational outcomes and equip students with the skills necessary for academic success.

Artificial intelligence in language learning: biometric feedback and adaptive reading for improved comprehension and reduced anxiety

This study investigates the efficacy of an AI-enhanced reading platform in enhancing reading comprehension and influencing psychological variables such as motivation, anxiety, and cognitive load among second language (L2) learners. A mixed-methods approach was employed, combining quantitative analyses of reading comprehension scores and psychological measures with qualitative exploration through focus group discussions. A total of 300 participants were randomly assigned to either the experimental group, which used the AI platform, or the control group, which used traditional digital resources. Quantitative results revealed significant improvements in reading comprehension, motivation, anxiety reduction, and cognitive load management among participants using the AI platform compared to the control group. Effect sizes indicated large to moderate impacts of the intervention across all measured variables. Biometric data analysis, including heart rate variability (HRV) and eye-tracking metrics, provided objective evidence supporting the platform’s efficacy in reducing stress levels and promoting more efficient reading behaviors. Qualitative findings illuminated participants’ experiences, highlighting enhanced engagement, reduced anxiety, development of improved reading strategies, and appreciation for the user-friendly platform design. The study underscores the potential of AI-driven educational technologies to optimize language learning outcomes by providing personalized, adaptive, and supportive learning environments.

Development of a Science, Technology, Engineering, and Mathematics Curriculum for High School Students Using a Baseline Structure of Renewable Energy

This work aims to study alternative energy using a learning and teaching curriculum to achieve outcomes for student projects. Development of a science, technology, engineering, and mathematics curriculum for high school students was done using a renewable energy baseline structure. The satisfaction of those who completed this curriculum is examined. Learners can use the opportunity to apply their knowledge and skills to further their academic careers at the university level or incorporate them into their daily lives, as renewable energy is of great importance to the nation and students. Twenty-five participants were selected using purposive random sampling. They were students and teachers of science, mathematics, and technology. The research involved analysis of the existing curricula and defining the objectives of sample groups. Content that aligns with the study objectives was developed, focusing on creating alternative energy projects. The designed curriculum is divided into four learning units, solar energy, wind energy, and hydropower, as well as a section on biomass and biogas. The curriculum was evaluated by ten experts and found highly suitable. Teaching effectiveness with a sample group of high school students revealed an effectiveness score of 80.10/83.00, which is higher than the established criterion, 80/80 (pre-test/post-test scores). Pre- and post-testing of the student group revealed that post-learning was significantly higher than the pre-learning results at a statistical significance of α=.05. Additionally, there was high satisfaction with the curriculum, consistent with the research hypothesis.

Correction: Ma et al. The Effect of Virtual Reality Technology in Table Tennis Teaching: A Multi-Center Controlled Study. Sensors 2024, 24, 7041

Correction: Ma et al. The Effect of Virtual Reality Technology in Table Tennis Teaching: A Multi-Center Controlled Study. Sensors 2024, 24, 7041

Exploring teachers’ technology adoption: linking TPACK knowledge and UTAUT-3 constructs

For a number of years now, the use of information and communication technology (ICT) in the education sector has grown significantly. The purpose of this study was to evaluate the relationships between teachers' perceived usage of technology and the knowledge domains from the Technological Pedagogical and Content Knowledge (TPACK) framework and the Universal Theory of Acceptance of Use of Technology (UTAUT-3) framework's constructs. This study used a quantitative research design. Participants in this study included in-service educators from both public and private secondary schools in Botswana. The results of this study demonstrated relationships between the UTAUT-3 components and the knowledge domains of TPACK teachers. There were favourable relationships between Performance Expectancy (PE) from UTAUT-3 and Technological Content Knowledge (PCK), Pedagogical Knowledge (PK), Content Knowledge (CK), and Pedagogical Content Knowledge (PCK), technological content knowledge (TPCK), technological pedagogical knowledge (TPK), and CK. The findings also demonstrated that teachers' use and integration of technology in teaching and learning, as well as their behavioural intention to use it, were positively impacted, if weakly, by perceived ease of use as measured by Effort Expectancy (EE).

Psychometric properties of the Digital Citizenship Values Scale for high school students

With the increasing integration of digital technologies in education, the need to cultivate responsible digital citizenship among students has become a crucial aspect of modern learning environments. This study aimed to develop and validate a scale to measure digital citizenship values among high school students, focusing on its psychometric properties. The scale was designed based on a comprehensive review of the literature, incorporating three main dimensions: Respect Values, Educational Values, and Protection Values. A sample of 201 high school teachers from Saudi Arabia participated. Data were analyzed using SPSS 26.0 and AMOS 25.0 to assess the scale's validity, reliability, and factor structure. Confirmatory Factor Analysis (CFA) confirmed the three-factor structure, with excellent model fit indices (χ²/df = 2.44, RMSEA = 0.05, CFI = 0.93, TLI = 0.92, GFI = 0.91, AGFI = 0.90). The scale demonstrated high reliability, with Cronbach's alpha values of 0.90 for Respect Values, 0.91 for Educational Values, 0.93 for Protection Values, and 0.94 for the total scale. These findings confirm the scale's validity and reliability, making it a useful tool for measuring digital citizenship values in high school students. The study emphasizes the need to integrate digital citizenship into curricula and lays the groundwork for future research.

Integrating AI: Challenges and Opportunities in Teaching English Writing Skills

Artificial intelligence (AI) technology has the potential to provide personalized instruction for students and elevate administrative tasks for teachers. AI-driven tools can improve accessibility for students learning English as a second language (L2) or foreign language helping educators consider their use in teaching. This research study explores AI-enabled technology usage, challenges, and opportunities in the Arab World. Study data is gathered from semi-structured, in-depth, face-to-face, qualitative interviews with English language instructors at the University of Ha’il, KSA and Ajman University, UAE. Theoretically supported by sociocultural theory, results provided strong insights into AI technology in teaching. Results revealed that key challenges included plagiarism and the impact on students’ skills development, highlighting concerns about academic integrity and overreliance on AI tools like ChatGPT. Despite AI's potential to improve learning experiences by offering personalized support, participants emphasize the need for balanced integration and ethical use. Effective implementation needs comprehensive training for educators and maintaining a balance between AI tools and traditional teaching approaches to preserve critical thinking and creativity while using AI’s advantages. Thus, considering the findings, this study concludes that AI should supplement traditional teaching methods, ensuring that it enhances rather than replaces the crucial human aspects of education. Finally, study recommendations and implications are discussed accordingly.

E-Learning as an Alternative Learning Strategy for T.L.E Students

The paper titled "E-Learning as an Alternative Learning Strategy for T.L.E. Students" explores the effectiveness of integrating e-learning into the teaching of Technology and Livelihood Education (T.L.E.). It aligns with the Department of Education’s Computerization Program (DepEd Order No. 78, s. 2010), which emphasizes ICT-based learning to enhance educational outcomes. The study examines the shift from traditional, linear teaching methods to more interactive, digital platforms. It investigates the impact of e-learning on students' academic performance, engagement, and overall learning experience. Utilizing both qualitative and quantitative research methodologies, the study gathers data through surveys, interviews, and performance assessments. The findings indicate that e-learning significantly improves student motivation, comprehension, and retention of concepts in T.L.E. subjects. Challenges such as limited access to technology, lack of technical skills among educators, and resistance to change are also discussed. The study provides recommendations for effective e-learning implementation, including teacher training, infrastructure development, and curriculum adaptation. Ultimately, the research highlights the potential of e-learning to revolutionize T.L.E. instruction, making education more inclusive and responsive to 21st-century learning demands.

Educating Generation Z Engineering Students with the Flipped Classroom Approach: A Study

The rise of Generation Z, a group known for their technological fluency and demand for personalized learning, has brought a standard shift in education, especially in engineering. Traditional instructional methods often fail to engage these digital natives, necessitating innovative pedagogical approaches. This article explores the flipped classroom model as a means of addressing the learning needs of Generation Z engineering students. By shifting the content delivery outside the classroom and utilizing in-class time for active learning and problem-solving, the flipped classroom enhances engagement, critical thinking, and collaboration. A comprehensive literature review evaluates the benefits and challenges of the flipped classroom for Generation Z learners, highlighting its impact on academic performance, engagement, and long-term retention. This article concludes with recommendations for integrating the flipped classroom in engineering education to better meet the needs of this generation. Keywords: Generation Z, flipped classroom, engineering education, active learning, student engagement, educational technology, higher education pedagogy.

Are two heads better than one? Investigating the influence of collaboration on creative problem solving using the Remote Associates Task (RAT).

Creativity and collaboration are considered fundamental skills for student success in science, technology, engineering, and mathematics education (Karimi & Pina, 2021) and consistently among the top-ranked skills for employers (Flaherty, 2021). The Remote Association Task (RAT) is an increasingly used tool to measure creative problem solving (Wu et al., 2020). However, no research has systematically investigated the effectiveness of working collaboratively versus individually using the RAT. The current research collected data between 2022 and 2023 on collaborative versus individual problem solving using the RAT. Participants worked collaboratively or individually to solve 20 RAT problems (Experiments 1 and 2) and completed a later individual test that involved the same 20 RAT problems and 20 novel RAT problems (Experiment 2). Outcomes suggest collaboration provides no benefits during initial problem solving but may benefit later individual problem solving. Evaluating how best to support creative processes in the context of collaboration has implications for supporting student success and helping them develop highly applicable skills. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Integrating Engineering and Business Education Through Cross-Curricular Modules and Simulation-Based Learning

Traditionally, engineering and business education programs are conducted separately in different academic units. In the workplace, however, these two disciplines cannot be separated. Moreover, in academia, the two disciplines rarely see how their decisions impact each other whereas in industry there is a direct link between engineering decisions and business decisions. In recent years, there have been several initiatives to address the gaps in academia. These include but are not limited to capstone projects, internships, case studies integrated into undergraduate engineering and business curricula, and interdisciplinary business and engineering programs. However, there is a lack of studies that investigated the effectiveness of these initiatives. Further, only a few studies have explored the development of learning modules and hands-on simulations for teaching design and manufacturing and the incorporation of these modules and simulations into both engineering and business curricula. In this research, we introduce a simulation-based approach for integrating engineering and business learning in undergraduate courses. The proposed approach is cost-effective and it relies on cross-curriculum case studies and simulation activities that are based on a common product. This approach also incorporates both in-depth and broad learning modules that integrate manufacturing education by illustrating how knowledge is transferred and captured throughout the entire product development life cycle. The proposed approach was tested in undergraduate engineering and business courses and showed improvements in student understanding of complex concepts and practical application of theoretical knowledge.

Technofeminist pedagogy: transforming teaching practices in marketized academia

Purpose This comprehensive study aims to investigate how gender, technology and education policies combine to interact within a contemporary academic environment that is impacted by market dynamics. Design/methodology/approach The research gave an exploratory qualitative study on the 33 respondents’ experiences, perceptions and challenges that relates to technofeminist within the context of marketized Nigerian universities with the use of open-ended interviews, focus groups and document analysis data collection methods. Findings The findings contribute to broader discussions in gender studies and management research by demonstrating the value of integrating feminist ethics into technology and design education. The study highlights how technofeminist pedagogy can transform teaching practices, challenge traditional gender norms and support the creation of more equitable and inclusive academic environments. Research limitations/implications This study provided how technofeminist pedagogy can challenge gender biases reinforced by neoliberal educational practices to contribute and lead to the implementation of a more inclusive academic environments. Practical implications This research offers practical recommendations for implementing technofeminist pedagogy in higher education. It provides a roadmap for lecturers and administrators in Nigerian universities to promote gender equity and inclusiveness that aligns with the goals of gender management to influence and progress current and future research. Originality/value This study shows how technofeminist pedagogy can challenge gender biases reinforced by neoliberal educational practices, contributing to a more inclusive academic environment. Furthermore, this study acknowledges the complexities of assigning numbers to participants in a technofeminist research framework. While numbering provides clarity given the sample size, it is important to recognize that it may not fully align with the humanizing focus of technofeminist research. The authors acknowledge this limitation and consider alternative approaches for future research, such as the use of pseudonyms to maintain participant identity while ensuring clarity.

Development of a generative AI‐powered teachable agent for middle school mathematics learning: A design‐based research study

This paper reports on a design‐based research (DBR) study that aims to devise an artificial intelligence (AI)‐powered teachable agent that supports secondary school students' learning‐by‐teaching practices of mathematics learning content. A long‐standing pedagogical practice of learning‐by‐teaching is powered by a recent advancement of generative AI technologies, yielding our teachable agent called ALTER‐Math. This study chronicles one usability testing and three cycles of iterative design and implementation process of ALTER‐Math. The three empirical studies involved a total of 320 middle school students and six teachers in authentic classroom settings. The first study was exploratory, focusing on the qualitative feedback from the students and teachers through open‐ended surveys, interviews and classroom observations. The second study yielded a medium‐high (M = 3.26) quantitative survey result on students' perceived engagement and usability on top of the qualitative findings. Finally, the final study included pre‐ and post‐knowledge tests in a quasi‐experimental study design as well as student and teacher interviews. The final study revealed a bigger significant knowledge improvement in students who used ALTER‐Math compared to the control group, suggesting a positive impact of AI‐powered teachable agents on students' learning. The design implications learned from multiple iterations are discussed to inform the future design of AI‐powered learning technologies. Practitioner notesWhat is already known about this topic Learning‐by‐teaching is a long‐standing effective pedagogical strategy to enhance students' domain knowledge and feelings of responsibility in learning. Various teachable agents have been developed and have demonstrated benefits in students' learning. Generative AI offers the potential to provide naturalistic, contextualised and adaptive conversations. What this paper adds Develops a novel generative AI‐powered teachable agent for middle school mathematics learning, called ALTER‐Math. Reports the iterative design process involving empirical classroom implementations of ALTER‐Math. Reveals a bigger significant improvement in the student's mathematical knowledge after using ALTER‐Math, compared to the control group. Implications for practice and/or policy Researchers can be inspired by this design example of a theoretically grounded generative AI learning technology. Educational technology designers could hear the real voices of students and teachers about the generative AI learning technologies. Researchers and educational technology designers could be directed by the design implications to the future design of AI‐powered learning technologies and teachable agents.

Early Years Educators’ ICT Competence, Attitude, Perceived Benefits and Challenges of Integrating Digital Storytelling Package in Instruction in Southwest, Nigeria

Children at the early stage of life require functional educational opportunities to develop their full potentials and become useful members of the society in later years. The use of technology tools in education at a time like this can therefore not be overemphasized. However, teachers that will teach them needs be taken into consideration. This study therefore focuses on ICT competence and attitude of early years educators as well as the perceived benefits and challenges of integrating digital storytelling package in instruction in Southwest, Nigeria. The study adopts a descriptive design of the survey method. A researcher designed questionnaire was used to collect data from the respondents. The instruments were given to experts in Computer science and Educational technology to determine the validity. The reliability of the instrument was determined section by section based on the six major variables using the Crombach alpha. The target population comprised all early scholars’ caregivers/teachers in primary schools in Southwest, Nigeria. Multi-stage sampling procedure was employed to select samples for the study. In all, one hundred and twenty caregivers were selected from tertiary institution staff primary schools in the six Southwestern states of Nigeria. The findings of the study showed that the respondents generally have low Level of ICT competence and that they have positive attitudes towards integrating digital storytelling in instructional process. The early years education teachers also agreed on the various benefits as well as the challenges to be faced as digital storytelling package is introduced. It was therefore recommended among others that an ongoing training should be provided for teachers to further enhance their ICT competence to ensure that they can effectively integrate digital storytelling and other digital tools into their teaching practices.

Investigating Virtual Reality and the Virtual medicine room for nursing education: student perceptions and technology acceptance

ABSTRACT The study explores the impact of Virtual Reality Simulation (VRS) technologies, specifically the Virtual Medicine Room (VMR), on nursing education. Using the Technology Acceptance Model (TAM), the study investigates nursing students’ perceptions of VMR as an educational tool, examining factors that influence their acceptance and adoption intentions. Conducted at a Norwegian university, 129 nursing students participated, experiencing VRS through VR (Virtual Reality) headsets with the VMR application, simulating a controlled educational setting. The research followed a two-phase method: an initial practical VRS interaction and a subsequent quantitative survey based on TAM, using a 7-point Likert scale to measure perceived usefulness, ease of use, and intention to use VR and VMR. Results showed a significant link between students’ pre-existing attitudes toward VR technology and their views on VMR's usefulness, ease of use, and adoption likelihood. Age was a critical factor, with older students showing more scepticism, and gender affected perceived ease of use, with female students finding it less user-friendly. This study highlights the importance of students’ prior attitudes in influencing their perceptions of educational technologies like VMR in nursing education, suggesting the need for further research into factors affecting technology acceptance.

Evaluating a Web-Based Application to Facilitate Family-School-Health Care Collaboration for Children With Neurodevelopmental Disorders in Inclusive Settings: Protocol for a Nonrandomized Trial.

An individual education plan (IEP) is a key element in the support of the schooling of children with special educational needs or disabilities. The IEP process requires effective communication and strong partnership between families, school staff, and health care practitioners. However, these stakeholders often report their collaboration as limited and difficult to maintain, leading to difficulties in implementing and monitoring the child's IEP. This paper aims to describe the study protocol used to evaluate a technological tool (CoEd application) aiming at fostering communication and collaboration between family, school, and health care in the context of inclusive education. This protocol describes a longitudinal, nonrandomized controlled trial, with baseline, 3 month, and 6-month follow-up assessments. The intervention consisted of using the web-based CoEd application for 3 months to 6 months. This application is composed of a child's file in which stakeholders of the support team can share information about the child's profile, skills, aids and adaptations, and daily events. The control group is asked to function as usual to support the child in inclusive settings. To be eligible, a support team must be composed of at least two stakeholders, including at least one of the parents. Additionally, the pupil had to be aged between 10 years and 16 years, enrolled in secondary school, be taught in mainstream settings, and have an established or ongoing diagnosis of autism spectrum disorder, attention-deficit/hyperactivity disorder, or intellectual disability (IQ<70). Primary outcome measures cover stakeholders' relationships, self-efficacy, and attitudes toward inclusive education, while secondary outcome measures are related to stakeholders' burden and quality of life, as well as children's school well-being and quality of life. We plan to analyze data using ANCOVA to investigate pre-post and group effects, with a technological skills questionnaire as the covariate. After screening for eligibility, 157 participants were recruited in 37 support teams, composed of at least one parent and one professional (school, health care). In September 2023, after the baseline assessment, the remaining 127 participants were allocated to the CoEd intervention (13 teams; n=82) or control condition (11 teams; n=45). We expect that the CoEd application will improve the quality of interpersonal relationships in children's IEP teams (research question [RQ]1), will show benefits for the child (RQ2), and improve the well-being of the child and the stakeholders (RQ3). Thanks to the participatory design, we also expect that the CoEd application will elicit a good user experience (RQ4). The results from this study could have several implications for educational technology research, as it is the first to investigate the impacts of a technological tool on co-educational processes. DERR1-10.2196/63378.