Augmented reality, virtual reality and gamified learning in early childhood education: A scoping review with a practice-led prototype case

This quantitative research investigated the integration of mobile learning in teaching English as a foreign language (EFL) within Indonesian higher education. This research adopts a two-phase data collection approach, using a structured questionnaire distributed to 134 lecturers from 86 universities and follow-up interviews with 11 selected lecturers. In analyzing this research, Statistical Package for Social Sciences (SPSS) version 26.0 used to provide comprehensive insights into lecturers’ experiences, availability, effectiveness of mobile learning, and adequacy of facilities and content design. The results reveal a general positive attitude towards mobile learning integration (mean score 4.29 out of 5), with particular challenges identified, such as minimal classroom facilities and difficulties in content design. The implications show the importance of combining technology with teaching and support, while the conclusion points out readiness, benefits, and challenges in EFL instruction. At the same time, the conclusion highlights readiness, benefits, and challenges, serving as a guide for further exploration and development in EFL instruction. The importance of this research is intended in delivering and analyzing the development of technology used, readiness of lecturers and facilities challenging, and aligning technology with teaching practice. The study’s limitations encompass potential over-reliance on self-reported data and limited geographical and institutional scope, with recommendations for future mixed-method research, expansion, collaboration, and continuous training and investment in classroom infrastructure.

Explainable machine learning for sustainable education: Predicting college students' reliance on generative artificial intelligence.

Digital learning in pharmacy education: Utilization, perceived outcomes, and barriers among undergraduate pharmacy students.

Medical practitioners' experiences of and attitudes towards goals of patient care discussions: A cross-sectional survey.

Face makeup training is an important component of non-formal education that focuses on developing vocational skills, enhancing independence, and supporting economic empowerment, particularly for adult learners. Given the characteristics of adult participants who are self-directed, experience-based, and problem-oriented the application of andragogical principles is essential in designing effective training programs. This study aims to examine the implementation of andragogical principles in face makeup training within non-formal education through a Systematic Literature Review (SLR) combined with bibliometric analysis using VOSviewer. Literature was collected from publications published between 2015 and 2025 through Google Scholar and screened using predefined inclusion, exclusion, and quality assessment criteria. The selected studies were analyzed to identify publication trends, keyword co-occurrence patterns, dominant research themes, and methodological approaches. The VOSviewer analysis reveals that research on andragogy in face makeup training clusters around experiential learning, practice-oriented instruction, skill development, and adult empowerment. The findings indicate that the consistent application of andragological principles contributes positively to learner engagement, mastery of makeup skills, self-confidence, and readiness for employment or entrepreneurship. Methodologically, most studies employ descriptive qualitative and quantitative approaches, using instruments such as observation, interviews, and questionnaires. Overall, this review highlights the importance of integrating andragogical principles into face makeup training programs as a strategic approach to improving the quality and relevance of adult learning in non-formal education.

Recent developments in augmented reality (AR), virtual reality (VR), and immersion visualization technologies have created increased interest in their potential to mitigate ongoing challenges faced by mathematics education, especially those related to abstraction, visualization and learner motivation. Despite the growing number of research studies, there remains a lack of understanding of how immersive technologies have shaped mathematics education. This study provides a broad bibliometric analysis of Scopus-indexed (n = 408) publications for 2002–2025 examining augmented and immersive learning technologies in mathematics education. Using citation analysis, document co-citation analysis, co-word analysis, trend topic analysis and three-field plotting via VOSviewer and Biblioshiny, the study charts the field’s intellectual landscape, thematic evolution and emerging research frontiers. Recent literature published across almost 3 years indicated a rapidly expanding area of research, with contributions being built on earlier work on basic frameworks for AR and learning applications, predominantly from mathematics. The collective citation and co-word analysis identified four prominent thematic clusters, namely (1) augmented reality applications and mathematics learning processes, (2) STEM integration and technology-enhanced science and mathematics education, (3) immersive and intelligent learning environments, and (4) virtual reality, e-learning, and educational foundations. Trend analyses, in addition, also show a progressive transition from early visualization and computer-aided instructions to more immersive, learner-centered and interdisciplinary STEM research. The study provides a novel mapping of the evolution in bibliometric terms, analogous to the spread of technological novelty to pedagogical efficacy. These outcomes point to mathematics education policies that integrate and implement immersive tools for geometry and lifelong curricula, and scalable implementations or necessary cognitive scaffolds.

Pancasila Education learning plays a strategic role in shaping students' character and creativity as part of the demands of 21st-century competencies. Along with the implementation of the Deep Learning approach, teachers are required not only to focus on mastery of content but also to foster student’s creativity. This study aims to analyze the extent to which Pancasila Education Teachers contribute to developing student’s creativity through the Implementation of Deep Learning at SMA Negeri 12 Semarang. This research employs a descriptive qualitative approach using a case study method. Data were collected through observation, interviews and documentation involving students and Pancasila Education Teachers as informants. Data validity is maintained by Triangulation Techniques, while data analysis followed the model proposed by Miles and Huberman, which includes data reduction, data presentation, and drawing conclusions. The results of the research indicate that the role of Pancasila Education Teachers as designers, facilitators, and evaluators of learning is grounded in principles of Mindful, Meaningful, and Joyful learning. The implementation of discussion-based and project-based learning encourages active student engagement and the development of creativity at a conceptual level, despite experiencing obstacles in the form of differences in student characteristics, limited time, and unequal access to technology. This research emphasizes the importance of the role of teachers in bridging the implementation of Deep Learning with the development of student creativity in Pancasila Education.

Abstract This scoping review explores the current state of research on moral wicked problems in higher education. Wicked problems are complex, uncertain, and value-laden challenges that require approaches that transcend disciplinary boundaries and integrate ethical reflection into learning processes. This scoping review systematically examined how moral dimensions of wicked problems are discussed and didactically addressed in higher education contexts. The analysis identified four key moral dimensions: fairness and ethics in assessment processes, social justice and equitable access to higher education, sustainable and ecological responsibility, and managing uncertainty in teaching and learning in the face of global challenges. The findings reveal that while moral wicked problems are increasingly acknowledged in higher education discourse, systematic approaches to integrating them into teaching and curriculum design remain limited. The review highlights the need for further research on how moral wicked problems can be addressed through transdisciplinary, dialogical, and transformative learning formats.

A Study on Gender-Based Differences in Learning Quality among Online Higher Education Learners

The use of digital technology in early childhood education is increasingly important, but its use needs to be adapted to children’s developmental needs and characteristics. This study aims to analyze the use of Interactive Flat Panel (IFP) in developing the language and socio-emotional abilities of children aged 4–6 years at KB Putra Mandiri, Pacitan. This study employed a qualitative approach with a case study design, involving 17 children and 1 teacher as participants. Data were collected through observation, interviews, and documentation and were then analyzed using an interactive model. The results show a significant improvement in children’s development, with the socio-emotional aspect increasing from 40% to 85% and the language aspect increasing from 45% to 82%. Children showed improvements in sharing ability, empathy, communication, vocabulary development, and confidence in speaking. The use of IFP through interactive activities, such as educational games and digital stories, proved able to increase children’s engagement, participation, and learning motivation. These findings indicate that the appropriate use of technology can support children’s holistic development by integrating language and socio-emotional aspects simultaneously. The conclusion of the study emphasizes that IFP is effective in creating interactive and meaningful early childhood education learning. The implications of this study emphasize the important role of teachers in appropriately integrating technology to support early childhood development.

In a context of growing democratic fragility, education is increasingly called upon to cultivate democratic participation, relational responsibility, and civic engagement. However, dominant approaches to education for democracy continue to privilege cognitive knowledge and procedural participation, often overlooking the embodied, affective, and relational dimensions through which democracy is first encountered and lived. This paper advances the concept of democracy-as-becoming to examine democratic learning in Early Years and Primary Education, where democratic relations are enacted through everyday pedagogical encounters rather than transmitted as abstract knowledge. The study draws on a transnational Participatory Action Research (PAR) programme conducted within the Aesthetic and Embodied Learning for Democracy-as-Becoming (AECED) project across multiple European contexts. Focusing on four cases in Portugal and Croatia, the paper presents a cross-case analytical synthesis of professional learning processes in which educators participated as co-researchers. These cases combined aesthetic, embodied, narrative, and digital pedagogical practices across online and face-to-face professional learning environments. Data included reflective writings, online discussions, observation notes, and visual and narrative artefacts generated through iterative PAR cycles. The analysis identifies three interrelated pedagogical ecologies—embodied, aesthetic–narrative, and digital/hybrid—through which democratic becoming is enabled, negotiated, and constrained. Across these ecologies, democratic learning emerged through relational grounding, co-creation, and embodied participation, while also being shaped by institutional conditions and perceptions of pedagogical risk. The paper contributes a data-informed conceptual model of democratic becoming grounded in cross-case analysis, highlighting how democratic sensibility develops through the interaction of relational, embodied, professional, and institutional dimensions. It concludes by discussing implications for teacher education, curriculum design, and research on democratic education, emphasising the need to recognise aesthetic and embodied pedagogies as core infrastructures of democratic life.

Power-Optimized AI-Enhanced Telepresence Robots: A Validated Multi-Modal Framework for Sustainable Remote Learning in Higher Education

The rapid expansion of information technology has transformed students’ learning environments, requiring not only the ability to access digital information but also the capacity to regulate learning independently. However, the relationship between digital literacy and self-regulated learning in higher education remains insufficiently examined, particularly among Library and Information Science students. This study aims to identify the levels of digital literacy and self-regulated learning and to examine the effect of digital literacy on self-regulated learning among students of the Library and Information Science Program at Universitas Negeri Padang. A quantitative approach was employed, involving a population of 259 students, from which 72 respondents were selected through stratified proportional sampling. Data were collected using a structured questionnaire based on validated indicators and analyzed using simple linear regression. The findings show that both digital literacy and self-regulated learning are at a high level. The regression results indicate that digital literacy has a positive and statistically significant effect on self-regulated learning (Y = 11.107 + 0.670X; p < .05), with a coefficient of determination (R²) of 0.378, indicating that digital literacy explains 37.8% of the variance in self-regulated learning. These findings demonstrate that digital literacy plays an important role in enhancing students’ ability to plan, monitor, and evaluate their learning processes. This study contributes to the literature on digital learning and information science by providing empirical evidence of the relationship between digital literacy and self-regulated learning. Practically, the findings imply that strengthening digital literacy through curriculum integration and instructional strategies is essential to support autonomous learning and improve the quality of higher education.

Abstract This study investigated the effect of the inquiry-based learning strategy on the pedagogical knowledge gains of in-service teacher trainees. Pedagogical knowledge acquired through professional development is significant in preparing competent teachers who can positively influence educational quality and student learning outcomes. As widely recognized by educators, inquiry-based learning is an active learning approach that enhances the quality of learning. It is a pedagogical approach designed to foster higher-order thinking and problem-solving skills. In this study, a quasi-experimental research design with pre-test and post-test measures of general pedagogy knowledge was employed. Two intact classes of teachers ( N = 56) participated in the study, with one class assigned as the intervention group ( n = 28) and the other as the comparison group ( n = 28). Data were collected using a survey questionnaire completed by the participating teachers and a pre-test consisting of 20 multiple-choice items assessing general pedagogical knowledge. After twenty-four hours of instruction on general pedagogy concepts, during which the inquiry-based learning method was applied to the intervention group, a post-test using the same 20 multiplechoice questions (MCQs) was administered. The results of the study showed a statistically significant gain in general pedagogical knowledge for the intervention group, with a small effect size (Cohen's d= 0.48). These findings imply that teacher education colleges and universities should consider integrating innovative instructional approaches, including inquiry-based learning, into professional development programs for in-service teachers as well as in the preparation of preservice teachers. Further research on the use of active learning strategies, including inquiry-based methods, is recommended.

As artificial intelligence and digital technologies increasingly shape higher education, educators are required to deliberate about designing learning experiences that are both technologically enhanced and pedagogically grounded in openness, critical engagement and student agency. This article presents the CoDiCri ACAD Toolkit, an adaptation of the Activity-Centred Analysis and Design (ACAD) framework, developed within the Spanish project Critical Digital Competence: Towards Agency for Learning through Open Educational Practices. Through a qualitative, collaborative and design-based process, the toolkit integrates theoretical insights from critical digital competence (CDC), open educational practices (OEP) and learning design. It comprises a set of cards and a design canvas to support analysis and (re)design of learning activities. We report the toolkit’s development and structure, and illustrate its use for analysis and (re)design of learning activities oriented to openness, agency and CDC. The CoDiCri ACAD toolkit offers an open, adaptable resource for promoting critical and participatory digital pedagogy.

The Academic Recovery and Accessible Learning (ARAL) Program was introduced to address persistent learning gaps among basic education learners. Since teachers play a central role in carrying out this intervention, their readiness is essential to the program’s success. Readiness includes their knowledge of the program, access to equipment and instructional resources, and the administrative support they receive from the school. Despite the importance of these factors, there is limited localized evidence on how prepared teachers are to implement the ARAL Program in actual school settings. Thus, this study was conducted to determine the level of teachers’ readiness in the implementation of the ARAL Program in Teresita Integrated School, focusing on knowledge, equipment, and administrative support, so that the findings may serve as a basis for improving implementation and strengthening learner recovery efforts.

Religiosity and learning motivation are important factors that have the potential to support students’ learning achievement, particularly in Islamic Religious Education subjects. This study aims to analyze the profile of students’ religiosity, learning motivation, and learning achievement; the relationship between religiosity and learning achievement; the relationship between learning motivation and learning achievement; and the simultaneous relationship between religiosity and learning motivation and students’ Islamic Religious Education learning achievement at MAN 1 Konawe. This study employed a quantitative approach with a survey method and correlational design. The research population included all 340 students of MAN 1 Konawe, while a sample of 77 students was determined through stratified random sampling using the Yamane formula. Data were collected through a questionnaire that had been tested for validity and reliability. Data analysis was conducted descriptively and inferentially after meeting the prerequisite tests, including normality, linearity, multicollinearity, and autocorrelation tests. Hypothesis testing was carried out using correlation analysis and multiple regression. The results show that students’ religiosity, learning motivation, and learning achievement are in the moderately good category. Religiosity has a positive and significant relationship with learning achievement, and learning motivation also has a positive and significant relationship with learning achievement. Simultaneously, religiosity and learning motivation have a positive and significant relationship with students’ Islamic Religious Education learning achievement at MAN 1 Konawe. These two variables contribute 62.3%, while the remaining 37.7% is influenced by other factors outside this study. The conclusion of the study emphasizes that the better students’ religiosity and learning motivation, the better the Islamic Religious Education learning achievement they attain. These findings imply the importance of strengthening religious values and learning motivation in the educational process to support the improvement of students’ academic achievement.

ABSTRACT Despite the abundant research comparing Content and Language Integrated Learning (CLIL) and non-CLIL outcomes in monolingual school contexts, evidence from multilingual settings, particularly those combining CLIL with minority language immersion programmes, remains scarce. This study addresses this gap by examining the written production of primary school learners of English as a third language, considering also the role of socio-economic status (SES) in such multilingual settings. 101 young learners (age 10.9) enrolled in two Basque immersion schools participated in this study. One school implemented a CLIL (English) approach in three subjects (5 sessions) alongside three sessions per week of English as a Foreign Language (EFL). The non-CLIL school provided five weekly EFL sessions. Learners’ written productions were assessed for content, organisation and language. Results revealed that CLIL students outperformed non-CLIL peers in language use, while no significant differences were found for content and organisation, suggesting possible cross-linguistic transfer. Despite a higher SES in the non-CLIL school, the CLIL programme appeared to mitigate the impact of lower SES on language use. Our findings highlight the potential of CLIL to enhance written linguistic proficiency and alleviate SES disparities in multilingual settings.

Participation quality and intrinsic learning motivation in research-based learning: Self-efficacy as a mediator of college students' innovative capability.