Instructional Adaptations Research Articles

ChatGPT in Science Education: A Visualization Analysis of Trends and Future Directions

ChatGPT, as one of the products of artificial intelligence (AI)-based technology, has shown significant potential in science education. This study aims to analyze the development trends and focal points of ChatGPT research, especially in science education from the Scopus database in 2022-2024. This study used Bibliometric analysis which is a quantitative and qualitative evaluation technique of documents in a database. The search method was carried out with the Dimensions and Publish or Perish (PoP) databases using Scopus and data visualization using VOSviewer. Searches were conducted on article titles, abstracts, and keywords at once (TITLE-ABS-KEY) with the keywords "ChatGPT" and "science education". The results of the bibliometric analysis showed a significant increase in the number of ChatGPT-related publications in the field of science education, with several key topics taking center stage, such as pedagogical adaptation, AI-based learning, and evaluation of technology effectiveness in the teaching and learning process. Visual analysis using VOSviewer identified a clustering of research covering the integration of ChatGPT in the science education curriculum, the role of AI in facilitating collaborative learning, and the impact of using ChatGPT on student motivation and learning outcomes. This suggests that the use of AI, particularly ChatGPT, in science education is a growing area of research with significant potential impact. This research provides a comprehensive overview of recent developments in the use of ChatGPT in the field of science education and provides insights for future research.

Harnessing ICT for English Language Learning in Indonesia: Challenges and Opportunities

During the COVID-19 pandemic, online learning became mandatory, leading to the use of various apps, tools, and teaching methods to ensure the learning process continued. This systematic review examines the impact of implementing ICT in English Language Learning, specifically for students in school settings during the pandemic. The review included 87 studies based on exclusion/inclusion criteria. The findings from this literature review revealed that ICT practices in English language teaching resulted in positive outcomes, with 91% of the studies reporting improved language skills. Digital tools, multimedia, and visual aids enhanced student motivation, comprehension, and engagement, although some challenges were encountered. Integrating ICT tools like Zoom, Google Meet, Microsoft Teams, and Google Classroom became essential in education during and post-pandemic. Synchronous and asynchronous learning and communication tools like WhatsApp and Telegram proved effective for English language learning. Visual-based tools and multimedia content, including YouTube and animations, significantly improved language skills and created an engaging learning environment. However, challenges such as digital access inequity, technical competencies, lack of personal connection, pedagogical adaptation, and health-related concerns need to be addressed for effective and inclusive future implementation in English Language Learning.

Classrooms to Networks: Applying Connectivism Principles in Pedagogy ```

The integration of digital technologies has led to a significant transformation in educational practices, shifting from traditional classroom models to more dynamic, networked learning environments. This paper explores the concept of connectivism, a learning theory developed by Siemens and Downes, which emphasizes the importance of networks, connectivity, and collaboration in acquiring knowledge. Unlike traditional pedagogies that focus on content delivery, connectivism promotes the creation and navigation of networks to facilitate continuous learning. Key principles of connectivism include the diversity of opinions, the distribution of knowledge across networks, and the critical role of digital tools in learning processes. The paper discusses the practical applications of connectivism approaches in contemporary pedagogy, focusing on how educators can transform traditional classrooms into engaging, networked learning spaces. Despite its theoretical strengths, the implementation of connectivism faces challenges, including technological access, information management, and the need for pedagogical adaptation. Through this exploration, the paper aims to provide insights into how connectivism can enhance educational practices and prepare students for the complexities of a rapidly evolving, networked society.

Unveiling The Lived Experiences of School Heads in Managing Intergenerational Diversity among Proficient Teachers

This transcendental phenomenological study explored the lived experiences of school heads in managing intergenerational diversity among proficient teachers in public elementary schools in Noveleta, Cavite. Through in-depth interviews, participant observations, and document analysis, the study revealed how generational differences impacted school management practices. Seven key themes emerged: Intergenerational Dynamics and Work Culture, Leadership and Adaptive Management Strategies, Technological Evolution and Pedagogical Adaptation, Communication, Collaboration, and Team Cohesion, Coping with Change and Navigating Resistance, Personal Well-being and Professional Growth, and Cultural and Societal Influences. The findings highlighted that school heads faced distinct challenges when managing generational gaps in work ethics, discipline, and professional values. Older generations of teachers, such as Baby Boomers and Generation X, exhibited stronger work ethics and commitment, often working through breaks to ensure student learning. In contrast, younger generations, particularly Generation Y and Z, were perceived to prioritize work-life balance and demonstrated less initiative. These differences posed significant challenges in fostering collaboration and innovation within schools. School heads employed adaptive strategies, such as empathetic leadership, fostering open communication, and promoting flexible solutions to bridge these generational divides. Moreover, the study emphasized the need for school management to address stereotypes and biases associated with different generations, creating inclusive environments that promoted cohesion and mutual respect. The implications extended to educational policies and professional development programs aimed at fostering intergenerational understanding and improving staff relations.

Mobile Assistive Technology for Dyslexic Children: A Significant Review

In recent years, mobile assistive technology has emerged as a promising tool for supporting dyslexic children in their educational journey. This systematic review presents a comprehensive review of the literature on the utilization and effectiveness of mobile assistive technology in enhancing the learning experiences of dyslexic children. The review examines various types of mobile assistive technology and delves into the ways in which these technologies are tailored to meet the unique needs of dyslexic children. The article also explores the benefits and limitations of mobile assistive technology, shedding light on its potential to enhance reading, writing, and overall cognitive skills in dyslexic children. The systematic search of academic databases using Scopus, Web of Science and ERIC database yielded a comprehensive selection of studies and articles related to mobile assistive technology. After applied advanced searching approach using keywords which are mobile assistive technology, mobile technology, mobile application, mobile learning, dyslexia, the analysis revealed that e-learning played a pivotal role in maintaining educational continuity during the pandemic, offering flexibility and remote access to learning resources. The final finding data is (n=13) which review identified key themes, including the challenges of the digital divide, pedagogical adaptations, and the importance of educator preparedness. Expect validation decide to divide into four themes which is (1) Mobile Applications for Dyslexia Support, (2) Multisensory and Multilingual Approaches for Dyslexia Support, (3) Individualized Learning for Dyslexia Support and (4) Intervention and Stakeholders Perspectives. This significant review consolidates current knowledge on the use of mobile assistive technology, highlighting its potential to transform the educational landscape for this vulnerable population. As mobile assistive technology continues to evolve, it holds great promise for enhancing the educational prospects of dyslexic children, ultimately helping them unlock their full potential.

Challenges and Instructional Adaptations of Mountain Province State Polytechnic College Pre-service Teachers to Students with Sensory Difficulties

Inclusive education aims to provide quality education in a flexible environment for students with special needs. Pre-service teachers must possess pedagogical knowledge, adaptability, resourcefulness, and effective teaching skills to support students' holistic development. This study explores the experiences of pre-service teachers of school year 2022-2023 of Mountain Province State Polytechnic College from various majors, focusing on inclusive practices for students with sensory difficulties. Findings reveal challenges in training, preparation for differentiated instruction, and collaboration with Special Education (SpEd) teachers. Despite challenges, participants employed instructional adaptations such as differentiated instruction, learner-friendly classrooms, technology integration, and multi-sensory tools. The study underscores the need for more training programs and partnerships with SpEd specialists.

Threats and Opportunities of Students’ Use Of AI-Integrated Technology (ChatGPT) in Online Higher Education: Saudi Arabian Educational Technologists’ Perspectives

This research study explored the perspectives of 20 educational technologists from four Saudi Arabian universities regarding the integration of AI-powered technology, particularly ChatGPT, into online higher education. The study used a qualitative research method that relied on the principles of theoretical sampling to select participants and conducted in-depth interviews to collect their insights. The approach taken for data analysis was thematic analysis, which uncovered a rich range of insights on both the challenges and opportunities associated with students’ use of AI-integrated technology in the context of online higher education. Ten significant challenges emerged that shed light on the complexities and intricacies of integrating AI-powered technology into educational environments. These challenges included issues related to technological infrastructure, pedagogical adaptation, and the need for comprehensive training programs to empower both teachers and learners. Additionally, eight threats were examined that highlighted concerns about data security, privacy, and potential risks associated with AI technology in educational institutions. This study not only provided a comprehensive overview of the current landscape of AI-integrated technology in Saudi Arabian higher education, but also provided valuable insights for education stakeholders, technologists, and policy makers. It underscored the necessity of proactive measures to mitigate challenges and threats while harnessing the opportunities presented by AI technology to enhance the quality and effectiveness of online higher education.

The Potential of Electronic Games as Pedagogical Tools in Physical Education in Elementary School

This article explores the potential of video games as pedagogical tools in Physical Education classes in elementary school. The increasing popularity of video games among children and adolescents, coupled with technological advancements, raises questions about how these tools can be integrated into the school curriculum to promote learning and the overall development of students. The research, of a theoretical nature, involved a review of relevant literature on the topic. The results point to the potential of video games to promote motivation, engagement, and the development of motor, cognitive, and socio-emotional skills. However, challenges such as screen time and the need for pedagogical adaptation are also discussed. The article concludes with recommendations for the effective use of video games in Physical Education, emphasizing the importance of teacher mediation and the careful selection of games appropriate to pedagogical objectives.

Patient education in multilingual groups of cardiac patients: Mission (im)possible?

ObjectiveIn Norway, cardiac rehabilitation with patient education is usually accessible only to patients who understand Norwegian. The Cardiac Care Class (CCC) in focus in this article is a unique healthcare service in that, via interpreting services, it provides patient education to patients with limited Norwegian proficiency (LNP). This article examines the adaptations carried out to make cardiac rehabilitation accessible to LNP patients. MethodsThe data stem from a qualitative study with participant observation during interpreter-mediated CCCs and from interviews with healthcare professionals, patients, and interpreters conducted by an interdisciplinary team. The collaborative data analysis focused on identifying various forms of adaptations. ResultsProviding interpreting in CCCs required organizational, logistical, and pedagogical adaptations, including having fewer class participants, engaging qualified interpreters, conducting pre-class meetings with the interpreters, and adjusting the course content and language. Communication was found to be satisfactory, although some critical issues (e.g., interpreters' working conditions) were raised. ConclusionThis study showed that interpreter-mediated CCCs can reach multilingual groups provided that the necessary adaptations are made. InnovationThis research is the first to show how a cardiac rehabilitation class in Norway is made accessible to multilingual patient groups by providing interpreting.

Innovative Integration of Digital Content in Legal Education

The landscape of legal education is undergoing a profound transformation propelled by digital content, ushering in innovative methods to enrich both learning and teaching experiences. This paper delves into the myriad applications of digital content within legal education, encompassing online courses, e- books, legal databases, and virtual simulations. It scrutinizes the manifold benefits these digital resources confer, ranging from heightened accessibility and flexibility to immersive and interactive learning environments. Furthermore, the paper navigates through the challenges and constraints entwined with the integration of digital content in legal education, including concerns pertaining to digital literacy, access inequalities, and the imperative for pedagogical adaptations. Conclusively, the paper furnishes recommendations aimed at orchestrating the effective assimilation of digital content into legal education, thereby harnessing its full potential to enrich the educational journey.

THE TRANSFORMATIVE POTENTIAL OF COMPUTER-SUPPORTED COLLABORATIVE LANGUAGE LEARNING IN KAZAKHSTAN

Language learning is an essential skill in an increasingly interconnected world, facilitating effective communication and fostering cultural understanding. It is a critical aspect of education in a globalized world, particularly in culturally diverse nations like Kazakhstan. Through various methodologies and technologies, language learning empowers individuals to navigate diverse linguistic landscapes and engage meaningfully with people from different backgrounds. This article explores the transformative potential of Computer-Supported Collaborative Language Learning (CSCLL) as an innovative approach to language education in Kazakhstan. Grounded in theories of social constructivism and socio-cultural learning, CSCLL integrates technology with collaborative learning methodologies to enhance language acquisition and proficiency. Kazakhstan's linguistic landscape, characterized by the significance of Kazakh, Russian, and other languages, underscores the relevance of innovative language education approaches. CSCLL offers benefits such as increased motivation, improved communicative competence, and enhanced cultural awareness, aligning well with Kazakhstan's multicultural context. However, effective CSCLL implementation requires attention to factors such as technological infrastructure, teacher training, and curriculum alignment. Through research methods including surveys, experimental studies, content analysis, and longitudinal studies, this article provides insights into the perceptions, experiences, and expectations of educators and students regarding CSCLL in Kazakhstan. Despite challenges such as technological disparities and pedagogical adaptation, CSCLL holds promise for enhancing language learning outcomes and promoting cultural competence in Kazakhstan's educational system.

Challenges of E-Teaching During the Covid-19 Pandemic in Uganda Universities

The COVID-19 pandemic has forced a quick transition to online learning, which has presented teachers with many difficulties when delivering instruction from a distance. In the context of e-teaching, this study investigated the difficulties faced by academic staff members during the COVID-19 pandemic. Semi-structured interviews and focus group discussions were conducted as part of a qualitative research strategy with faculty members with e-teaching experience during the pandemic. The research identified several challenges related to technology, pedagogical adaptation, student engagement, assessment and feedback, workload management, and the effect on faculty members' emotions and psychological health. These difficulties highlighted the requirement for technological competence, pedagogical training, support structures, and resources to improve the experience of e-teaching. Comprehensive faculty development programs, inclusive instructional design, a variety of evaluation techniques, assistance with workload management, and attempts to enhance faculty well-being are among the recommendations. By addressing these issues, educational institutions can manage the difficulties of e-teaching in emergencies and ensure that students receive high-quality instruction in virtual classrooms.

Language learning strategies in focus: exploring their utilization by college student-athletes

Abstract This study explores the specific language learning strategies (LLS) employed by student-athletes in Higher Education institutions in Taiwan. Given these student-athletes’ challenges in balancing academic and athletic commitments, understanding their adoption of LLS provides valuable pedagogical insights. This quantitative research gathered 150 responses, considering variables such as academic year, gender, duration of English study, and athletic specialization. Our findings indicate a moderate overall LLS usage, with a pronounced preference for metacognitive strategies. Strategies such as watching English shows and actively engaging in conversations were particularly favored. Conversely, kinesthetic and mnemonic approaches were less popular, such as acting out words or using rhymes. Delving deeper into the data, there were limited gender-based differences in LLS adoption. However, athletic specialization significantly influenced LLS preferences. Especially, martial arts or combat sports athletes had the highest LLS mean scores across all categories. These results highlight the distinct LLS preferences among Taiwanese student-athletes and suggest potential pedagogical adaptations to enhance their language learning experiences.

Exploring Pedagogical Adaptation Challenges Faced by Novice EFL Teachers in Higher Education: A Study from Hubei Province, China

Exploring Pedagogical Adaptation Challenges Faced by Novice EFL Teachers in Higher Education: A Study from Hubei Province, China

EFL Teachers’ Responses to Crisis: Investigating Pedagogical Adaptations, Trauma-Sensitive Practices, and Teacher Identity after Earthquake

Two major earthquakes, measuring 7.8 and 7.5 on the Richter scale, occurred within a ninehour period in Türkiye’s southern region on February 6, 2023. These earthquakes affected 11 provinces, including various aspects of life such as education. Consequently, the Higher Education Council (YOK) in Türkiye postponed the commencement date of the spring term in all higher education institutions until further notice. To support the affected universities, YOK paired eight universities from the impacted areas with eight other universities to collaborate in commencing and conducting educational practices. This study aimed to investigate how Amy, a senior English lecturer at one of these host universities, negotiated her teacher identity while supporting an earthquake-affected university. The participant was selected through the purposeful sampling method. Data were collected through semi-structured interviews and written teacher reflections to gain a better understanding of identity negotiations during times of uncertainty. The content analysis method was used to analyze the data. The results of this qualitative case study suggest that English as a Foreign Language (EFL) teachers negotiate their identities in response to challenging crises. One of the significant findings of this study is that EFL teachers need to learn how to manage trauma-sensitive classrooms by employing strategic adaptations to minimize the impact of crises.

Challenges and Opportunities in Online Higher Education

Online higher education has rapidly expanded, particularly accelerated by global issues such as the COVID-19 pandemic. This transformation has introduced significant challenges and opportunities, affecting educators, students, and institutions worldwide. This paper reviews the current landscape of online higher education, examining its difficulties including technological accessibility, pedagogical adaptation and student engagement, alongside opportunities such as expanded access to education, personalized learning, and cost reduction. Recommendations are provided to address these challenges and to maximize the benefits of online learning environments.

Social and pedagogical adaptation of foreign students to the university environment

Relevance. Teaching foreign students is an important part of supporting international relations and part of internationalising education. Increasingly often foreign students choose the Republic of Kazakhstan for higher education, but there are difficulties in their adaptation in an unfamiliar country, which determines the relevance of this study. Purpose. The purpose of the study is to determine the problems of adaptation of foreign students to the university environment. Methodology. To achieve the goal, the methods of analysis and synthesis, comparison, and the author�s questionnaire �Success of the adaptation process� were used. Results. The study conducted among 1769 foreign students at Al-Farabi Kazakh National University revealed that the primary challenges faced by these students in their adaptation process include language barriers, communication issues with teachers, differences in educational systems, and difficulties with dormitory living. It was found that first-year foreign students experience higher levels of stress compared to those in senior courses. Conclusions. The research concluded that effective adaptation of foreign students can be facilitated through joint leisure activities and accommodation with local students, long-term language courses, and the use of social networks. The study emphasized the crucial role of teachers in supporting and interacting with foreign students, suggesting that the findings can be utilized by university management and educators to enhance the integration and educational experience of foreign students in Kazakhstan. Keywords: higher education institution; international education; integration; cultural differences; student support

Are teachers meeting students' needs in untracked science classrooms? Evidence based on a causal inferential approach.

Tracking has been criticized for relegating disadvantaged students to lower track courses in which students encounter a greater lack of instructional support. While an end to tracks through detracking is a possible solution, there are concerns that detracking will create more heterogeneous classrooms, making it harder for teachers to provide adequate support to their students. Using the 2015 PISA dataset, this study conducts a causal inferential analysis to understand the differences in student perceptions of teaching in tracked and untracked environments. The results provide evidence that students' needs, with respect to adaptation of instruction and provision of individualized feedback and support, are being met to the same extent on average in tracked and untracked science classes, suggesting that teachers may not necessarily have a harder time meeting the needs of students in untracked classes.

Livestreaming clinical experience to remotely located learners: A critical narrative review.

Medical education relies on real patient learning (RPL) to provide medical students with essential clinical experience. However, growing demand for clinical placements continues to be a challenge in providing sufficient RPL opportunities. The COVID-19 pandemic forced academic institutions to rethink the delivery of traditional clinical training and innovations in online clinical learning experiences, specifically livestreamed clinical experiences, have emerged which show promise in addressing the capacity limitations of traditional placements. Although previous reviews have explored the use of livestreamed clinical experiences during the pandemic, there is a lack of rigorous theoretical framing to support these innovations. The aim of this review is two-fold: to examine the effectiveness of livestreamed clinical experiences through an experience-based learning (ExBL) theory perspective and to provide practical recommendations to optimise and implement these innovations. A review of literature was conducted to identify journal articles published between September 2019 and January 2023 reporting on innovations relating to livestreamed clinical experiences. The search focused on undergraduate and postgraduate medical education but relevant evidence from other healthcare professions were also included due to a limited evidence base. Strengths and weaknesses were derived from the literature and analysed in relation to ExBL components. Principal strengths of livestreamed clinical experiences included expanded access to RPL opportunities and medical specialties, enhanced standardisation of learning experiences and positive perceptions from students regarding convenience. Clinical educators found these innovations enabled teaching at scale. Patients did not perceive such innovations to negatively impact their standard of care. Limitations included the inability to practice physical examination skills, challenges in ensuring learner engagement and connectivity issues. Livestreamed clinical experiences have the potential to effectively expand placement capacity and provide high-quality educational experiences for medical students. Although certain limitations exist, technological and pedagogical adaptations can help overcome these challenges. The application of theoretical frameworks to future online innovations will be fundamental to ensure effective clinical learning.

Psychological and Pedagogical Aspects of Adaptation of Displaced Ukrainian Children to the Educational Environment of Another Country

The sudden and unexpected war in Ukraine led to a large flow of citizens displaced abroad. Almost half of them are preschool- and school-age children. The peculiarities of their adaptation to the educational environment of another country necessitates the study of the main aspects of adaptation in these conditions. The aim is to identify the psychological and pedagogical aspects of adaptation to the educational environment of another country of school-age refugee children. The research included the use of surveys, questionnaires (Strengths and Difficulties Questionnaire, SDQ), analysis of official information sources. The research found that the studied 203 children relocated to other countries have high rates of adaptation to the educational environment. Their performance indicators improved, high satisfaction with school, teachers, and relationships with classmates was revealed. The SDQ found a low overall level of adjustment difficulties (M=16.3, SD=1.9). The study showed that, in general, displaced Ukrainian children have high rates of adaptation to the educational space of other countries. They are emotionally stable, sociable, moderately hyperactive, have no behavioural disorders, and have high prosocial behaviour. The obtained results can contribute to the development of a programme to support Ukrainian children of immigrants to the educational environment of other countries, which will contribute to their psychological and pedagogical adaptation to it.