Pedagogical Alignment Research Articles

Safe, Transparent, and Ethical Artificial Intelligence

The increasing integration of artificial intelligence (AI) into educational environments necessitates a structured framework to ensure its safe and ethical use. A manifesto outlining seven core principles for safe AI in education has been proposed, emphasizing the protection of student data, alignment with institutional strategies, adherence to didactic practices, minimization of errors, comprehensive user interfaces, human oversight, and ethical transparency. These principles are designed to guide the deployment of AI technologies in educational settings, addressing potential risks such as privacy violations, misuse, and over-reliance on technology. Smart Learning Applications (SLApps) are also introduced, integrating AI into the existing institutional technological ecosystem, with special attention to the learning management systems, enabling secure, role-adaptive, and course-specific learning experiences. While large language models like GPT offer transformative potential in education, they also present challenges related to accuracy, ethical use, and pedagogical alignment. To navigate these complexities, a checklist based on the Safe AI in Education principles is recommended, providing educators and institutions with a framework to evaluate AI tools, ensuring they support academic integrity, enhance learning experiences, and uphold ethical standards.

Teacher Professional Development in the Digital Age: Strategies for Integrating Technology and Pedagogy

The rapid advancement of digital technologies has transformed the educational landscape, creating a critical need for teacher professional development (TPD) that integrates technology with pedagogy. This article explores strategies for enhancing teacher competencies in the digital age, focusing on the integration of educational technologies into pedagogical practices. It synthesizes key approaches from recent research, including blended learning models, professional learning communities (PLCs), and personalized learning pathways. The findings suggest that effective TPD programs are those that not only provide hands-on technology training but also emphasize pedagogical alignment, collaboration among educators, and ongoing support. The article argues that successful integration of technology in the classroom requires a shift in both teaching practices and teacher mindsets, supported by institutional policies that promote innovation and adaptability. Ultimately, this research highlights the importance of a holistic approach to TPD that fosters both technological fluency and pedagogical mastery, preparing educators to meet the demands of 21st-century learners.

Integrating Artificial Intelligence (AI) in Language Teaching: Effectiveness, Challenges, and Strategies

Integrating artificial intelligence (AI) technologies into various domains of education has emerged as a promising avenue for enhancing teaching and learning experiences. Language teaching, in particular, benefits significantly from AI’s capabilities, offering unprecedented opportunities to support educators in delivering more effective and personalized instruction to diverse student populations. The research employed a mixed-method approach using a quant-qual research design. to investigate AI’s integration into language teaching. Results from n=100 language teachers indicate that educators perceive AI to be effective across multiple aspects. Different AI systems have varying levels of perceived effectiveness but are nevertheless welcomed positively. From the profile of teachers using AI, to the kinds of AI used and functions, there are varying distinctions as well as the acceptance of AI integration in language instruction. The fact that AI is being widely used to improve language instruction through interactive simulations, adaptive learning, and individualized feedback is evidence of this. Despite challenges such as technological constraints and pedagogical alignment, educators have reported successes in improving student engagement, proficiency, and autonomy through the strategic use of AI. These insights underscore the importance of continued exploration and implementation of innovative strategies to harness the full potential of AI in language education.

METODOLOGICKE VYZVY VO VYUCBE PISANIA S CHATGPT

This study addresses the methodological challenges encountered in teaching writing using ChatGPT. It explores the complexities of designing effective instructional strategies, collecting relevant data, and interpreting results in the context of integrating AI technology into the writing classroom. The research sheds light on the multifaceted nature of these challenges and includes issues such as incorporating AI-generated feedback, ensuring pedagogical alignment, and addressing ethical considerations. By exploring these complexities, this study offers insight into improving writing instruction with AI technology.

Exploring the Integration of Technology in English Language Teaching: A Research Study

Exploring the Integration of Technology in English Language Teaching: A Research Study, investigates the multifaceted relationship between technology and English language instruction. This mixed-methods study delves into English language teachers' attitudes, practices, challenges, and aspirations regarding technology integration. A combination of quantitative surveys and qualitative interviews, the study examines the perceptions and experiences of educators at varying levels of technology integration proficiency. Quantitative analyses reveal mean scores and frequencies across dimensions such as technology's role, integration challenges, perceived benefits, and impact on student engagement and learning outcomes. Qualitative provides depth and context, elucidating individual experiences, strategies, and visions for the future. Convergence and divergence between quantitative data and qualitative narratives offer nuanced understandings of technology integration in language education. Findings indicate a generally positive attitude towards technology integration among participants, tempered by challenges such as technical proficiency, resource accessibility, and pedagogical alignment. Despite obstacles, the teachers express a collective vision for technology's transformative potential in language teaching, advocating for innovation, equity, and student-centered learning. The study contributes to the ongoing discourse on technology integration in language education, offering insights for policymakers, practitioners, and researchers striving to harness the benefits of technology for enhanced language learning experiences.

English Language Learning Strategies Integrated with Technology to Improve the Learning Outcomes of Junior High School Students in Palu City

This study investigates how English language learning strategies integrated with technology impact the learning outcomes of junior high school students in Palu City. The research employs a mixed-methods approach, combining quantitative surveys, pre- and post-tests, qualitative interviews with teachers, and classroom observations. A total of 150 students from three schools participated, providing data on their perceptions of technology in learning English and their proficiency in reading, writing, speaking, and listening skills. Quantitative analysis revealed significant improvements in all tested skills following the implementation of technology-integrated strategies, supported by statistical findings (p < 0.05). Surveys indicated positive student attitudes towards technology, citing increased understanding, motivation, and enjoyment in learning English. However, challenges such as limited digital access outside school hours were identified. Qualitative insights from teacher interviews highlighted benefits like enhanced student engagement but also underscored the need for ongoing professional development and equitable access to digital resources. Classroom observations illustrated varied implementation and student engagement levels, emphasizing the importance of pedagogical alignment and effective use of technology in language teaching. This study contributes to the discourse on technology-enhanced education in diverse contexts, offering practical recommendations for improving English language learning outcomes in Palu City's junior high schools.

A four-Axis-Method to Evaluate a Part of an Undergraduate Medical Students' Curriculum.

The evaluation of programs in faculties of medicine enables them to adequately reach their mission objectives, and social responsibilities and to correct their potential lacune. Few publications have described the process of internal evaluation of a program performed by the organizational members. The authors aimed to describe a practical method called the four-axis method to assess curriculum using a practical example. The authors performed a descriptive study, highlighting the application of a particular method of evaluation of a program called the four-axis method. It consisted of the assessment of the pedagogical alignment [1], teaching techniques and evaluation tests [2], students' viewpoints and needs [3], and the teachers' opinions and needs [4]. To contextualize this method, the authors described a practical experience of the assessment of a multidisciplinary theme (theme 16), which is taught during the second year of medical education. Was performed the evaluation from January 2020 to January 2021. The population studied consisted of the tutors implicated in the teaching of the theme and the students in the second year of medical education who accepted to answer the satisfaction questionnaires. The students and tutors who did not fill out the questionnaires were excluded. No statistical tests were needed because of the descriptive nature of the study. The most relevant results highlighted that 48.4% of the teachers did not systematically use bioclinical cases involving interactions between students; also, 42.4% of the students believed that the teaching sessions didn't introduce practical examples giving rise to interactions between them. Therefore, the 4-axis-based analysis indicated that weaknesses were mostly attributed to the lack of homogeneity in the teaching methods and techniques which showed the teachers' difficulties in integrating clinical data into their teaching so that they can help the students to assimilate the fundamental data. The authors' used a particular approach since it focused both on an objective evaluation of the teaching methods and the evaluation tests and the students' and teachers' viewpoints and needs. The major limitation of this approach was the fact that it could not integrate the educational environment that could impact the students' performances.

Evaluating the impact of educational technology on learning outcomes in the higher education sector: a systematic review

This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes. Keywords: Educational Technology, Learning Outcomes, Higher Education, Digital Divide, Accessibility, Equity, Blended Learning, Virtual Reality, Artificial Intelligence, Mobile Learning, Pedagogical Approaches, Professional Development, Strategic Integration.

Evaluating the impact of educational technology on learning outcomes in the higher education sector: A systematic review

This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes.

The Evaluation of a Theme Program for Undergraduate Medical Students

Problem: The evaluation of programs is mandatory in faculties of medicine. It enables them to be in adequacy with their mission objectives, and social responsibilities and to correct their potential lacune. Recommendations concerning external evaluation that could be supervised by different organizations have been reported in the literature as reports or articles. On the other hand, few publications described a process of an internal evaluation of a program, which could be performed by institutional members. Many authors reported pre and post-tests study or qualitative studies to assess medical programs. The authors aimed to perform the evaluation of a module program taught in the second year of medical education based on the evaluation of 4 axes: The pedagogical alignment, the teaching techniques and the assessment tests, the students’ views, and needs, and the teachers’ views and needs. Intervention: The authors performed an evaluation of a multidisciplinary theme taught during the second year of medical education. They performed a 4-axis-based evaluation assessing the pedagogical alignment, the teaching techniques and the evaluation methods, the teachers’ views and needs and the students’ opinions and views. Context: The study was performed during the period extending from January 2020 to January 2021. Impact: The 4-axis-based analysis revealed that the weaknesses of the educational process were mainly represented by the heterogeneity of the teaching methods and techniques reflecting the difficulties of the teachers to integrate clinical data into their teaching in order to allow the students to assimilate fundamental data. The opportunities were represented by the accreditation process by the International Conference of the Deans of Medical Faculties with French Expression undertaken by the deanship which can improve the quality of this theme. The threats were represented by the demotivation of the teachers and the lack of federation of the various specialties coordinators around the final product which is the student. Many actions were performed in order to reduce the weaknesses. Lessons learned: The authors’ approach was particular in the fact that it was centered on an objective evaluation of the teaching techniques and the evaluation tests on one hand and the students’ and teachers’ opinions and needs on the other hand. The major limit of this approach was the fact that it didn’t take into account the educational environment, which could influence the students’ performances. On the other hand, this approach put emphasis on the necessity of adopting the culture of continuous evaluation of programs and curriculum in order to sustain the social contract of the faculties of medicine.

A consensus-based single valued neutrosophic model for selection of educational vendors under metaverse with extended reality

Selecting the right educational vendors in the Metaverse, particularly those utilizing extended reality (XR), is crucial for creating an engaging and immersive learning environment. Careful vendor selection ensures the delivery of high-quality XR educational content, considering factors such as seamless integration with different XR devices and addressing associated challenges, which can affect the comfort and well-being of learners.This paper proposes a decision-making model to address the complex task of selecting educational vendors within the Metaverse with a focus on extended reality (XR). Recognizing the challenges inherent in such selections, this work presents a consensus-based measurement of alternatives and ranking according to compromise solution (MARCOS) model, incorporating single-valued neutrosophic (SVN) information and SVN Dombi-Archimedean weighted aggregation operators. Attribute weights crucial for decision-making are determined through an optimization tool employing cross-entropy measures with partial weight information. The evaluation encompasses nine criteria, including cost, security, privacy, pedagogical alignment, configuration, maintenance, level of control, output tools, degree of immersion, availability of XR learning contents, and time. Four leading vendors including Victory XR, ARuVR, zSpace, and Varjo Technologies are assessed, with zSpace emerging as the most favorable alternative with the highest overall utility value of 0.6889. The paper further conducts sensitivity analysis and performance comparisons to establish the robustness of the ranking results, providing a comprehensive methodology for educational stakeholders addressing the evolving dynamics of the Metaverse.

Pedagogical Alignment of Large Language Models (LLM) for Personalized Learning: A Survey, Trends and Challenges

Pedagogical Alignment of Large Language Models (LLM) for Personalized Learning: A Survey, Trends and Challenges

Stakeholder perceptions of the feasibility of e-portfolio-based assessment of physical literacy in primary health and physical education

ABSTRACTBackgroundPhysical literacy (PL) is widely acknowledged as an integral component of high-quality physical education programmes. However, what constitutes appropriate assessment of PL remains a contested issue. This study drew on Whitehead’s conceptualisation of PL as a lifelong journey and investigated how primary school teachers can support students’ PL learning through innovative and engaging assessment methods. The study specifically examined the feasibility of using e-portfolios to facilitate quality PL learning and quality assessment in Physical Education (PE), from different stakeholder perspectives.MethodsThis interpretive study employed a qualitative design and methods to investigate aspects of feasibility with three purposive participant samples, each bringing different perspectives to the inquiry: established leaders in the field with expertise in PL (n = 11), primary PE professionals with experience in PL and/or assessment (n = 5), and professionals with specialist knowledge in use of e-portfolios and digital technologies (n = 4). Semi-structured interviews with participants were audio-recorded and transcribed. Data was analysed using an inductive thematic approach to identify emergent themes.ResultsAll participants identified e-portfolios as a powerful tool for engaging students in their PL journey and facilitating opportunities for self-reflection and progress evaluation. Findings revealed insights into three overarching themes. These included: philosophical, pedagogical, and pragmatic considerations needing to be addressed for the successful implementation of e-portfolio assessment to support students’ PL journey. Philosophical alignment highlighted the need for teachers to identify the conceptualisation of PL that underpins and guides assessment practices. Pedagogical alignment necessitates student-centred approaches that foster self-reflection on PL development. Pragmatic alignment requires whole-school approaches to resourcing to facilitate e-portfolio assessment and PL development.ConclusionDespite the inherent challenges and tensions associated with assessing PL, e-portfolios are identified as a potent tool for engaging primary aged students in their PL journey. Findings provide direction for primary educators looking to leverage e-portfolios as a means of promoting and supporting PL.

Designing a Massive Open Online Course (MOOC) in face-to-face sessions. A blended design to teach practical histology

Teaching histology, through virtual microscopy in educational strategies, undeniably moved towards the digitization and distancing of teaching. The setting up of the Massive Open Online Course (MOOC) entitled "Introduction to Histology: exploring the tissues of the human body" made it possible to exploit the potential to share digital resources with a wider audience while being integrated into the teaching on-campus students. This article described the pedagogical choices prevailing during the design of the MOOC and its combination with face-to-face sessions to achieve specific learning outcomes. The pedagogical alignment of learning outcomes described according to their cognitive levels, with online and face-to-face learning activities and evaluation methods has been demonstrated. The impact of such a blended design into an academic program has been ascertained using perception and performance data. Student satisfaction and engagement as well as motivational cues were identified. The level of performance was maintained in the educational strategy implemented and made it possible to achieve the objectives expected by the teachers. The benefits of integrating a MOOC with classroom-based teaching were highlighted, as well as barriers that could hinder the successful implementation.

Lessons learnt from teaching an Applied Drama and Theatre pedagogy online in a digitally divided South Africa

An Applied Drama and Theatre pedagogy is rooted in principles of embodiment, participation and collaboration, praxis and immersion in social contexts. Over the past fourteen years, the Drama for Life department at the University of the Witwatersrand prioritised the implementation of an Applied Drama and Theatre teaching andclearning practice that is premised on our bodies operating within social and cultural contexts. Furthermore, the experiential pedagogy is reliant on physical presence and human contact for the purposes of reflection, transformation and education. With the arrival of the COVID-19 pandemic, this complex pedagogy faced a threat. How can we migrate an Applied Drama and Theatre curriculum to online learning platforms? Can we fully honour its pedagogical objectives remotely? The study explored how Applied Drama and Theatre educators re-envisioned and implemented strategies to maintain the integrity of the embodied pedagogy as it moved online. These collective approaches transpired amidst a disruptive digital divide within a South African context, which impacted connectivity, access and the hopes of a synchronous learning experience. From 2020 to 2021, the ethnographic study tracked and observed Drama for Life and its Applied Drama and Theatre educators as they; 1) responded to the pandemic and identified its threats to the pedagogy; 2) through processes of experimentation, transitioned the curriculum to online learning platforms; and 3) reflected on their discoveries, challenges and interim solutions throughout the journey. The study found (based on literature and data) that the pandemic provided higher education institutions and practitioners with an opportunity for directed change. Central to the collective strategies remained student centredness and pedagogical alignment. Although certain aspects of the Applied Drama and Theatre pedagogy have undeniably been compromised online, the study demonstrated that with increased efforts to bridge the digital divide, the strategies can be navigated continually with a carefully negotiated balance.

For pedagogical alignment in an e-learning device

This study intends to identify the factors likely to have an impact on the process of knowledge appropriation within an online teaching device in a Moroccan university context. We postulate that pedagogical alignment, which is based on the scripting of collaborative work within groups of learners, positively influences the process of knowledge appropriation more than didactical alignment, which is based on the structuring of disciplinary content delivered by a technical device. The context of the experiment is that of a presential training in real situation within which we inserted a distance part from the Moodle platform. This training lasts for one semester during which the learners are led to appropriate the theoretical framework and then to exploit it in a collaborative project.

Learning devices in primary school classrooms

ICT offers a fertile ground for the renewal of teaching practices. The task-based approach, for its part, seems particularly well suited to taking advantage of it. A number of avenues can thus be explored. The present work revolves around the question of the insertion of the Interactive Whiteboard and the associated forum in French as a Foreign Language classes. It seeks to find a link between the use of the IWB, the change in teaching practices and the development of learning strategies. It is based on the concept of pedagogical alignment. The deepening of this theory in this research involves observation and interviews with children in learning situations and teachers at the French Institute of Morocco and in pilot public schools that have been working for several months with the Interactive Whiteboard.

Consciously building bridges: Team-teaching to merge and evolve actor training in voice and movement

Successful integration of acting, voice and movement has long been desired in theatre-arts training. Existing systems, however, often offer three distinct and separate areas of performance training – at least within US higher-education curricular contexts. But, this article proposes, in team-teaching, we gain an experience of living the integration, of challenging the ways we traditionally teach exercises and of finding new ways to rework concepts and exercises taught to us. Consciously creating bridges across areas of training enables students to grow by experiencing two perspectives in the same classroom. Integration is the aim of a new ‘Introduction to Voice and Movement’ course created and team-taught by the authors of this article, a voice professor and a movement professor. We sought not only to merge voice and movement training within our university theatre department, but to re-evaluate how we approach teaching voice and movement. The experience became more than simply integrating voice and movement into one class. The discovery of pedagogical alignment resulted in the merging of two personal pedagogies. This merging became integration as students carried the physio-vocal training into their lives and artistry beyond the classroom.

LIVED EXPERIENCES OF NON-TLE TEACHERS TEACHING TLE SUBJECTS: A PHENOMENOLOGICAL INQUIRY

The research study focused on the lived experiences of non-TLE teachers teaching TLE subject, how they cope with their present situation, and the insights they can share with other teachers who will experience the same experiences they have. This study used the qualitative phenomenological method of research to explore in depth the experiences, coping strategies and personal insights which can be shared by the participants. The research study purposely identified 12 teachers for the focus group discussion who are all teaching in the 5 public national high schools in the Municipality of Kiblawan, Davao del Sur. The results show that the non-TLE teachers teaching TLE subjects struggled so much in their present teaching career considering that what they are teaching is not their field of specialization, they lack the knowledge and expertise to teach TLE subjects coupled with the lack of insufficient resources and TLE equipment to be used for the subjects being handled. As their coping strategies, the TLE teachers explored various teaching strategies and methods by using technology as a tool in their class discussion, demonstration of required skills and equipment needed for the subjects. They also asked for assistance from their colleagues and some teachers who are experts in TLE subjects and most importantly, they study more every day and be ready for the class. Being resourceful, continuing learning, manifesting courage and application of pedagogical alignment are among the insights shared by the non-TLE teachers teaching TLE subjects.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0458/a.php" alt="Hit counter" /></p>

The Pedagogical Alignment of Computational Thinking to Architecture Education for the 21st Century Learners

For the 21st century learners, Millennials and Gen-Z students, the concept of Computational Thinking (CT) has been inclusively affirmed in higher education with different teaching methods and strategies. However, it has been almost a decade that Generation Z students form the main bulk of students in classrooms. And their distinct characteristics from the Millennials have necessitated rethinking educational practices, pedagogies and teaching approach to provide an optimal and holistic learning environment that meets their learning needs. In this regard, by scrutinizing the contemporary approach to the concept of Computational Thinking, this article discusses the pedagogical alignment of CT in architecture education by addressing its cognitive contributions as a mental tool for the 21st century learners. It highlights the challenges of teaching computational thinking within the current pedagogical framework in architecture education by regarding the learning preferences and attributes of Generation-Z.