Pedagogical Use Research Articles (Page 1)

Recent advancements in artificial intelligence (AI) have led to a surge in AI-powered English language tutoring applications, with promising features integrated into teaching and learning. This article reports on a qualitative study of teachers’ leveraging AI to support pedagogical outcomes for adult learners of English as an additional language (EAL). The study involved five teachers from a Melbourne-based EAL provider, focusing on their use of a bespoke AI-powered application (app) in their superdiverse classrooms of adult migrant and refugee background students. Through classroom observations and teacher reflective conversations, the study examined how teachers were incorporating the app’s features into curriculum through their lesson plans and scaffolded activities. Findings reveal that despite various challenges, EAL teachers want to explore with guidance more of the app’s advanced features and expand their pedagogical use of the app to achieve and enhance personalised learning for students. This calls for increased opportunities for teachers to engage in classroom-based experimentation with the app and for professional development that boosts teachers’ confidence and agency to use AI teaching assistance with adult students from diverse cultural and linguistic backgrounds.

Bridging screens and classrooms: a scoping review of the pedagogical use of audiovisual translation in language education

ABSTRACT This study investigates Indian school teachers’ AI literacy across cognitive, pedagogical, ethical, and contextual dimensions. Using an exploratory qualitative design, semi-structured interviews with 16 teachers from diverse school types and regions reveal that AI understanding is often superficial and tool-centric, with minimal hands-on exposure – especially in rural and government schools – indicating a critical cognitive-technical gap. Pedagogical use largely remains at substitution-level tasks (e.g. grading, content delivery), with little evidence of Substitution, Augmentation, Modification, and Redefinition (SAMR)-informed transformation. Ethical dilemmas – spanning data privacy, algorithmic bias, misinformation, and cultural misalignment – are heightened in settings lacking training and digital governance. Contextual disparities, including infrastructure, language accessibility, and regional policy support, further mediate engagement, with urban private schools showing relatively higher, though uneven, adoption. Findings highlight the need for equity-driven, culturally responsive, and ethically grounded professional development. Recommendations include embedding AI fundamentals and ethics into pre-service curricula, designing low-bandwidth multilingual training tools with simulations, piloting school-level data governance frameworks, and advancing regionally adaptive AI integration strategies – offering implications for other Global South contexts facing similar challenges.

This study examines the relationship between teacher training in information and communication technologies (ICT) and the use of digital resources in teaching natural sciences at the upper basic education level in Francisco de Orellana, Orellana province, Ecuador. A mixed-methods approach was applied, using a sequential explanatory design. The quantitative phase involved surveys of 52 teachers, while the qualitative phase included semi-structured interviews with nine educators. Statistical analysis included descriptive measures, Spearman correlation, and linear regression; qualitative data were analyzed through thematic coding. Findings reveal a positive and significant correlation between ICT training and the pedagogical use of digital tools. Teachers with higher training levels use simulators, interactive platforms, and scientific videos in a planned and contextualized manner. However, challenges such as limited internet access, lack of equipment, and insufficient contextualized training persist. The discussion underscores the need for technopedagogical training programs tailored to the Amazonian context and for educational policies that provide structural conditions for teaching innovation. It is concluded that ICT training, when continuous, situated, and relevant, can transform pedagogical practices in rural environments

Digital transformation in higher education necessitates a central role for university faculty, yet there is a lack of comprehensive tools to measure their actual pedagogical use of technology. This study aims to refine the definition of a composite indicator to evaluate mobile technology adoption among social science university teachers. Using the results of the validated MOBILE-APP questionnaire, administered to a sample of N = 295 teachers from various social science degree programs, we employed multilevel structural equation modeling (SEM) to develop and implement a synthetic indicator for assessing mobile technology adoption levels among educators. The analysis of the considered factors (motivation, training, tools, and use) revealed differences in mobile technology adoption based on degree program, age, and previous experience. High motivation, training, use of institutional tools, and propensity for use promote the adoption of mobile technologies. Three levels of mobile technology adoption are identified and characterized. This synthetic indicator can be used both technically and socially to track the evolution of mobile technology adoption, enabling comparative analyses and longitudinal assessments that inform strategic decisions in training, infrastructure, and curriculum development. This research represents a step forward in the development of quantitative indicators and the assessment of research practices.

Currently, emerging technologies such as immersive environments are transforming the field of education. Within this context, Education 5.0 has emerged as an approach that integrates advanced digital tools to enhance learning experiences. However, its implementation requires that teachers engage in critical reflection regarding its pedagogical use. This qualitative study aimed to analyze teachers’ reflections on the integration of Education 5.0 and immersive environments. A thematic analysis was conducted on the reflections of 30 upper-secondary and higher education teachers who participated in a training workshop. Data were gathered through synchronous sessions and discussion forums. The findings indicate that teachers perceive Education 5.0 and immersive environments as valuable tools for personalizing learning, increasing student motivation, and fostering collaboration—provided their use is pedagogically intentional. They also recognize their potential to create more dynamic and interactive learning experiences. Nevertheless, key challenges were identified, including technological gaps, limited infrastructure, and concerns regarding digital security. While Education 5.0 presents a promising opportunity for educational innovation, its successful integration requires ongoing evaluation of its impact on both teacher professional development and student learning.

This article presented a critical and synthetic review of recent literature (2014–2025) on university teaching excellence and the pedagogical use of artificial intelligence (AI) across four domains didactic planning, assessment of learning, personalization, and content development with the aim of deriving actionable guidance for Mexico and Latin America. A narrative review was conducted with purposive searches in indexed databases and regional repositories, using inclusion criteria based on relevance, methodological rigor, and salience to higher education; empirical studies, reviews, and policy documents were examined. The analysis integrated, on the teaching-excellence strand, learning-centered approaches, formative assessment, digital competencies, and professional ethics, and, on the AI strand, evidence that indicated time savings in planning, richer feedback, adaptive scaffolding, and assisted generation of materials; at the same time, risks related to privacy, bias, algorithmic opacity, and dehumanization were identified, which required regulatory frameworks, transparency, and AI literacy. Based on the synthesis, strategies were proposed: rubrics and peer assessment guides, course embedded prompt templates, human verification protocols, criteria for authentic assessment, and tools for reflective practice. It was concluded that teaching excellence and the responsible integration of AI operated as interdependent processes that required pedagogical, digital, and ethical capacities, as well as institutional support; professional development programs and data governance were recommended, and future lines of inquiry were outlined regarding impacts on learning, equity, and academic working conditions.

Abstract In antiquity, Greek manuscripts underwent a shift toward segmented, non-linear reading, with chapter systems becoming a popular tool. While most New Testament texts quickly adopted chapter systems, Revelation was an exception, reflecting its ambiguous canonical status. This article argues that frequent use of a text, which necessitates segmentation, correlates with its canonicity due to its role in liturgy and pedagogical settings. Revelation’s lack of a chapter system materially signaled its non-canonical perception, as it appeared different from other New Testament texts. In the seventh century CE, Andrew of Caesarea addressed this issue by dividing Revelation into 24 logoi and 72 kephalaia. This segmentation technology not only facilitated its pedagogical use but also made Revelation visually and materially resemble canonical New Testament texts, reinforcing its place in the canon. Thus, Andrew’s chapter system was more than a mundane attempt to divide the text, it was a textual – canonical revolution.

This article investigates inclusive literary mediation in early childhood education, emphasizing the collaborative work between regular classroom teachers and multifunctional resource room teachers in the pedagogical use of picturebooks. The research identifies a gap in Brazilian studies, which address in a fragmented way the relationship between literary mediation, subjectivity, and self-regulation of learning in inclusive contexts. The central objective is to propose an integrative conceptual model that articulates contributions from learning psychology, literary education, and inclusive educational policies. Methodologically, a critical and integrative review of national and international literature was conducted, considering authors who discuss reading development, the aesthetic and cognitive potential of picturebooks, and processes of subjectivation and self-regulation. The results indicate that collaborative literary mediation expands learning opportunities by fostering empathy, creativity, and engagement, strengthening self-regulatory skills essential to children’s integral development. The discussions highlight direct implications for educational policies, teacher training, and inclusive pedagogical practices, suggesting avenues for future research on the impact of the proposed model on learning and literary engagement in diverse contexts.

It is postulated that digital technologies and artificial intelligence (AI) are cultural artifacts of a given socio-historical moment. Thus understood, technologies make sense in education when they manage to transform the mentalities and sociocultural practices of the actors. In the context of the so-called Fourth Industrial Revolution, Education 4.0 emerges, which promotes the pedagogical use of artificial intelligence systems, robotic technologies, augmented reality, immersive scenarios or data analytics, among other developments, to change the prevailing educational paradigm and join the efforts for a sustainable and egalitarian society. This has an impact on the emergence of new professions and on the rethinking of professional training models in the university context, as well as on the performance in the world of work or in the teaching task. The importance of sustaining these transformations from a disruptive view of the status quo is postulated, through an orientation towards goals of sustainable development, social justice and rights. In the face of a complex panorama, various challenges and possibilities are discussed in the face of some recent developments in AI in higher education, including ethical issues.

News articles are widely regarded as valuable resources for vocabulary acquisition. However, they encompass diverse categories, each catering to specific learner needs. This study analysed the vocabulary of 3,000 news articles across 12 categories, focusing on lexical profiling, lexical level, variation, density, and CEFR level to support L2 learners. The results showed that the Health category had the highest General Service List word coverage (81.01%), while Technology featured the most Academic Word List terms (8.23%). Fashion contained the largest proportion of specialised vocabulary (18.31%) and exhibited the highest lexical variation (51.29%). High-frequency words dominated all categories (91–94.79%), while Fashion included the most mid-frequency (5.84%) and low-frequency (2.36%) words. Lexical density was highest in the Environment category (57.85%) and lowest in Sports (53.2%). The CEFR analysis indicated that A1 and A2 words comprised the majority (76.66% and 10.44%, respectively), while categories such as Fashion and Nutrition included the highest proportions of C1-C2 words (6.32% and 6.53%, respectively). These findings suggest that categories such as Health and Sports are suitable for beginner learners, while Fashion and Nutrition offer more complex vocabulary for advanced learners. This study highlights the unique lexical characteristics of news categories, providing educators and learners with guidance on selecting authentic materials to enhance vocabulary learning.

This study investigates how pedagogical use of European literary texts can foster sustainability awareness in primary education by engaging students emotionally, culturally, and dialogically. A 12-week Design-Based Research (DBR) teaching intervention was conducted with twenty primary students (aged 10 to 12) from diverse cultural backgrounds in a Greek public school. Drawing on ecocritical pedagogy, the intervention guided students to explore ecological themes through texts reflecting diverse and culturally resonant traditions. Using mixed methods, the study integrated classroom observation, a research diary, focus groups, and pre-post assessments. Quantitative analysis revealed statistically significant gains in environmental knowledge and attitudes (Cronbach’s alpha = .81–.88, p < .0001), while qualitative findings underscored the pedagogical importance of emotional engagement and intercultural dialogue in fostering sustainability understanding. The study shows that dialogic teaching of European literature can cultivate interpretive plurality and sustainability consciousness. The DBR framework supported iterative refinement, offering a pedagogical model for literature-based sustainability education.

The objective of this research was to evaluate the impact of tablets on the learning of indigenous students in the department of Amazonas and to analyze the perceptions of educational subjects regarding the pedagogical use of these technological tools. A quantitative-descriptive approach was used employing standardized tests and perception surveys. The population consisted of 2,342 students whose learning was assessed and 180 respondents, including teachers, parents, and indigenous students. The results showed that 82% of students were at the lowest learning levels with only 4.7% achieving a satisfactory level. 54.65% of teachers had never used tablets for pedagogical purposes due to a lack of training (84.84%) and connectivity (55.10%). Regarding parents, 49.80% stated that these tools were never used for educational purposes. 59.72% of students responded that they had never used tablets at home for educational purposes. The conclusion is that connectivity limitations and a lack of training have led to a low impact on learning and negative perceptions in the educational community. Thus, the need to implement comprehensive strategies for training, connectivity and the provision of technological resources to improve the education of indigenous students is underscored.

Instagram is a social network that provides a diversity of interactions and uses that go beyond connecting people and providing information. Nowadays, we are witnessing an expansion of the pedagogical practice and a resignification of its public nature through the accounts of teachers who generate and share contents for educational objectives. The purpose of this study is to characterize the use of Instagram with pedagogical purposes and to identify which aspects of teachers' professional practice and identity are involved in the use of this social network. A qualitative methodology is used to access the experiences of 20 Chilean teachers through a questionnaire and in-depth interviews. The study concludes that the main pedagogical use of Instagram is to create digital educational communities to share didactic resources and classroom experiences, transforming it into a tool for the development and construction of digital professional identity. The challenges are related to the selection of contents, the didactic transposition pertinent to the digital context and the critical and non-commercial and naive professional positioning in the face of the seduction of social networks.

This article extensively covers the modern organizational and methodological foundations of using multimedia tools in literature lessons. The advantages of using multimedia tools to revitalize the educational process, develop students' aesthetic taste, independent thinking skills, and organize lessons in interactive forms are analyzed. The need for purposeful, pedagogical use of multimedia tools in literature lessons is also substantiated. Practical recommendations are given to increase the effectiveness of the lesson, develop students' artistic thinking, and rationally use didactic materials. The study also scientifically analyzes the negative consequences of excessive or incorrect use of multimedia tools. The teacher's digital literacy and methodological potential are considered the main criteria for the correct use of multimedia technologies. In conclusion, the possibilities of raising the quality of lessons in literature to a new level using multimedia tools are substantiated.

Instagram is a social network that provides a diversity of interactions and uses that go beyond connecting people and providing information. Nowadays, we are witnessing an expansion of the pedagogical practice and a resignification of its public nature through the accounts of teachers who generate and share contents for educational objectives. The purpose of this study is to characterize the use of Instagram with pedagogical purposes and to identify which aspects of teachers' professional practice and identity are involved in the use of this social network. A qualitative methodology is used to access the experiences of 20 Chilean teachers through a questionnaire and in-depth interviews. The study concludes that the main pedagogical use of Instagram is to create digital educational communities to share didactic resources and classroom experiences, transforming it into a tool for the development and construction of digital professional identity. The challenges are related to the selection of contents, the didactic transposition pertinent to the digital context and the critical and non-commercial and naive professional positioning in the face of the seduction of social networks.

In recent years, there has been growing interest in the pedagogical use of ChatGPT within arts education, including literature, drama, music, and painting. This research investigates the beliefs of primary and secondary school teachers who teach arts regarding the pedagogical use of ChatGPT, exploring potential use, expected benefits or risks, support or rejection from the educational community, and possible barriers or facilitators, based on Ajzen’s Theory of Planned Behavior. A qualitative study was conducted with a sample of 67 teachers familiar with or having used ChatGPT in education. Data were collected through semi-structured interviews and analyzed thematically based on behavioral, normative, and control beliefs. Teachers identified expected benefits such as increased student interest, creativity, and critical thinking, as well as the facilitation of research and support for students with special needs. Concerns included copying, misinformation, and reduced critical thinking and creativity. They expressed ambivalence and skepticism toward ChatGPT’s pedagogical use, being optimistic about educational benefits and community support but concerned about future challenges. Finally, they emphasized the need for training and adequate technological infrastructure. The findings highlight the importance of equipping teachers with the necessary skills and institutional support to ensure the responsible and effective integration of AI in arts education.

This study analyzes the challenges and opportunities of continuing teacher training in the Dominican Republic, with an emphasis on strengthening didactic and communicative skills. Using a qualitative approach and an exploratory-descriptive design, it combined a documentary review of policies and scientific literature with interviews with teachers from different educational levels. The findings reveal structural limitations in initial training, difficulties in applying active methodologies, and deficiencies in the development of fundamental skills such as literacy and the pedagogical use of ICTs. Despite the existence of refresher training programs, they are often disconnected from the school context and the real needs of the classroom. Teachers propose, as an alternative, the consolidation of professional learning communities and contextualized, reflective, and collaborative continuing education processes. The conclusion is that continuing education, oriented toward the critical analysis of teaching practice, is essential for advancing toward more equitable, relevant, and transformative education

This essay explores the influence of digital teaching competence on pedagogical practices, as well as in quality and educational innovation. Competence expressed in tools, skills and knowledge that invite the teacher to propose alternatives in the pedagogical use of technologies to promote learning experiences. Equally, the assessment frameworks for this competence are reflected upon showing how its literacy approach can improve teaching. In addition, the importance of central aspects that are oriented to the certification of digital teaching competence is discussed with the purpose to assess its scope and educational impact. A matter that opens opportunities for teachers to think and propose sustainable routes for the integration of knowledge, skills and technologies.

The integration of web-based discussion tools in education has expanded rapidly, yet their pedagogical use remains largely unstructured, often resulting in fragmented discussions and limited learners' engagement. This gap reflects the absence of empirically grounded instructional models that align digital discourse with principles of collaborative knowledge construction. To address this challenge, this study introduces the 8Bs instructional model designed to enhance collaborative learning in web-based discussions. The model comprises eight interconnected stages: Browse, Brainstorm, Backchat, Balance, Bring, Backlog, Build, and Beyond. The development of this model was guided by a mixed-methods approach that combined qualitative data from theoretical analysis, feedback from students, teachers, and researchers. In addition, quantitative analysis of students’ achievement tests,classroom observation, and validation of academic researchers were also taken into consideration. Subsequently, the model was validated through implementation in selected classrooms, with observations and feedback informing its refinement. Furthermore, the model underwent expert validation by specialists in chemistry education, curriculum studies, ICT in education, and educational planning from the University of Rwanda-College of Education (UR-CE). The validation results showed that the model is acceptable at 80.21%. Based on the evaluation dimensions, the results found that model valid at 80, 78.89, 81.11% in terms of theoretical alignment, practicability, and pedagogical aspects, respectively. It was found that each stage of 8Bs model plays a unique distinct role in fostering active engagement, critical thinking, and knowledge construction among participants, ultimately enriching the learning outcomes. Moreover, the study evaluates the effectiveness of model in regard to students’ conceptual understanding, engagement, and teachers ‘pedagogical effectiveness. In this context, the results showed that the performance of senior two (grade8) and senior five (grade 11) students increased from 53.24 to 68.67%, and from 47.42 to 70.63%, respectively, following the intervention. Teachers and students reported increased engagement, interaction, and active participation following the use of the 8Bs Instructional Model. They expressed appreciation for stages such as “Backchat” and “Balance,” which encouraged peer dialogue and critical thinking. In terms of pedagogical practice, classroom observation results revealed significant improvements across all five domains after implementing the 8Bs Instructional Model. Mean scores increased from 53.5 to 74.5% in lesson design, 55.05 to 81.25% in propositional knowledge, 52.5% to 78.05% in procedural knowledge, 57.5 to 88.5% in communicative interactions, and 51.75 to 79.05% in student-teacher relationships. Therefore, this model emerges as a response to the evolution of digital education and acknowledges the need for structured methodologies that harness the potential of online collaboration and knowledge exchange.