Quality Of Higher Education Research Articles

Boosting the efficacy of green accounting for better firm performance: artificial intelligence and accounting quality as moderators

Purpose This study aims to deepen our understanding of how conventional technologies and robust accounting education standards can impact the effectiveness of green accounting practices in enhancing firm performance. To achieve this, the paper explores the moderating effects of artificial intelligence (AI) and accounting education quality on the relationship between green accounting and firm performance. Design/methodology/approach Using generalized method of moments estimation, this research uses a comprehensive dataset comprising 32,680 firm-year observations of listed companies from ten prominent countries – Canada, the UK, the USA, China, France, Germany, India, Japan, South Korea and Italy – over the period from 2012 to 2022. These countries, selected based on their high gross domestic product rankings as reported by the International Monetary Fund, ensure a diverse representation of economic strengths and capture a wide range of green accounting practices. Findings The study shows that green accounting practices positively impact current firm performance. Country-level AI positively moderates this relationship, suggesting that advanced AI infrastructure enhances the benefits of green accounting through improved data accuracy and decision-making. However, country-level accountancy education quality negatively moderates the relationship, indicating that stringent implementation of green accounting standards in these regions may introduce complexities and costs that reduce firm performance. Practical implications Integrating AI enhances data processing, predictive analytics and decision-making, improving green accounting effectiveness. High-quality accounting education ensures accurate reporting and greater transparency. These insights, when applied, can empower businesses to optimize sustainability strategies, assist policymakers in developing targeted regulations and guide educators in preparing accountants for the evolving demands of green accounting. Originality/value To the best of the authors’ knowledge, this study is the first to explore the combined moderating effects of AI and accounting education quality on the relationship between green accounting and firm performance. By highlighting the synergistic role of digital innovation and robust educational standards, this research offers novel insights into how these factors can enhance the effectiveness of green accounting practices and improve financial outcomes.

Inclusive Education Practices of Technology and Livelihood Education Teachers in Public Junior High Schools at Lipa City, Batangas

Inclusive education is an approach that ensures every student, regardless of their learning needs, has fair access to quality education. This study delved into the inclusive education practices, difficulties, and recommendations of Technology and Livelihood Education (TLE) teachers in public junior high schools in Lipa City, Batangas, Philippines. Drawing inspiration from frameworks, like the Salamanca Statement, Gardner’s Theory of Multiple Intelligences and Vygotsky’s Social Constructivism, the research explored how TLE teachers incorporated education into their curriculum design, instructional strategies, and assessment of learning. Using a descriptive-quantitative research design, this research surveyed 81 TLE teachers from 21 public junior high schools. Their demographic profiles were collected, along with their inclusive education practices in the aspects of curriculum design, instructional strategies and assessment of learning. Significant differences were observed in the teachers’ curriculum design and instructional practices while there was no significant difference in their assessment of learning when grouped according to their ages and educational attainment. No significant difference was observed in the three aspects of their inclusive education practices when grouped according to their sex, number of years in teaching, areas of specialization, and length of inclusive education training attended. A comprehensive professional development program for TLE teachers in Lipa is proposed as a way of addressing key challenges and opportunities in the practice of inclusive education. It emphasizes inclusivity in practices and acknowledges the significance of equal provision of high-quality education for all students, stakeholder collaboration, sufficient fund allocation, and continuous professional development to further improve inclusivity and ensuring that no student is left behind in any learning process.

Enhancing Fieldwork Supervision During Early Childhood Inclusive Practicum Placements

This manuscript outlines a collaborative initiative among four state universities to enhance practicum and field-based experiences for early childhood education (ECE) candidates. Grounded in research highlighting the impact of early childhood experiences, the collaboration addresses challenges in the ECCE workforce by fostering inclusive decision-making and engagement with ECCE partners. Through dialogue and partnership, the initiative aims to ensure comprehensive training and support for future early childhood educators. It highlights the evolution of practicum experiences, emphasizing collaborative relationships between novice teachers, mentor teachers, and university supervisors. Key components include the creation of universal training modules and an open-source platform to house training materials. The manuscript concludes with recommendations for enhancing practicum experiences and addressing workforce challenges, emphasizing ongoing collaboration and partnership in promoting high-quality early childhood education.

A Miseducation: Perspectives on Sexuality Education from Black Women in the US South

Over the last three decades, the receipt of formal sexuality education has declined, with half of adolescents nationwide receiving the minimum Healthy People standard of sexuality education from 2015 to 2019. Further, racial and geographic inequities in sexuality education remain, with Black women and girls more likely to receive abstinence-only-until-marriage instruction. We sought to describe Black women’s sexual education in two southern states, North Carolina and Georgia. We conducted a qualitative community-based participatory research study. We held focus-group discussions with forty-nine Black women in Georgia and North Carolina between May 2019 and January 2020. The research team, the reproductive justice organization, and the Research Board reviewed, discussed, and refined themes developed using deductive thematic analysis. Most participants were employed. The median age was twenty-seven. From the participants’ accounts, we observed the inadequacy of sexuality education and the resulting process of unlearning inaccurate, negative information and learning positive and accurate information about sexuality. Participants expressed a desire for accessible, high-quality sexual education for themselves and the next generation that addresses autonomy, pleasure, and consent. Our findings highlight the need for investment in existing community efforts and in creating high-quality, culturally responsive comprehensive sexuality education nationwide to effectively address structural barriers to accessing sexuality and relationship information and skills.

AI in Education: Benefits and Concerns

Artificial Intelligence (AI) has rapidly transformed numerous industries, with education emerging as one of the most impacted fields. The global AI market, valued at $196.63 billion in 2023, is projected to expand significantly, reflecting the growing adoption of AI technologies. In education, AI-driven tools such as personalized learning platforms, automated grading systems, and accessibility-enhancing technologies are revolutionizing teaching and learning experiences. These advancements align with Sustainable Development Goal 4 (SDG 4) by promoting inclusive, high-quality education and lifelong learning opportunities for all. Examples like Duolingo, CoGrader, and the BBC’s AI investments demonstrate how technology is reshaping education to better engage students and improve outcomes. However, the integration of AI raises critical concerns about algorithmic bias, ethical decision-making, and data privacy. While AI can reduce human bias and improve efficiency, it risks perpetuating disparities if training data lacks diversity. Additionally, reliance on large datasets demands stringent data security measures to protect student privacy. Addressing these challenges requires collaboration among educators, policymakers, and developers to ensure AI is used responsibly. This paper examines the transformative potential of AI in education while emphasizing the need for ethical oversight and equity. Future research must focus on refining AI to meet diverse learning needs without compromising inclusivity or fairness.

Developing a Postpandemic Model for Hybrid Clinical Ethics Rotations in Postgraduate Medical Education.

Bioethics education in residency helps trainees achieve many of the Accreditation Council for Graduate Medical Education milestones and gives them resources to respond to bioethical dilemmas. For this purpose, The Providence Center for Health Care Ethics has offered a robust clinical ethics rotation since 2000. The importance of bioethics for residents was highlighted as the COVID-19 pandemic raised significant bioethical concerns and moral distress for residents. This, combined with significant COVID-19-related practical stressors on residents led us to develop a virtual ethics rotation. A virtual rotation allowed residents flexibility as they were called to help respond to the unprecedented demands of a pandemic without compromising high quality education. This virtual rotation prioritized flexibility to support resident wellbeing and ethical analysis of resident experiences. This article describes how this rotation was able to serve residents without overstraining limited bandwidth, and address the loci of resident pandemic distress. As pandemic pressures lessened, The Providence Center for Health Care Ethics transitioned to a hybrid rotation which continues to prioritize resident wellbeing and analysis of ongoing stressors while incorporating in-person elements where they can improve learning. This article provides a description of the rotation in its final form and resident feedback on its effectiveness.

Challenges in Implementing Quality Education at INTI International University: An Examination of Human Resource Management Practices

This study investigates the challenges that INTI International University has had in integrating Sustainable Development Goal (SDG) 4 by ensuring inclusive, high-quality education and opportunities for lifelong learning into its HRM practices. Key problems identified by the study include the need to accommodate varied faculty requirements in an inclusive environment, integrate new technologies with current teaching approaches, and attract and retain talented instructors. The implementation of HRM strategies is hampered by resource constraints, changing educational requirements, and the need for ongoing strategy modification, according to the insights of an HR specialist. The results emphasize the necessity of continual modifications to HRM practices to address these issues and forward the objective of universal access to high-quality education.

Integrating Artificial Intelligence with NHEQF Descriptors for Pedagogical Excellence

This research investigates the critical need to integrate affective and psychomotor domains alongside cognitive development in educational systems to achieve the comprehensive ‘Exit Outcomes’ of Outcome-Based Education (OBE) and align with the National Higher Education Qualification Framework (NHEQF) descriptors. Traditional educational approaches are inadequate for these goals, prompting the introduction of the AI-Charya framework—a novel, artificial intelligence (AI)-driven pedagogical model. Utilizing a qualitative approach, this study explores the limitations of existing models and the transformative potential of generative AI. The AI-Charya framework provides adaptive, multimodal educational strategies that personalize learning and significantly enhance critical and creative thinking skills. Findings indicate that students engaged with AI-Charya show marked improvements in these areas, positioning them for success in an increasingly automated global workforce. However, the study’s generalizability is limited by its specific educational contexts, and further research is needed to assess long-term outcomes. Despite these limitations, the AI-Charya framework offers a pioneering blueprint for aligning educational practices with OBE and NHEQF standards, equipping students with the holistic competencies required for dynamic, future-oriented careers. This research has significant implications for policymakers, educators and curriculum developers aiming to enhance educational excellence through innovative methodologies.

Role of innovation and human capital in regional economic growth and progress

Since 1999, China’s higher education has experienced significant growth, with the government dramatically increasing college enrollment rates, thereby enhancing the overall quality of education. However, most existing studies have primarily focused on the quantity of education, with little attention having been given to the impact of higher education quality (HEQ) on economic growth. This study aims to explore how higher education quality (HEQ) contributes to regional economic growth through scientific and technological innovation (STI) and human capital accumulation. Using panel data from 31 Chinese provinces from the period 1999 to 2022, panel regression models and instrumental variable methods were employed to analyze both the direct and indirect impacts of higher education quality (HEQ) on economic growth. The results confirm that improving higher education quality (HEQ) is crucial for sustaining China’s economic growth. More specifically, higher education promotes regional economic expansion both directly, by enhancing labor productivity, and indirectly, by facilitating scientific and technological innovation. Furthermore, the study suggests that the balanced distribution of educational resources across regions should be prioritized to support coordinated regional development. This research provides insights for policymakers on how balanced regional economic development can be achieved through educational and technological policies. This work also lays a foundation for future studies.

Sexual health education knowledge required by health education teachers in Finland

ABSTRACT Health education teachers have a crucial role to play in delivering sexual health education in schools, with their own knowledge being key to providing comprehensive sexual health education to adolescents. The purpose of this study was to describe the sexual health education knowledge required by health education teachers in Finland. Qualitative methods were used to explore the perspectives of Finnish health education teachers using semi-structured interviews and e-forms. Data collection from 15 health education teachers took place in March and April 2023. The data were analysed using inductive content analysis. Findings highlight the importance of health education teachers having sound knowledge about: 1) the diversity of adolescent sexual health, 2) the functions of the adolescent body, 3) factors threatening adolescent sexual health, 4) factors promoting adolescent sexual health, and 5) relevant relevant forms of pedagogy. The findings from this study offer a unique perspective on the wide-ranging knowledge required by health education teachers regarding sexual health education in Finland. It is imperative that present and future health education teachers are well-trained and qualified. Both pre- and in-service training should be comprehensive and accessible to enable the delivery of high-quality sexual health education to adolescents and, consequently, the promotion of sexual health.

Digital Literacy and Support Available for Academics at a University (Pilot Study)

Without a doubt, technology is an integral part of the education sector in the 21st Century (Scull et al., 2020). In addition to being a subject matter expert in their specialist area of knowledge, academics are expected to possess digital capabilities that will allow them to deliver current and state of the art curriculum to their students (Newland and Handley, 2016). Digital literacy is defined as ‘those capabilities which fit an individual for living, learning and working in a digital society’ (Jisc, 2014). Incorporating digital literacy into a suitable continuing professional development (CPD) series may ensure the training and development of the academic workforce (Matthews, 2021). The importance digital literacy as a form of continued professional development (CPD) was most evident during the COVID-19 pandemic when all academics had to shift their teaching to an online environment (Antonopoulou et al., 2021). Many academics had to do a crash course in digital literacy to be able to create suitable online learning environments. Digital literacy can be indicative of teaching success and the development of professional identity in the fast-evolving education sector (Mardiana, 2020). Current literature shows that in addition to prior education and qualifications, experience with digital teaching technologies is a major influence in the development of digital literacy, which may impact their professional identity (Watts, 2018). Incorporating digital literacy into CPD and using a suitable model such as Kennedy’s model for CPD may improve the digital literacy of academics. A study conducted by Butson, 2019 revealed that newly appointed academics felt left behind due to the fast pace of technology in their workplace. Another study conducted by Sanchez and colleagues (2021) also demonstrated teachers experiencing low self- perception of their digital literacy skills during their employment. Hence, “being component” in workplace technologies is strongly connected to the construction of professional identity (Avidov-Ungar and Forkosh-Baruch, 2018). Therefore, it can be suggested the role an institution plays in developing digital capabilities of academics is important not just for successful and efficient delivery of high-quality teaching, but also for the well-being of the academics in the workplace and to develop the professional identity. Also, understanding the baseline digital capability of its employees and whether additional support is required to develop digital literacy can provide invaluable insight in professional development of an academic during its employment at an institution. The aim of this study is to evaluate the self-perceived digital literacy of academics employed at a university and the support they have received in developing their digital literacy during their employment. The aims also include to identify support that staff require to build their DL and how Kennedy’s 3 lens of CPD may assist in improving DL programs at universities (Kennedy, 2014).

Design Thinking

In today’s increasingly competitive Higher Education (HE) market, academic jobs are more precarious than ever. The way academics do their day-to-day job is under increasing scrutiny, with their outputs measured through the rigid lens of performativity and financial profit. Professional Learning (PL) is an institutional approach aimed towards achieving and sustaining high quality teaching and innovation among academic staff. The significance of PL to developing academics’ skills and fostering their professional identity has been confirmed by peer reviewed research. However, how to design and deliver PL that is meaningful to academic workforce, while empowering academics and supporting them in finding solutions to their teaching and learning problems, remains up for debate. This paper offers a conceptual way forward; arguing for a complete re-think of the predominant way of doing PL in universities in favour of placing Design Thinking (DT) at the heart of the matter. Grounded within a robust theoretical approach and scaffolded with a practical toolkit, DT can enable a nurturing environment to engage and empower academics, building their confidence and equipping them with a methodology for problem solving into the future.

Artificial intelligence in physical education: comprehensive review and future teacher training strategies

Artificial intelligence (AI) technology is deeply changing our lives and provides impetus for improving production and living efficiency as an important emerging tool. Digitalization and intelligent development have also become the development direction of the sports industry, bringing new requirements to the transformation of physical education (PE) and the improvement of the quality of PE teachers. PE is an important part of the public health system, and AI can deeply participate in the formulation of teaching strategies, the tracking of teaching processes and the evaluation of teaching results, effectively improving the quality of teaching. Research on the application of AI technology in PE has been carried out. This paper comprehensively reviews the existing research and conducts a comprehensive analysis of the research progress and status. The potential application areas of AI in PE are discussed to better promote the intelligent and digital upgrading of PE. We found that the research on the application of AI in PE is still in its early stages, and the research content needs to be strengthened in terms of breadth and depth. Furthermore, this paper analyzes the challenges faced by PE teacher development and training in the context of educational transformation in the era of AI, and explores the necessary skills and knowledge related to AI technology that future PE teachers should master in order to effectively achieve the improvement of teaching level and the sustainable development of public health system. The review of this paper provides valuable guidance for educators and policymakers to formulate high-quality teacher development and training mechanisms, and provides a new reference for the application and development of AI in sports.

Research on Equity in Early Childhood Education in Western China: A Case Study of Sichuan Province

Abstract: This article investigates the issue of equity in early childhood education in Western China through interviews with ten kindergarten principals from the region. The study reveals several factors impacting educational fairness, including a vague understanding of the concept of educational equity, a lack of equitable practices in education, and the inability to ensure equal educational opportunities. Furthermore, the region faces a severe shortage of early childhood educational resources, instability within the teaching staff, difficulty in maintaining educational quality, and a lack of communication and cooperation among kindergartens. These issues contribute significantly to the imbalance of educational opportunities, severely affecting the normal development of children and the overall quality of preschool education. To address these challenges, the article recommends enhancing policy support to improve resource allocation and optimization, increasing professional training and compensation for teachers to strengthen the practice of equity in education, and raising societal awareness about the importance of educational equity. These measures are crucial for promoting equitable and high-quality education for every child in Western China, ensuring that all children have access to equal and quality educational opportunities.

A Study of The Identity Process of Novice Teachers and Their Professional Adaptation

The aim of this study is to explore the identity process of novice teachers at the beginning of their careers and their professional adaptation, and to analyse the challenges they face and their strategies for solving them. The study begins by reviewing the theoretical foundations of identity and highlights the complexity of novice teachers' identity processes in the early stages of their careers. Then, it examined the major challenges faced by novice teachers in their professional adaptation, including teaching management, workload and emotional adjustment, and explored the interaction between identity and professional adaptability. It was found that teacher education and practice, social support, and personal factors had significant effects on novice teachers' career adjustment and identity. Specifically, high-quality teacher training and practice, effective campus support systems, and positive personal reflection and career development planning can significantly enhance novice teachers' career adjustment and identity. The study concludes with strategies for optimising teacher training and continuing education, building campus support systems and promoting novice teachers' self-reflection, and points to directions for future research, including an in-depth exploration of novice teachers' adaptability in different educational settings, the effectiveness of support mechanisms and the impact of technology on teaching and learning. The findings provide useful guidance for educational practice and lay the foundation for further research.

Is There a Moderated Mediation Model that Explains the Relationship Between Strategic Agility, Organizational Culture, Environmental Turbulence, and Organizational Performance? Evidence from Accredited Universities in Kenya

Accredited universities in Kenya are vital for quality education and research but face significant challenges that impact their performance. Issues such as strategic agility, organizational culture, and environmental turbulence contribute to difficulties in adapting to changes and maintaining effectiveness. Inadequate funding, outdated infrastructure, and regulatory constraints further exacerbate these challenges, affecting their ability to deliver high-quality education and remain competitive. This study employed a descriptive cross-sectional survey research design to investigate the moderating influence of environmental turbulence on the indirect link between strategic agility and organizational performance through organizational culture. The cross-sectional dataset was obtained from 78 accredited universities in Kenya using a questionnaire. The ordinary least squares model employed revealed that environmental turbulence moderated the indirect relationship between strategic agility and organizational performance via organizational culture in a synergistic manner, hence affirming moderated mediation. These findings highlight the moderating and mediating role of environmental turbulence and organizational culture in the link between strategic agility and organizational performance, providing managerial and policy implications. In the future, researchers should do longitudinal studies to look at how dynamics change over time, comparative sector analyses to get a bigger picture, and more mediators and moderators to fully understand the proposed links.

Exploration and Reflection on Promoting Graduate Enrollment under the New Situation

Graduate enrollment is crucial for improving the quality of graduate education and building a high-quality education system. The current enrollment situation in some universities is severe, with problems such as insufficient attention to enrollment promotion and a single mode. To solve these problems, this article proposes measures such as leveraging the joint efforts of schools, formulating enrollment promotion plans at different levels, strengthening the construction of enrollment teams at both the school and college levels, enriching enrollment promotion forms, strengthening the construction of high-quality student sources, and building a quality evaluation system for student sources to attract more students to apply and continuously improve the quality of student sources.

Disparities in wellbeing in the USA by race and ethnicity, age, sex, and location, 2008-21: an analysis using the Human Development Index.

The Human Development Index (HDI)-a composite metric encompassing a population's life expectancy, education, and income-is used widely for assessing and comparing human development and wellbeing at the country level, but does not account for within-country inequality. In this study of the USA, we aimed to adapt the HDI framework to measure the HDI at an individual level to examine disparities in the distribution of wellbeing by race and ethnicity, sex, age, and geographical location. We used individual-level data on adults aged 25 years and older from the 2008-21 American Community Survey (ACS) Public Use Microdata Sample. We extracted information on race and ethnicity, age, sex, location (Public Use Microdata Areas), educational attainment, and household income and size. We merged these data with estimated life tables by race and ethnicity, sex, age, location (county), and year, generated using Bayesian small-area estimation models applied to death certificate data from the National Vital Statistics System. For each individual in the ACS, we used these combined data to estimate years of education, household consumption, and expected lifespan; converted each of these three features into an index using a percentile score; and calculated the HDI as the geometric mean of these three indices. Finally, we grouped individuals into yearly HDI deciles. Years of education, household consumption, and expected lifespan-and thus the HDI-varied considerably among adults in the USA during the 2008-21 period. For most race and ethnicity and sex groups, the mean HDI increased gradually from 2008 to 2019, then declined in 2020 due to declines in expected lifespan, although there were systematic differences in the distribution of the HDI by race and ethnicity and sex. In the lowest HDI decile, there was over-representation (ie, >10% of the total population of a given race and ethnicity and sex group) of American Indian and Alaska Native (AIAN) males (50% [SE 0·2] in decile, mean annual population in decile 0·37 million [SE 0·002]), Black males (40% [<0·1], 4·67 million [0·006]), AIAN females (23% [0·1], 0·19 million [0·001]), Latino males (21% [<0·1], 3·27 million [0·006]), Black females (14% [<0·1], 1·86 million [0·004]), and Latina females (13% [<0·1], 2·07 million [0·006]). Given differences in total population size, however, White males were the largest population group in the lowest decile (27% [<0·1] of the lowest decile, 5·87 million [0·012]), followed by Black males (22% [<0·1]) and Latino males (15% [<0·1]). There were notable differences in these patterns by age group: for example, for the 25-44 years age group, the lowest HDI decile had even greater over-representation of AIAN males (66% [0·2] in decile, 0·22 million [0·001]) and Black males (46% [<0·1], 2·52 million [0·005]) than the 85 years and older age group (22% [1·1], <0·01 million [<0·001]; and 20% [0·3], 0·03 million [<0·001]). By contrast, the lowest decile had an under-representation of Asian females (2% [<0·1], 0·06 million [<0·001]) in the 25-44 years age group, but an over-representation in the 85 years and older age group (25% [0·3], 0·03 million [<0·001]). The lowest HDI decile for the 25-44 years age group was primarily male (76% [<0·1], 6·44 million [0·009]) whereas for age 85 years and older it was predominantly female (71% [0·1], 0·42 million [0·002]). In the highest HDI decile, shifts in the composition of the population by age were particularly large for White males, who made up 5% (0·1; 0·39 million [0·001]) of this decile in the 25-44 years age group, but 49% (0·2; 0·29 million [0·001]) in the 85 years and older age group. From 2012 to 2021, the proportion of the population living in the lowest HDI decile varied substantially by location, and a disproportionately high share of the population living in locations in much of the southern half of the USA, Appalachia, and Rust Belt states were in the lowest HDI decile. Substantial disparities in wellbeing exist within the USA and are heavily influenced by race and ethnicity (due to racism), sex, age, and geographical location. These disparities are not immutable, but improvement is not a given, and gains can be fleeting in the face of a crisis such as the COVID-19 pandemic. Sustained action to ensure that everyone has meaningful access to a high-quality education, the means to earn a sufficient income, and the opportunity to live a long and healthy life is needed to reduce these disparities and should focus on the populations and locations that are worst off. State of Washington and National Institute on Minority Health and Health Disparities.

Vector for Improving the Internal System of Quality Assurance of education in General Secondary Education Institutions of Vinnytsia Region in the 2024/2025 Academic Year

The article reveals the importance for the educational institution the internal system of the education quality ensuring development and functioning in order to overcome educational losses and provide quality educational services. The authors analyzed the compounds of the functioning an effective internal system of the education quality ensuring in the areas: «Educational environment», «Pedagogical activity of teaching staff», «Students’ evaluation system», «Management processes of an educational institution». In this article substantiated self-assessment conducting of the educational and management processes of the institution. It is determined the necessary units of the functioning accessible, safe, high-quality education in the Vinnytsia region in today's circumstances there. This will allow the teaching staff of general secondary education institutions of Vinnitsa to form a vector of improvement of the internal system of ensuring the quality of education in 2024/2025.

Integration of Technological Tools in English Literature Pedagogy: Enhancing the Teaching-Learning Experience

Digital technology has transformed English Language anad Literature pedagogy. The use of digital technology in English Literature pedagogy represents a significant advancement in Literature and Language learning, significantly enhancing both teaching and learning processes. Technology helps students learn more effectively, which helps educators improve their instruction. The method keeps developing to help teachers acquire a language more quickly for their students. Teachers choose software-based instructional systems that enhance students' positive interactions with their instructors and promote the acquisition of the English language in its entirety. This research aims to explore the integration of digital technological tools in English Literature and Language teaching and it endorses various methods to encourage the best possible instruction. It also investigates a variety of facets of teaching and technological resources that gives educators access to cutting-edge tools for effective and high-quality instruction. For this study, an explanatory qualitative methodod is opted (Creswell &amp; Poth, 2018). For the survey of the literature, a linguistic and traditional description of the technology, and a thorough analysis of its relevance to currently used teaching techniques have all been conducted. The findings address key challenges by emphasizing the potential of digital and contemporary tools to enhance language education. The study advocates for the use of digital technological tools tools to improve Enlish language learning.