Education Stakeholders Research Articles

Integrating Learning Management System and Digital Library for Students’ Assessment

Information and Communication Technology (ICT) has recently advanced in education sector where teachers and other educational stakeholders use learning management system (LMS) to improve students learning. Tanzania in the meantime, has implementing multiple initiatives aimed at enhancing ICT integration in education. The initiatives includes connection of National ICT broadband backbone, implementing various ICT projects such as Tanzania Education and Research Network (TERNET) and the use LMS and digital library (DL) through Tanzania Institute of Education (TIE). Apart from the government initiatives, a critical gap exists in the knowledge and proficiency of both tutors and students in utilizing LMS and DL skills to enhance creativity. This study seeks to address this issue by exploring the integration of LMS and DL to preserve the talents and skills of educators and students. The research utilized a mixed-method approach that involved questionnaires and interviews from tutors. Data were analyzed both inferentially and descriptively. The study found that 33% of tutors were competent to ICT skills related to LMS and DLs. Furthermore, the study proposed a digital library system (DiLaS) prototype as a blueprint for integrating LMS and DLs to support students in learning and assessment. The paper recommends that the government should draw policy strategies that support innovation in digital systems to preserve exceptional skills.

THE RELATIONSHIP BETWEEN PLANNING IN USE AND STUDENTS’ PERFORMANCE IN RURAL SECONDARY SCHOOLS IN SERERE DISTRICT.

Background This study aims to examine the relationship between planning in USE and students’ performance in rural secondary schools in the Serere district. Methodology The research was conducted using both quantitative and qualitative approaches using Survey, Correlation, and Case study as Research Designs. Data was collected using Questionnaires Interviews and records targeting BOG and PTA Members, Teachers, and Head teachers as respondents from a sample size of 164 in Serere District USE schools. Data was analyzed using the Statistical Package for Social Scientists where conclusions were drawn from tables and figures from the Package. Results Of the respondents 103 were males and 72 were females. It can be seen the low participation of females was because the number of educated female teachers employed for teaching in secondary schools located in rural areas (Serere district) is low. From the study findings, the majority do agree that planning was vital for the rural schools but rash to say that all the activities are done at the ministry rather than at school levels. The school management Plans its activities under given guidelines, they are funded, and then implementation is done. Conclusion From the results attained, it is evident that the planning of USE Influences students’ performance in rural secondary schools in Serere district. USE Schools whose planning is done by the ministry and more generalized as opposed to those schools that are planned for by the administrators and managers who implement policies perform poorly than those that had an established local planning unit or committee. This was possible because they planned for their scarce resources and got the best out of it. Recommendations Serere district council, parents, and other educational stakeholders should put forward strategies for constructing laboratories and combating the shortage of well-stocked libraries in district secondary schools.

Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District

This paper investigated the status of teaching and learning descriptive writing among Secondary Schools in Zanzibar. The paper focused on (i) Identifying the types of errors made by secondary school students in their descriptive writing skills and (ii) exploring teaching and learning materials in descriptive writing for secondary schools. A mixed method approach was used, and a case study design employed. Simple random sampling was used to select 140 form four students and they have given a test. Also, eight English language subject teachers and two quality assurers were purposively selected. Data were collected using students’ test, interview, and documentary reviews. The results depict that students had different errors such as grammatical errors, punctuation marks, coherence and content problems. Also, the findings show that many topics prosed using non-digital materials such as textbooks, and written text for teaching and learning descriptive writing in secondary schools. These materials were also not sufficient to give students ability and competence in descriptive writing in ordinary secondary schools. This indicates that there is a need for designing digital lessons for supporting teaching and learning descriptive writing for F1 students. The study concludes that proper teaching and learning digital contents lessons is needed to support teachers and motivate students in the teaching and learning of descriptive writing to secondary school students. To achieve effective descriptive writing to secondary school students, curriculum developers, teachers and other education stakeholders should emphasize on digital materials to motivate students in teaching and learning process.

A STUDY ON EXAMINING THE PRIORITIES TO DETERMINE MANAGEMENT INSTITUTE BY USING STRUCTURAL EQUATION MODELING (SEM) APPROACH

This study explores higher education selection methods and the factors that most affect prospective students. In total data collected from 432 respondents. SEM using Partial Least Squares is used in this investigation. This sentence clarifies variable connections. Service and governance qualities affect educational institution choosing. Statistics show that the above factors influence decision- making the most. The school provides facilities, academic support, extracurricular, and career advice. An organization's foundation, regulations, and monitoring are called "governance". The report recommends excellent services and good administration to attract and retain students. This study uses Structural Equation Modeling-Partial Least Squares (SEM-PLS) to examine higher education institution selection variables. The findings of this study help educational policymakers, administrators, and stakeholders make educated decisions about resource allocation, strategy, and institution improvement. Research is needed to understand how services and governance affect student decision-making. SEM and PLS are used to identify and assess institutions in this study. Services and governance impact college selection. This research might improve higher education governance and selection.

Review of Digital Literacy for Educational Advancement

Digital Literacy has a strategic role in advancing education. This research aims to conduct a review of Digital Literacy for Educational Progress. This research uses qualitative methods. The approach to this research uses descriptive and literature studies. Data was obtained from reference literature on the open-access platform. This research shows that Digital Literacy plays a vital role in educational progress. The government and education stakeholders need to pay attention to digital literacy, which is beneficial for educational progress.

Double trouble: the legacy of COVID-19 for early-career teachers and their pupils in wales

ABSTRACT This paper highlights the potential double trouble of early-career teachers, who were negatively impacted by a disrupted Initial Teacher Education (ITE) and/or induction period, being charged with supporting pupil cohorts whose learning was also uniquely impacted by the COVID-19 pandemic. Data were collected from interviews (n = 40) and an online survey (n = 465) with initial teacher education (ITE) stakeholders (school and HEI-based) from across Wales. The data illuminated how ITE students’ experiences of practice were profoundly impacted as schools responded to the constantly changing learning and teaching context. Concerns articulated portray an uncomfortable picture with extensive and multifaceted inequalities identified in terms of both pupils’ and student teachers’ experiences - with vulnerable learners in both groups reported to be the most impacted. This paper highlights the likely legacy of the pandemic on the ongoing development of both pupils’ and student teachers’ (now early-career professionals) and the double trouble this may present. We suggest that there is an ongoing need to further support the professional formation of these early-career teachers impacted by the pandemic in a sustained and individually tailored way. This will be particularly important in equipping them to support the complex needs of the multiple COVID-19 impacted cohorts they will continue to teach.

The Perceived Value of Chatbot Support in Enhancing College Student Self-Efficacy

In the ever-evolving educational landscape, the integration of technology is pivotal for shaping college students' learning experiences. Artificial Intelligence (AI)--powered chatbots stand out as versatile virtual assistants, providing personalized support. This research delves into the intricate relationship between college students and chatbot support, exploring its nuanced impact on self-efficacy at Opol Community College. The study is grounded in Bandura's self-efficacy theory, the study employs a descriptive-causal design with purposive sampling, encompassing 304 participants. Demographic analysis unveils a diverse respondent population, forming the basis for nuanced interpretations of subsequent findings. While chatbot support receives positive acknowledgment, revealing strengths in interaction and query resolution, areas for improvement in academic support usage are identified. Moreover, in-depth self-efficacy analyses across domains showcase positive beliefs, offering a comprehensive understanding with targeted areas for enhancement. Grouped analysis based on technology use demonstrates students' overall confidence in adapting to new technology, coupled with specific items earmarked for improvement. Regression analysis emphasizes the statistically significant impact of chatbot support on self-efficacy, highlighting the transformative potential of these AI-driven tools. The study concluded that useful information for schools and developers on how to improve chatbot features, address concerns, and increase students' confidence in specific subjects ultimately creating a better educational environment. Recommendations emanating from these findings provide actionable insights for educational stakeholders. Institutions and developers are urged to refine chatbot features, addressing identified weaknesses in academic support usage. Additionally, interventions should focus on enhancing specific self-efficacy domains flagged for improvement. This study contributes valuable insights to the discourse on technology integration in education, guiding institutions and developers to tailor interventions that positively shape college students' self-efficacy and learning experiences.

Fairness and Responsibility as Predictors of Academic Integrity among Lecturers in Public Universities in Oyo State

The purpose of this study was to investigate fairness and responsibility as predictors of academic integrity among lecturers in public universities in Oyo State, Nigeria. Five hundred participants constituted the study’s sample, out of whom only 485 were used after data administration. Both the independent and dependent variables were measured with validated instruments with 0.87 reliability co-efficient and the data obtained was analysed using the Pearson product moment correlation (PPMC) statistical method. Two research hypotheses were formulated and tested at 0.05 level of significance. The result showed that there was a significant relationship between fairness and academic integrity among university lecturers (r= .774; p<0.05) as well as between responsibility and academic integrity among university lecturers (r= .459; p<0.05). The implication of this showed that fairness and responsibility had significant impacts on academic integrity among university lecturers. In view of these findings, it was recommended that educational stakeholders should intensify their effort to institute a culture of fairness in the institution so as to improve on the level of academic integrity among lecturers.

Staying ahead with generative artificial intelligence for learning: challenges and opportunities

ABSTRACT Generative Artificial Intelligence (AI)’s emergence is viewed as a disruptive technological advancement that has been beneficial for most educational purposes but also coupled with emerging challenges and potentially destabilizing effects. Given the unprecedented onset and surge in interests, education stakeholders are often pressured to adopt such emergent technologies with little space and time to seek better understanding and to attain literacy. This paper brings together existing contributions to identify a list of five common themes (5Ts) and various uses of generative AI for improving students learning and future education research. The challenges and opportunities from the use of generative AI in education were also explored, and as part of a rethink of how stakeholders can continue to be relevant in a dynamic learning environment with emerging technologies, three “R” guidelines (3Rs) are also proposed to aid educators and students to stay ahead of the curve in addressing challenges and embracing opportunities arising from the use of generative AI for learning.

Cyberbiosecurity Workforce Preparation

Cyberbiosecurity is an emerging field at the convergence of life sciences and the digital world. As technological advances improve operational processes and expose them to vulnerabilities in agriculture and life sciences, cyberbiosecurity has become increasingly important for addressing contemporary concerns. Unfortunately, at this time, educational opportunities for cyberbiosecurity workforce preparation are limited. Stakeholders’ perceptions may help guide cyberbiosecurity workforce preparation efforts and bridge the gap from the classroom to the field. Toward this end, we identified stakeholders in education, private industry, and state agencies in Virginia and sought their input through both an online survey and focus groups. Findings suggest limited awareness and understanding of cyberbiosecurity. Results indicate that both formal and non-formal learning components—including short modules and comprehensive standalone courses—are important for cyberbiosecurity education programming. Stakeholders tied potential success of education programming to systems thinking and collaborative designs. Moreover, results reveal insights into concerns at the convergence of information technology (IT) and operational technology (OT), which is central to effective workforce preparation for today’s agriculture and life sciences professionals. Continuous interdisciplinary collaboration and academia-industry partnerships will be critical for developing robust cyberbiosecurity education and securing the future of agriculture.

ENHANCING LEARNERS’ AWARENESS OF PRESENTATION LITERACY TO STIMULATE INTERACTIVE AND CREATIVE LEARNING IN TERTIARY EDUCATION

Learning methods play a significant role and receive more and more attention in this digital era where everyone wants something exciting, dynamic, effective, and interactive. This paper argues that one of the essential tasks of the current communication age and of a modern-day teacher is the enhancement of presentation literacy through the encouragement and development of students’ creative, communicative, and interactive skills. The article provides some of the reasons why present-day teaching should lay account on a new type learner, i.e. a net gener, and his needs as well as his expectations in the learning environment in the 21st century. The skill of effective public speaking or the practice of the commonly called presentations is brought into focus alongside. The study employed a survey on the usefulness and effectiveness of the presentation assignment which integrated TED Talks and topic-related creative activities. The research involved the students of Creative Industries study program at Vilnius Gediminas Technical University, Lithuania. As a result, a more creative and interactive learning method of delivering presentations and becoming more self-confident speakers proved to be beneficial among students. Their reflections revealed their attitude towards the effectiveness of the activity and offered insights into the learning process on how to help teachers cater to changing students’ needs. The implications of this article are relevant to all stakeholders in higher education.

Towards adaptive support for self‐regulated learning of causal relations: Evaluating four Dutch word vector models

Advances in computational language models increasingly enable adaptive support for self‐regulated learning (SRL) in digital learning environments (DLEs; eg, via automated feedback). However, the accuracy of those models is a common concern for educational stakeholders (eg, policymakers, researchers, teachers and learners themselves). We compared the accuracy of four Dutch language models (ie, spaCy medium, spaCy large, FastText and ConceptNet NumberBatch) in the context of secondary school students' learning of causal relations from expository texts, scaffolded by causal diagram completion. Since machine learning relies on human‐labelled data for the best results, we used a dataset with 10,193 students' causal diagram answers, compiled over a decade of research using a diagram completion intervention to enhance students' monitoring of their text comprehension. The language models were used in combination with four popular machine learning classifiers (ie, logistic regression, random forests, support vector machine and neural networks) to evaluate their performance on automatically scoring students' causal diagrams in terms of the correctness of events and their sequence (ie, the causal structure). Five performance metrics were studied, namely accuracy, precision, recall, F1 and the area under the curve of the receiver operating characteristic (ROC‐AUC). The spaCy medium model combined with the neural network classifier achieved the best performance for the correctness of causal events in four of the five metrics, while the ConceptNet NumberBatch model worked best for the correctness of the causal sequence. These evaluation results provide a criterion for model adoption to adaptively support SRL of causal relations in DLEs. Practitioner notesWhat is already known about this topic Accurate monitoring is a prerequisite for effective self‐regulation. Students struggle to accurately monitor their comprehension of causal relations in texts. Completing causal diagrams improves students' monitoring accuracy, but there is room for further improvement. Automatic scoring could be used to provide adaptive support during diagramming. What this paper adds Comparison of four Dutch word vector models combined with four machine learning classifiers for the automatic scoring of students' causal diagrams. Five performance metrics to evaluate the above solutions. Evaluation of the word vector models for estimating the semantic similarity between student and model answers. Implications for practice and/or policy High‐quality word vector models could (em)power adaptive support during causal diagramming via automatic scoring. The evaluated solutions can be embedded in digital learning environments (DLEs). Criteria for model adoption to adaptively support SRL of causal relations in DLEs. The increased saliency of (in)correct answers via automatic scoring might help to improve students' monitoring accuracy.

Assessment of Psycho-Social Factors Affecting the Promotion of Girl-Child Education in Katsina State, Nigeria

A Girl child is a prudent seed that breeds the generational continuity of man’s existence. Education is a life changing destiny that if equal opportunity is given towards the training of a girl child itcould lead to sanity, equal growth and contributions in Nigerian society. The study investigated theassessment of psycho-social factors affecting the promotion of a girl-child education in Katsina State,Nigeria. The researchers adopted descriptive survey research design for the study. The target populationwas made up of senior secondary school female students’ in Katsina State, Nigeria. Multi-stage sampling techniques were utilized for the study. Thus, a total of nine hundred (900) senior secondary school female students participated in the study. The instrument used for data collection was a questionnaire which consists of two (2) sections. Section A consists of personal information of the respondents and Section B contains ‘Psycho-social Factors Affecting Girl-child Education Questionnaire (PSFAGCEQ). Two research questions were asked and three hypotheses were tested in the study. Frequency, percentage, standard deviation, mean and rank-order were used to answer research questions while analysis of variance (ANOVA) was used to test the formulated hypotheses. Results show that all the twenty-one (21) psycho-social factors assessed such as poverty, mental ability, lack of finance, religious belief, cultural practice, parental level of education, early marriage, sexual violence among others affect the promotion of girl-child education Katsina State, Nigeria. Also, security issues, personal sanitation and hygiene, gender balance among teachers, lack of finance and poverty ranked 1st, 2nd, 3rd, 4th, and 5th among the psycho- social factors affecting the promotion of girl-child education Katsina State. In addition, the results reveals that there is significant difference in the psycho-social factors affecting the promotion of girl-child education across the three zones (F (2, 897) =59.578; P < 0.05); age groups (F(2, 897) =11.682; P < 0.05) and class levels (F(2, 897) =19.374; P < 0.05) in Katsina State, Nigeria. The following recommendations were made based on the results of this study girl-child should be given free education in order to increase enrolment of female students in schools and government at all levels, parents and other stakeholders in education should join hand together for the promotion of girl-child education in Katsina state and Northern Nigeria in general.

Challenges and opportunities for the development of future teachers’ professional competence in Latvia

In the 21st century, characterized by the continual evolution of education and new educational needs being raised and demanded, teachers’ professional competence encounters a series of challenges. In the context of Latvian education, it is highly significant to enhance the professional competence of future teachers and adapt it according to real-world challenges and opportunities. The professional competence of future teachers encounters challenges ranging from adapting to technological advancements to fostering an inclusive learning environment for diverse groups of students. In this research mixed method approach is applied, quantitative data from the self-evaluation instrument developed through the project “Development and Implementation of the Education Quality Monitoring System” (2nd round) and qualitative data from focus group discussions with education stakeholders are employed to analyze the challenges and opportunities for the development of future teachers’ professional competence. Based on the analysis, challenges for the enhancement of future teachers’ professional competence were identified at both institutional and individual levels among those strengthening schools as learning organizations and fostering open mindset toward change. By shedding light on these challenges and opportunities, this study contributes to the broader discourse on teachers’ preparation and continuous development, ensuring their readiness to navigate the multifaceted landscape of modern education effectively.

Assessment of Economic Opportunities Available to Vocational and Technical Education Programmes for Sustainable Local Content Policy in The Oil and Gas Sector in Bayelsa State Nigeria

The study assessed economic opportunities available to vocational and technical education programmes for sustainable local content policy in the oil and gas sector in Bayelsa State, Nigeria. A descriptive survey design was adopted for the study. Two (2) research objectives were formulated to guide the study. The population of the study comprised of all stakeholders in vocational and technical education and oil and gas sector in Bayelsa State. A sample of 230 respondents (180 lecturers from the vocational and technical education in the three tertiary institutions in Bayelsa State and 50 staff of Nigerian Content Monitoring and Development Board from the corporate headquarters). The instrument for data collection was an “Assessment of Economic Opportunities Available to Vocational and Technical Education Programmes Questionnaire” which was developed by researchers and validated by experts. The reliability of the instrument was established using Cronbach Alpha Formula and a coefficient of 0.87 was obtained. The research questions were answered using mean and standard deviation via Statistical Package for Social Science (SPSS) version 26. The findings revealed that lack of adequate local skills and expertise, Limited access to financing for local businesses, insufficient support and incentives for local businesses, limited infrastructure (power, transportation, etc.), poor enforcement of the policy regulations, insufficient efforts to provide training and capacity building programs to enhance local skills and capabilities, lack of information about available opportunities, limited access to networks or partnerships with larger corporations, stringent qualification criteria and regulatory and bureaucratic hurdles are major the challenges inhibiting the implementation of Local content policy in Bayelsa State. It was recommended that The Nigeria Content Monitoring and Development Board should continue to sponsor vocational and technical based programmes that will create the required awareness on the need for indigenous domination of the Oil and Gas Industry.

Variables Affecting 21st Century K-12 Students’ Mathematics Achievements: A Systematic Review

Purpose: This study aimed to use a systematic review of factors affecting K-12 mathematics achievement in the 21st century using only peer-reviewed articles published from 2012 to 2022.
 Methodology: A systematic literature review of factors affecting K-12 mathematics achievement in the 21st century using only peer-reviewed articles published from 2012 to 2022. The Boolean search approach was employed to gather articles from electronic research databases. Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) were used to select a final of 65 articles for the study. A total of 33 axial codes were identified as specific factors from the systematic review conducted.
 Findings: Analysis of the research questions showed a high percentage of the articles conducted in Europe, North America, and Asia, with fewer publications on other continents. The findings showed low published research articles in the era of the COVID-19 pandemic. A final review of the 65 articles uncovered a total of 32 axial codes as the specific variables affecting K-12 students’ mathematics achievements. These axial codes include gender, socioeconomic status, teacher qualification, and class size.
 Unique Contribution to Theory, Practice, and Policy: While many of these studies have found students, teachers, and schools-related variables as predicting or affecting students’ mathematics achievement, comprehensive research into the specific factors within the identified variables is less researched. This study will bridge this gap and contribute to the research and academic resources pool. Governments and other education stakeholders worldwide can use the findings from this study as a guide in making decisions and improving learners' academic standards.

Perceptions, Challenges, and Opportunities of Chinese Language Learning in Punjab and Sindh, Pakistan: Exploring the Role of CPEC

China-Pakistan Economic Corridor (CPEC) projects and Confucius Institutes in Pakistan encourage Chinese language (CL) learning for education, jobs, and other activities. The study explores CL learners’ attitudes, obstacles, and motivations in Punjab and Sindh, Pakistan, and the CPEC’s role in promoting CL education. The research uses a mixed-methods approach to obtain quantitative and qualitative data. The data collection comprised a 5-point Likert scale study with 19 closed-ended and two open-ended questions. Results suggest that both provinces’ students favor CL learning. However, the Mann–Whitney U test indicates Sindh learners’ perspectives, and motivations differ significantly. They generally support CL learning but express concerns about their local language and culture, leading to resistance against foreign language influence in their province. The study illuminates’ student attitudes, obstacles, and motivations in Punjab and Sindh CL learning. The research also explores the potential impact of CPEC on CL education and identifies postproficiency opportunities for learners. These findings influence educational policymakers, language educators, and stakeholders in Pakistan to encourage CL learning. Ultimately, the research is aimed at enhancing CL education in Pakistan, enabling learners to benefit from language proficiency in the context of growing socioeconomic ties between Pakistan and China.

Curriculum Contents for Quality Education Delivery and Sustainable National Development in Nigeria

This study “Curriculum contents for Quality Education Delivery and Sustainable National Development in Nigeria’ investigated public opinion and other Education stakeholders’ reservations to the provision of quality education delivery across Nigeria. Three hundred and eighty-two (382) respondents, 268 males and 114 females were randomly selected and used as a sample of the study across six (6) geo political zones in Nigeria. The samples cut across teachers, family members, educational administrators, policy makers, university lecturers, and politicians. Survey research design was employed for the study. Cluster sampling technique was used to identify the sample of the study. Self-developed questionnaire was used to generate information for the study. Chronbach’s reliability coefficient of .701after test re-test was obtained. Simple percentage count was used to report the demographic variables of the study while descriptive statistics was used to answer the research questions, the hypotheses were tested using z test and Analysis of Variance (ANOVA) at 0.05 level of significance. The Findings of the study have showed there is need to reform the Nigeria Basiceducation curriculum to provide elements of skills acquisition. All education stakeholders should team up to provide conducive learning environment for teaching and learning. No significant gender difference was found across the sample that the perceived curriculum impacted sustainable National Development at z = 2.7, Quality teacher production need to be revisited by the Nigeria National Commission for Colleges of Education (NCCE). Based on the findings the writer offers some recommendations; the Nigeria National Curriculum Reviewers should reflect National development through education. School plants should be revisited to provide befitting structures, teaching and learning materials as a means for individual and community overall development. There is need to improve salary of teachers to avoiding attrition from schools. Stigmatisation of teachers should be avoided as a means of improving performance of teachers.

AN EXPLORATION OF THE INTEGRATION OF ICT IN MATHEMATICS LESSONS IN SECONDARY SCHOOLS, GARISSA COUNTY, KENYA

The integration of Information and Communication Technology (ICT) in education has brought about significant transformations in teaching and learning processes. In a mathematics classroom, ICT offers unique opportunities to enhance students' engagement, promote critical thinking, and foster conceptual understanding. This study explores strategies employed by mathematics teachers in integrating ICT into their lessons. The research design was a descriptive survey. The study was informed by the Diffusion of Innovations Theory. The target population consisted of 18 public secondary schools located in Garissa County. A sample of 267 mathematics students was selected using simple random sampling, while purposive sampling was used to select 18 mathematics teachers and 10 school principals from the ten selected schools. Data were collected through interviews with school principals, classroom observations, and surveys given to Mathematics teachers and students. Data were analyzed using descriptive and inferential statistics. Bar graphs were used to present the results. Findings revealed that projectors, printers, and smart televisions were the main ICT tools available for teaching mathematics, while GeoGebra was the most commonly used software by mathematics teachers. PowerPoint presentations and whiteboard displays were commonly used by teachers during mathematics lessons. Based on the findings, one conclusion is drawn: the scarcity of ICT resources hindered effective mathematics instruction. The study recommended the acquisition of more ICT resources for teaching and learning Mathematics. The study's findings can inform policymakers and education stakeholders to efficiently utilize ICT in the mathematics classroom and enhance students' mathematics performance.

Features and functional components in the use of artificial intelligence in human capital development (higher education as a model)

The study addressed the role of artificial intelligence applications in enhancing educational and learning strategies in higher education, by improving administrative functions; raising the efficiency of scientific and cognitive capabilities, and developing scientific research, in an improved educational environment, in addition to revealing the potential obstacles that accompany the process of using electronic machines. The study concluded that artificial intelligence has an effective role in enhancing and improving the performance of higher education institutions, which made the learning process more efficient, so there is an urgent need to raise awareness among stakeholders in education about the importance of using artificial intelligence applications in teaching and learning strategies, and not to make challenges an obstacle in employing human resources. The study relied on the descriptive analytical method to reveal the role of artificial intelligence and its applications in developing human capital in higher education institutions.