ABSTRACT There are many unsupported claims in the media about how students use generative AI (GenAI) to support their assessment tasks, often labelling such use as inherently unethical. In response, this paper presents a semester-long investigation into 11 university students’ engagement in dialogues with GenAI for their graded assignments, using authentic chat records as the primary data. The study identified four student engagement patterns with GenAI – behavioural, (meta)cognitive, emotional and agentic. While less common, agentic engagement appeared in 12% of the dialogues where students intentionally challenged GenAI’s output and integrated their own understanding of the assessment to direct its responses. Such engagement shows that students’ GenAI use does not necessarily mean they avoid critical thinking or deep learning. We argue that promoting agentic engagement requires more than teaching students how to write better prompts but more deliberate effort to help students reflect on the purpose and process of their GenAI use.

Had every scientist embraced arts and design studies, the world would be more beautiful than it is now, and had all artists learned different sciences, there would have been more scientific innovation and creation. We would give our eyeteeth for an art-science Collaboration as the pedagogy of the 21st century. The incorporation of art and design into STEM education has led to the widespread use of the acronym (STEAM) in educational discussions. Therefore, this paper intends to evaluate the impact of collaborating art and design with Chemistry teaching on secondary student Creativity and engagement in Ugandan schools, demonstrating to educators, policymakers, Curriculum developers, and the public the benefits of Collaboration as a pedagogy to enrich the learners within the 21st century. A participatory demonstration with learners from Immaculate Heart Girls' School, Nyakibale, along with intentional analysis and observation, was carried out in the areas of recycling, ceramics, and metal casting. The results show a need for interdisciplinary pedagogical approaches.

Instructor clarity is a central component of instructional communication and has been consistently associated with positive academic outcomes; however, less evidence exists regarding the mechanisms through which it influences student interest in higher education contexts. From a sustainability perspective, understanding these mechanisms is essential for promoting inclusive, equitable, and high-quality learning environments in line with global educational goals. This study fills a gap in the literature by examining, through multivariate models, the relationship between instructor clarity and student interest as mediated by academic satisfaction and state motivation, within the framework of the Rhetorical/Relational Goals Theory in the Spanish higher education context. A quantitative, cross-sectional, ex post facto research design was employed using a survey method. A non-probabilistic convenience sampling approach was used. A total of 258 undergraduate students from the University of Extremadura enrolled in the Bachelor’s Degree in Early Childhood Education and the Bachelor’s Degree in Primary Education participated in the study. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), including an assessment of the model’s predictive capability. The results indicated that instructor clarity was positively associated with academic satisfaction, state motivation, and student interest, with the first two variables acting as complementary mediators in these relationships. Among the predictors, state motivation emerged as the strongest determinant of student interest, whereas the direct effect of instructor clarity was comparatively weaker, highlighting the relevance of indirect pathways. The model demonstrated high predictive power and strong predictive validity with respect to student interest. Overall, the findings indicate that instructor clarity influences student interest primarily through its indirect effects on academic satisfaction and state motivation, emphasizing the importance of fostering motivational processes as key mechanisms linking teaching practices with students’ learning outcomes in higher education. Finally, it should be noted that the findings are directly aligned with Sustainable Development Goal (SDG) 4, contributing to Target 4.3 by enhancing the effectiveness and equity of teaching in higher education, as well as supporting the development of sustainable learning environments that foster long-term student engagement and academic persistence.

Introduction Student satisfaction is a critical metric for assessing the success of online courses. Understanding the factors influencing satisfaction allows educational institutions and faculty staff to take steps to improve the quality of training, which can lead to higher student engagement and retention and improved institutional reputation. Methods We examine the relationship between 213 students' satisfaction with the quality of an online course in Object-Oriented Programming developed to support traditional training, course grades, and in-course activity. Data analysis was conducted using a combination of classical (descriptive statistics, correlation analyses, and t-tests) and innovative methods. To provide a more nuanced analysis than traditional averages allow, we proposed a vector-based model to measure both the “total intensity” (overall strength) of satisfaction and the “structure of perception” (the balance and consistency across different areas). This integrated approach considers satisfaction a multidimensional and structured perception, revealing manifest and latent dependencies. Results The empirical findings reveal that student satisfaction is largely independent of academic performance; there was almost no correlation between satisfaction intensity and final course grades ( r =0.0255), suggesting that students evaluate course quality objectively regardless of their personal success. Despite the weak positive correlation ( r = 0.2042), there is a tendency for the satisfaction structure to become unbalanced as activity increases. More active students, who study more course material and complete more assignments, are more likely to notice inconsistencies or weaknesses in organisation, content, or grading, leading to more complex and sometimes contradictory perceptions. The study introduces a Satisfaction by Intensity and Orientation index (SIO-index) to quantify these multidimensional perceptions. Discussion Based on these results, the paper provides recommendations for enhancing course design to better align with student expectations and foster engagement. Future research may focus on empirically validating the model in different educational contexts and exploring relationships of the satisfaction space and other key variables.

Studies on the application of the Market Place Activity (MPA) model in teaching Islamic Cultural History (SKI) at the Madrasah Aliyah level remain limited, as does in-depth exploration of students’ responses to this model in the context of Islamic history. This study aims to analyze the process of implementing the MPA model at MAN 2 Kebumen and its impact on the cognitive, affective, and conative dimensions of students’ responses. This study employed a descriptive qualitative approach involving the SKI teacher, the vice principal for curriculum, and students selected through purposive sampling. Data were collected through participant observation, in-depth interviews, and documentation. The results showed that the implementation of the MPA model was carried out systematically through the stages of planning, implementation, and evaluation. This model helped students master the material in the cognitive dimension, increased enthusiasm and communication skills in the affective dimension, and demonstrated the effectiveness of process evaluation through non-test techniques in monitoring student engagement and oral mastery of the material, although the aspect of written assessment still requires optimization. These findings indicate that the MPA model is a strategic alternative for modernizing SKI instruction, which has thus far been dominated by the lecture method, while also providing a theoretical contribution to the development of Islamic pedagogy literature and practical implications for educational institutions in strengthening more active history learning.

The purpose of this study is to analyze and describe the implementation of problem-based learning (PBL) in increasing student learning participation in Pancasila and Citizenship Education subjects. The research employed a mixed-methods approach, combining qualitative and quantitative methods. The study was conducted in class VIII C of SMP Negeri 1 Mlati, Sleman, Yogyakarta. Data were collected through observation, documentation, and questionnaires. The results show that the problem-based learning model is able to increase student learning participation, with the highest score reaching 76.7%. This result meets the criteria for the "high" category in student participation achievement. Problem-based learning encourages students to discuss, collaborate, ask questions, express opinions, provide input, make presentations, and become more active and creative. The implication of this study is that PBL can be effectively implemented as a student-centered learning strategy to address low participation in civic education, particularly in classroom settings where passive learning has been prevalent. After implementing problem-based learning, students experienced many positive changes in their learning behavior and engagement

The purpose of this study is to present the results of an analysis of the implementation of environment-based worksheets for students (LKPD) in science education at the elementary school level, with the aim of encouraging student participation in the learning process as well as their ability to collaborate, think critically, and be creative. The research approach used is descriptive with a qualitative design. The data collected includes qualitative data from feedback provided by teachers and students as users of the teaching materials, observations of the learning process, as well as documentation covering the teaching materials used and photographs of learning activities. The research results indicate that the worksheets were systematically designed using the Canva application to produce visually appealing and environmentally relevant content, while emphasizing student engagement and connections to daily life. In the creation of the worksheets, the integration of sustainability principles, optimal readability, and high accessibility were top priorities. Feedback from teachers indicated a high level of satisfaction with the worksheets’ effectiveness in supporting the learning process, while feedback from students highlighted their enthusiasm and deep understanding of environmental topics.

Global warming, triggered by the increase in carbon emissions, has become a serious threat to the sustainability of human life. Mathematics education plays a significant role in raising students’ awareness of environmental issues, particularly through strengthening their numeracy skills. However, Indonesian students’ mathematical literacy remains low (PISA 2022), so there is a need for learning approaches that can enhance both engagement and numeracy, such as Project-Based Learning (PjBL) based on carbon emission issues. This study aims to explore the implementation of the PjBL model within the context of carbon emissions to improve student engagement and numeracy skills. Data were collected using a student engagement questionnaire and a numeracy skills test. Quantitative data were analyzed using t-tests and regression analysis, while qualitative data were obtained through interviews and observations. This research employed a mixed methods design with a sequential approach, involving 30 seventh-grade students from a junior high school in Banda Aceh. The study yielded several key findings. First, the implementation of the PjBL model with a carbon emission context was found to be effective in enhancing student engagement. Second, the implementation of the PjBL model with a carbon emission context was found to be effective in improving students’ numeracy skills. Third, student engagement positively influenced numeracy skills through the application of the PjBL model in the context of carbon emissions. These results open opportunities for further research in developing PjBL tools that integrate real-life contexts relevant to global issues, such as carbon emissions.

Rapid advancements in the field of Artificial Intelligence (AI) and adaptive learning have revolutionized the way educational processes occur, especially in ESL settings. This paper seeks to evaluate the impact of implementation of AI and adaptive learning on the engagement and learning of university-level ESL learners. For this purpose, quantitative approach was adopted; and 250 ESL learners were targeted through a survey based on the 5-point Likert scale. Four primary constructs were incorporated in the proposed conceptual framework namely AI Usage (AIU), Adaptive Learning (AL), Student Engagement (SE) and Learning Outcomes (LO). Data analysis was conducted by utilizing Partial Least Square Structural Equation Model (PLS-SEM). Results demonstrate that both AI usage and AL have significant positive influences on SE. In addition, AL has a comparatively greater influence as compared to AI due to the reason that AL is personalized learning. Besides, SE is found to have the greatest influence on LO, which confirms the role of student engagement as a mediator between technology usage and learning outcome. Also, AI usage has a positive influence on LO with a smaller magnitude as compared to SE. Overall findings of this study highlight the significance of using AI-based technology and personalized learning systems to increase student engagement and improve their learning in the field of ESL. This study makes an important contribution to literature through employing PLS-SEM in ESL setting, which has been used quite rarely before. Practical implications have been discussed for educators, institutions and policymakers to enhance the process of ESL learning through use of technology. Future research could further investigate other factors like learner satisfaction, digital literacy etc.

Higher education Islamic Religious Education plays a strategic role in shaping students who not only understand Islamic teachings conceptually but also internalize spiritual values in their daily lives. However, learning practices in universities often emphasize cognitive understanding rather than the integration of cognitive and affective dimensions. This study aims to analyze the implementation of mind mapping in the “Manusia Bertuhan” (Human as a Theistic Being) learning material to integrate students’ cognitive understanding and spiritual awareness in the Management Study Program, Faculty of Economics and Business, Universitas Negeri Makassar, Indonesia. The study employed a quantitative approach using a quasi-experimental design with a one-group pretest–posttest model. The participants consisted of 38 management students enrolled in the Islamic Religious Education course in the 2025/2026 academic year, selected through purposive sampling. Data were collected through cognitive tests, a spiritual awareness questionnaire using a Likert scale, observation sheets of student engagement, and assessment rubrics for mind mapping products. Data analysis included descriptive statistics, normality testing, paired sample t-test, normalized gain (N-gain), correlation analysis, and effect size calculation (Cohen’s d) using SPSS. The findings revealed significant improvements in both cognitive and affective domains after the implementation of mind mapping. The mean cognitive score increased from 67.4 to 82.6, while spiritual awareness scores increased from 72.1 to 85.3. The paired sample t-test showed a significant difference (p < 0.001) with a large effect size (Cohen’s d = 0.87). In addition, correlation analysis indicated a positive relationship between cognitive understanding and spiritual awareness (r = 0.61, p < 0.01). These results suggest that mind mapping effectively supports the integration of knowledge and value internalization in Islamic Religious Education learning. The study implies that visual and student-centered learning strategies can strengthen both conceptual understanding and spiritual development of university students. Future studies may expand the design using control groups and broader academic contexts.

This study conducted a systematic review (SR) of the author’s research on the use of Online Learning Management Systems (LMSs) in teaching English language skills between 2001 and 2021. The corpus consists of 44 studies categorized into three thematic clusters: implementation of blended learning in teaching language skills; LMS infrastructure, use, and utilization; and success factors in blended learning. The corpus covers experimental studies using LMS; reading and writing studies; investigations of the differential effects of online instruction on multiple EFL skills; studies using iRubrics for assessment; research employing web conferencing tools; extensive reading studies; online collaborative learning and cross cultural communication via LMS; explicit, strategy based online reading instruction; feasibility studies of different LMSs; LMS infrastructure and use; cases in which online learning failed; and studies on success factors. Results showed that the author’s research provides a comprehensive account of how blended learning was implemented across different English language skills (reading, writing, vocabulary, grammar, ESP, translation) using Blackboard, WebCT, Moodle, Nicenet, RCampus, and Elluminate. The studies documented instructional procedures, task types, assessment methods, and patterns of student engagement in online and blended environments. Across twelve experimental studies, students who received a combination of online and textbook based instruction achieved higher gains than those who received textbook only instruction, and active participants consistently outperformed passive participants. Overall, students expressed positive attitudes toward online instruction, and LMS supported learning, enhanced autonomy, motivation, collaboration, and engagement. Additionally, the author’s studies on LMS infrastructure and use identified institutional, technical, and training related factors that affected the utilization of online learning. Studies on success factors emphasized the importance of online collaboration, active participation, motivation, timely feedback, well designed tasks, and supportive learning environments. Notably, collaboration succeeded in the Saudi–Ukrainian–Russian study because interaction occurred in a culturally neutral, non threatening international space, whereas collaboration between King Saud University and Umm Al Qura University failed due to students’ discomfort with cross university interaction in a gender segregated local context, which suppressed participation. In conclusion, the author’s contributions to LMS based EFL instruction provide a foundation for understanding how online and blended learning evolved across different platforms, skills, and pedagogical contexts.

ABSTRACT This study investigates how the integration of experiential learning through structured debates enhances student engagement and the comprehension of complex corporate governance concepts in accounting education. Grounded in Kolb’s experiential learning theory, this research addresses the global demand for pedagogical innovations that transition students from passive knowledge recipients to active problem-solvers. Using a qualitative case study of 151 students participating in an advanced corporate governance course, this study examines the application of pseudo-mock trials as a resource-efficient alternative to full-scale mock trial instruction. Data derived from student evaluations and instructor reflections demonstrate that this interactive approach fosters higher-order thinking and ethical reasoning by requiring students to synthesize information and defend arguments within a simulated fraud scenario. This study contributes an empirical pedagogical model and a reflexive framework for its implementation, offering transferable knowledge for accounting educators seeking to adopt scalable, high-impact experiential learning strategies globally.

This study aims to analyze the dynamics of the implementation of religious guidance programs in secondary schools in the digital era. The study used a descriptive qualitative approach with a case study type conducted in three types of schools: SMA, SMK, and MAN. Data collection techniques were carried out through observation, interviews, and documentation, involving principals, teachers, and students involved in religious activities. The results of the study indicate that the religious guidance program is implemented in a structured and sustainable manner through daily, weekly, and annual activities, such as Quranic recitation, congregational prayers, religious lectures, infaq activities, and commemorations of Islamic holidays. Each type of school has different characteristics, with SMA and SMK tending to emphasize the habituation of religious activities, while MAN shows a stronger integration between learning and worship practices. However, program implementation faces various dynamics in the digital era, such as the use of devices that disrupt concentration, limited teacher supervision, a lack of activity variety, and the influence of the social environment. On the other hand, the use of digital technology in religious activities is still not optimal and tends not to be systematically integrated. The level of student involvement also shows variation, ranging from active as drivers of activities to passive as participants. Thus, the development of innovative, adaptive, and participatory strategies is necessary, such as utilizing interactive digital media in religious activities, involving students as program drivers through religious organizations, and developing more varied activities based on the needs of the digital generation. These strategies are expected to increase student engagement and strengthen the internalization of religious values ​​in daily life.

This qualitative study employed a phenomenological research design to explore the lived experiences of junior high school students in writing poetry through TiktTok. Grounded in Experiential Learning Theory, Connectivism Theory, and Cognitive Load Theory, the research examined how TikTok influences student engagement and creativity in poetry writing. Fourteen research participants were purposively selected: seven Grade 9 students participated in in-depth interviews (IDI), and another seven joined a focus group discussion (FGD), including two English teachers, a Master Teacher, two academically inclined students, and two struggling students to ensure diverse perspectives. Findings revealed that students faced challenges such as limited vocabulary, grammar issues, poor reading habits, and time management difficulties. Despite these, participants shared that TikTok enhanced their creativity, motivation, and self-expression. The platform’s multimedia features supported autonomous learning and encouraged students to align their poetry with digital trends. The integration of TikTok allowed a more relatable and engaging approach to poetry writing, bridging the gap between conventional curriculum tasks and students’ evolving digital preferences. The results point to the potential of social media platforms as effective educational tools when meaningfully integrated into instruction. By adapting learning experiences to students’ interests and environments, educators may find new ways to foster creativity, confidence, and engagement in language learning.

ChatGPT has gained significant attention in computer programming education due to its advanced capabilities in assisting coding processes and its growing impact on teaching and learning. Despite rapid technological progress and widespread adoption, further research is required to optimise its integration into programming education. This scoping review used the PRISMA–ScR framework to analyse 59 research articles published between 2022 and 2025. The review identified major research areas related to ChatGPT’s use in programming education, including its role as a programming assistant, automated assessment and feedback, student and educator perceptions, curriculum design and instructional strategies, learning outcomes and performance, ethical and academic integrity considerations and applications across specific programming domains. It also examined methodological approaches, participant demographics and geographical distribution across the included studies. Findings highlight benefits of integrating ChatGPT, including enhanced student engagement, increased accessibility, support for bridging knowledge gaps and assistance with code optimisation. Meanwhile, challenges include risks of overreliance, reduced critical thinking, accuracy limitations and academic integrity concerns. This review provides practical insights for educators, universities, students and researchers. It emphasises using ChatGPT as a learning assistant, implementing clear policies, tailoring artificial intelligence (AI) tools to diverse student needs and guiding future research on effective and ethical AI-driven programming education. Implications for practice or policy: ChatGPT should support debugging, exploration and collaboration rather than code generation. Students must annotate AI outputs, reinforced by oral exams and reflective journals. Educators should blend AI feedback with human evaluation through scaffolded, authentic assessments. Institutions need clear ethical policies, equitable access and staff training. Researchers should use longitudinal, mixed methods studies, while developers design explainable, adaptive and integrity-focused features aligned with course progression.

The integration of Artificial Intelligence (AI) in higher education has gained global attention; however, its application in Botswana’s Educational Training Providers (ETPs) remains underexplored. This study investigates the effects of AI, particularly ChatGPT, on student learning and instructional practices. A PRISMA-guided systematic literature review was employed, using Boolean operators to retrieve 53 articles from Google Scholar, from which a sample of 9 highly relevant studies was selected for detailed analysis. Findings reveal that AI enhances personalised learning, improves instructional efficiency, supports research skills, and increases student engagement. However, challenges such as academic integrity risks, cognitive dependency, data privacy concerns, and infrastructural limitations persist. The study concludes that AI presents both opportunities and risks for Botswana’s higher education sector. It recommends the development of ethical frameworks, investment in digital infrastructure, and capacity building to ensure effective and responsible AI integration aligned with evolving educational demands.

ABSTRACT Background to the Study As fully online postgraduate programmes expand, questions remain regarding whether sufficient student engagement is achieved and how such sufficiency can be measured. This study examined the types and levels of engagement within a fully online postgraduate module and explored how engagement can be operationalised using learning management system (LMS) analytics. Objective To explore whether there is sufficient student engagement in an online module, and the types and levels of online engagement. Methods A quantitative single‐case study analysed LMS trace data from 773 students. Data were analysed using the Online Engagement Framework and Moore's interaction typology. Engagement was operationalised using four behavioural indicators: submissions, interactions, time‐on‐platform and Grade Center access. Cluster analysis was applied to identify engagement profiles. Results Findings indicate high levels of social, cognitive, behavioural and collaborative engagement, with participation substantially exceeding minimum requirements. In contrast, structured opportunities for emotional engagement were absent. Frequent Grade Centre access (mean = 68 views per student) suggests a digitally observable form of performance engagement characterised by academic self‐monitoring behaviour Cluster analysis revealed four distinct engagement profiles, highlighting heterogeneity in student interaction patterns. Conclusion The findings suggest that high‐density programmatic assessment is associated with sustained engagement behaviours in online contexts. This study contributes to the literature by proposing a trace‐based operationalisation of performance engagement and offering a practical framework for examining engagement sufficiency in fully online programmes.

This study examines the implementation of Project-Based Learning in teaching biography writing, focusing on the figure of Joko Widodo among eighth-grade students at SMP Negeri 4 Ranoyapo. Employing an empirical descriptive-analytical approach, the research integrates quantitative and qualitative data to capture both learning outcomes and classroom processes. Data were collected through performance tests and structured observations involving 26 students selected through total sampling. The findings indicate a significant improvement in students’ writing competence, as reflected in enhanced organization, language use, and coherence in biographical texts. The learning process also revealed increased student engagement, collaboration, and critical thinking during project execution. Project-Based Learning facilitated contextual learning by connecting instructional content with real-life figures, thereby strengthening both cognitive and affective dimensions of literacy development. The study further highlights the pedagogical relevance of integrating project-oriented strategies within language instruction to promote active learning environments. These results contribute to the growing body of evidence supporting innovative instructional models in enhancing writing proficiency and meaningful learning experiences in secondary education contexts.

This qualitative study examines how artificial intelligence (AI) tools shape English language instruction in Philippine higher education classrooms. Drawing on semi-structured interviews with twelve English language teachers from public and private institutions in Central Luzon, Philippines, and document analysis of AI-assisted classroom outputs, the study investigates teacher perceptions, observed instructional outcomes, and the pedagogical and ethical implications of integrating AI tools—particularly ChatGPT, Grammarly, and QuillBot—into English language teaching (ELT). Three principal themes emerged from the data: (1) AI as a facilitator of student engagement and language skill development, particularly in writing, grammar, and vocabulary; (2) recurring challenges including infrastructure constraints, academic integrity concerns, and uneven digital literacy; and (3) the need for localized, culturally responsive AI integration frameworks suited to the Philippine linguistic context. Guided by socioconstructivist theory and the Technology Acceptance Model (TAM), the findings indicate that while AI tools carry genuine pedagogical value for Filipino learners of English, their responsible use depends on deliberate instructional scaffolding, coherent institutional policy, and sustained teacher professional development. Implications for curriculum design and future research are discussed. Keywords: artificial intelligence, English language teaching, Philippine education, ChatGPT, qualitative research, EFL/ESL, technology integration

This study examined the impact of clinical supervision on the professional development of teachers in Emilio Lee Llacer Sr. High School, San Jacinto District, Masbate, during School Year 2024–2025. It was anchored on Adult Learning Theory, Reflective Practice Theory, and Clinical Supervision Theory, with the view that clinical supervision is a formative, collaborative, and non-evaluative process that supports teacher growth through observation, feedback, and reflection. The study used a descriptive quantitative research design and employed a researcher-made questionnaire validated by experts and pilot-tested for reliability. Using purposive sampling, 15 public secondary school teachers who had experienced at least one cycle of clinical supervision were selected as respondents. Data were gathered through a structured survey and analyzed using frequency count, rank, percentage, weighted mean, and Pearson correlation. Findings showed that teachers experienced notable challenges in the implementation of clinical supervision, particularly limited time for meaningful feedback, lack of follow-up support, inconsistent practice, and unclear expectations. Despite these concerns, teachers agreed that clinical supervision positively affected their professional development, especially in constructive feedback, instructional planning, classroom management, teaching confidence, student engagement, and reflective practice. They also strongly perceived clinical supervision as highly effective in enhancing instructional skills, promoting collaboration, and improving classroom practices. The study concluded that clinical supervision remains a highly valued and effective developmental tool despite implementation issues. It recommends strengthening structured feedback and follow-up, improving supervisor training, and ensuring consistency and clarity in supervision procedures. This study aligns with SDG 4: Quality Education by supporting teacher quality and continuous professional development. Its sustainability impact lies in strengthening educational and institutional sustainability through improved instructional practice, reflective teaching, and supportive supervisory systems.