Documents found
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3651.More information
The integration of deep learning in education has the potential to enhance pedagogical practices, personalized learning, and adaptive instruction. However, Islamic schools face unique challenges in adopting AI-driven educational models due to technological limitations, digital literacy disparities, and regulatory constraints. This study assesses the readiness of Islamic school teachers in Indonesia to implement deep learning-based curricula, analyzing knowledge, attitudes, barriers, and demographic influences on AI adoption. A structured questionnaire was administered to 1,120 teachers across madrasahs, pesantrens, and Islamic private schools, with data analyzed using the Rasch measurement model to ensure psychometric validity. Differential Item Functioning (DIF) analysis was conducted to examine variations in readiness across gender, age, education level, teaching experience, and ICT knowledge. The results reveal moderate teacher readiness, with significant gaps in deep learning comprehension and practical implementation. Female teachers, mid-career educators (36–45 years), and secondary school teachers exhibit higher AI readiness, while novice and older teachers face greater barriers. ICT literacy emerges as the strongest predictor of readiness, underscoring the need for targeted digital training programs. Findings highlight infrastructure deficits, professional development gaps, and policy misalignment as primary obstacles to deep learning adoption. While urban teachers demonstrate higher AI engagement, rural educators require greater institutional support. The study emphasizes the necessity of differentiated professional development programs that cater to teachers at different career stages and digital literacy levels. These insights provide critical implications for policymakers, educational leaders, and curriculum developers in designing AI-driven pedagogical strategies for Islamic schools. Future research should explore mentorship initiatives and hybrid training models to foster sustainable AI adoption in religious education settings.
Keywords: Teacher Readiness, Deep Learning, Islamic Education, Rasch Model Analysis
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3652.More information
Keywords: vocabulaire transdisciplinaire, connaissances morphologiques, dispositif d’enseignement, recherche-développement
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3653.More information
The rapid evolution of information technologies has driven the exponential growth of big data, creating opportunities to leverage data analytics across sectors. In higher education, Big Data Analytics (BDA) holds promise for improving decision-making, enhancing student outcomes, and driving institutional efficiency. However, its implementation remains limited due to technological, organizational, and environmental challenges. This study examines the readiness and use of BDA within selected Canadian higher education institutions, focusing on Southwest Ontario. Utilizing the Technology-Organization-Environment (TOE) framework, the research adopts a qualitative approach, drawing on semi-structured interviews with 10 academic and administrative staff from selected universities in Southwestern Ontario. The result identifies several barriers to BDA readiness and use, including a fragmented data landscape, integration challenges, and resource constraints. The study emphasizes the need for strategic investments in technological infrastructure, leadership engagement, and updated policies to improve BDA adoption. The study concludes with recommendations addressing barriers within the technological, organizational, and environmental contexts to enhance institutional performance and student outcomes.
Keywords: big data analytics, éducation supérieure, analyse des données massives, higher education, cadre technologie-organisation-environnement (TOE), technology-organization-environment (TOE) framework, institutional readiness
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3654.More information
This paper returns to the roots of European Humanism to rediscover the moral and political base for contemporary narrative inquiry. A brief analytical review is conducted of forms of artistic representation from C15th/C16th Florentine painting to reveal steps taken to use narrative form in the pursuit and advocacy of humanist method. This is placed within the frame of a Ricoeur (1989) four-stage typology for narrative method. The paper closes with an argument that social and educational research should be guided by Humanist principles in its aims, but also in its method – Humanist in intent, Humanist in substance.
Keywords: Narrative, Curriculum, Curriculum Inquiry, Humanism, Renaissance
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3655.More information
Integrating Indigenous knowledge (IK) has received significant attention in the context of achieving science learning that is relevant, contextual, and connected to students' daily lives. This study aims to systematically review empirical research that documents the integration of IK programs in science learning. From 227 literature sources, 43 were selected for analysis. The findings indicate that developmental research predominates the methodology employed, with experimental and qualitative descriptive research following. The implementation of integrated-science learning programs falls into several categories, including project-based learning, discussions, technological applications, field research, local knowledge integration, cultural practices, and reflective exercises. The positive outcomes of this process encompass enhanced appreciation of nature and biodiversity, cultural awareness, improved thinking skills, better subject content mastery, increased motivation, higher learning engagement, a more comprehensive understanding of the nature of science (NOS), and greater appreciation of scientific principles. Key recommendations include fostering collaboration with Indigenous communities, creating comprehensive learning modules, and providing continuous professional development for teachers.
Keywords: Indigenous Knowledge, Science Education, Systematic Review
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3656.
Enhancing Team Performance in Hybrid-Flexible Courses: The Role of Team Communication and Atmosphere
More informationHybrid-flexible (hyflex) courses have become a prominent open and distributed learning (ODL) approach post-COVID-19, offering students the flexibility to attend classes online, in-person, or both. While this model promotes instructional continuity and student-centered learning, it presents unique ODL challenges in managing effective team collaboration. This quantitative study investigated the underexplored relationships among effective communication, team atmosphere, and team performance in hyflex learning environments; the study sought to provide novel insights into optimizing team dynamics and enhancing learning outcomes in ODL-integrated educational settings. The study comprised data from 310 college students enrolled in the authors’ hyflex course offered on China’s Super Star learning platform at an ODL institution with over 700 million registered users. An online survey was conducted using validated scales; confirmatory factor analysis (CFA) and multiple linear regression analyses were used to test the hypotheses. The study found effective communication significantly enhanced team performance (β = 0.389, p < .001). Team atmosphere moderated this relationship (β = -0.118, p < .05); while a positive atmosphere generally supported performance, an overly positive one may have reduced the critical engagement necessary for optimal outcomes. The study concluded that both effective communication and a balanced team atmosphere were critical for maximizing team performance in hyflex courses. We suggest ODL educators foster communication strategies that encourage open dialogue and critical thinking while maintaining a supportive team environment. Overemphasis on maintaining positivity may hinder constructive critique and diminish performance in distance and hybrid settings.
Keywords: Input-Process-Output theory, Team Atmosphere, Team Communication, Team Performance, Hybrid-Flexible (Hyflex) course, hybrid-flexible course
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3657.More information
Integrating mobile learning technologies in mathematics education in light of the pandemic, natural disasters, and recent technological developments is a significant shift in practice. This research applied the systematic review approach to assess the impact of mobile learning aids on students’ learning attitudes, motivation, and performance in mathematics. Based on a synthesis of peer-reviewed articles published from 2010 to 2024, this paper focuses on five themes: (a) student and educator experience and engagement, (b) modification in instructional practices, (c) learning and achievements, (d) opportunities, challenges, and strategies, and (e) mobile learning perceptions. The review reveals that mobile learning enhances students’ essential and higher-order thinking skills by establishing interactivity and learning through inquiry. However, other factors, such as the unequal distribution of resources and technology, still pose a challenge. To address these issues, it is suggested that future policies should focus on improving infrastructure, digital competency, and professional learning for instructors. Further, it is essential for institutions to engage faculty members in collaborative platforms to enhance their practice and have secure measures for data protection. This systematic review emphasizes the need for the researcher to conduct these evaluations over time to gauge the long-term impact of mobile learning and to look at the effects of this form of learning on different groups of students. It also concludes that future studies need to pay attention to ethical concerns and ways to provide equal opportunities in integrating technology into mathematics education for all students.
Keywords: Mobile Learning, Mathematics, Critical Thinking, Engagement, Digital Knowledge, Professional Development
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3658.More information
Artificial Intelligence (AI) is ubiquitous, yet the perceptions of Filipino undergraduate students (UGS) remain limited. Using an explanatory sequential mixed methods design, we surveyed 537 UGS to examine their knowledge and beliefs about AI in higher education. An adapted instrument was first validated through exploratory factor analysis, revealing a three-factor structure: perceived threat to human autonomy and employment, perceived academic and economic utility, and perceived negative consequences and risks. Students reported moderate self-rated knowledge (M = 6.51, SD = 2.18). Beliefs were largely neutral to positive, with no significant demographic differences. However, knowledge varied significantly: males scored higher than females (U = 30,244, p = .01), students aged 21–25 outperformed those under 20 (H(2) = 13.85, p < .001), IT students exceeded agriculture majors (H(6) = 13.29, p = .04), and third-years surpassed first-years (H(3) = 9.87, p = .02). Qualitative responses emphasized AI’s role in learning support, accessibility, and interaction, while concerns focused on over-reliance, reduced human relationships, and misinformation. Interpreted through the Technology Acceptance Model, the Unified Theory of Acceptance and Use of Technology, and Critical Pedagogy, the findings inform Philippine higher education in shaping curriculum, faculty development, and governance for responsible AI integration.
Keywords: Artificial Intelligence, Instrument Construct, Demographic Influences, Content Knowledge Skills, Beliefs
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3660.More information
Despite a high attrition rate in the profession, many teachers remain committed to their roles, raising questions about the reasons that explain their work engagement. Among the documented antecedents of work engagement, resilience and psychological well-being at work (PWBW) stand out. Thus, this study aimed to explore the mediating role of PWBW in the relationship between resilience and work engagement. Drawing on the broaden-and-build theory, a cross-sectional study was conducted with 204 primary and secondary school teachers in Quebec. The findings show that the relationship between resilience and work engagement is fully mediated by PWBW, highlighting possible interventions to foster and sustain teachers' engagement in their work.
Keywords: Enseignants, Teachers, Engagement au travail, Work engagement, Résilience, Resilience, Psychological well-being at work, Bien-être psychologique au travail, Théorie broaden-and-build, Broaden-and-build theory