Search Results

The rapid advancement of artificial intelligence (AI), particularly deep learning, presents significant opportunities for transforming higher education curricula. This research aims to develop and implement a pedagogical framework for integrating deep learning into an information technology education program in Indonesia. Employing a design-based research (DBR) methodology, the study involved three iterative phases: needs analysis, framework design, and classroom implementation. Participants comprised 240 undergraduate students from the Department of Information Technology Education across all Indonesian universities. The framework emphasizes project-based learning, interdisciplinary integration, and the use of open-source deep learning tools. Data were collected through surveys, interviews, classroom observations, and pre- and post-tests. The results indicate that the integration of deep learning not only improved students’ technical competencies in machine learning and neural networks but also enhanced their problem-solving, collaboration, and critical thinking skills. Furthermore, both students and instructors reported increased engagement and motivation. This study contributes a replicable model for embedding deep learning in IT teacher education and offers practical guidelines for educators and curriculum developers. Future work will focus on scaling the framework and measuring its long-term impact on graduate preparedness and instructional innovation.

Keywords: Deep Learning Methods, Pedagogical Framework, Information Technology Education, Indonesia

This article examines the evidence base for using conflict-sensitive approaches to improve development outcomes in human-serving sectors. The study employed a systematic review methodology to identify and analyze evidence from a corpus of 49 studies that met inclusion criteria from a universe of 571 papers. Results from this review indicate that the evidence base is underdeveloped for demonstrating outcomes from integrating conflict-sensitive practices within human-serving sectors. We find that the evidence gaps may be the result of inconsistencies among the definitions and methods of measurement for conflict-sensitive practice and subsequent evaluations of such practices. Evidence from our review suggests that the education sector has developed the largest number of concrete conflict-sensitive tools and practices that can be formally evaluated for impact on outcomes and brought to scale for the benefit of the sector and the broader development community.

Keywords: violence prevention, conflict sensitivity, intervention design

This mixed-methods study examined how experiential learning theory (ELT) can support the development of digital and artificial intelligence literacies in postsecondary education through the integration of generative artificial intelligence (GenAI) tools. Guided by ELT’s four-stage cycle, concrete experience, reflective observation, abstract conceptualisation, and active experimentation, this study explored how students engaged with GenAI to enhance their learning, critical thinking, and ethical awareness. Data were collected from 17 students and one instructor through surveys and semi-structured interviews. Descriptive and thematic analyses revealed that students initially identified as beginners in GenAI use, employing the technology primarily for functional tasks such as organizing information or conducting surface-level research. Through experiential engagement and guided reflection, students demonstrated growth in confidence, ethical understanding, and critical evaluation of AI-generated outputs. Instructor findings converged with student perspectives, emphasizing the value of scaffolded, reflective engagement for literacy development. The integration of quantitative and qualitative results underscored the effectiveness of experiential learning in a GenAI-designed course.

Keywords: littératie en intelligence artificielle, artificial intelligence literacy, éthique, ethics, théorie de l’apprentissage expérientiel, experiential learning theory, littératie numérique, digital literacy, intelligence artificielle générative, generative artificial intelligence

This article is a case study that addresses challenges archivists and introductory composition instructors can experience when working to embed archival and primary source literacy into a course and models how to successfully overcome related obstacles. Building on the excellent work of James Roussain, it employs the archivist-as-educator model not only to teach the students but also to train the disciplinary instructor. Teaching instructors archival and primary source literacy and training them how to teach these types of literacy enhances student success. Acknowledging the literature that discusses the ineffectiveness of one-shot guest lectures, the authors have designed and piloted an archival and primary source literacy toolkit that provides a scalable and effective model for embedding a module and assignment into an introductory composition course at a large research university. The inquiry-based active-learning activities in the toolkit are scaffolded to prepare students for the assignment. Furthermore, the toolkit provides guidance on how instructors and archivists can collaboratively develop the skills they need to successfully embed the module into introductory composition courses.

This piece unfolds as a multi-voiced dialogue among members of a co-lab who work as scholars, artists, dancers, professors, and storytellers and span diverse disciplinary homes including sustainability, art, science and technology studies, and life sciences. We position citation as a practice of community accountability, aesthetic expression, resistance to erasure, and care for knowledge lineages. We ask: Who are we accountable to when we cite? What does it mean to be in right relationship with our sources? How do citations enact care, reciprocity, and community? In our discussion of disciplinary and epistemological borders, we challenge academic conventions around what counts as knowledge and who counts as a knower, especially highlighting the need to cite Indigenous scholars not only when writing about Indigenous knowledge, but in honoring contemporary, place-based intellectual contributions. In our discussion on canon, we interrogate academic genealogies, metrics of influence, and the mechanisms by which expertise is legitimized. We propose alternate genealogies—such as "mother texts" and "grandmother texts"—and dream of visualizing non-traditional citation trees that encompass lived experience, artistic practice, and kinship with mentors, collaborators, and co-thinkers. Ultimately, this dialogue invites an expansive view of citation as world-building. Critically, this piece uses Chicago-style footnotes to engage with citational politics in dialogue and form: One of the co-authors engages with the dialogue post-hoc through the footnotes, and we use the footnotes to reveal the writing process and editorial review. Rather than merely naming sources, we reflect on what it means to be in conversation with them—across time, space, and medium. Through this piece, we aim to model a citational practice rooted in relational ethics, joy, complexity, and critique.

Keywords: canon, arts, positionality, anti-colonial, feminist epistemology, Indigenous knowledges

This article examines the development of the Indigenous Referencing Guidance for Indigenous Knowledges within the broader context of decolonial practice in library and information studies. Academic citation practices have historically privileged Western knowledge frameworks while rendering Indigenous Knowledge systems invisible or subordinate. The Indigenous Referencing Guidance represents an intervention that seeks to address this imbalance by guiding ethical and accurate attribution of Indigenous Knowledge sources. Developed through a partnership between the Indigenous Archives Collective and CAVAL, the Indigenous Referencing Guidance for Indigenous Knowledges project created an Indigenous Knowledge Attribution Toolkit (IKAT) that includes two key components: a decision tree providing guidance for content assessment and attribution and a comprehensive citation and referencing guide featuring examples of Indigenous attribution methods. The guidance specifically addresses academic libraries working with Indigenous information sources at the undergraduate level by acknowledging the critical need to redress power imbalances in citation processes, ensure accurate attribution, and increase the representation of Indigenous knowledges in source materials. This paper outlines the principles underlying the development of the guide, describes the importance of using Indigenous research methodologies to guide ethical Indigenous research practices, and addresses the politics of citation. It explores the opportunities to elevate Indigenous Knowledges through citational practices by sharing examples of practical applications and use of sources described in the IKAT. By considering citations in the context of them being respectful and relational practices, the guide elevates the recognition of Indigenous Knowledges. In doing this, the IKAT specifically contributes to broader movements for Indigenous Data Sovereignty, supports the implementation of Right of Reply protocols, and advances Indigenous priorities in library and academic citation practices. The article concludes by discussing the opportunities connected with implementing the IKAT and suggests future directions for evolving citation practices that honour Indigenous Knowledges.

Keywords: Indigenous Knowledges attribution, citational justice, decolonial library practices, Indigenous cultural and intellectual property, critical information literacy, Indigenous research methodologies

The links between climate change, emotional regulation, and mental health are now an emerging field of research in neuroscience. The environmental challenges associated with the ecological crisis are unprecedented and particularly affect adolescents and young adults: more than 70% of Canadians in this age group report feeling eco-anxiety, a combination of fear and distress about environmental degradation. Although this reaction is natural and adaptive, its persistence can contribute to the onset of mental disorders, making it a major public health issue. Analysis of the literature highlights the neurobiological and psychological foundations of emotions, the importance of regulating them, and the role of neuroplasticity, which can be reinforced by meditation, contact with nature, or sensory experiences. Art, particularly when it mobilizes visual, auditory, and multisensory stimuli, appears to be a key lever for transformation, especially through projects rooted in the local area that nurture a connection to living things and emotional resonance. The perception and impact of eco-anxiety also vary according to cultural and generational contexts. Indigenous peoples, who have a deep connection to nature, are strongly affected by it, while older people, who are often more experienced in emotional management, sometimes express feelings of guilt towards future generations. All of these facts call for decolonized, intergenerational approaches that are co-constructed with communities, combining neuroscience and artistic practices, immersive experiences, and hopeful narratives in order to transform climate distress into constructive engagement.

Keywords: eco-anxiety, écoanxiété, resilience, neuroscience, art, neurosciences, art, résilience, climate change, changement climatique

This meta-analysis synthesized empirical findings on the influence of ChatGPT on learning achievement. An electronic database search using PRISMA guidelines was conducted with relevant keywords to identify eligible research studies published between November 2022 and December 2024. A total of 22 eligible publications that met our inclusion criteria were reviewed. The overall effect size of ChatGPT's influence on learning achievement was moderate (g= 0.573), suggesting that ChatGPT has the potential to improve learning outcomes. Most participants in the studies were undergraduates (70.9%). However, subgroup analysis revealed that the effect size for middle and high school students (g= 0.928) was larger than that for undergraduates (g= 0.538), although the difference was not statistically significant. This finding highlights the importance for instructors and educational practitioners to consider the applications of ChatGPT in middle and high school settings. No significant statistical differences were found among the three learning domains: cognitive (g= 0.612), affective (g= 0.481), and metacognitive (g= 0.619). Given that nearly half of the studies focused on the cognitive domain, it is important to diversify the application of generative AI across a variety of subjects in different learning domains. The most frequently used instructional approaches with ChatGPT applications were lectures (22.1%) and self-regulated learning (16.3%). The largest effect sizes were observed for self-regulated learning (g= 1.115) and case-based learning (g= 0.836), while the smallest effect size was for game-based learning (g= 0.092, ns). This study was conducted within two years of ChatGPT's emergence, limiting in our ability to analyze a large number of publications. Nevertheless, this study offers meaningful implications for future research on the application of ChatGPT for educational purposes.

Keywords: ChatGPT, learning achievement, generative AI, AIED, artificial intelligence in education

While teachers worldwide rapidly switched to emergency remote teaching almost overnight owing to the unprecedented global pandemic, the rise of artificial intelligence (AI) has further transformed language education paradigms. Although previous research has explored foreign language teaching anxiety (FLTA), the self-perceived online L2 speaking anxiety of teachers remains underexplored. Accordingly, this study has been designed on a wide scale to address this lacuna by focusing on the perceptions of anxiety of 179 non-native EFL teachers at the Ministry of Education and instructors in higher education contexts. Moreover, it aimed to reveal its provoking reasons and finally the reported reflections of educators’ apprehension on virtual classes. To that end, qualitative and quantitative data were gathered in a complementary fashion through semi-structured interviews and an online survey developed by the researcher. The study identified the lack of perceived competence, troubles with online technologies, and learners’ English proficiency as factors leading EFL educators to experience online L2 speaking anxiety despite their self-confidence. Their reported reflections also disclosed that self-confidence without competence would be of almost no use in language teaching. Finally, some significant differences were detected between the participants’ demographic variables and their online L2 speaking anxiety.

Keywords: distance education, FLTA, online speaking anxiety, teacher perception, remote teaching

Since 2008, the decentralized and inclusive hacktivist group Anonymous has launched hundreds of stand-alone campaigns, primarily targeting government using certain hacking techniques (Coleman, 2020; Steinmetz, 2022). Due to the standardization of both target selection and types of cyberattacks, we used Differential Association theory to understand whether peer association facilitates the learning process of new Anonymous members (known as "Anons") during a hacking campaign. The data derives from IRC conversations during the 2012 Maple Spring Protests, where Anons hacked the Québec provincial government. A thematic content analysis suggests that Anonymous’ consistency stems from the use of pre-established resources that ensure all participants learn similar techniques and motivations that can be applied across all campaigns. Congruent with the tenents of Differential Association theory, our results indicate that peers in the chats sustained the learning process of newcomers, not only transmitting technical skills but also inculcating values and definitions that distinguish legitimate from illegitimate targets. Newcomers are also encouraged to reinforce their approval of such behaviors by promoting Anonymous’ hacks on social media. Together, this online environment can transform novices into proficient hackers, increasing the potential for future campaigns.

Keywords: Cybercrime, Cybercriminalité, digital disobedience, Désobéissance numérique, Apprentissage en ligne, online activism, Communautés virtuelles, virtual communities, Sous-cultures hacktivistes, hacktivist subcultures