Volume 19, numéro 3, 2025

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The potential of innovative learning technologies and digitalization is a key factor in the progressive development of the academic space within the context of educational environment integration. This article aims to study the potential of innovative learning technologies in the context of globalization and the digitalization of education, based on successful European experiences. It also pays special attention to immersive digital media that involve virtual and mixed-reality possibilities. To achieve these goals, a combined approach was applied, including the analysis of existing case studies and the formation of conclusions based on secondary data analysis. This research suggests ways to integrate immersive-learning tools into practice-oriented learning. These types of tools contribute to improving the processes of learning by students, allowing them to visualize complex and abstract definitions, motivate active participation in the learning process, develop creativity and practical skills of problem-based thinking, and provide realistic experiences of solving educational tasks in practice. This article substantiates that these innovations successfully used in developed countries of the European community will allow for the effective development of the national educational system in the post-war reconstruction of Ukraine. This article establishes the need to upgrade the existing educational development strategy to delineate powers between different management institutions, create a competitive environment in the educational sector, and expand opportunities for financing state-of-the-art projects in this area. The prospects for educational development are focused on the potential of immersive learning technologies, practice-oriented education, and interactive communication tools for competence-based learning.

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The urgency of this research stems from the growing use of learning technology in psychology, particularly since the COVID-19 pandemic accelerated the adoption of remote and technology-based learning. Although numerous studies have been conducted, the understanding of global trends in this topic remains limited. This study aims to analyze global trends related to learning technology in psychology using bibliometric methods. The methodology employed in this research is bibliometric analysis, using VOSviewer software to map prominent topics frequently discussed in academic literature from 2004 to 2024. The findings reveal that deep learning, self-efficacy, social relationships, and the impact of COVID-19 are dominant themes within learning technology in psychology. Additionally, a significant increase in publications and citations on this topic has been observed over the past two decades. The study also identifies six main clusters that illustrate interconnections among themes. In conclusion, learning technology is increasingly vital in educational psychology, particularly in student motivation, engagement, and performance. This research comprehensively maps global trends in learning technology within psychology. It identifies opportunities for further study, particularly regarding the impact of technology in the post-pandemic era.

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In contemporary higher education, the master's level plays a critical role in developing high-level professionals, particularly among Generation-Z students. This stage is marked by significant psychological, social, and professional development, requiring innovative educational strategies that align with the unique traits of this digital-native cohort. Integrating artificial intelligence (AI) technologies, such as adaptive-learning systems, intelligent tutoring, and automated-feedback mechanisms, offers transformative potential to address these needs. This study investigates the intersection of generational characteristics and AI integration in master's education through a convergent parallel mixed-methods design, combining quantitative surveys with qualitative interviews of 300 master's students across various disciplines. The findings reveal predominantly positive attitudes toward AI, with 78% of students recognizing its ability to enhance personalized learning and engagement. However, concerns about data privacy (54%) and reduced human interaction (48%) highlight the need for an ethical and balanced implementation. Grounded in constructivist and activity theories, this research underscores the potential of AI to foster autonomy, self-determination, and personalized educational experiences while addressing generational expectations for immediacy and interactivity. Practical recommendations are provided for educators and policymakers to implement AI effectively, ensuring that it supplements human-centred teaching practices. These insights contribute to the global discourse on AI integration in higher education, and its implications for enhancing lifelong learning and professional growth.

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This reflective article describes an initiative that created a publicly accessible e-book comprised of digital media (podcast, video, web essay) research assignments produced by Bachelor of Education students at a Canadian university. A teacher- education instructor and a learning specialist designed and undertook the project collaboratively. The article is written as a conversation that moves between our two perspectives on the project. We share the project as an innovative model that encourages students, particularly suited for those in professional programs or graduate studies, to produce assignments that contribute to the scholarly body of knowledge on a given subject.

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Science education scholars agree that it is important for teachers to be prepared to teach science as more than facts and information. Part of this preparation is understanding the nature, history, and philosophy of science and its impact on scientific knowledge. However, research has shown that science teachers are often unfamiliar with the ideas underpinning their discipline. To investigate teachers’ preparation, this study presents the results of an environmental scan of secondary science-education programs across Canada, with respect to the inclusion of the nature, history, and philosophy of science in their course descriptions. Using pedagogical content knowledge as a framework, the exposure of future Canadian secondary-science teachers to the nature, history, and philosophy of science in their content and pedagogical content courses is described. The implications of the lack of inclusion of the nature, history, and philosophy of science in the course descriptions of secondary science teacher education programs are discussed.

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This meta-analysis examines the impact of technology in statistics learning, comparing experimental and control groups across 34 studies, resulting in 55 effect sizes. The random effects model revealed a significant standardized mean difference (gRE = 0.50, 95% CI [0.35, 0.64], p < 0.01), indicating a positive effect of using technology in statistics courses. Heterogeneity was high (I² = 94.3%), and publication bias was initially detected; however, it was addressed by removing 21 outlier studies. The analysis revealed no significant differences based on country; however, technology type had a significant effect. These findings suggest improved student outcomes, warranting further investigation.

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This paper conducts a comprehensive review of the existing literature to examine the significance of zoos in cultivating scientific literacy in society. It focuses on revealing how educators can strategically utilize zoos as a valuable resource to encourage critical thinking about the nature of science (NOS) and socio-scientific issues (SSI) within the framework of formal school science curricula. This review encompasses the diverse educational initiatives zoos undertake, ranging from interactive exhibits to specialized programs, and explores their potential impact on enhancing student understanding of scientific concepts. Drawing on these findings, this paper provides recommendations for educators seeking to integrate zoo experiences into their teaching methodologies, emphasizing the potential for zoos to serve as dynamic platforms for fostering a more profound engagement with science. This research aims to provide practical insights that empower educators to leverage zoos to inspire critical thinking and scientific literacy within the broader community by bridging the gap between informal and formal learning environments.

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The pandemic has significantly impacted many sectors of life, including higher education. The COVID-19 outbreak created significant challenges for students and lecturers, forcing them to adjust to online learning and teaching. They developed specific strategies to tackle the challenges and study normally. This study investigated the obstacles students and lecturers faced during COVID-19 online learning and teaching in a private university in Afghanistan and a public university in Indonesia. Furthermore, it explores the strategies applied during the pandemic's requirement of creating new educational environments. In addition, it compares the students' and lecturers' experiences in online learning and teaching in both countries. To obtain the data, the study employed openended questionnaires using Google Forms, which were distributed through WhatsApp and emails to students and lecturers in a public university in Indonesia and a private university in Afghanistan. Data analysis used the onlineengagement framework for higher education, filtering and generating themes into concepts. This study found that during COVID-19, both Indonesian and Afghan students and lecturers faced several hurdles and challenges. Yet, the strategies that they applied differed according to each country's social and developmental contexts. Identifying the challenges and the online teaching and learning strategy provides practical understanding for students, lecturers, and universities.

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This research study examines various factors that influence the effectiveness of online learning and students’ interest in applying technology in learning for secondary schools in Hong Kong. Confirmatory Factor Analysis confirmed the questionnaire developed for this study, demonstrating reliability and validity in measuring five factors: family support, students’ engagement, perceived online learning effectiveness, satisfaction with the online learning experience, and students’ interest in using technology in the future. Structural Equation Modeling was utilized to test the hypotheses. The findings confirmed that family support and students’ engagement have a positive effect on students’ perceived online-learning effectiveness, satisfaction with online learning, and interest in using technology in future studies. This research sheds light on the crucial effects of family support and students’ engagement on learning effectiveness and students’ satisfaction with online learning. Educators and policymakers can make informed decisions to optimize and enhance students’ online learning effectiveness, and apply these insights to future educational applications.

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This research examines chronic absenteeism at an American public, historically Black university. Chronic absenteeism, which became a problem during and following the COVID-19 pandemic, has contributed to rising failure rates and a 34% graduation-to-retention rate among students. Using the interpretative phenomenological analysis (IPA) method, the authors, who are college instructors, interviewed 13 students with histories of absenteeism. Student cases were analyzed separately and together to identify relevant absenteeism themes. Significant themes include life conflicts (such as a flat tire or illness), lack of perceived relevance of courses (such as courses that fall outside of a student’s major), and lack of course structure (such as inconsistent policies within a course). These barriers impact all students to some degree, and these obstacles have become more frequent and substantial post-COVID-19. The barriers are described using examples and recommendations, to mitigate the problems that include, among others, clear course policies of student support in syllabi. During course introductions, course time devoted to making clear, the items that are relevant to the students’ academic majors, and care taken to ensure correspondence between what is in the course schedule and what happens in class.

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This study examined the impact of a teacher professional development (TPD) program on primary school teachers’ skills and self-efficacy in integrated language arts, science, and technology (ILS&T) instruction. The program’s design is based on the four-component instructional-design (4C/ID) model, validated in many areas for developing complex professional skills. Nine teachers from one primary school participated in five TPD group meetings during one school year. The TPD program focused on developing prerequisite skills for ILS&T instruction. Data were collected through lesson observations and interviews to assess teachers’ skills in ILS&T instruction, as well as through a self-efficacy questionnaire. Findings demonstrated varying proficiency levels in the required skills for ILS&T instruction among teachers after the program. This suggests that the program may have provided insufficient support for the development of some, potentially more complex, skills. Although teachers showed an overall increase in self-efficacy, the pre-post-test difference was not statistically significant. There were statistically significant increases in student engagement and instructional strategies subscales. This study discusses the exploratory impact of the TPD program for equipping teachers for ILS&T instruction. A discussion of the findings provides indications for optimizing the program for future large-scale implementation.

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Due to globalization, cultural awareness has been recognized as an essential factor in the context of teacher-education programs. The current research focuses on the role of cross-cultural training in increasing teachers' readiness for multicultural classrooms in Pakistan. This study employed a mixed-methods approach, collecting both quantitative and qualitative data through surveys and interviews with pre-service teachers. This investigation established a positive relationship between cross-cultural training, cultural diversity knowledge, and teacher self-efficacy in handling diversity. In addition to the above, regression analysis also confirmed that all these factors collectively explain a significant proportion of the variations in teacher preparedness. They integrated cross-cultural competencies in teacher-education curricula to prepare future instructors for diverse learners. The following recommendations are necessary to enhance the quality of teacher-preparation programs: the adoption of standardized assessments, the integration of fieldwork experiences, and regular professional development for teachers. This research contributes to the growing body of literature that advocates for a more cohesive approach to multicultural education, highlighting its significance in the educational process.

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One of the ways to address stress and burnout in the teaching profession is by paying attention to teacher well-being. Seligman (2011) argued that there are five pillars of emotional health: positive emotions, engagement, positive relationships, meaning, and accomplishment, also known as the PERMA theory of well-being. This article details an action-research study that examined what PERMA-related practices, rhythms, and commitments teachers in British Columbia believed were the most influential in contributing to their overall wellness. Eight initial participants, who taught full-time, had at least three years of experience, and generally enjoyed their profession, were recruited from a public school and an independent school in British Columbia, Canada. Initial participants completed a quantitative well-being assessment known as the PERMA-Profiler, to identify a group of three teachers who would be appropriate for participation in the follow-up, qualitative, one-on-one interviews. Content analysis of teacher perspectives revealed an emphasis on the actions related to three key themes: the power of relationships, practicing gratitude through reflection, and intentionality surrounding time investment and allocation. This article concludes with implications for how to help teachers flourish, describing various practices, rhythms, and commitments that are beneficial for educators’ pursuits of emotional wellness.