فناوری آموزشی

The article presents a comprehensive analysis of the methodological toolkit for research on language education in the Baltic States under conditions of digitalization. The expediency of using a multi-level structure of scientific inquiry, which includes theoretical-methodological, system-analytical, and generalizing-prognostic levels, is substantiated. It is proven that such a research logic ensures the integrity of the scientific strategy, consistency in studying the problem, and reliability of the obtained results. The content of the theoretical-methodological level is revealed, which involves understanding the essence of language education digitalization, forming the source base, clarifying the conceptual and terminological framework, and defining the conceptual foundations of the study. The significance of general scientific methods of analysis, synthesis, systematization, generalization, and interpretation, as well as specific scientific methods of theoretical generalization, historical-structural, comparative-historical, and terminological analysis, is determined. The system-analytical level aimed at an in-depth study of the source base, systematization of factual material, development of the periodization of language education digitalization, and comparative analysis of educational practices in Lithuania, Latvia, and Estonia is characterized. The role of the problem-search method, theoretical modeling, retrospective analysis, comparative approach, and periodization method is identified. It has been found that the generalizing-prognostic level ensures the integration of research results, the identification of leading trends in the digital transformation of language education, the formulation of practical recommendations for higher education institutions in Ukraine, and the forecasting of prospects for the field's further development. Particular attention is paid to the possibilities for adapting the Baltic States' construction experience to the Ukrainian educational space. It is concluded that the application of an integrated system of methods and scientific approaches creates a proper basis for studying digitalization of language education, makes it possible to identify patterns of its development, and determine effective directions for modernizing language training in higher education.

Against the backdrop of deepening industry-education integration in vocational education and AI-driven digital transformation, productive teaching projects face not only the perennial challenge of transforming authentic production tasks into teachable activities, but also new challenges such as rapid resource obsolescence, heterogeneous learner foundations, and insufficient evidence for process-based assessment. Taking the “Deployment and Maintenance of a Navigation Data Storage Platform” task from the Yangtze River Trunk-Line Ship Water Pollutant Joint Supervision and Service Information System as a case, this study builds on the six-stage process of Select→Deconstruct→Define→Transform→Integrate→Extend and develops a human–AI collaborative mechanism characterized by real projects as the carrier, job competencies as the main line, and AI-supported cognition as the support. To strengthen AI empowerment across project development and implementation, AI is embedded in project selection, work-process deconstruction, competency definition, teaching-task transformation, curriculum integration, and resource expansion, and is integrated with IDEAL project-based learning, multi-stakeholder whole-process assessment, “dual-teacher + AI assistant” collaboration, and a blended virtual–real training environment. This study provides a reference for IT-related programs seeking to build replicable and iteratively improvable AI-empowered productive teaching projects.

This study was motivated by the need to develop learning approaches that encourage active student engagement in understanding pre-production materials in the Fundamentals of Film Studies subject at vocational high schools. Conventional instruction needs to be examined in comparison with learning models that provide students with opportunities to study materials independently before participating in classroom activities. This study aimed to determine the difference in learning outcomes between students taught using the Flipped Classroom model and those taught through conventional instruction in Grade X of the Film Production program at SMK Negeri 1 Ngasem. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed. The participants consisted of 68 students, comprising 35 students from class X PF 2 as the experimental group and 33 students from class X PF 3 as the control group. Data were collected through pretests and posttests. The data were analyzed using the Shapiro–Wilk normality test and the Mann–Whitney U test. The Mann–Whitney U test yielded a significance value of p < 0.001, with a mean rank of 50.29 for the experimental group and 17.76 for the control group. These findings indicate a statistically significant difference in learning outcomes between the two groups, with the experimental group demonstrating a higher mean rank than the control group. Therefore, the Flipped Classroom model has the potential to serve as an alternative instructional approach to support students’ learning outcomes in film pre-production. Nevertheless, these findings should be interpreted in consideration of the quasi-experimental design and the possibility of differences in students’ initial abilities between the groups. ABSTRAK Penelitian ini dilatarbelakangi oleh kebutuhan untuk mengembangkan pembelajaran yang mendorong keterlibatan aktif peserta didik dalam memahami materi pra-produksi pada mata pelajaran Dasar-Dasar Perfilman di Sekolah Menengah Kejuruan (SMK). Pembelajaran konvensional dinilai perlu dibandingkan dengan model pembelajaran yang memberikan kesempatan kepada peserta didik untuk mempelajari materi secara mandiri sebelum kegiatan pembelajaran di kelas. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar peserta didik yang menggunakan model Flipped Classroom dan pembelajaran konvensional pada kelas X Program Keahlian Perfilman di SMK Negeri 1 Ngasem. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi-eksperimen dan desain nonequivalent control group design. Subjek penelitian terdiri atas 68 peserta didik, yaitu 35 peserta didik kelas X PF 2 sebagai kelompok eksperimen dan 33 peserta didik kelas X PF 3 sebagai kelompok kontrol. Pengumpulan data dilakukan melalui tes awal (pretest) dan tes akhir (posttest). Data dianalisis menggunakan uji normalitas Shapiro–Wilk dan uji Mann–Whitney U. Hasil uji Mann–Whitney U menunjukkan nilai signifikansi p < 0,001, dengan peringkat rata-rata kelompok eksperimen sebesar 50,29 dan kelompok kontrol sebesar 17,76. Hasil tersebut menunjukkan adanya perbedaan hasil belajar yang signifikan antara kedua kelompok, dengan peringkat hasil belajar kelompok eksperimen lebih tinggi daripada kelompok kontrol. Dengan demikian, model Flipped Classroom berpotensi menjadi alternatif pembelajaran untuk mendukung hasil belajar peserta didik dalam memahami materi pra-produksi film. Namun, hasil penelitian perlu ditafsirkan dengan mempertimbangkan desain kuasi-eksperimen dan kemungkinan perbedaan kemampuan awal antarkelompok.

This study aimed to investigate the effectiveness of a project-based learning strategy utilizing digital platforms in developing the analytical writing skills of female secondary school students. The study employed a quasi-experimental approach, with a sample consisting of 60 eleventh-grade students from Al-Nuzha Secondary Mixed School, under the Qwaismeh Directorate. The participants were divided equally into two groups: an experimental group (n = 30) and a control group (n = 30). Data were gathered by administering a pre- and post-test of analytical writing to the study sample.The results revealed statistically significant differences between the mean scores of the experimental group in the pre- and post-assessments of the analytical writing test, favoring the post-test with a mean value of 32.23. Furthermore, statistically significant differences were observed at the significance level (α = 0.05) among the students’ mean scores across the specific dimensions of analytical writing (text introduction, text body, text conclusion, and text coherence). Notably, highly significant differences were detected at the significance level (p = 0.000) in the post-assessment of both the "text body" and "text coherence" dimensions. Based on these findings, the study recommends developing specialized educational digital platforms for the Ministry of Education and integrating them with school textbooks, while emphasizing the necessity of training teachers to effectively utilize and implement these platforms in the educational process, particularly for teaching language. skills.

Despite global advances in digital pedagogy, structured professional development that integrates technology into martial arts instruction remains scarce. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, this explanatory sequential mixed-methods study examined the self-described TPACK proficiency of Wushu teachers and the specific proficiency gaps they experience in practice. A researcher-developed questionnaire was administered to a random sample of Wushu teachers, and ten of them were subsequently interviewed. Quantitative findings indicate that teachers are generally proficient across all three TPACK domains (overall M = 2.98, SD = 0.26), with Content Knowledge ranking highest (M = 3.01) and Technological Knowledge lowest (M = 2.96). Qualitative findings, however, revealed three concrete gaps: limited use of mobile and wearable technologies, absence of standardized tools for performance assessment, and inadequate understanding of biomechanics and physical conditioning principles. The study concludes that Wushu teachers possess strong mastery of technique and instructional strategy but require targeted development in technology integration, objective assessment, and the science of movement. A four-module ITM-Wushu (Integrated TPACK Training Model for Wushu Teachers) is proposed to address these gaps. Implications for teacher education and suggestions for future research are discussed.

This study examined the challenges and opportunities experienced by elementary teachers in the new normal education in the Third Congressional District of the Schools Division of Iloilo, Philippines, during the school year 2021–2022, as a basis for developing an instructional training program. Anchored on the Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) framework, the study employed a descriptive-correlational research design involving 60 elementary teachers. Data were collected using a researcher-modified questionnaire and analyzed through descriptive statistics, the Mann–Whitney U test, and Spearman rho correlation. Findings revealed that teachers experienced a moderately challenging level of difficulties (M = 2.68), primarily involving limited internet connectivity, health safety concerns, insufficient technological devices, and financial constraints. Conversely, respondents reported a high level of opportunities (M = 3.85), particularly in professional learning, personal development, technological adaptation, and learner engagement. No significant differences were found in challenges and opportunities when respondents were classified according to age, sex, and civil status. However, a significant negative relationship was established between challenges and opportunities (rs = −0.453, p < 0.001), indicating that greater challenges were associated with fewer perceived opportunities. Based on these findings, a five-day instructional training program focusing on technological competencies and digital instructional applications was proposed. The study supports Sustainable Development Goal 4 (Quality Education) by emphasizing teacher professional development and inclusive instructional practices, and SDG 9 (Industry, Innovation and Infrastructure) through educational technology integration. Its sustainability implications highlight the importance of continuous professional development, institutional technical assistance, and adaptable instructional strategies in strengthening educational resilience and sustaining quality elementary education.

This article analyzes the management of distance education (DE) in the context of continuing education for youth and adults (EPJA), exploring its institutional, pedagogical, and technical dimensions. Through an approach that compares empirical data, obtained from a jurisdictional survey with federal regulations and analyzes them through the lens of contemporary theoretical frameworks, the study examines how provinces operationalize the principles of flexibility and modularity. The results reveal significant heterogeneity in the implementation of teaching roles, technological supports, and assessment criteria. It is concluded that the quality of this modality depends on comprehensive management that ensures coherence between organizational and instructional decisions, thereby guaranteeing the continuity of participants' educational trajectories, through the pedagogical option of distance education, which is mediated and hosted in virtual learning environments (VLEs), designed specifically for the particular needs of adult learners.

Background: Online learning outcomes may relate to students? preparedness and participation, but intention to continue is distinct from verified institutional retention. This study examined the associations among online learning readiness, student engagement, and retention intention among higher-education students in Kuwait. Methods: A quantitative cross-sectional questionnaire was administered online from 1-20 September 2026. The supplied dataset included 100 complete responses recruited through personal contacts and community WhatsApp groups. Readiness (20 items), engagement (24 items), and a broad continuation-related index (19 items) were scored as mean Likert responses. Analyses included descriptive statistics, internal consistency, Pearson and Spearman correlations, and a joint regression with HC3 robust coefficient inference. Results: Mean readiness was 4.398 (SD 0.716), engagement 4.353 (SD 0.727), and the broad continuation-related score 4.258 (SD 0.762), on a five-point scale. Pairwise associations were positive: readiness-engagement, r = .890; readiness-retention intention, r = .792; and engagement-retention intention, r = .832 (all p < .001). In the joint model, engagement remained positively associated with the outcome (B = 0.643, HC3 95% CI 0.382-0.903, p < .001), while the readiness coefficient was uncertain (B = 0.262, 95% CI -0.025-0.549, p = .073). The model explained 70.6% of sample variance; this is not evidence of out-of-sample prediction. A narrower, exploratory direct-intention item subset showed a similar pattern. Conclusion: In this convenience sample, higher self-reported readiness and engagement co-occurred with stronger continuation intentions, with engagement showing the more stable adjusted association. Cross-sectional self-report data, unvalidated item sets, influential observations, and nonprobability recruitment preclude causal or population-wide conclusions. No subsequent enrollment was measured; formal ethics approval was not obtained and requires transparent institutional guidance before publication.

This study examined teacher candidates' technostress levels and information and communication technology (ICT) competencies, the association between these constructs, and differences according to selected variables. A quantitative correlational survey design was used with 427 third- and fourth-year teacher candidates from nine programs at the Faculty of Education, Akdeniz University, in the 2024–2025 academic year. Data were collected with the Teachers' Technostress Levels Defining Scale, adapted for teacher candidates, and the ICT Competencies Scale for Teacher Candidates and were analyzed with simple linear regression, Mann–Whitney U, and Kruskal–Wallis H tests; group comparisons were treated as exploratory and adjusted with the Holm procedure. Mean technostress scores fell within the upper third of the possible range, and mean ICT competence scores fell within the lower third. ICT competence was negatively associated with technostress and accounted for 36.5% of its variance. Female candidates reported higher technostress than males, with small effect sizes. Technostress was higher and ICT competence was lower in the Science and Guidance and Psychological Counseling programs. Because the design is cross-sectional, these findings indicate associations rather than causal effects.

Collaboration skills and learning outcomes are important aspects that support students’ success in science learning. However, these competencies are often not optimally developed through conventional learning approaches. This study aimed to examine the level, improvement, and significance of the increase in collaboration skills and learning outcomes of Grade VIII students at SMPN 27 Makassar through the implementation of the Student Teams Achievement Division (STAD) model assisted by Sketchfab. The study employed a pre-experimental method with a one-group pretest-posttest design. The sample consisted of 34 students from Class VIII.10 selected through purposive sampling. Data were collected using a collaboration skills questionnaire and a learning outcomes test and were analyzed using descriptive and inferential statistics. The results showed that the average collaboration skills score increased from 61.06 to 73.91, while the average learning outcomes score increased from 8.26 to 11.97. The N-Gain values indicated a moderate improvement in collaboration skills (0.32) and learning outcomes (0.55). In addition, the t-test results revealed a statistically significant increase in both variables (p < 0.05). Therefore, the STAD model assisted by Sketchfab can effectively enhance students’ collaboration skills and learning outcomes in science learning.

Generative AI, and more precisely large language models, have nowadays rapidly become useful in education, professional work, and everyday tasks. While these systems offer notable benefits to make work efficient and improved accessibility, the recent evidence suggests that their usage has cognitive costs. This paper presents a structured review of 16 reviewed studies investigating the impact of Gen AI usage on cognitive offloading, metacognitive engagement, automation bias, and human skill. By studying experimental, survey-based, qualitative, and theoretical research, this review synthesizes several findings across several fields to identify recurring mechanisms through which GenAI usage reshapes cognition. Our analysis reveals a consistent pattern, where GenAI often improves short-term task performance, but it frequently minimizes effortful cognitive processing, diminishes self-regulation, and changes skill developments. Rather than constant de-skilling, this paper points out reconfiguration of skills, favoring efficiency-oriented competencies such as prompting and verification over generative reasoning and critical reflection. Our study further highlights these outcomes are not unavoidable but are strongly mediated by interaction design, educational practices, and socio-technical environments. By showing these effects as the “cost of convenience,” this paper contributes an integrative perspective on the cognitive effects of Gen AI and highlighting the ways to make AI design, education, and governance cognitively sustainable.

Research on information and communication technology (ICT) use and educational outcomes has reported positive, negative, and null associations, and little is known about creative thinking, which Programme for International Student Assessment (PISA) assessed for the first time in 2022. This study examined how profiles of ICT use relate to creative thinking and whether profile membership predicts creative thinking beyond the dimensions of use from which the profiles are derived. Using data from a large international sample of PISA 2022 students, latent profile analysis of the six Organisation for Economic Co-operation and Development (OECD) dimensions of ICT use identified four profiles that differed mainly in the overall level of use. Creative thinking was compared across profiles using all plausible values, replicate weights and a bias-adjusted three-step approach, and random forest models compared the predictive value of the profiles and the dimensions. Students with below-average use scored highest, followed by those with above-average use, whereas students with very low and very high use scored lowest. The low scores at the two ends had different correlates: adjustment for socioeconomic status and gender substantially reduced the gap for very low use but left the gap for very high use almost unchanged. In the random forest models, the six dimensions predicted creative thinking better than profile membership did. Partial dependence plots showed higher predicted scores with more school activities outside the classroom and lower predicted scores with high weekday leisure use and more support or feedback via ICT. The findings suggest that the association between ICT use and creative thinking is not linear, and that profiles based on the level of use are useful for describing groups of students but carry less information than the dimensions of use.

This design case describes the development and iterative refinement of an instructional method for teaching the Spanish prepositions por and para, which are a persistent challenge for learners to master, even at advanced levels. This instructional design is a visually based mnemonic system that uses color-coded images to facilitate the memorization and contextual understanding of 14 distinct usage rules. Initially created from classroom necessity and refined over multiple semesters, the design combines visual aids, student interaction, and a novel “color reveal” step that retroactively assigns color categories—black-and-white for por and color for para—to previously memorized images. This delayed categorization allows learners to chunk and sort abstract grammar rules efficiently, reducing cognitive load and improving retention. The method was implemented in second-semester Spanish courses at a large Midwestern university and later adapted for asynchronous instruction. Only after developing the design did the theoretical underpinnings—dual coding, information processing theory, and schema formation—become clear. This case illustrates to the designer the value of practice-driven innovation and the role of cognitive theory in shaping effective instructional tools.

Synchronous video conferencing (VC) has become an established mode of higher education, but sustaining student engagement remains challenging, particularly in practice-oriented disciplines such as graphic design. This study examined the effects of three gamification mechanisms, including animated badges, experience points, and level upgrades, on behavioural, emotional, and cognitive engagement in synchronous VC learning. Guided by Self-Determination Theory (SDT), a quasi-experimental non-equivalent control group design was implemented with 124 first-year graphic design students from three public universities in China. Participants were distributed equally across a non-gamified control condition and three gamified conditions (n = 31 per group). Engagement was assessed before and after a four-week instructional intervention. Significant improvements were observed within the engagement components across all three gamified conditions, with no statistically significant change observed within the control condition. Participant-level total scores for each dimension of engagement were then used to estimate baseline-adjusted regression models. The models accounted for 97.4% of the variance in post-intervention behavioural engagement, 96.6% in emotional engagement, and 98.8% in cognitive engagement. Relative to the control condition and after controlling for baseline engagement, animated badges, experience points, and level upgrades were associated with increases of 40.35, 46.90, and 49.36 points in behavioural engagement; 48.82, 51.76, and 52.48 points in emotional engagement; and 95.86, 105.46, and 107.36 points in cognitive engagement, respectively. The results suggest that gamification mechanisms vary in the strength and direction of their relationship with engagement, with the strongest adjusted relationships being found between progression-based gamification and the cognitive dimension of engagement. The study extends the analysis beyond significance testing by introducing a quantitative, baseline-adjusted model to estimate post-intervention engagement given gamification condition and baseline engagement and offers a more precise basis for the design of gamified VC interfaces.

Understanding dynamic electricity is important because students often experience difficulties in understanding the relationships among electric current, voltage, and resistance in series and parallel circuits. This study aimed to analyze changes in students’ conceptual understanding before and after learning with the Physics Education Technology (PhET) virtual laboratory supported by student worksheets (LKPD), test the statistical significance of these changes, and determine the magnitude of improvement. The study employed a quantitative approach using a one-group pretest-posttest design without a comparison group. The participants were 20 eighth-grade students at MTs Alkhairaat Biromaru. Data were collected through conceptual understanding tests administered before and after instruction and an observation checklist assessing implementation. The data were analyzed using descriptive statistics, a paired-samples t-test, and N-Gain. The results showed that the mean score increased from 43.75 to 53.75, with a statistically significant difference (t(19) = −5.210; p < 0.001). Cohen’s dz was 1.17, indicating a large effect size, whereas the N-Gain of 0.18 was categorized as low. All instructional stages were implemented as planned. Thus, students’ scores increased following the intervention; however, the effectiveness of PhET supported by LKPD cannot be conclusively established without a comparison group. Future research should include a comparison group and a longer instructional period. ABSTRAK Pemahaman konsep listrik dinamis penting dikembangkan karena peserta didik sering mengalami kesulitan memahami hubungan antara arus, tegangan, dan hambatan dalam rangkaian seri maupun paralel. Penelitian ini bertujuan menganalisis perubahan pemahaman konsep peserta didik sebelum dan sesudah pembelajaran menggunakan laboratorium virtual Physics Education Technology (PhET) berbantuan Lembar Kerja Peserta Didik (LKPD), menguji signifikansi perubahannya, serta menentukan besarnya peningkatan. Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest tanpa kelas pembanding. Subjek penelitian terdiri atas 20 peserta didik kelas VIII MTs Alkhairaat Biromaru. Data dikumpulkan melalui tes pemahaman konsep sebelum dan sesudah pembelajaran serta lembar observasi keterlaksanaan kegiatan. Data dianalisis menggunakan statistik deskriptif, uji-t berpasangan, dan N-Gain. Hasil penelitian menunjukkan bahwa rata-rata skor meningkat dari 43,75 menjadi 53,75, dengan perbedaan yang signifikan secara statistik (t19 = −5,210; p < 0,001). Ukuran efek Cohen’s dz sebesar 1,17 termasuk kategori besar, sedangkan N-Gain sebesar 0,18 termasuk kategori rendah. Seluruh tahapan pembelajaran terlaksana sesuai rencana. Dengan demikian, terdapat peningkatan skor setelah pembelajaran, tetapi efektivitas PhET berbantuan LKPD belum dapat dipastikan tanpa kelas pembanding. Penelitian selanjutnya disarankan melibatkan kelas pembanding dan durasi pembelajaran yang lebih panjang.

Conceptual understanding of fractions among third-grade elementary school students remains a challenge because the topic is abstract and teacher-centered instruction provides limited opportunities for students to study materials independently and actively. The initial condition in Grade III of SD Negeri 077279 Si’őfabanua showed that only 4 of 21 students (19%) achieved the school mastery criterion of 70, with a class average of 60. This study aimed to describe the implementation of an animated video-based flipped classroom and determine its improvement in students’ conceptual understanding of fractions. The study employed Classroom Action Research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 21 third-grade students, consisting of 10 boys and 11 girls. Data were collected through conceptual understanding tests, teacher and student activity observations, student response questionnaires, and documentation. The data were analyzed descriptively using mean scores and learning mastery percentages. The results showed that the average score increased from 60 in the pre-cycle to 68 in Cycle I and 76 in Cycle II. Learning mastery increased from 19% in the pre-cycle to 57% in Cycle I and 86% in Cycle II. Teacher activity increased from 61% to 88%, while student activity increased from 69% to 82%. Student responses in Cycle II reached 86%, categorized as very positive. Therefore, the implementation of an animated video-based flipped classroom improved students’ conceptual understanding of fractions and encouraged more active participation in learning. ABSTRAK Pemahaman konsep pecahan pada siswa kelas III sekolah dasar masih menjadi permasalahan karena materi bersifat abstrak dan pembelajaran yang berpusat pada guru belum memberikan kesempatan yang cukup kepada siswa untuk mempelajari materi secara mandiri dan aktif. Kondisi awal di kelas III SD Negeri 077279 Si’őfabanua menunjukkan bahwa hanya 4 dari 21 siswa (19%) yang mencapai KKM 70 dengan nilai rata-rata kelas 60. Penelitian ini bertujuan untuk mendeskripsikan penerapan flipped classroom berbasis video animasi dan mengetahui peningkatan pemahaman konsep materi pecahan siswa. Penelitian menggunakan Penelitian Tindakan Kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 21 siswa yang terdiri atas 10 laki-laki dan 11 perempuan. Data dikumpulkan melalui tes pemahaman konsep, observasi aktivitas guru dan siswa, angket respons siswa, serta dokumentasi. Data dianalisis secara deskriptif melalui rata-rata dan persentase ketuntasan belajar. Hasil penelitian menunjukkan bahwa nilai rata-rata meningkat dari 60 pada pra-siklus menjadi 68 pada Siklus I dan 76 pada Siklus II. Ketuntasan belajar meningkat dari 19% pada pra-siklus menjadi 57% pada Siklus I dan 86% pada Siklus II. Aktivitas guru meningkat dari 61% menjadi 88%, sedangkan aktivitas siswa meningkat dari 69% menjadi 82%. Respons siswa pada Siklus II mencapai 86% dengan kategori sangat positif. Dengan demikian, penerapan flipped classroom berbasis video animasi dapat meningkatkan pemahaman konsep materi pecahan sekaligus mendorong keterlibatan siswa dalam pembelajaran.

Introduction This study evaluates interactive digital practice modules for grammar acquisition in German as a foreign language, focusing on verb-complement patterns involving verb meaning, complement selection, case marking, and prepositional choice. Drawing on construction-based pedagogy, it examines digitally supported retrieval practice, self-paced learning, response checking, and structured comparison. Methods The study analyzed an archived dataset of 61 Arabic-speaking university learners who participated in a six-week quasi-experimental pretest-posttest design. The experimental group used interactive digital modules, while the control group received conventional instruction. Because the recovered test forms differed in length, scores were converted into percentages, although this adjustment could not ensure measurement equivalence. Results Both groups demonstrated statistically significant improvements in percentage scores from pretest to posttest. However, the difference in learning gains between the experimental and control groups was not statistically significant. Discussion The findings suggest that grammar learning improved under both instructional conditions without establishing a significant advantage for the digital modules. Because digital delivery and pedagogical organization varied simultaneously, their independent contributions could not be determined. Furthermore, percentage-based score conversion did not address potential differences in test difficulty, content coverage, or measurement precision. The study highlights the importance of comparable assessment instruments, transparent outcome measures, and designs capable of distinguishing technological effects from pedagogical effects in digitally mediated second language grammar instruction.

Access to functional digital infrastructure is a prerequisite for teachers to convert information and communication Technology (ICT) competence into classroom practice, yet the quality and distribution of infrastructure remain uneven in many developing education systems. This paper examined the effect of the status of institutional ICT infrastructure and digital tools on teacher use of digital technologies in public junior schools (JS) in Kakamega County, Kenya. Relying on the Theory of Organizational Information Processing, the study used a convergent parallel mixed-methods design involving 332 responding JSS teachers, 11 Sub-County Directors of Education and observations from 78 schools. Factor analysis of 12 infrastructure indicators produced a factor-based index of 3.500, interpreted as good, although important differences were evident across infrastructure components. Electricity, computer rooms, broadband connectivity, and technical support were relatively strong, whereas specialized digital tools, suitable educational software and security mechanisms were weaker. Teachers most frequently identified inadequate computers/devices (26.8%) and unstable or absent internet connectivity (22.9%) as the leading infrastructure challenges. Pearson correlation showed a significant positive moderate relationship between infrastructure status and technology use (r = .417, p < .001). In Model 1, infrastructure significantly predicted technology use (B = .525, β approximately .417, p < .001; R² = .174). After adjustment for gender, age, education, teaching experience, subject and JSS enrolment, the detailed regression table reported B = .579, β = .465, t = 7.94, p < .001, R² = .473 and adjusted R² = .451. The null hypothesis was rejected. The paper concludes that functional infrastructure and appropriate digital tools are essential enabling conditions, but infrastructure development should address advanced tools, software, connectivity, maintenance and security rather than focusing only on basic provision. This study also recommends that the infrastructure budgets should move beyond hardware acquisition to include suitable educational software, specialized digital tools, maintenance, backups, antivirus protection and user-safety measures.

This study aims to analyze the integration of social reconstruction and technological models in the development of Islamic Religious Education (PAI) curriculum as an effort to balance the intellectual tradition of Islam with the demands of social change and technological development. This study employs a qualitative method with a library research approach. Data were obtained from relevant scholarly literature, including journal articles, books, and academic documents addressing curriculum development, social reconstruction models, technological models, and Islamic education. The data were analyzed descriptively and analytically by comparing the characteristics, orientations, strengths, and limitations of both models to formulate an appropriate integration framework for PAI curriculum development. The findings indicate that the social reconstruction model provides a foundation for the PAI curriculum to respond to social issues, develop critical awareness, and promote social transformation, while the technological model strengthens instructional systems through competency-oriented learning, technology utilization, and measurable evaluation. Integrating the two models produces a PAI curriculum framework that remains rooted in Islamic intellectual traditions while being adaptive to social change, technological developments, and students’ needs. Thus, their integration can serve as a strategic alternative for developing a relevant, contextual, and socially transformative PAI curriculum.

The purpose of this study is to give an overview of the evolution of digital learning paradigms, its implementation in Indian institutions and the challenges and opportunities which it provides. The review also seeks to identify gaps in the current research that can be used to direct future empirical and theoretical research. The study adopts a systematic literature review methodology to explore the academic literature on the topic of online education and digital learning paradigm in India. Secondary data sources such as peer-reviewed journal articles, conference proceedings, government reports, policy documents and institutional publications were referred for the exhaustive review of literature. The search strings and keywords used were in various combinations such as online education, digital learning, distance education, e-learning, MOOCs, SWAYAM, OER and ICT in education and e-learning in Indian higher education. Only English-language publications that had an Indian focus were considered. To ensure comprehensive coverage, conceptual, empirical and review studies were included. The literature was broken down into themes and the following main categories were identified: distance learning, online education models, digital learning technologies, OER initiatives and national educational platforms. This systematic synthesis enables the structured understanding of the developments, trends and research gaps in the field. It is evident in the literature that low completion rates, lack of multilingual content, digital divide issues as well as a lack of learner engagement and mentoring, are still issues. However, the platforms are crucial for lifelong learning and skill development.