The rapid proliferation of generative artificial intelligence in educational contexts has transformed how students encounter academic content, yet a fundamental question remains underexamined: Do English as a Foreign Language (EFL) learners possess the critical literacy competencies needed to evaluate AI-generated texts? This study investigated whether students in Morocco’s Classes Préparatoires aux Grandes Écoles (CPGE)—one of the nation’s most academically selective post-secondary programs—demonstrate readiness for AI-era literacy demands. We developed a diagnostic assessment instrument, the Critical Reading Diagnostic Assessment (CRDA), designed to mirror common characteristics of AI-generated academic content: a confident, authoritative tone, a logical structure with subtle gaps, claims requiring verification, and culturally embedded assumptions. Thirty first-year CPGE students (M age = 18.6 years) evaluated argumentative passages across five critical dimensions: argument identification, evidence evaluation, assumption recognition, multi-source synthesis, and source criticism. Metacognitive self-assessment data were also collected. Results revealed systematic evaluation failures across all dimensions, with mean accuracy rates of only 18–39% and large effect sizes confirming substantial deficits (d = 1.11–2.25). Metacognitive analysis showed that students overestimated their abilities by 11–38 percentage points across all dimensions, indicating profound self-assessment inaccuracies.
Despite the integration of Earth Sciences into Moroccan secondary education, geology teaching faces multiple obstacles. This study provides a multi‑dimensional analysis of curricular, didactic, epistemological, linguistic, and ideological barriers. Using a mixed‑method design, we analysed official curricula (2007–2025), six textbooks, 47 articles, and surveyed 120 Life and Earth Sciences teachers. Results show that geology accounts for only 17% of total instructional time and is absent from three of seven major streams. 78% of teachers feel unprepared to teach geological time, 65% never use physical models, and only 12% of schools organise field trips. In French‑medium sections, 65% of students score below 50% on geology assessments (vs. 41% in Arabic sections). 72% of students confuse human and geological time scales. We propose evidence‑based remedies: curriculum restructuring (25% of LES time), mandatory field trips, physical modelling, ICT integration, and teacher training in conceptual change approaches.
Secondary students in Malaysia turn away from STEM partly because the curriculum content is abstract and disconnected from real life. This mixed-methods study evaluated a Student-as-Trendsetter framework in which 10 gifted students codesigned 3D-printed STEM kits and mentored 88 peers. The classroom participants highly rated the peer-led sessions (M = 4.14–4.57), including the trendsetters’ expertise (M = 4.35). The trendsetters’ self-rated technical competency decreased significantly after the project (from 4.30–4.90 to 1.80–3.00; p < .001). Reflective journals showed that this decline was a healthy recalibration: moving from digital design to physical fabrication exposed real engineering constraints and built grounded, resilient confidence. The framework offers a low-cost route to engaging in student-led STEM learning.
This study examines how peer learning, mentoring, and alumni engagement jointly relate to student employability, using bibliometric and thematic analysis of 117 peer-reviewed articles indexed in Scopus (2010–2025). Publications increased markedly after 2019, reflecting growing scholarly interest in this area. Three interdependent thematic clusters emerged: peer learning as a foundation for teaching and learning practice; mentoring and experiential learning as supports for post-graduation career development; and alumni relations as a bridge between universities and workplaces. Based on these patterns, the study proposes a developmental ecosystem model of employability integrating pedagogy, relationships, and experiential learning, and suggests management education is shifting toward experiential, network-based approaches.
Educational change requires educators to adapt to evolving pedagogical, technological, and organizational demands. This cross-sectional study examined associations among instructional leadership, psychological empowerment, perceived collective efficacy, and adaptive performance among 401 educators recruited through convenience sampling from three public and private schools in Sulu Province, Philippines. Partial least squares structural equation modeling showed no significant direct association between instructional leadership and adaptive performance. Instructional leadership was nevertheless indirectly associated with adaptive performance through psychological empowerment, perceived collective efficacy, and the theoretically specified sequence involving both variables. The coefficient for the indirect association through perceived collective efficacy was numerically larger than those for the other indirect pathways, although the differences between indirect effects were not formally tested. The findings are consistent with the hypothesized indirect-association model but do not establish mediation as a temporal or causal process. Because the data were cross-sectional, self-reported, and nonprobability-based, the results apply to the participating educators and should not be generalized to Philippine educators as a whole.
Teacher assessment literacy has received increasing attention, yet evidence remains fragmented across studies. This systematic review and meta-analysis synthesized 18 studies comprising 21 independent samples using the ALI, CALI, and TALQ instruments. The pooled mean score was 16.48 (95% CI [14.86, 18.10]) on a 35-point scale, indicating low assessment literacy, with substantial between-study heterogeneity (I² = 99.21%). Publication year, geographical region, instrument type, teacher status, teaching level, and subject specialization were not significant moderators. This review provides the first quantitative benchmark of teacher assessment literacy across the ALI, CALI, and TALQ instruments and highlights the need to strengthen assessment literacy through pre-service education, continuous professional development, and context-responsive educational policies.
