Generative AI Robs Students of the Joy of Learning

Rapid developments in the field of Generative AI have caused businesses, educators and politicians to consider how best to accommodate and utilise these new technologies. This article explores the implications of using AI, particularly Large Language Models (LLMs), in the writing process. While accepting that artificial intelligence has many valid and valuable uses in other spheres of human existence, this article argues that using LLMs at any stage of the academic writing process beyond grammar-checking is detrimental to student learning. This article explains the importance of students mastering each stage of the Basic Model of Learning to Write Well (learning, thinking, writing), identifies higher-order thinking as the key objective of education and reminds readers of why learning is one of the most joyful activities a human can experience

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Motivational Disposition in English Writing Skills Development for EFL Pre-service Teachers: A Comparative Pilot Study of Myanmar and Hungary

Developing strong writing skills is essential for EFL pre-service teachers’ career readiness and professional development especially in the age of artificial intelligence (AI). Myanmar and Hungary\u27s English language teacher training programmes share similarities in practicum, course content, aims, assessment, and professional development initiatives, but differ in class and group sizes, and governmental initiatives in second language (L2) research. Their shared emphasis on English teacher training despite their distinct educational contexts brought the researchers to conduct this comparative pilot study. Despite extensive L2 motivation research in English language teaching (ELT), the motivational disposition of EFL pre-service teachers in English writing remains unexplored in both countries. Current English teacher training programmes in both contexts emphasise quality teaching for academic achievement, particularly in English writing. This study addresses this gap and its implications for skills development and employability, by presenting results from a quantitative questionnaire study, focusing on the process writing approach. The study aims to assess the reliability of the pilot questionnaire developed by the researchers, explore pre-service teachers’ motivational disposition in English writing, and identify dimensions contributing most to motivated learning behaviour. Statistical analyses, including Cronbach’s alpha and linear regression, were conducted, revealing differences in motivators between Myanmar and Hungarian participants. The study concludes with recommendations for enhancing intrinsic motivation in Myanmar and emphasising ideal L2 selves in Hungary to improve EFL pre-service teachers’ motivated learning behaviour and writing performance. These insights also contribute to strengthening teacher training practices, fostering sustainable careers, and equipping pre-service teachers with critical skills that are crucial for their educational and professional success in the long run

We Have Enough Neurotypical Thinkers Already: Why Accommodating and Developing a Neurodiverse Workforce is the Right Strategic Approach to Navigating the Fourth Industrial Revolution

With the development of advanced technologies such as Large Language Models (LLMs), 3D printing, the Internet of Things, blockchain technologies, advanced robotics, material ecology and driverless vehicles, the requirements from the workforce of the future will be significantly different from the workforce we have today. This paper explores the potential for organisations to proactively manage this problem by adopting an approach that accommodates a neurodiverse workforce more effectively. Placing the fourth industrial revolution and volatile, uncertain, complex, and ambiguous (VUCA) economy in a broad historical context informs the discussion on why and how this accommodation may be effectively achieved. This paper adds to the knowledge by identifying positive correlations between the emerging labour market and the underleveraged potential of neurodiverse employees. In addition to its constructive recommendations to employers and educators, this paper offers positive guidance to young neurodiverse people entering the labour market

Domestic and International Doctoral Students’ Motivation to Study at Hungarian Universities: A Comparative Study

Hungary is a member of the European Higher Education Area (EHEA) and follows a three-cycle higher education system based on the Bologna Process. Raising the number of international and domestic PhD students improves the position of Hungarian universities in international competition for higher education. There are around ten thousand full-time doctoral students; nearly 32% are internationals in Hungary, according to the Central Statistical Office. A great number of higher education institutions develop doctoral programs to attract more domestic and international students, hence, it is significantly important to get to know about students’ motivation to enrol in doctoral study in Hungary. This study was conducted in 2023 and examined international and domestic students’ motivation using the two-factor model of intrinsic and extrinsic motivation proposed by the self-determination theory of human motivation. A questionnaire was administered to 100 international doctoral students, 45 males and 55 females, aged 25 to 45, and to 100 domestic doctoral students, 38 males and 62 females, aged 25 to 48 to explore the motivation to attend a Hungarian university. The results of the study show that the respondents endorsed more items on intrinsic motivation than on extrinsic motivation. There is a significant difference in motivation among domestic and international doctoral students at Hungarian universities. Domestic students demonstrate a higher level of motivation to get knowledge and a higher level of introjected regulation. International doctoral students show a higher level of amotivation compared to domestic students. The existing literature on international education is mostly focused on the skills and benefits students gain, but there has been limited research on doctoral students\u27 motivation. At the same time, knowledge about international and domestic doctoral students\u27 motivation can be used in program development which fits more to the motivational characteristics of doctoral students

Effectiveness of European Open Science Policies on Improving Economic Competitiveness

This study evaluates the European Commission’s strategy to enhance innovation and competitiveness through the research, innovation and development (R&I&D) sector, with a particular focus on Open Science (OS). Recognising OS as a global megatrend with promising societal impacts, the paper explores its economic implications, which to date remain insufficiently evidenced. The research examines investments made during Horizon 2020 and Horizon Europe, highlighting successes and ongoing challenges, such as the EU’s fragmented policy environment, regulatory hurdles, and the underutilisation of research by the private sector. The analysis draws on key findings from the European Innovation Scoreboard and insights from the Letta and Draghi reports, which underscore declining EU competitiveness in the global R&I&D landscape, particularly compared to China and the U.S. The paper identifies critical obstacles, including low industry engagement, the lack of standardised practices, and disparities in member states’ capacities and disciplinary differences. Not only does it emphasise the necessity for more effective governance structures, harmonised policies, and investment strategies tailored to industry and end-user needs, but it also highlights the need for new, collaborative skills and readiness to collaborate from all disciplines and stakeholders. Recommendations align with the Budapest Declaration on the New European Competitiveness Deal, advocating for a robust Single Market, improved data integration, and increased private-sector investment. By addressing these barriers, the EU can leverage the R&I&D sector to regain its competitive edge, enhance innovation-driven economic growth, and deliver impactful solutions to societal challenges

Skills Prediction for the South African Food and Beverages Manufacturing Sector: Towards Addressing the High Youth Unemployment

The high unemployment rate, especially among the youth in South Africa, necessitates addressing the skills requirements to meet the labour market demands. In South Africa, the Sector Education and Training Authorities are mandated to identify and provide the skills demanded. A quantitative approach of big data analytics is proposed for predicting the future skills of the South African food and beverages manufacturing sector. The source of big data is skills-related publications from the Elsevier Scopus database, for the period 1999 to 2020. Natural language processing, and word representation technique was applied to quantify and analyse year-on-year change of author and index keywords, subject areas and number of publications towards the determination of the future skills requirement. The analysis identified four vital skills: (1) entrepreneurship inclusive of digital skills; (2) data analytics inclusive of AI, simulation, and modelling; (3) digital tools and technologies implementation, and operation; and (4) sustainable operations skills of advanced process control, and energy, water, and resource optimisation. The identified skills were comparatively analysed with the World Economic Forum predictions for skills requirements for 2025, with the results aligning to the findings and validating the approach. The approach is applicable to any Sector Education Training Authority in South Africa. This enables enhanced skills planning to better prepare the South African workforce, especially youth, given the persistent challenges to completion of Grade 12 leading to access to higher education. It is acknowledged that youth with tertiary qualifications have a better chance of employment than those without, thus skills planning initiatives is essential. The skills gap cannot be instantaneously addressed but requires a long-term strategic effort from all stakeholders in the skills ecosystem. As a starting point in youth skills development, short courses to workshops to workplace training is a feasible option

Paul Delnooz (2025) Research Done Right: A Practical Guide to Social Science Research

Book revie

Developing University Students’ Transferable Skills Through Object-Based and Collaborative Learning: An Exploration into the Role of Art Galleries and Museums

This empirical paper reports on the findings of a pilot study that aimed to explore student attitudes towards the innovative use of the arts to develop university students’ transferable skills. Postgraduate business and management students were taken to a local museum and nearby art gallery to undertake a guided object-based learning activity. The art centre activities were designed to help students to learn, practice and develop key transferable skills through collaboration in an experiential learning setting. Methods: A questionnaire was dispersed to the students after the second trip had taken place, to ascertain student feedback on both their experience and skill development because of the object-based learning approach. Results: Of the 21 students who took part in the museum and art gallery trips, a total of 19 completed the questionnaire. The results show that the students found their visits to the museum and art gallery to be valuable, enjoyable, and social, while also gaining new skills. The quantitative and qualitative analysis supports that these experiences were especially effective in fostering discussions among students, promoting critical thinking through object-based learning, and allowing students to compare their perspectives with those of their peers. This study supports the use of informal learning environments like museums and galleries as they can be highly effective in complementing traditional classroom education by encouraging deeper engagement and support a shift toward more interactive, discussion-driven education. This deeper learning approach fosters critical thinking, cultural competence, and teamwork, thus simulates key skills employers seek in the workplace

Understanding the Early Impacts of School Mentors’ Ethics of Care on Filipino Gen Z Novice Science Educators’ Informal Professional Learning

Care-centric mentorship plays a pivotal role in helping novice educators successfully adapt to the realities of academic institutions. As members of Generation Z begin to enter the teaching profession, they encounter a noticeable lack of formal mentorship and learning platforms tailored to their unique generational characteristics. Consequently, they turn to informal school mentors for guidance and support during this critical phase of their early careers. This study employed a Husserlian phenomenology to uncover the essence of the early impacts of the Ethics of Care provided by school mentors on the informal professional learning of Filipino Generation Z novice science teachers. Ten participants were purposefully selected from a strategic region in the Philippines, employing semi-structured interviews as the data collection method. The field texts were analysed using Colaizzi’s procedural steps to distil the phenomenon’s essence. The findings were validated through the member checking procedure and the critical friend technique. Based on the thematically analysed participants’ interviews, the study introduces the Typology of Ethics of Care-driven Informal Professional Learning, which comprises three distinct learner personas: the Mindful Member, the Grounded Inquirer, and the Utility Thinker. Shaped by caring encounters with informal mentors, each persona encapsulates focal points, fostering antecedents and formative impacts, reflecting their dynamic takeaways. These insights can inform contemporary educational organizations and school mentors in implementing evidence-based mentorship strategies and professional development interventions, ensuring contextual support that empowers this cohort to navigate institutional roles effectively and contribute meaningfully to their educational communities