Exploring AI-powered personalized learning in universities

The study examines the problem of implementing and developing personalized learning with the help of artificial intelligence (AI) tools in universities. To solve this problem, the following goals were set: identifying the opportunities for personalized learning based on learning tools powered by AI according to university teachers; examining the current state of AI-powered learning technologies using the example of two developing countries; and clarifying the existing challenges and prospects. The study uses a survey and an interview. The results indicate that 82% of the respondents were generally aware of AI and personalized learning. The findings show that 89% of the teachers disagreed with the idea that AI and personalized learning have the potential to replace traditional educational strategies. The teachers identified several challenges, such as the lack of personal communication and difficulties with recognizing emotions, in the proposed strategies. Thus, 43% of the respondents suggested integrating AI into the educational process as a supplement to the traditional teaching methods. The analysis of interviews revealed that 85% of the teachers were positive about the implementation of AI and personalized learning in universities. Nevertheless, educators report that AI-generated tools are still underdeveloped and cannot replace all functions of teachers

An evaluation of counselling approach on communication apprehension among students in higher education

Communication apprehension is a major challenge in higher education, affecting students’ communication ability, which is crucial for academic success and future employability. It manifests as public speaking anxiety, reluctance in group discussions, and avoidance of classroom interactions, hindering soft skill development and academic performance. This study aims to evaluate the effectiveness of counselling approaches in reducing communication apprehension among students in higher education. Consequently, counselling intervention modules, including the solution-focused brief cognitive behavior (SFBCB) therapy and group counselling (GC) modules, were developed. Sixty students who participated in this study were studying at a public university. Pre-tests, post-tests, and follow-up tests were administered using the personal reports of communication apprehension questionnaire to measure changes in apprehension levels across different communication contexts, including group discussions, meetings, dyadic interactions, and public speaking. The results demonstrated that both intervention modules significantly reduced communication apprehension, with improvements in participants’ confidence and communication abilities. In conclusion, the study highlights the effectiveness of integrating solution-focused and cognitive-behavioral techniques in counselling interventions to mitigate communication apprehension. These findings suggest that such approaches can be valuable tools in higher education to enhance students’ communication skills, ultimately contributing to their academic success and personal growth

The computer, information and communication technology, and communication skills of Thai Rajabhat University students

The lack of comprehensive data on computer, information and communication technology (ICT), and communication skills among Thai Rajabhat University students poses a challenge in developing effective educational strategies that enhance student employability and future readiness. To address this gap, this study aimed to assess these skills and analyze the skill profiles of students from Rajabhat Universities across Thailand. A total of 1,165 students were selected through multi-stage sampling, and their skills were measured using a researcher-developed 5-point Likert scale questionnaire. The results showed high levels of self-reported skills, with communication skills being the highest (mean=3.84, SD=0.669), followed by ICT (mean=3.81, SD=0.676) and computer skills (mean=3.65, SD=0.628). Latent profile analysis (LPA) identified four potential models with 2, 3, 4, and 5 groups, with the four-group model offering the best fit (likelihood=-1887.336, Akaike information criterion (AIC)=3810.673, Bayesian information criterion (BIC)=3901.762, Akaike’s Bayesian information criterion (ABIC)=3844.587, entropy=0.940). These findings provided critical insights for curriculum development and tailored interventions, supporting universities in meeting diverse student needs and improving educational outcomes

Families’ involvement at schools: the perspective of the psychosocial duos

This article aims to investigate the perspective on family involvement of social workers and school psychologists. Based on a qualitative study, we analyzed a corpus of four interviews with psychosocial duos from state-subsidized public schools. We analyzed these interviews by conducting a thematic analysis. The results show that for these professionals, family involvement would ensure the educability of students in a framework of individual parental responsibility, understanding the efforts of schools as a support to the work of parents and guardians. The consequences and relationships of these perspectives for the work with school communities in the framework of public education are discussed

Using digital tools in STEM education and the impact on student creativity in the field of tribology

From a preliminary analysis of the scientific literature, it can be seen that knowledge of science, technology, engineering and mathematics (STEM) has a positive impact on the development of necessary skills in students’ professional activities. However, there are very few studies on the effectiveness of using STEM elements in developing the creativity of future physics teachers in specialized fields. The aim of this study was to develop digital resources as a basis for STEM knowledge and to assess their impact on the development of students’ creativity. Based on special principles of education, constructive method in teaching, modeling methods, digital educational resources were developed and an evaluation experiment was conducted. The experiment involved 86 students (40 in the control group and 46 in the experimental group), and compared the results of traditional learning and STEM learning by using digital resources. The results of the questionnaire assessment showed that STEM education can be very effective in developing students’ creativity. The pedagogical experiment was implemented during the teaching of the author’s course entitled “The physical foundations of tribology.” The results of the study contribute to finding solutions to scientific problems in the field of teaching tribology

The potential impact of generative AI on the future of higher education: a game-changer or a danger to academic integrity

Artificial intelligence (AI) has the potential to improve education by substantially modifying knowledge acquisition. While the research on AI’s incorporation into higher education is growing, significant gaps exist in understanding its responsibilities, potential, implications for ethics, and privacy problems in educational settings. This study investigates AI’s transformative impact on higher education using a total of four essential objectives: the ever-growing capabilities of AI within customized instruction, the prospective use of smart tutoring platforms, AI-driven review and input procedures in learning evaluation, and the ethical and privacy issues inherent in these technologies. A systematic review of the literature (SLR) was carried out to answer research questions established utilizing population, intervention, comparison, outcome, and context (PICOC) criteria, resulting in a structured analysis of pertinent articles. To conduct a thorough literature search, the Publish or Perish (version 8) application and an API key were used to systematically access the Scopus database. Initial keyword searches yielded 567 articles, which were reduced to 29 following predetermined relevant screening, restricted access sorting, repetition removal, and content validation. The findings show that AI technologies are increasing personalized education by adapting instructional content to individual needs while also improving decision-making, resources deployment, and administrative duties. However, the integration of AI raises issues such as data privacy, potential redundancies of human educators, and ethical obstacles. These findings highlight AI’s immense potential for higher education, underlining the importance of tackling these problems regarding responsible and inclusive integration, furthering future research, and developing processes for responsible AI use in educational environment

Suggestions for a better tertiary physical education experience: insights from students at a rural state university

This study explored the concerns and suggestions of generation Z students in rural communities to improve the newly implemented tertiary physical education (PE) program in the Philippines - physical activity towards health and fitness (PATHFit). Employing a qualitative-ethnographic approach, data were gathered from 20 generation Z students who were selected and participated in purposive interviews using open-ended questions validated by experts. The findings highlighted several themes following the data analysis using the Colaizzi method: PE should be engaging and fun, moving beyond traditional books and materials; a more flexible curriculum is needed, one that does not feel like a rigid prescription; student-centered activities should be prioritized to promote active involvement; lectures should be limited, with a greater focus on interactive, hands-on experiences; access to sports equipment through a borrowing system is crucial for student participation; and high-quality teaching, characterized by clear communication and practical demonstrations, is essential for a more meaningful learning experience. The study concludes and implies that generation Z students in rural communities desire a more engaging, flexible, and interactive PATHFit program that aligns with their interests and needs. Their insights provide valuable direction for enhancing the curriculum, promoting active student involvement, and ensuring that teaching is clear, practical, and engaging

Development and validation of the principals’ digital leadership instrument using Rasch measurement model

This study addresses the critical need for robust measurement tools in digital leadership (DL) within educational settings—a topic of increasing relevance but limited research. Using the Rasch model measurement analysis, the study aims to develop and validate an instrument tailored to assess principals’ digital leadership (PDL) in China. The questionnaire, based on the five dimensions of the International Society for Technology in Education (ISTE) for education leaders—equity and citizenship advocate (ECA), visionary planner (VP), empowering leader (EL), systems designer (SD), and connected learner (CL)—was adapted to reflect Chinese cultural contexts. Following expert validation, the 33-item instrument was piloted with 188 teachers from higher vocational and technical colleges in Sichuan Province. The Rasch analysis, performed using Winsteps 3.72.3, assessed item fit, unidimensionality, local independence, reliability, separation index, and item-person mapping. The findings revealed that 26 items met all assumptions, demonstrating the strong reliability, validity, and psychometric robustness of the instrument. In conclusion, the validated PDL instrument is a reliable tool for assessing the DL of principals within the Chinese educational context, offering insights into professional development, and sets the stage for future research and policy development in the field of educational leadership

Effects of academic programs on stressors and coping strategies among university students

This study investigated the psychological aspects of stress and coping strategies among college students in the post-implementation period of Ghana’s free senior high school (SHS) policy. Focusing on the Department of Teacher Education at the University of Ghana, the research surveyed 270 students from diverse programs. Using psychological tools like the perceived stress scale and the brief coping orientation to problem experienced (COPE), the study employed statistical methods, including mean, standard deviation, Pearson product correlation, and hierarchical linear and multiple regression, to analyze the data. The findings revealed commonalities and differences in stressors and coping techniques across academic programs, indicating that the unique demands of each program influenced students’ experiences. The study did not find a significant moderating effect of gender on the stressor-coping relationship. The results highlighted the importance of recognizing program-specific variations for targeted stress management support, illustrating the interplay between stressors, coping mechanisms, and academic programs. The study concluded by emphasizing the psychological implications of these findings, offering valuable insights into the complexities of stress and coping among college students, particularly within the context of educational reforms

Emotional education in post-pandemic times: emerging needs and educational response

COVID-19 has provoked a rapid adaptation in the post-pandemic period, posing a great challenge for all areas, particularly education. This paper presents an action-research study in a Spanish educational institution, aiming to determine the emotional impact that COVID-19 has left on primary school students, with special attention to students with specific educational needs (SEN). In addition, the aim was to articulate a proposal for improving emotional education addressed at school. As a result of this study, the socio-affective needs of the pupils and the benefits of psychomotricity and artistic education for strengthening emotional development have been discovered. As a result, an innovative project has also been proposed for educational guidance and tutoring at CPEIPS La Salle La Laguna, based on the programming of cross-cutting units in various subjects to optimize the socio-emotional and psychomotor development of the students