Leveraging Artificial Intelligence in Assessments: Good Practices Through the Traffic Light Model

The utilisation of artificial intelligence (AI) in assessments is making headway and is increasingly changing the landscape of the field of education. The leaders and policymakers of higher education institutions should be cognisant of their significant role in ensuring that AI is used responsibly and ethically and implemented with human oversight. The two objectives of this study were firstly to determine the lecturer’s perspectives and experiences with implementing the Traffic Light Model in assessments. Secondly, the lecturer’s insights should be leveraged to inform policy development and further implementation of TLM in the institution. The results of this inquiry provided a platform for policymakers to acknowledge and review the improvements that can be made with implementing the Model

Navigating the Ethical and Research Integrity Landscape in Botswana: Part II

This study in two parts investigates research ethics and integrity among university students in Botswana, focusing on selected higher education institutions. Using a survey-based design and purposive sampling, the research assesses students\u27 awareness, comprehension, compliance, and challenges regarding research ethics and integrity. Findings reveal a significant gap between knowledge and practice, indicating a need for training and support, supervision issues, ethical clearance challenges, resource limitations, and educational concerns. This first part depicts the review of literature and methodology; second part details the results and recommendations

Artificial Intelligence in Academia - Navigating the Landmines: Leadership in the Digital Era: A Praxis-Based Approach

In a world fully submerged in technological innovation, the educational paradigm is subject to radical changes that force professionals to reflect on new practices. One of the clearest examples is the irruption of AI in our schools and universities: albeit with positive outcomes that cannot be understated, this new object (or rather subject) has placed new and necessary ethical debates at the center of the stage. How to control its usage? How to make the most of it without compromising the educational process of students? Following a doctoral student experience, this paper intends to shed light on some of the central questions of this new chapter in the history of education

High-tech Wars, the Future of Peace Ethics and the Role of Religious Actors

The integration of AI into military systems is transforming warfare, raising ethical and humanitarian concerns. This article examines AI-driven military technologies, their trend toward autonomy, and the overstated promises of precision. Using Israel\u27s Gaza conflict and AI tools like “The Gospel” and “Lavender” as examples, it highlights the devastating risks of automated targeting. It critiques the dangers of shortening the “kill chain,” calls for public ethical discourse, and proposes initial steps for international AI warfare regulation

Understanding Academic Staff Attitudes Toward GenAI in Teaching

This study examines the attitudes of academic staff toward the use of generative artificial intelligence (GenAI) in higher education teaching. Focusing on faculty members at a college in Israel, the study explores how attitudes are associated with self-reported levels of technological pedagogical content knowledge (TPACK) self-efficacy, personal innovativeness in IT (PIIT), and two perceptual constructs drawn from the Technology Acceptance Model (TAM): perceived usefulness and perceived ease of use. A cross-sectional survey design was used, with data collected from 84 lecturers. Correlation and hierarchical regression analyses revealed that both PIIT and TPACK self-efficacy were positively associated with attitudes toward GenAI, with perceived usefulness and ease of use emerging as significant mediators. Specifically, the effect of TPACK self-efficacy on attitudes was fully mediated by these perceptual variables, while PIIT retained a significant direct effect. The findings suggest that faculty attitudes toward GenAI are shaped by both individual dispositions and evaluative judgments about the tool’s pedagogical relevance and usability. This research contributes to the growing literature on AI in education by providing empirical evidence on the attitudinal antecedents relevant to faculty engagement and may inform institutional strategies that support the thoughtful and differentiated integration of GenAI in teaching

The Challenge of Leadership in Higher Education in An Age of Disruption

This paper explores the challenging role of leadership in higher education. It seeks to understand the challenges faced at a time of volatility and uncertainty, especially given the financial and operational challenges faced by higher education systems around the world. It suggests that there are five major challenges for our understanding of leadership in this sector: (a) leadership is reactive rather than anticipatory; (b) higher education has been captured by neo-liberal new public management; (c) leadership lacks the courage to be inspirational and innovative; (d) that “business as usual” is no longer a viable strategy, especially given changes in the nature of academic work; and (e) leaders show a failure of imagination. The paper suggests that it is time to seek a new understanding of what a higher education institution is and that this will require a new kind of leader for a new age

Supporting First-Year Students on Their Transition Journey Through the University: Insights from Literature

The shift from secondary to tertiary education is crucial for students’ academic success, well-being, and retention. Guided by Schlossberg’s Transition Theory, this narrative review of 28 international studies (2016–2024) develops a comprehensive support framework addressing four domains: emotional/social support, academic preparation, barrier mitigation, and success strategies. Unlike prior reviews, this study offers a universal framework across diverse educational contexts, confirming consistent support needs globally. Findings emphasize the need for integrated interventions across all domains, with institutions responsible for proactive support. Gaps in reactive approaches highlight the need for systematic, comprehensive transition programs, providing a robust foundation for future research on diverse student populations

Navigating the Ethical and Research Integrity Landscape in Botswana: Part I

This study in two parts investigates research ethics and integrity among university students in Botswana, focusing on selected higher education institutions. Using a survey-based design and purposive sampling, the research assesses students\u27 awareness, comprehension, compliance, and challenges regarding research ethics and integrity. Findings reveal a significant gap between knowledge and practice, indicating a need for training and support, supervision issues, ethical clearance challenges, resource limitations, and educational concerns. This first part depicts the review of literature and methodology; second part details the results and recommendations

Teacher Readiness and Perceptions Towards AI-Based Smart Teaching Tools

AI-based smart teaching tools, like intelligent tutoring systems and chatbots, are transforming management education by enabling personalized learning and data-driven insights. However, successful adoption hinges on teachers\u27 readiness, awareness, and acceptance, which can be limited by digital literacy, institutional support, and ethical concerns. This study examines management teachers\u27 perceptions and readiness for AI tools, focusing on their awareness, adaptability, and perceived barriers, such as AI literacy and resistance to change. It also explores how AI impacts teaching effectiveness, student engagement, and curriculum development. The findings will inform strategies for educational policymakers and administrators

AI-based Assessment for Learning on Students’ Critical Thinking

Critical thinking is essential for state standards and culturally relevant pedagogy (CRP). This paper explores AI-based assessment in education (AIED), focusing on its benefits and challenges for assessing critical thinking in diverse students post-Chat GPT. It covers AI-enhanced assessment for learning to promote diversity and cultural responsiveness, biases in AI technologies, and AI-assisted critical thinking assessment. Three benefits of AI include adaptive assessments, multimodal assessments, and personalized feedback. Ethical concerns include understanding AI limitations, ensuring ethical use, and representing diverse content in a multilingual society