The integration of AI tools in education is reshaping how students view and interact with their learning experiences. As AI usage continues to grow, it becomes increasingly important to understand how students' perceptions of AI technology impact their academic performance and learning behaviours. To investigate these effects, we conducted a correlational study with a sample of 44 students to examine the relationship between students' perceptions of ChatGPT’s utility—focusing on usage frequency, perceived usefulness, accuracy, reliability, and time efficiency—and key academic outcomes, including content mastery, confidence in knowledge, and grade improvement. Additionally, we explored how these perceptions influence student behaviours, such as reliance on ChatGPT, procrastination tendencies, and the potential risk of plagiarism. The canonical correlation analysis revealed a statistically significant relationship between students' perceptions of ChatGPT's utility and their academic outcomes. Students who viewed ChatGPT as reliable and efficient tended to report higher grades, improved understanding of the material, and greater confidence in their knowledge. Furthermore, the bivariate correlation analysis revealed a significant relationship between dependency on ChatGPT and procrastination (r = 0.546, p < .001), indicating that a higher reliance on AI tools may contribute to increased procrastination. No statistically significant association was identified between ChatGPT dependency and the risk of plagiarism. Future research should prioritize the development of strategies that promote the effective use of AI while minimizing the risk of over-reliance. Such efforts can enhance academic integrity and support independent learning. Educators play a critical role in this process by guiding students to balance the advantages of AI with the cultivation of critical thinking skills and adherence to ethical academic practices.

Work-based learning (WBL) is an important tool for enhancing students' employability skills in vocational education and training. Many studies have underlined the importance of a variable of WBL, self-efficacy, and vocational identity in developing vocational students' employability skills. Nonetheless, the research is limited and examined separately. Therefore, this study investigates how WBL, self-efficacy, and vocational identity influence employability skills and how self-efficacy moderates between WBL and employability skills. Four hundred and three state university students in Yogyakarta were involved in the data collection. This study used structural equation modeling (SEM) analysis to test its hypothesis. The results of the study revealed that the implementation of WBL did not have a direct effect on employability skills; however, self-efficacy was able to moderate the relationship between WBL and employability skills. However, WBL directly influences vocational identity, which in turn directly influences employability skills, while self-efficacy also directly influences employability skills. This research has important implications for improving learning that can improve students' self-efficacy skills in an effort to build students' employability skills in vocational education and training.

 This study examines the research trends of Design Thinking (DT) in education during the period 2014–2024 through a systematic literature review. This study aims to analyze annual publication patterns, implementation across educational levels, research methodologies, authorship distribution, geographical spread, journal type distribution, and key themes from highly-cited publications in DT education research. The results show a significant increase in publications, especially in 2023–2024, reflecting growing academic interest in DT as an innovative approach to developing 21st-century skills. Qualitative research methods dominate, with most studies involving collaborative authorship. DT application was initially focused on higher education but expanded in secondary education while remaining limited in primary education. Asia leads in research contribution, while Africa shows lower output. Publications are distributed across educational, design-focused, and interdisciplinary journals. These findings underscore the importance of cross-disciplinary and global collaboration to accelerate DT adoption equitably. This study recommends strengthening educator training, developing holistic evaluation methods, and expanding quantitative research for more inclusive DT implementation.

This study examines the impact of Project-Based Learning (PjBL) on developing metacognitive skills among preservice science teachers (PSTs) in Northeast Thailand. A sample of 143 PSTs, including first-year students in General Biology 1, second-year students in General Physics 1, and third-year students in Basic Organic Chemistry, participated in an 18-week programme. The study aimed to assess changes in metacognitive skills before and after PjBL implementation, evaluate differences among academic years, and identify predictors of skill development. The methodology included a six-hour orientation workshop and a collaborative, project-based curriculum. Descriptive and inferential statistics were employed, with the item-objective congruence index (IOC) for content validity, paired samples t-tests for pre- and post-intervention comparisons, and Analysis of Variance (ANOVA) to examine differences across academic years. Multiple regression analysis was used to identify significant predictors of metacognitive skill development. Results showed significant improvements in metacognitive skills post-PjBL, with substantial enhancements across all subjects. ANOVA indicated significant differences among academic years, with third-year students demonstrating the highest metacognitive skill levels. Multiple regression analysis identified participation in PjBL and academic level as significant predictors of metacognitive skill development. These findings highlight the effectiveness of PjBL in enhancing metacognitive skills and underscore the importance of active learning and reflective practices in teacher education programmes. This study provides valuable insights into the impact of PjBL on PSTs' professional growth and instructional efficacy, preparing them for modern classroom challenges.

This study addresses global concerns surrounding elementary students' science performance following the COVID-19, as a result of international tests such as Trends in International Mathematics and Science Study (TIMSS) highlight the ongoing challenges that urge the exploration of innovative educational approaches to improve science learning. This research employed gamification-assisted instruction and explored its impact on enhancing the understanding of science concepts and attitudes toward science class among fourth graders. The study adopted a quasi-experimental design and included an experimental group (ExG) that was taught using a gamification strategy and a control group (CoG) that was taught using a traditional method with a sample of 38 female elementary students from a public school in Jordan. Data were gathered using valid and reliable tools: the developed scientific concepts test and the Attitude Towards Science class measures. The ANCOVA analysis revealed that gamification significantly improves the acquisition of scientific concepts (η2=.208) and boosts a positive attitude toward science classes among elementary students (η2=.626). These findings encourage decision-makers to incorporate gamification into science teaching practices and methods.

The field of engineering education is constantly evolving to meet the challenges of technological and societal advancements. Continuous research should be conducted to identify the potential match between the skills that employers seek and the ones engineering graduates gain at college. The purpose of this study is to identify areas of agreement and disagreement between the faculty and employers regarding the skills and knowledge that engineering students acquire during their undergraduate education. The study uses an explanatory sequential design method by employing a questionnaire that was developed based on the Engineering Competency Model (ECM) by the Employment and Training Administration of the USA Department of Labor and responded to by 125 volunteer engineering faculty. Additionally, interviews were conducted with 2 industry professionals to gain deeper qualitative insights. The study found that while faculty mainly stated that students acquire personal effectiveness, academic, and workplace competencies in college, employers disagreed with these perceptions, particularly regarding interpersonal skills, integrity, professionalism, writing, and communication. Additionally, the study found a significant mismatch between faculty and employer assessments of industry-wide competencies, with employers expressing concerns about graduates' preparedness in areas like design, business, and sustainability. These findings suggest significant updates and cooperation with industry experts in engineering curricula and their implementation.

Integrated learning has emerged as an approach to developing critical thinking and creativity skills. This meta-analysis synthesizes the effects of integrated learning on critical thinking and creativity, drawing from experimental studies published over the past decade. This study addresses the research question: What are the impacts and factors influencing integrated learning on students' critical thinking skills and creativity compared to conventional learning over the past decade? In the database, 403 articles were obtained, which were then supplemented by seven articles from manual searches, so that there were a total of 410 articles. After a strict inclusion process, 8 articles were selected for analysis. The inter-rater reliability test using Cohen's Kappa coefficient produced a value of 0.78, which indicates a substantial level of agreement. The analysis includes data from 497 participants for critical thinking and 266 for creativity. Heterogeneity in critical thinking skill data was 96%, and in creative skills, it was 86%; then, a subgroup analysis of education level was carried out to find out where the high heterogeneity was. The results show a significant positive effect of integrated learning, with an SMD of 1.48 (p = .004) for critical thinking and 1.60 (p = .0001) for creativity. Funnel plots and Egger's regression tests indicate no risk of publication bias. In addition, this study also synthesized the causal factors of how integrated learning affects critical thinking skills and creativity. Further research is recommended to explore its long-term impact and implementation strategies in various educational settings.  

This study analyzes trends, collaborations, and research developments on augmented reality (AR) in mathematics education using a bibliometric approach. Data were collected from the Scopus database on July 31, 2024, identifying 542 documents published between 2015 and 2024. After screening, 194 journal articles were selected for analysis. Using VOSviewer, the study produced visualizations related to document types, publication trends, journal sources, research subjects, institutions, countries, keywords, and author collaborations. The results show that 88.7% of the documents are journal articles, indicating that this topic is predominantly published in scholarly journals. Publication trends reveal significant growth since 2016, peaking in 2024, reflecting increasing global interest. Education Sciences and IEEE Access are among the top journal sources. Subject-wise, social sciences and computer science are the main disciplines exploring AR in mathematics education. Chitkara University (India) and Johannes Kepler University Linz (Austria) are leading institutions, while the United States, Malaysia, and Spain contribute the most publications. Keyword analysis shows rapid growth in research using terms such as "augmented reality" and "mathematics education," emphasizing the role of immersive technology in enhancing student engagement and conceptual understanding through visual and interactive learning. Influential authors like Lavicza, Mantri, and Haas highlight the importance of global collaboration. Based on a thematic analysis of the most-cited articles, this study proposes the AI Mathematical Education Impact and Outcome Framework. In conclusion, although research on AR in mathematics education has significantly advanced, further studies are needed to evaluate its effectiveness across varied educational contexts.

Critical thinking is highly valued as an integral skill for promoting students’ development, and problem-based learning (PBL) is widely used as an essential method to facilitate the development of critical thinking. However, since individual studies cannot determine the precise overall effect size of PBL on the development of critical thinking, it is difficult to systematically analyze the various influencing factors that hinder PBL from achieving sufficient effectiveness. Therefore, this study adopts a meta-analysis method to examine PBL in depth, aiming to clarify the crucial methods and elements of applying PBL to enhance critical thinking and address the shortcomings of existing studies. This study investigates two primary questions: first, the efficacy of PBL in enhancing critical thinking skills in comparison to traditional pedagogical approaches, and second, the influence of moderating variables on the effectiveness of PBL. To address these questions, a total of 25 studies were selected for meta-analysis. The findings revealed an overall effect size of 1.081 under the random-effects model, with a confidence interval of [0.874, 1.288] and p < .05, indicating that PBL significantly outperforms traditional methods. The analysis demonstrated that the effectiveness of PBL is not significantly influenced by learning stage, sample size, or measurement tools, thereby broadening the applicability of PBL and challenging preconceived limitations associated with its implementation. However, the results also indicated that PBL effectiveness is moderated by teaching methods and subject types, which offers critical insights for educators seeking to adapt their instructional strategies when employing PBL.

Integrating generative artificial intelligence (GenAI) in education has gained significant attention, particularly in flexible learning environments (FLE). This study investigates how students’ voluntary adoption of GenAI influences their perceived usefulness (PU), perceived ease of use (PEU), learning engagement (LE), and student-teacher interaction (STI). This study employed a structural equation modeling (SEM) approach, using data from 480 students across multiple academic levels. The findings confirm that voluntary GenAI adoption significantly enhances PU and PEU, reinforcing established technology acceptance models (TAM). However, PU did not directly impact LE at the latent level—an unexpected finding that underscores students’ engagement’s complex and multidimensional nature in AI-enriched settings. Conversely, PEU positively influenced LE, which in turn significantly predicted STI. These findings suggest that usability, rather than perceived utility alone, drives deeper engagement and interaction in autonomous learning contexts. This research advances existing knowledge of GenAI adoption by proposing a structural model that integrates voluntary use, learner engagement, and teacher presence. Future research should incorporate variables such as digital literacy, self-regulation, and trust and apply longitudinal approaches to better understand the evolving role of GenAI inequitable, human-centered education.

Research in mathematics education and interdisciplinarity is varied and extensive, covering multiple approaches that reflect a growing interest in this type of perspective. The objective of this study is to systematize the findings of research on interdisciplinary mathematics education published between 2019 and 2024. The review was carried out following the guidelines of the PRISMA statement, allowing us to identify 49 articles published in journals indexed in the Web of Science (WOS) and Scopus databases. Subsequently, a content analysis was carried out to identify methodological and theoretical aspects present in the studies reviewed, such as methodology employed, education level of participants, disciplines integrated with mathematics, and types of interdisciplinary tasks proposed. Additionally, four main research themes were identified: (a) understanding of interdisciplinarity; (b) pedagogical strategies for interdisciplinary development in mathematics education; (c) interdisciplinarity for the development of mathematical skills; and (d) professional development of mathematics teachers. The results reveal a sustained increase in the number of publications, which reflects a growing interest in the interdisciplinary approach in mathematics education. Finally, several challenges and opportunities are highlighted for future research, including the need to develop an interdisciplinary teacher training model, the creation of pedagogical strategies that promote greater interconnection between disciplines, and the need to carry out more studies focused on early childhood and primary education in this area.

The present study examined how empathy (affective and cognitive), basic psychological need satisfaction (autonomy, competence, and relatedness), and demographic factors (gender and academic achievement) jointly predict prosocial behavior during emerging adulthood. Grounded in Self-Determination Theory, this research explored whether relatedness need satisfaction mediates the relationship between empathy and prosocial tendencies. A total of N=889 undergraduate students from a large public university in the southeastern United States completed self-report measures assessing empathy, psychological needs, and prosocial behavior. Path analysis revealed that affective empathy and relatedness satisfaction were significant predictors of prosocial behavior. Relatedness also partially mediated the link between empathy and helping actions. Furthermore, gender and GPA contributed to prosocial outcomes, with female students and those with higher academic achievement reporting greater prosocial tendencies. These findings suggest that fostering emotional engagement and supporting students’ psychological needs—particularly the need for relatedness—may be key mechanisms for promoting prosocial development in educational settings during the critical stage of emerging adulthood.

This study presents a comprehensive bibliometric and content analysis of research on autism and mathematics learning from 2010 to 2024. A total of 131 peer-reviewed articles were retrieved from the Web of Science (WoS) database using keywords such as autism, mathematics, learning, and intervention. Bibliometric analysis was conducted to quantitatively examine publication trends, leading authors, contributing countries, and co-authorship networks, offering a macroscopic overview of the field’s evolution. Visualisations generated using VOSviewer further illustrated keyword co-occurrence and thematic clustering. Complementing this, content analysis provided a qualitative synthesis of research themes and conceptual progressions across the literature. The findings revealed a clear thematic evolution. Early research (2010–2015) predominantly focused on behavioural interventions, structured instructional approaches, and basic numeracy development. Mid-phase studies (2016–2020) introduced inclusive pedagogies, social-emotional considerations, and differentiated instruction. Recent research (2021–2024) has shifted towards personalised, technology-enhanced instruction, Universal Design for Learning (UDL), and the integration of digital tools in mathematics education. Despite this growth, several gaps remain. Research remains limited in addressing cross-cultural diversity, long-term evaluations of digital interventions, and the adaptation of pedagogies in underrepresented regions. This study emphasises the need for future research to explore culturally responsive frameworks, the sustainability of technology uses, and equity in mathematics education for autistic learners.

Developing students' competency in constructing scientific explanations is a critical aspect of science learning. However, limited research has been conducted to explore the role of Generative Artificial Intelligence (Gen AI) in fostering this competency. Moreover, the factors influencing this competency development in the Gen AI-assisted learning environment remain underexamined. This study aimed to compare students' competency in constructing scientific explanations before and after participating in phenomenon-based learning with Microsoft Copilot and to investigate the factors influencing the development of this competency. A pretest-posttest quasi-experimental design was employed with 23 eighth-grade students from an all-girls school in Thailand. The research instruments included lesson plans for phenomenon-based learning with Microsoft Copilot, a competency test for constructing scientific explanations, and a mixed-format questionnaire. The results from the Wilcoxon Signed-Ranks Test revealed a statistically significant improvement in students' competency in constructing scientific explanations after the learning intervention (Z = 4.213, p < .001). Thematic analysis identified four key factors contributing to this development: (a) the role of Microsoft Copilot in enhancing deep understanding, (b) connecting theories to real-world phenomena through learning media, (c) collaborative learning activities, and (d) enjoyable learning experiences and student engagement. These findings suggest that the integration of Gen AI technology with phenomenon-based learning can effectively enhance students’ competency in constructing scientific explanations and provide valuable insights for the development of technology-enhanced science education. 

This study examined the impact of reading journals on the development of English as a foreign language (EFL) reading comprehension and engagement, while also analyzing participants' perceptions of the learning process. A mixed-method design was applied to a sample of 80 second-year senior high school students (aged 15–18) with A2 proficiency. Using a quasi-experimental approach, participants were divided into an experimental group that kept journals and a control group that followed traditional instruction. Data were collected through pre- and post-tests, student questionnaires, and thematic analysis of the journals. Results showed significant improvements in reading performance among students in the experimental group. Students also reported better vocabulary retention, improved ability to identify main ideas, and greater confidence. Reflections revealed increased engagement, critical thinking, and autonomy. However, learners faced challenges such as complex grammar, summarization, and time constraints. Overall, the findings suggest that reading journals can be an effective strategy to support EFL reading comprehension and foster deeper interaction with texts.

This systematic review synthesizes research on the application of Augmented Reality (AR) technology in K–12 special education to evaluate its impact on learning outcomes and identify implementation trends, benefits, and challenges. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, a search of the Scopus, IEEE, Web of Science, and ProQuest databases on 20 March 2024 for English-language peer-reviewed articles published between 2010 and 2024 yielded 16 studies that met the inclusion criteria. The analysis of these studies reveals a growing research interest, particularly after 2019, with a concentration of research in developing nations like Indonesia and Malaysia. The findings consistently show that AR technology interventions, predominantly targeting students with learning disabilities and autism spectrum disorder (ASD) through 3D objects and game-based applications, positively impact academic achievement, motivation, and skill development. Despite these promising outcomes, this review concludes that a significant gap remains between the technology's potential and its current practice, hindered by challenges such as high costs, technical complexity, and a narrow research focus. Therefore, future work should prioritize developing cost-effective, user-friendly AR technology and expanding research to include a wider range of disabilities and educational contexts to ensure equitable and effective access for all students. 

The current study sought to evaluate the impact of programs used to enhance the self-regulation and social interaction for children with Autism Spectrum Disorders (ASD), as perceived by their families. The descriptive approach was used to collect and analyze data and derive conclusions after developing the study instruments. The study sample consisted of 150 families of children with ASD enrolled in special education centers in Amman, Jordan. The study participants were purposefully selected to respond to the two provided measurement scales. To measure the impact of the intervention programs, the researchers developed the Self-Regulation Behavior Scale and the Social Interaction Scale, ensuring the validity and reliability of both scales. The results of the study indicated that from the families’ perspective, programs for children with ASD had a moderate impact on enhancing self-regulation and a high impact on social interaction. Additionally, the findings of the study revealed statistically significant differences in the degree of improvement in self-regulation and social interaction behaviors related to the child’s gender and the severity of their disorder. However, no statistically significant differences were found related to the child’s age and gender in their level of improvement in self-regulation and social interaction behaviors.

Higher-order thinking skills (HOTS) are important for students to improve their ability to analyze, solve problems, and use critical thinking. This research aims to measure the use of flipped learning to enhance students’ higher-order thinking skills. The scaffolding, questioning, interflow, reflection, and comparison (SQIRC)-based flipped learning model is used in this research. It is a combination of online and face-to-face learning that provides opportunities for students to be more active and independent in learning. This model can improve students’ critical thinking skills, as seen from learning outcomes. This research is a quasi-experimental study using 43 students in the Introduction to Accounting course, divided into a control group and an experimental group. In the Introduction to Accounting course, HOTS is essential because this course emphasizes theory and requires the application of the theory in solving problems in accounting records. The results found that implementing the SQIRC-based flipped learning model increased student learning outcomes from pre-test to post-test, and the learning outcomes of the experimental group were higher than those of the control group.

Augmented Reality (AR) technology is emerging as a promising tool in education, offering immersive and interactive learning experiences that enhance students’ understanding of abstract scientific concepts. This quasi-experimental study investigated the impact of AR on student learning outcomes in chemistry topics, including acids, bases, pH, oxides, and salts, among lower secondary students in Vietnam. A total of 191 students participated in the study, divided into two groups: the experimental group (n = 94) received AR-integrated lessons. The control group (n = 97) received instruction through traditional methods, including lectures and discussions. Data were collected at three points: prior to the intervention (Test 0, baseline) to establish group equivalence; during the intervention (Test 1) to monitor interim changes; and after the intervention (Test 2) to evaluate overall impact. These were complemented by semi-structured surveys and interviews to assess students’ academic performance, conceptual understanding, and active engagement in the lessons. Mixed-effects ANCOVA revealed a significant Group × Time interaction, F(1,188) = 9.93, p = .002, partial η² = .050, indicating that the experimental group demonstrated significantly greater improvement than the control group. The large between-group effect size (partial η² = .231) confirms substantial practical significance of the AR intervention. Qualitative findings indicated that the use of AR enhanced students’ motivation, engagement, and conceptual understanding by enabling them to visualize three-dimensional molecular structures and conduct simulated experiments in a safe, controlled environment. Despite challenges such as limited technological infrastructure and the need for specialized teacher training, the study demonstrates that AR holds considerable potential for transforming chemistry education in Vietnam. These findings underscore the importance of continued research, targeted professional development, and supportive policies to optimize the integration of AR into diverse educational settings, ultimately improving students’ interest and learning outcomes.

This preliminary study examines how three generative AI tools, ChatGPT-4, Google Gemini, and Microsoft Copilot, support B+ level English as a Foreign Language (EFL) students in opinion essay writing. Conducted at a preparatory school in Türkiye, the study explored student use of the tools for brainstorming, outlining, and feedback across three essay tasks. A mixed methods design combined rubric-based evaluations, surveys, and reflections. Quantitative results showed no significant differences between tools for most criteria, indicating comparable performance in idea generation, essay structuring, and feedback. The only significant effect was in the feedback stage, where ChatGPT-4 scored higher than both Gemini and Copilot for actionability. In the brainstorming stage, a difference in argument relevance was observed across tools, but this was not statistically significant after post-hoc analysis. Qualitative findings revealed task-specific preferences: Gemini was favored for clarity and variety in brainstorming and outlining, ChatGPT-4 for detailed, clear, and actionable feedback, and Copilot for certain organizational strengths. While the tools performed similarly overall, perceptions varied by task and tool, highlighting the value of allowing flexible tool choice in EFL writing instruction.