Artificial intelligence (AI) has revolutionized higher education. The rapid adoption of artificial intelligence in education (AIED) tools has significantly transformed educational management, specifically in self-directed learning (SDL). This study examines the factors influencing Indonesian higher education students' intention to adopt AIED tools for self-directed learning using a combination of the Theory of Planned Behavior (TPB) with additional theories. A total of 322 university students from diverse academic backgrounds participated in the structured survey. This study utilized machine learning it was Artificial Neural Networks (ANN) to analyze nine factors, including attitude (AT), subjective norms (SN), perceived behavioral control (PBC), optimism (OP), user innovativeness (UI), perceived usefulness (PUF), facilitating conditions (FC), perception towards ai (PTA), and intention (IT) with a total of 41 items in the questionnaire. The model demonstrated high predictive accuracy, with SN emerging as the most significant factor to IT, followed by AT, PBC, PUF, FC, OP, and PTA. User innovativeness was the least influential factor due to the lowest accuracy. This study provides actionable insights for educators, policymakers, and technology developers by highlighting the critical roles of social influence, supportive infrastructure, and student beliefs in shaping AIED adoption for self-directed learning (SDL). This research not only fills an important gap in the literature but also offers a roadmap for designing inclusive, student-centered AI learning environments that empower learners and support the future of SDL in digital education.

This study investigates how undergraduate art majors at the National University of Art Education in Vietnam perceive the cultural integration into their English curriculum. A quantitative design was employed using a researcher-developed questionnaire administered to 214 students. Data were analysed using descriptive statistics, independent-samples t-tests, and multiple regression. Findings indicated that students valued culturally relevant content, particularly materials connected to both Vietnamese and international art as well as experiential and student-centered instructional strategies. Reported challenges included limited cultural background knowledge, cognitive overload, and reduced confidence when discussing culture in English. Crucially, results from multiple regression revealed that how culture is taught may have a greater impact on students’ experiences than the content itself. Therefore, these findings underscore the importance of aligning instructional approaches with learners’ disciplinary identities and offer implications for culturally responsive curriculum design, professional development, and the implementation of context-specific teaching strategies in English language instruction for art students.

Children today encounter English in various contexts, with cartoons serving as a particularly influential medium. Beyond their entertainment value, cartoons also promote incidental foreign language acquisition. This article presents the findings of a study involving 240 sixth-grade pupils from Slovenian primary schools. Employing a quantitative approach, the study utilised both a questionnaire and a knowledge test to explore the relationship between English cartoon viewing and incidental vocabulary acquisition. It examined the frequency of cartoon viewing, pupils’ attitudes towards English-language cartoons, and the impact of subtitles on vocabulary test performance. The results indicate that a higher frequency of cartoon viewing, positive attitudes towards English cartoons, and the use of English subtitles are significantly associated with enhanced English vocabulary knowledge. The findings underscore the educational value of English cartoons in supporting vocabulary development and highlight the potential of engaging multimedia content in fostering incidental vocabulary acquisition in both classroom settings and out-of-school contexts. Consequently, educators should incorporate cartoon-based materials to enhance vocabulary learning, introduce authentic language exposure, and provide multi-sensory experiences tailored to varying learner preferences and proficiency levels.