Category: Education & Learning
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Experts validated an interdisciplinary AI engineering curriculum
This research indicates that a newly developed interdisciplinary AI engineering curriculum was viewed as effective, practical, and positively validated by educators and industry experts.
AI-assisted summary
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Survey finds 172 open datasets in learning analytics papers
This research indicates that open datasets in learning analytics, educational data mining, and AI in education were systematically surveyed across flagship conferences, and the authors identified 172 unique datasets in 204 publications.
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SDG 4 framework supports quality higher education curriculum design
This research indicates that SDG 4 provides a framework for universities to rethink curriculum design and assessment to better align higher education with industry needs.
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Formative assessment was associated with stronger metacognitive skills
This research indicates that formative assessment is associated with stronger metacognitive skills, especially metacognitive knowledge and regulation.
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Teacher care is linked to stronger student social-emotional competence
This research indicates that teacher care is positively associated with middle school students’ social-emotional competence, and that the teacher-student relationship partly explains this link.
AI-assisted summary
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AI literacy training improved teacher education students’ self-efficacy
This research indicates that a design-based GenAI literacy workshop can increase teacher education students' AI competence self-efficacy, attitudes toward GenAI, and commitment to critical, ethical, and pedagogical engagement.
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DENEYAP workshops linked strong techno-philosophy with learner gains
This research indicates that a strong techno-philosophical and techno-pedagogical design in nonformal technology and design education is associated with success in fostering techno-scientific thinking skills among learners.
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Parental AI investment is linked to greater AI-mediated English learning
This research indicates that parental AI investment behaviours are associated with higher student engagement in AI-mediated informal digital learning of English, with perceived AI value and effort expectancy for AI acting as mediators.
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Teacher-related barriers hinder STEM curriculum integration
This research indicates that teacher challenges, along with systemic, student, curriculum, pedagogical, and policy barriers, hinder STEM integration, and that teacher empowerment is central to improving it.
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Zimbabwean teachers reported positive attitudes toward technology
This research indicates that teachers in selected Zimbabwean secondary schools generally had positive attitudes and moderate ICT competence, while infrastructure and support limits constrained technology use in lessons.
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