International Journal of Technology Enhanced Learning (30 papers in press)

Regular Issues

• Cultural intelligence in technology-enhanced language learning: nurturing cross-cultural competence in the digital age  
  by Esaya Britto Raphael 
  Abstract: This study explores the link between cultural intelligence (CI) and language proficiency in technology-enhanced language learning (TELL). Utilising a mixed-methods approach, the research combines quantitative surveys, including the cultural intelligence scale (CIS) and standardised language proficiency tests (TOEFL/IELTS), with qualitative interviews and focus groups involving 150 adult learners engaged in TELL programs. Additionally, usage data from TELL platforms were analysed to assess engagement patterns. Findings indicate a strong positive correlation (r = 0.45, p < 0.01) between CI and language proficiency, with motivational and metacognitive CI being key indicators of success. Additionally, frequent TELL platform users demonstrated higher CI scores than occasional users (F(1,148) = 9). The study highlights the role of TELL tools in fostering cross-cultural competence, emphasising their effectiveness in language acquisition.
  Keywords: cultural intelligence; CI; technology-enhanced language learning; TELL; cross-cultural competence; language proficiency.
  DOI: 10.1504/IJTEL.2025.10072480
   
  
• Exploring online learning engagement scale in corporate education: a study of adult learners in Thailands Eastern Economic Corridor  
  by Patrick J. Hackett, Danty James, Panik Senariddhikrai 
  Abstract: Online learning offers learners a degree of autonomy, facilitating self-directed learning that aligns with the educational goals of adult learners. As online learning engagement is vital for learners success, the current study explored the online learning engagement among adult students in Thailand. A stratified random sampling was used to select the participants for the current study. Dixsons 19-item questionnaire was used with the data analysed using the analysis of variance (ANOVA), and confirmatory factor analysis (CFA) techniques. The study found high online learning engagement (OLE) (M = 3.95, SD = 0.596), with Performance scoring the highest (M = 4.14). ANOVA showed a significant effect of education on Performance (F = 3.163, p = 0.045), and CFA confirmed the OLE scales validity (CFI = 0.991, RMSEA = 0.030). The results highlight that Thai adult corporate students responded positively to online learning, resulting in beneficial outcomes for the individuals, and their organisations.
  Keywords: andragogy; adult learners; self-directed learning; corporate education; Eastern Economic Corridor; EEC; community of inquiry; online learning; online learning engagement scale; confirmatory factor analysis; CFA; Thailand.
  DOI: 10.1504/IJTEL.2025.10072765
   
  
• Integrating Sandbox in language teacher education: a study on digital competence and collaborative learning  
  by Ana María Ramos-García, María Bobadilla-Pérez 
  Abstract: This study explores the impact of Padlet Sandbox©, a digital tool, on the digital competence, motivation, and collaborative learning of pre-service foreign language primary teachers. Utilising a mixed-methods research design, the study combines quantitative data from questionnaires and qualitative insights from focus group discussions. The findings reveal that Sandbox significantly enhances digital competence by providing practical opportunities for content creation and online collaboration. Participants reported increased confidence in integrating digital tools into their teaching practices. Additionally, Sandbox was found to boost motivation and engagement, facilitating effective group work. The SWOT analysis identified strengths such as versatility and ease of use, while also highlighting challenges like internet dependency and limited customisation options. Overall, Sandbox demonstrates substantial potential as an educational tool, though further research is needed to explore its long-term impact and broader applicability.
  Keywords: Padlet Sandbox; digital competence; collaborative learning; pre-service teachers; foreign language education; motivation; primary education; educational technology; online collaboration; digital tools; teaching practice; engagement; group work; SWOT analysis.
  DOI: 10.1504/IJTEL.2025.10073246
   
  
• Using a knowledge base chatbot system to enhance computational thinking and self-concept among EFL students  
  by Maroua Rogti 
  Abstract: Our industrialised world has been characterised by the integration of computer literacy into teaching classrooms through programming and computer-based tasks. Therefore, with the emergence and inclusion of the technology of artificial intelligence systems and computer programs in language learning, it is necessary to investigate the effects of chatbot technologies on English as a foreign language (EFL) students cognitive and metacognitive ability. Therefore, this study aims to investigate the effects of developing a knowledge-based chatbot system on students computational thinking and self-concept. It proposes a conversational agent, an educational tool based on Mendoza et al. (2022) knowledge base framework. For this purpose, using a convenient sampling method, a total of 240 students at both Higher college and University have been selected after taking the computer anxiety and metacognitive inventory tests, and assigned to two comparable groups. The participants computational thinking and self-concept were measured before and after the treatments which lasted 12 one hour sessions using valid questionnaires as the post-test for the study. The collected data were analysed through one-way MANOVA test. The findings assured that the developed knowledge-based chatbot system significantly affected the participants computational thinking and self-concept.
  Keywords: 21st century skills; metacognitive ability; EFL education; AI chatbot; knowledge base.
  DOI: 10.1504/IJTEL.2025.10073531
   
  
• Enhancing student satisfaction through the adoption of multifunctional smart card - a case study at private universities in Vietnam  
  by Hoang Ngoc Chau Giang, Le Trung Tin, Pham Duong Hong Ngoc, Nguyen Van Khanh, Ho Dang Duy Bao, Trinh Le Tan 
  Abstract: The study aims to investigate the relationship between students adoption and their satisfaction with multifunctional card usage at private universities in Vietnam, by integrating models UTAUT and CSI with external variables. The research applies qualitative and quantitative methodology, constructing a Likert scale to collect the optimal data for analysis with PLS-SEM to test all hypotheses. According to the data, performance expectancy, effort expectancy, social influence, and facilitating conditions significantly affect students behavioural intention when adopting multifunctional smart cards. Trust and perceived risk are two external factors, where trust positively influences behavioural intention and perceived risk negatively affects behavioural intention. Behavioural intention strongly impacts behavioural expectation, which subsequently affects student satisfaction. This research is significant for employing student behaviour intention as an underlying framework to develop a model illustrating the correlation between multifunctional smart card adoption and satisfaction, henceforth private universities can rely on it and effectively implement multifunctional smart cards.
  Keywords: multifunctional smart card; performance expectancy; effort expectancy; social influence; facilitating conditions; behavioural intention; trust; perceived risk; private universities; Vietnam.
  DOI: 10.1504/IJTEL.2025.10073825
   
  
• Unlocking computational thinking: immersive technologies for solving complex problems  
  by Carlos Enrique George-Reyes, Luis Magdiel Oliva-Córdova, Silvia Patricia Bustamante-Ruiz 
  Abstract: Computational thinking (CT) is a key competency in higher education, enhancing abstraction, pattern identification, and algorithm design to address complex problems related to sustainable development goal 10 (SDG10) on reducing inequities. This study employed a quasi-experimental pre-test and post-test design to assess the impact of a training program on 330 students from ITESM (Mexico) and USAC (Guatemala). Through four sessions, students engaged in activities on abstraction, decomposition, pattern recognition, and algorithm design. Results indicated significant improvements in self-perception and problem-solving, though the impact was moderate due to prior exposure to these concepts. While generalisation is limited by sample and context, findings highlight CTs potential as a vital educational tool. Future research should explore early interventions and inclusive strategies to broaden CTs applicability across diverse educational settings.
  Keywords: computational thinking; CT; complex thinking; educational innovation; problem-solving; higher education.
  DOI: 10.1504/IJTEL.2025.10074023
   
  
• The influence of educational virtual reality on the visual perception skills of architecture students  
  by Flora Fakourian, Mehdi Khakzand, Esra Kurul, Mehdi Hamzenejad 
  Abstract: This study explores the educational potential of virtual reality (VR) as a transformative tool in architectural pedagogy, focusing on its impact on the visual perception skills of architecture students in Iran. Despite the increasing global interest in immersive technologies, their application in design education remains limited and largely experimental. Using a quasi-experimental pre-testpost-test design, 90 undergraduate architecture students were assigned to experimental and control groups. The experimental group participated in VR-based learning sessions integrated into a basic design studio, while the control group received conventional instruction. A validated visual perception assessment was employed to measure outcomes across domains such as spatial cognition, construction drawing interpretation, and three-dimensional visualisation. Statistical analyses using SPSS and AMOS 26 revealed a significant improvement in the visual perception scores of the experimental group. The findings emphasise the effectiveness of VR in strengthening cognitive skills critical to architectural design, suggesting a shift toward more immersive and perception-based learning environments. This study contributes to the evolving discourse on digital innovation in architectural education, presenting empirical evidence that supports the structured integration of VR into design curricula. Future cross-regional studies are recommended to better understand the broader educational implications of this emerging technology.
  Keywords: educational virtual reality; visual perception; architecture students; architectural design education; experiential learning.
  DOI: 10.1504/IJTEL.2025.10074560
   
  
• A digital intervention to promote phonological awareness in Arabic-speaking beginning readers: a case study  
  by Naila Tallas-Mahajna, Najla Khateeb 
  Abstract: This study investigates the impact of interactive digital tools on enhancing phonological awareness and decoding skills among Arabic-speaking first-grade students identified with early reading difficulties. Given Arabics morphophonemic complexity, diglossic nature, and visually confusable consonants, beginning readers often face unique linguistic challenges that hinder decoding and fluency. A quasi-experimental design was employed with 30 students divided into two groups: an experimental group receiving a seven-session digital intervention and a control group receiving traditional phonological instruction. The digital tools incorporated multimodal features visual, auditory, and kinaesthetic designed to reinforce phoneme-grapheme mapping, sound discrimination, and syllable segmentation. Pre- and post-tests were administered using a standardised diagnostic tool developed by Israels National Authority for Measurement and Evaluation in Education (RAMA). Statistical analyses revealed significant improvements in the experimental group compared to the control group across both phonological awareness and consonant-sound correspondence (p < 0.01). Findings demonstrate the pedagogical value of culturally responsive digital tools in supporting Arabic literacy acquisition. The study highlights the potential of educational technology to scaffold early reading development in linguistically diverse contexts and calls for its thoughtful integration into primary curricula alongside teacher-led support.
  Keywords: phonological awareness; digital tools; Arabic literacy; interactive learning; beginning readers; educational technology.
  DOI: 10.1504/IJTEL.2025.10075146
   
  
• A study on the design and development of an educational tablet: mPAD4  
  by Sacip Toker, Mehtap Tufan 
  Abstract: This study describes the design, development, and integration of an educational tablet, mPAD4, led by the Basic English Department of a private universitys Prep School. The project aimed to introduce an innovative learning model using digital, interactive, and mobile elements such as information systems, e-books, and educational applications. The initiative stemmed from inequitable access to printed textbooks, which hindered student learning. Existing tablets did not fully address educational needs, prompting the development of mPAD4 with enhanced specifications and lower cost. A pilot study compared students using mPAD4 with e-textbooks against those using printed materials. While midterm, quiz, and writing scores showed no significant differences, students using mPAD4 achieved higher homework results. Following the pilot, incoming Prep School students adopted the device for classroom use. The project highlights the potential of custom-designed tablets to improve equity, support mobile learning, and strengthen language education, with recommendations for future research.
  Keywords: mobile learning; educational tablet; mPAD4; e-textbooks; design-based research; quasi-experimental research.
  DOI: 10.1504/IJTEL.2025.10075147
   
  
• Modeling the effects of digital competence, technology accessibility, and technology use on learning motivation and physics achievement  
  by Muhammad Aizri Fadillah, Usmeldi Usmeldi, Desnita Desnita, Asrizal Asrizal 
  Abstract: This study investigates the relationships among digital competence, technology accessibility, technology use in learning, learning motivation, and students academic achievement in physics. Data were collected from 545 students and analysed using Partial Least Squares-Structural Equation Modelling (PLS-SEM). The findings reveal that digital competence has a positive effect on academic achievement but shows no significant influence on learning motivation. Technology accessibility enhances learning motivation, yet its direct effect on academic achievement and digital competence is negligible. In contrast, technology use in learning positively contributes to both learning motivation and academic achievement while also strengthening digital competence. However, learning motivation neither significantly predicts academic achievement nor mediates the effects of the digital and technological factors on it. These results provide valuable insights for advancing technology-based physics education by identifying the digital and motivational dimensions that most effectively support students academic success.
  Keywords: digital competence; technology accessibility; technology use in learning; learning motivation; physics academic achievement.
  DOI: 10.1504/IJTEL.2026.10075639
   
  
• Measuring the elusive student attention: an innovative approach by V7 Labs  
  by Leila Rawashdeh, Adiy Tweissi, Shafig Al-Haddad, Baker Alserhan 
  Abstract: Although student attention is key to improved learning, measuring this attention manually has proved problematic in terms of scale and accuracy, which limits the measurements usability as a planning tool to enhance understanding. Automating the measurement process and measuring attention through visible behavioural cues increases accuracy and enables broader-scale attention analysis, possibly measuring attention across an entire college or school campus, including multiple classes, periods, courses, and dates. This study aims to test the ability of AI-assisted tools to identify attention and non-attention cases using V7 Labs. A total of 90,000 frames from one class were annotated and analysed. The results showed an attention percentage of 68.5% out of the total number of instances (frames) identified. The researchers aimed to demonstrate that, given high-quality videotapes, students attention could be measured satisfactorily using V7 Labs. Validating the results through more classes is recommended. Once validation is complete, live measurement and feedback could enable a more adaptable learning environment.
  Keywords: student attention; V7 Labs; AI-assisted measurement; classroom engagement; AI-assisted learning; classroom analytics; behavioural cues; video frame analysis; educational technology; real-time feedback.
  DOI: 10.1504/IJTEL.2026.10075640
   
  
• The AI-teacher dichotomy: an active or passive substitute?  
  by Elnaz Rashtizadeh, Maryam Ganjkhani, Sepideh Norouzi, Maryam Hojjati Siyamakani 
  Abstract: This study examined the effectiveness of three teaching approaches, traditional, laboratory, and artificial intelligence (AI), on the quality of learning and academic motivation of students in chemistry concepts. This quasi-experimental study was conducted by conducting a pre-test/post-test. The statistical population was eighth-grade students and a random sample consisted of three classes of 20 eighth-grade students. The findings showed the laboratory method was more effective, especially for concrete concepts, due to interaction and practical participation. In contrast, for abstract topics such as atomic structure, multimedia based on AI was more effective than laboratory and traditional approaches. Academic motivation was assessed using the Harter academic motivation questionnaire. The AI generated the most motivation. The reason for this is probably the novelty and attractiveness of the AI educational videos. Overall, integrating AI technologies with interactive and hands-on methods can provide a highly effective and motivating learning experience for students.
  Keywords: artificial intelligence; laboratory instruction; motivation; learning strategies; digital videos; multimedia.
  DOI: 10.1504/IJTEL.2026.10076053
   
  
• Learning analytics in higher education: insights from a structural equation modelling analysis of UTAUT-2  
  by V.P. Joshith, S. Asha 
  Abstract: Technology integration in education has generated vast datasets, leading to the rise of learning analytics (LA) as a crucial tool for understanding learners and their environments. This study, focusing on higher education, assesses and validates LA technology using the UTAUT-2 model. The model is extended with a learning insights component to align with the student-facing perspective. Survey data from a predominantly female Gen Z cohort (N = 540; Female = 392, Male = 148) in Indian universities and colleges were visualised using structural equation modelling (SEM), resulting in a well-fitted model with nine variables and thirty-two indicators. The findings highlight the need for enhanced digital literacy, with educational institutions encouraged to integrate LA-related tools into their curricula and to provide professional development for instructors. The study concludes that while LA adoption is still nascent, targeted interventions both at the curriculum and faculty levels could significantly boost its uptake. Future research should explore gender-specific patterns in LA adoption, refine the UTAUT-2 model to better capture the complexity of students decision-making, and further investigate the role of learning insights in shaping technology use in education.
  Keywords: unified theory of acceptance and use of technology; UTAUT2; learning analytics; LA; technology integration; technology adoption survey; higher education; structural equation modeling; SEM; learning insights; LI.
  DOI: 10.1504/IJTEL.2026.10076325
   
  
• Action research on the use of generative AI in quiz preparation: insights from an optics laboratory course  
  by Seyma Yurusoy, Riza Salar, Yaren Gungor 
  Abstract: This study investigates the role of generative artificial intelligence (AI) in supporting quiz preparation among pre-service science teachers enrolled in an optics laboratory course. Using an action research design, the study was conducted over ten weeks with 52 participants working in self-selected groups. Students used a generative AI tool to generate potential quiz questions prior to class and compared them with instructor-designed questions. Data were collected through weekly reflections and semi-structured interviews and analysed using thematic analysis. Findings indicate that AI use enhanced accessibility, information retrieval, and student engagement, particularly in generating theoretically accurate and formula-based questions. However, AI tools showed limitations in handling course-specific visuals, mathematical reasoning accuracy, and question complexity. The results emphasise the importance of AI literacy and pedagogical guidance for effective integration. Overall, generative AI can serve as a complementary study resource when supported by instructional oversight.
  Keywords: generative artificial intelligence; quiz preparation; AI-assisted learning; pre-service science teachers.
  DOI: 10.1504/IJTEL.2026.10076498
   
  
• Blended learning in engineering education: enhancing student performance through hybrid models  
  by Julio Pérez-Sánchez, Héctor R. Díaz-Ojeda 
  Abstract: Higher education has undergone significant changes due to digital technologies and blended learning, although engineering degrees still rely heavily on traditional lecture-based teaching. However, industry increasingly demands practical skills and software proficiency. This study compares three instructional approaches in a naval design course: traditional lectures (LM), short video-based learning (SVM), and hybrid learning (HLM). Results show that the hybrid model, combining lectures with short video reinforcements, achieves the highest average performance (7.43/10) and the most consistent outcomes in both theoretical and practical assessments. While SVM supports autonomous learning, it leads to greater variability and weaker practical results. LM demonstrates moderate effectiveness, with consistent but lower overall performance. Additionally, 95% of students reported improved understanding with HLM, and many noted enhanced self-directed learning. Overall, hybrid learning appears especially effective for technical subjects requiring both conceptual knowledge and practical skills.
  Keywords: blended learning; engineering education; computer-aided design; learning models; academic performance.
  DOI: 10.1504/IJTEL.2026.10077315
   
  
• Adopting artificial intelligence in Ethiopian higher education: the role of digital readiness, risk and trust  
  by Merih Welay Welesilassie, Berhane Gerenchael 
  Abstract: Understanding educators readiness to integrate artificial intelligence (AI) tools into their teaching necessitates an exploration of the factors influencing this adoption. Given AIs capacity to enhance instructional effectiveness, this study evaluated factors affecting teachers adoption of AI tools by extending the Technology Acceptance Model (TAM) to include digital readiness support, perceived risk, and trust. A cross-sectional quantitative survey involving 128 teachers unveiled significant determinants of AI adoption. Key influences included digital readiness support, perceived ease of use, perceived usefulness, perceived risk, and trust. It was found that digital readiness support positively impacted ease of use, usefulness and trust while mitigating safety and privacy concerns. While perceived ease of use increased perceived usefulness, it adversely affected trust. Conversely, perceived usefulness reinforced trust. Ultimately, Safety and privacy risks reduced trust, limiting educators willingness to adopt AI tools. These findings offer valuable guidance for educators and policymakers.
  Keywords: digital readiness support; AI acceptance; perceived risk; AI trust; technology acceptance model; TAM.
  DOI: 10.1504/IJTEL.2026.10077407
   
  
• Shedding light on the question of “who should be the mentor in flipped classrooms to maximise individual contribution ”: The critical role of transactive memory  
  by Ömer Demir, Tayfun Akin, Sinan Keskin 
  Abstract: This study was designed to examine how intrinsic goal orientation affects individual contribution/outcome and to identify the mediating role of transactive memory in this causal relationship. Moreover, the moderating role of teacher and peer mentors in the relationship between transactive memory and individual contribution was examined. Some 175 university students were randomly assigned to the experimental group. The results of the study showed the partial mediation of transactive memory in the relationship between intrinsic goal orientation and individual contribution. Besides, teacher mentoring was found to create a stronger causal effect between transactive memory and individual contribution. The reasons for and implications of these findings were discussed.
  Keywords: classroom mentor; individual contribution and outcome; ICO; intrinsic goal orientation; IGO; motivation; transactive memory.
  DOI: 10.1504/IJTEL.2026.10077479
   
  
• Factors affecting metaverse adoption in higher education institutions in Jordan from students perspective  
  by Angham Alwedyan, Yousra Harb 
  Abstract: This study contributes to existing research by extending the task-technology fit (TTF) theory and the technology acceptance model (TAM) to examine metaverse adoption in higher education. Grounded in these two frameworks, it investigates how technology characteristics (TEC), task characteristics (TAC), perceived ease of use (PEU), and perceived usefulness (PU) influence TTF and students behavioural intention to use (BIU) the metaverse. Additionally, it examines how TTF and BIU impact student satisfaction (SS) and academic performance (AP). To test the hypotheses of this study, a structural equation modelling approach using SmartPLS was employed to analyse survey data collected from 250 students at higher education institutions (HEIs) in Jordan. The findings support the proposed hypotheses. The authors believe that the results offer valuable insights into the relationship between innovative virtual learning environments and theoretical constructs, and provide important implications for educators seeking to understand the significance of using the metaverse in HEIs.
  Keywords: metaverse adoption; task technology fit; TTF; technology acceptance model; TAM; satisfaction; academic performance; higher education institutions; HEIs; Jordan.
  DOI: 10.1504/IJTEL.2026.10077608
   
  
• Factors influencing continuance intention towards eLearning: a TAM and ECM approach in higher education  
  by Rasha Talib Ahmed Alnaqeeb, Nor Athiyah Abdullah, Nasuha Lee Abdullah 
  Abstract: The study investigates the factors influencing user satisfaction and the desire to continue using e-learning systems in Iraqi higher education by integrating the technology acceptance model (TAM) and expectancy-confirmation model (ECM). Perceived ease of use (PEOU), perceived usefulness (PU), digital literacy, satisfaction, continue intention, and confirmation of expectations are all examines in the study. Partial least squares structural equation modelling (PLS-SEM) was used to anaysed 135 respondent collected from different university students using a quantitative research approach. The results demonstrate that PEOU and digital literacy have a significant and positive impact on satisfaction, emphasising the importance of usability and digital competence in creating e-learning environments. Continuance intention was found to become one major mediator as satisfaction. PU results pointed to a less positive effect on satisfaction, its influence is dominated by the necessity of digital literacy and ease of use. Likewise, confirmation supported PU that expectations and perceived value coincided. These findings advance existing theoretical frameworks, particularly by emphasising the incorporation of contextual aspects such as digital literacy into e-learning systems. The study emphasises the need of institutions focusing on usability improvement, digital competency training, and matching user expectations in order to maintain continued participation in Iraq.
  Keywords: technology acceptance model; TAM; expectation-confirmation model; ECM; E-learning continuance intention; Iraqi higher education and digital literacy.
  DOI: 10.1504/IJTEL.2026.10077774
   
  
• Integrating artificial intelligence in mathematical education: a techno-pedagogical assessment in India  
  by Shruthi Patricia Dsouza, C.H. Padmanabha 
  Abstract: The growing integration of artificial intelligence (AI) in K-12 education presents new opportunities for enhancing mathematics learning. This study explored the relationship between technology self-efficacy (TSE) and perceived usefulness of AI tools (PUAI) with critical cognitive and academic outcomes among school students, specifically attitude for learning (ATL), working memory (WRM), task accuracy (TSA), and mathematical competency (MTC). The research was grounded in the technology acceptance model and cognitive learning theory. Using a quantitative design, data (n = 250) were collected via a structured questionnaire and analysed through structural equation modelling (SEM). The study offers practical implications for educators and policymakers to design interventions that strengthen students technological confidence and AI tool engagement, ultimately promoting deeper learning and academic success in mathematics.
  Keywords: mathematical competency; technology self-efficacy; perceived usefulness; cognitive engagement; learning motivation; India.
  DOI: 10.1504/IJTEL.2026.10077807
   
  
• Motivation in computer science education: insights from Greek Lyceum students  
  by Sofia Kasotaki, Nikolaos Dimokas 
  Abstract: This research investigates the motivational factors that shape Greek Lyceum students decisions to pursue computer science, while focusing on gender differences. Established theoretical frameworks, including self-determination theory (Deci and Ryan, 2000), expectancy-value theory (Eccles and Wigfield, 2002), and self-efficacy theory (Bandura, 1997), offer valuable foundations for understanding and fostering students motivation to learn within the field of computer science education. Drawing on these theories, this research examines how various motivational factors - including personal interest, perceived competence, autonomous regulation, achievement goals, and career aspirations - shape students academic choices. An adapted version of the science motivation questionnaire II (SMQ-II) (Glynn et al., 2011) was administered to 157 students, and statistical analyses were conducted to examine psychometric properties, gender-based differences, and motivational disparities between students who intend to pursue computer science studies and those opting for other fields. The findings indicate significantly higher levels of motivation across all five factors for students opting for computer science as well as minimal gender disparities within this group. The findings point toward a possibly positive shift toward inclusivity in terms of gender within computer science education and highlight the need for targeted and motivation-enhancing secondary educational interventions.
  Keywords: computer science education; student motivation; self-determination theory; SDT; expectancy-value theory; EVT; self-efficacy; gender differences; secondary education.
  DOI: 10.1504/IJTEL.2026.10078207
   
  
• Associations between the use of AI generative writing and reduced levels of stress related to academic tasks and academic self-concept  
  by Dalya Khayat 
  Abstract: This research investigates how generative AI writing tool usage and familiarity influence academic stress and self-concept among students and faculty in Saudi Arabian higher education. Utilising a quantitative design with 220 participants, data were analysed via partial least squares structural equation modelling (PLS-SEM). Findings reveal that AI tool usage and familiarity significantly correlate with reduced academic stress and enhanced academic self-concept. Task engagement was found to mediate these effects, while individual AI competency acted as a significant moderator, further diminishing stress and boosting academic optimism. The study underscores the necessity of integrating generative AI into curricula while prioritising the development of student engagement and technical competency. These results offer a novel perspective on the psychological impacts of AI, providing actionable insights for policymakers to modify strategies and maximise student outcomes in digital learning environments.
  Keywords: generative AI; academic stress; self-concept; task engagement; AI competency.
  DOI: 10.1504/IJTEL.2026.10078347
   
  
• KashEnsem-R: a transformer-enhanced stacked ensemble framework for sentiment classification in Kashmiri  
  by Sheezan Farooq, Rumaan Bashir 
  Abstract: Despite significant progress in multilingual sentiment analysis, the Kashmiri language remains underexplored due to the lack of labelled datasets and pre-trained linguistic resources. This paper proposes KashEnsem-R, a transformer-enhanced stacked ensemble framework for Kashmiri sentiment classification. The model integrates support vector machine (SVM), bidirectional long short-term memory (BiLSTM), and XLM-RoBERTa (XLM-R) as base learners, with logistic regression as the meta-classifier. Experiments were conducted on a manually curated and balanced Kashmiri sentiment dataset. KashEnsem-R achieved an accuracy and macro-F1 score of 0.952, outperforming individual models including SVM (0.942), BiLSTM (0.934) and XLM-RoBERTa (0.937). A real-time usability evaluation based on model size, parameter count, and inference latency (37.01 ms per sample) demonstrated practical deployment feasibility. Qualitative analysis further confirmed the frameworks robustness in capturing lexical and contextual nuances, establishing KashEnsem-R as a strong benchmark for low-resource sentiment analysis.
  Keywords: sentiment analysis; Kashmiri language; stacked ensemble learning; transformer models; bidirectional long short-term memory; BiLSTM; real-time usability.
  DOI: 10.1504/IJTEL.2026.10078348
   
  
• The role of TPACK in reimagining art education: prospective art teachers’ perspectives on digital technologies as catalysts for creative development  
  by Masoumeh Shiri, Aidar Kuzdeubayev, Aidyn Kozhagulov, Zhazira Stambekova, Rakhat Berikbol 
  Abstract: This study investigates the role of technological pedagogical content knowledge (TPACK) in art education by examining prospective art teachers perceptions of digital technologies for creative development. Using a mixed-methods explanatory design, data were collected from 104 undergraduate art teacher candidates from three universities in Kazakhstan through a structured TPACK-based questionnaire. Confirmatory factor analysis and structural equation modelling showed strong relationships among TPK, TCK, and the overall TPACK construct, while lower scores in technological knowledge (TK) and content knowledge (CK) indicated areas needing improvement. To contextualise these findings, participants completed a two-week digital poster project titled A World Without War. Analysis of the artworks revealed limited originality, overreliance on digital tools, and pedagogical gaps, highlighting a mismatch between perceived technological competence and actual creative output. The findings emphasise the need for curriculum approaches that move beyond tool-focused training to foster critical thinking and creativity.
  Keywords: technological pedagogical content knowledge; TPACK; digital technologies; art education; creative development; technological knowledge.
  DOI: 10.1504/IJTEL.2026.10078349
   
  
• Faculty adoption of generative AI in higher education: evidence from ChatGPT use in an emerging market  
  by Jusuf Zeqiri, Sedat Mahmudi, Miranda Sabriu Bexheti 
  Abstract: This study explores how university faculty members utilise ChatGPT in their professional activities. To accomplish this objective, a comprehensive survey was conducted with faculty members within the higher education setting in North Macedonia. A sample of 151 responses was collected to examine ChatGPT usage in their daily life activities from April to July 2024. The data was analysed using partial least squares structural equation modelling (PLS-SEM). Additionally, multiple regression analyses with structural equation modelling (SEM) were used to test independent and dependent variables. Results reveal that of the DoI factors, perceived compatibility, perceived observability, and perceived relative advantage significantly and positively impacted the intention to adopt ChatGPT among faculty members. On the contrary, perceived complexity and perceived trialability did not seem to impact intention to adopt this innovative technology among faculty members.
  Keywords: ChatGPT; educational technology; faculty research; innovation in education; faculty uses of ChatGPT.
  DOI: 10.1504/IJTEL.2026.10078413
   
  
• Enhancing curriculum benchmarking by leveraging NLP: a case study of higher education in Tanzania  
  by Elia Ahidi Elisante Lukwaro, Rogers Balalusesa, Khamisi Kalegele, Devotha G. Nyambo 
  Abstract: The fast expansion of higher education institutions and the discrepancy between skill sets and labour market demands have heightened stakeholders' concerns regarding the quality of education. Syllabi are the focal points of this study, as they act as the bridge between education and the skills or competencies required to demonstrate the relationship between the acquired education and the required market competencies. Benchmarking, which has its roots in business, is now widely used in education as a mechanism for evaluating educational metrics and practices and comparing them among institutions or with those of competitors with the aim of improving performance. This paper benchmarks the quality of syllabi using an NLP-based model, namely the sentence bidirectional encoder representations from transformers (SBERT). By utilising the course book to refine the SBERT model, which is a variation of 'all-MiniLM-L6-v2', an experiment is carried out to investigate the most effective parameter metric for model training. With an accuracy score of 92.64%, the model performance score demonstrates a high level of ability to discern conceptual and semantic relationships between sentences, leading to successful syllabi benchmarking outcomes. This work offers a perceptive mechanism to address the mismatch between educationally acquired skills and industry demands.
  Keywords: higher education; natural language processing; NLP; benchmarking; SBERT; performance; hyperparameter optimisation; Tanzania.
  DOI: 10.1504/IJTEL.2025.10069358
   
  
• Effect of artificial intelligence-supported web technologies on the creative and reflective thinking skills of preservice teachers  
  by Cengiz Gündüzalp 
  Abstract: The study aimed to reveal the effectiveness of using artificial intelligence-supported web technology in lessons on preservice teachers' creative and reflective thinking skills. The study used a convergent parallel design, one of the mixed-method techniques. The study employed an independent sample t-test and repeated measures ANOVA test while analysing the collected quantitative data; however, it used the content analysis method for the qualitative data analysis. Accordingly, the study findings revealed that the artificial intelligence-supported web technologies used in lessons resulted in no significant difference between students' in-group and intergroup scores regarding their creative and reflective thinking skills. Considering their opinions, many of the students expressed that artificial intelligence technologies were ineffective in developing their creative and reflective thinking skills. In conclusion, the study findings indicated that using artificial intelligence-supported web technologies in lessons did not significantly affect students' creative and reflective thinking skills.
  Keywords: artificial intelligence; creative thinking; reflective thinking; web technologies.
  DOI: 10.1504/IJTEL.2026.10079010
   
  
• Investigating the potentials of educational robotics and agile learning through scrum methodology in K-12 education: a systematic review  
  by Evangelia Anastasaki, Kostas Vassilakis, Edward Duca, Emmanuel Maravelakis, Antonios Konstantaras 
  Abstract: This paper reviews the current research literature on the potential of educational robotics (ER), the effects of Agile Scrum in educational settings, and the results of combining both in K-12 education. After systematically searching online literature databases, 127 relevant articles were located and included in the study. For each article, we analyse the purpose of the research and the results observed. The reviewed articles suggest that ER and the Scrum framework are powerful for developing students' technical skills, agile mindsets, and collaboration skills. However, the fundamental limitations include the need for extensive teacher training, time-management processes, and high resource demands, making scalability difficult in underfunded or large-classroom settings. The systematic review outcomes are discussed in terms of their implications for future research, and they can provide helpful guidance for educators, practitioners, and researchers in the area.
  Keywords: agile learning; Scrum; educational robotics; K-12 programming; scratch; Python.
  DOI: 10.1504/IJTEL.2025.10070805
   
  
• Exploring avatar design's effect on student engagement in metaverse educational interactions  
  by Hasan Tinmaz, Preet Kawal Singh Dhillon 
  Abstract: Within educational contexts, the integration of metaverse presents unique opportunities for enhancing student engagement, with avatar design emerging as a pivotal factor in shaping the learning experience. This article concentrates on the outcomes of students' avatar design regarding their virtual interactions. Through Likert-scale surveys and factor analysis (n = 424), the research identifies significant trends and dimensions such as 'gender and emotions' and 'metaverse learning benefits', highlighting the importance of tailored educational strategies and gender-sensitive approaches. The findings emphasise the necessity of familiarity with immersive technologies and advocate for user-centric design principles in avatar creation for educational settings. The study offers valuable insights for practitioners involved in metaverse education and avatar design. This research provides a foundation for further exploration and innovation in metaverse education and avatar design, with future research directions including deeper investigations into avatar design dynamics, cross-cultural studies, and ethical considerations associated with virtual learning environments.
  Keywords: metaverse; digital persona; avatar; avatar customisation; user experience design; virtual education.
  DOI: 10.1504/IJTEL.2025.10071255
   
  
• Higher education during a global crisis: experiences migrating to a virtual learning environment in response to COVID-19  
  by Mahmoud T. Khasawneh, Jared R. Dmello, John C. Kilburn, Alicia Segovia, Daphne Sanchez 
  Abstract: In Spring 2020, academic institutions worldwide took measures to comply with the recommendations provided by health authorities to mitigate the spread of COVID-19. Institutions across the US transitioned to virtual learning environments as an emergency response. This study analyses the impact of an emergency transition to a virtual environment on learning experiences for both faculty and students at a mid-sized institution of higher learning. Although the emergency transition faced by institutions around the world has been criticised in the public domain as a mechanism of 'survival' rather than teaching, the self-determination and motivation frameworks do provide the opportunity for high-quality learning within the education space. Thus, although not ideal, the emergency transition to a virtual learning environment in the Spring 2020 semester provided opportunities for institutions to innovate their course delivery mechanisms while still working to serve their campus communities.
  Keywords: higher education; COVID-19 emergency; virtual transition; pandemic learning; self-determination; motivation.
  DOI: 10.1504/IJTEL.2025.10071880