International Journal of Smart Technology and Learning (11 papers in press)

Regular Issues

• ChatGPT assists in identifying and recommending research study designs to support study protocol writing.  
  by Gary K.K. Low, Osamudiamen Favour Omosumwen, Sudarshan Subedi, Sam Froze Jiee, Wan-Hsuan Lee, Sirjana Devkota, Selvanaayagam Shanmuganathan, Zelda Doyle 
  Abstract: This study aimed to validate ChatGPT by identifying the types of study designs in the published scientific literature and recommending the types of research study designs. ChatGPT Version 3.5 was asked to classify the published literature into different study designs. ChatGPT answers were then compared to the blinded independent reviewers findings. The ChatGPT was then used to provide recommendations for study designs with the research titles from 333 unpublished study protocols. A total of 463 articles were used for validation. The Kappa coefficient was 84.45% agreement for the published literature. The agreement between ChatGPT and reviewers based on whole study protocol was 56.2%. ChatGPT may assist in classifying the types of study design with reasonably good accuracy if an abstract or full text is provided. ChatGPT may also be useful in recommending study designs to a novice researcher but with oversight from experts.
  Keywords: study protocol; methodology; generative AI; artificial intelligence.
  DOI: 10.1504/IJSMARTTL.2025.10072479
   
  
• The potential and challenges of generative artificial intelligence in empowering project-based STEM instructional plan  
  by Yixin Li, Haozhe Jiang 
  Abstract: This article explores the applications and challenges of Generative Artificial Intelligence (GAI) in instructional planning for Project-Based Learning in STEM education. In recent years, GAI has enhanced efficiency by generating interdisciplinary teaching content, reducing teacher workload, and inspiring innovative ideas, leading to its increasingly widespread application in content creation and lesson planning. However, GAI still has limitations in the reliability of generated content, especially in complex educational settings. Therefore, effective use of GAI requires educators to have strong information literacy and technical skills to evaluate and refine outputs. The article concludes that GAI will promote deeper integration of technology and subject knowledge in STEM, paving the way for innovative teaching approaches. Future research should further investigate the effectiveness of AI-generated content and develop prompt engineering methods tailored to educational needs.
  Keywords: generative artificial intelligence; STEM education; project-based learning; instructional plan.
  DOI: 10.1504/IJSMARTTL.2025.10072527
   
  
• The Hailiang's solution for digital empowerment in rural education revitalisation  
  by Yan Zhang, Shuangshuang Hu, Yuke Liu, Ying Chen, Haozhe Jiang 
  Abstract: Rural education lays the foundation for Chinas educational landscape. To achieve common prosperity, the revitalisation of rural areas is imperative, and digitalisation stands as the pivotal force driving the revitalisation of rural education. This paper focuses on the empowerment of rural education through digitalisation, using Hailiang Education as a case study to explore how the Education + Technology concept can address the challenges of the digital transformation in rural education. Based on research conducted in 16 provinces and 28 cities, the study analyses existing issues and Hailiang Technology Co., Ltd., proposes the core digital concept of Born in the Campus, Growing in the Campus. Focusing on the five key areas of Teaching, Learning, Research, Evaluation and Management, the company has developed three core solutions that enhance teaching quality, foster personalised student growth and promote teachers professional development. These solutions have achieved notable results and provide a valuable reference for the revitalisation of rural education through the Hailiangs solution.
  Keywords: rural education revitalisation; digitalisation; Education + Technology; Hailiang’s solution.
  DOI: 10.1504/IJSMARTTL.2025.10072528
   
  

Special Issue on: Digitalisation of Teaching Learning and Assessment Applications of Smart Educational Technologies

• Challenges in Promoting Cultural Literacy Among University Students in the Digital Landscape of South Punjab  
  by Hafiz Muhammad, Khurshid Ahmad 
  Abstract: The study explores the challenges students face in promoting cultural literacy online. A research questionnaire, based on cultural literacy literature, was used to survey 950 students from five universities in South Punjab, including Sadiq College Women University, The Islamia University of Bahawalpur, Khawaja Fareed University of Engineering and Information Technology, RYK, and Bahaudin Zakariya University Multan. Data from the survey was analyzed using SPSS, focusing on frequencies, percentages, and correlations. The results indicated that students face several challenges, such as inadequate digital infrastructure, insufficient funding, limited digital skills, and scarce cultural resources. Other issues include coordination problems, lack of motivation, poor local and national cultural promotion, organizational difficulties, and limited computer knowledge and training.
  Keywords: Cultural literacy; digital culture; challenges; university students; Pakistan.
  DOI: 10.1504/IJSMARTTL.2026.10069881
   
  
• Assessing Iranian EFL Learners' Attitudes Towards Technology-Driven, Learner-Generated Podcasts in Speaking Skill Improvement  
  by Neda Fatehi Rad, Hamed Barjesteh, Kamran Rabani 
  Abstract: This investigation explored the perceptions of EFL learners regarding the effectiveness of creating their own podcasts as a tool for enhancing their speaking abilities through an interpretive qualitative design. The finding derived from a thematic analysis was conducted in alignment with Braun and Clarke’s (2006) four-step framework, revealed several key themes including improvements in speaking abilities, increased willingness to involve in speaking tasks, enhanced communication skills, better pronunciation, an enhanced comprehension of stress patterns, and better fluency. Additionally, several advantages of utilizing learner-made podcasts to improve speaking skills including heightened motivation to speak, increased self-confidence, greater autonomy in speaking, effective modelling of both speaking and pronunciation were identified. Moreover, the study revealed certain drawbacks including the need for high-speed internet, issues related to noise pollution, concerns about the low quality of some content, and the requirement for substantial electronic storage space. The study discusses some recommendations and implications.
  Keywords: E-learning; learner-generated podcast; technology; speaking skill; task-based language teaching.
  DOI: 10.1504/IJSMARTTL.2026.10070419
   
  
• Unveiling Learners’ Experiences on the Use of Edmodo Classroom: Towards Learning from Online Collaboration  
  by Hossein Isaee 
  Abstract: In a study conducted in Tehran, Iran, researchers found that EFL learners showed significant improvement in their writing skills through online collaborative learning using a social networking site called Edmodo. Twenty-four students participated in a writing project, where they were divided into six groups and asked to collaborate online and write a short story together using Edmodo. After completing the group activity, each student was required to write and submit an individual story. Additionally, students' activities during their online collaborative tasks were recorded and scored in their e-portfolios. By using SPSS, the comparison of scores for individual stories revealed that students demonstrated notable improvement in their writing skills after doing the group project and those who participated more effectively in the online group work phase showed greater improvement in individual tasks. Furthermore, the participants' attitudes toward online collaborative learning projects grew more positive based on the data from open-ended questionnaires.
  Keywords: E-portfolio; Edmodo; online collaborative learning; social networking sites; short story writing; writing skills.
  DOI: 10.1504/IJSMARTTL.2026.10070420
   
  
• Blended Learning and EFL Reading Comprehension: Does Learners’ Language Proficiency Make a Difference?  
  by Rana Al-Saedi, Hossein Ahmadi 
  Abstract: This study scrutinized the effects of blended learning on English as a Foreign Language (EFL) reading skill across two EFL proficiency levels Random sampling was utilized to select 100 participants, who were divided into two control groups and two experimental ones (i e , elementary and lower-intermediate) The participants attended three sessions for taking a level test and a reading comprehension pretest and posttest The study involved ten instructional sessions Reading techniques from the textbook "American English File 2" were taught to elementary learners, while lower-intermediate students used the textbook "American English File 3" Besides face-to-face in-class activities, the experimental groups were presumed to finish their reading assignments online outside the classroom However, the traditional instruction group received the outside-class activities in printed form One-way ANCOVA results revealed that in both proficiency levels, the experimental group had a higher achievement in reading comprehension than the control group Implications for stakeholders
  Keywords: EFL learners; blended learning; reading comprehension; EFL proficiency; elementary; lower intermediate.
  DOI: 10.1504/IJSMARTTL.2026.10070421
   
  
• Promoting EAP Learners’ Reading Performance Based on Multimedia Teaching: A Complementary Learning Tool  
  by Mehdi Manoochehrzadeh 
  Abstract: Using appropriate digital learning tools for multimedia-assisted language learning (MALL) has been shown to significantly enhance the efficiency of educational processes. This approach challenges traditional teaching methods, opens up new possibilities for academic institutions, and serves as an educational supplement to develop language skills. This study investigates multimedia-infused instruction on the reading ability of English for academic purposes (EAP) learners. The participants consisted of 40 student-teachers, divided into a multimedia and discussion group, with 20 students in each group selected through purposive sampling. Based on a quasi-experimental design, data were analyzed using ANCOVA to compare the reading ability of EAP learners. The results revealed a notable disparity in performance between the groups, indicating the benefits of multimedia instruction. It is suggested that multimedia education should be integrated into EAP courses due to its effectiveness in improving learners' reading abilities.
  Keywords: digital learning tools; English for specific purposes; multimedia learning; reading comprehension.
  DOI: 10.1504/IJSMARTTL.2026.10070422
   
  
• Accumulative Efficacy Score for English Language Teaching Using Current Technologies: A Meta-Analysis of the Studies on Iranian Students  
  by Mohammad Darijani 
  Abstract: Understanding the extent to which TALL can outperform conventional methods and identifying the moderator variables that influence its success is crucial. Technology has become an essential component in modern education. To assess the influence of technology on English language teaching, a meta-analysis was conducted, synthesizing the findings from a selection of studies. This analysis involved reviewing 7 carefully chosen articles and theses from a larger pool of 1,000 relevant publications. The studies analysed were published between 2014 and 2023, with 16 sources excluded due to insufficient data. The study employed two analytical tools, SPSS and CMA, to process and evaluate the data. The meta-analysis revealed a significant overall effect size for the studies reviewed, indicating that the employment of technology in English instruction yields considerable benefits. These findings show the efficacy of technology in enhancing language development and highlight its potential to improve educational outcomes in this field.
  Keywords: Educational technology; English language teaching; Iranian students; meta-analysis.
  DOI: 10.1504/IJSMARTTL.2026.10070423
   
  
• Mobile-assisted Language Learning and Language Learners' Spelling Ability and Autonomy: Incorporating Technology in EFL Context  
  by Azar Bagheri Masoudzade, Mahdieh Azizian, Najmeh Ghabeli 
  Abstract: This study seeks to explore the impact of mobile applications on the spelling proficiency and autonomy of EFL learners. 120 B.Sc. nursing students of Kerman university of medical sciences participated in the study. Then, they were assigned to the control and experimental groups. A preliminary vocabulary test was conducted for the participants in both groups to assess students’ knowledge before the treatment. An android application named “Spelling Master” was used to expand vocabulary knowledge of the experimental group's students while traditional methods were utilized to teach new vocabulary of the control group. Ultimately, a post test was carried out for both groups to evaluate the learners' knowledge of new vocabulary. Findings indicated a notable disparity in the techniques employed by the learners. In other words, the findings displayed that the app significantly improved the EFL learners' vocabulary knowledge. The study offers implications for EFL learners, teachers, curriculum planners and researchers.
  Keywords: mobile application; vocabulary knowledge; spelling ability; autonomy; EFL context.
  DOI: 10.1504/IJSMARTTL.2026.10070698
   
  

Special Issue on: Digitalisation of Teaching, Learning, and Assessment Applications of Smart Educational Technologies

• Employing ChatGPT: is artificial intelligence a benefit or threat to international schools?  
  by Amit Joshi, Manish Semwal 
  Abstract: This paper explores the benefits and challenges of ChatGPT in international schools from the perspective of teachers. It fills a gap in research by focusing on teacher experiences in international schools, where diverse student populations create unique educational dynamics. The study uses Interpretative Phenomenological Analysis (IPA) to examine how teachers view ChatGPTs role in enhancing teaching and learning. It identifies benefits like personalised learning and increased teaching efficiency, alongside concerns about equity, privacy and human-AI interaction. Focusing on secondary schools (ages 1218) in multicultural regions across Indonesia, the study provides targeted insights into the impact of AI on education in diverse settings. By concentrating on these regions and this age group, the research highlights how AI tools like ChatGPT can both support and challenge teachers in international contexts, contributing to the broader debate on the ethical and effective integration of AI in education.
  Keywords: ChatGPT; technology; international school; artificial intelligence; education; benefits; challenges; teaching; learning.
  DOI: 10.1504/IJSMARTTL.2025.10073003