IAFOR Journal of Education

Artificial intelligence (AI) is transforming education, requiring teachers to develop competencies that support AI convergence education across subject areas. Although AI literacy is increasingly emphasized in teacher education, empirical research on AI convergence education competencies among pre-service teachers, particularly in non-STEM disciplines, remains limited. This study examined levels …

The rapid adoption of digital technologies in higher education has reshaped how students learn, collaborate, and engage, yet assumptions that online learning automatically enhances educational experiences remain largely unexamined. This study examined how students organised academic activities and appropriate digital tools within a fully online learning environment. Framed through a sociocultural…

Digital media has gained significant relevance in vocational education and training (VET) in recent years, in educational policy as much as in day-to-day classroom practice. However, little is known about how students’ use of digital media relates to their self-learning competences (SLC). This study examines this relationship among German vocational school students (n = 248) using a quantitative …

Large language models (LLMs) are reshaping how researchers write and negotiate authorship. As these tools grow increasingly capable of producing fluent academic prose, a pressing question emerges: When writers use LLMs to help produce an academic text, how much of their thinking survives the exchange? Research has examined attitudes toward generative artificial intelligence (GenAI) and the qualit…

Bhutan’s education system has made significant strides in terms of access and infrastructure development. Nevertheless, enhancing the quality of learning continues to pose a persistent challenge, despite the implementation of the Education Management Information System (EMIS) to monitor factors that impact learning quality. This study evaluates the effectiveness of Bhutan’s Education Management I…

This study explored how a higher education educator experienced and made sense of generative artificial intelligence (GenAI) within teaching, peer collaboration, and assessment practices. Using an Interpretative Phenomenological Analysis (IPA) research design, the study focused on a single participant, who is a curriculum leader and instructor at a private European university undergoing rapid shi…

Sepedi dithai (riddles) are a cognitively demanding sub-genre of indigenous folklore, yet their pedagogical potential remains largely confined to oral and print modalities. This study reports a design-based research study in which ten Sepedi dithai were integrated into a browser-based educational game and deployed to learners through Netlify. The study was guided by Vygotsky's sociocultural theor…

Second language learning in higher education takes place in contexts characterized by constant assessment, high communicative exposure, and academic internationalization, where affective variables influence the learning experience. Within this framework, the imposter syndrome is associated with persistent doubts about one's own competence, even in the presence of academic achievements, which can …

To successfully deal with foreign language discourse, a learner requires a set of competences. The present study employs statistical methods to examine the relationship between Chinese as a second language (CSL) learners’ intertextual competence and their reading comprehension ability, namely Pearson correlation. In addition, it explores whether exposure to the target language environment outside…

This qualitative case study examines how undergraduate students from the education faculties of Türkiye and Italy navigated the processes of group development, leadership, and communication throughout a six-month online eTwinning Initial Teacher Education (ITE) project conducted in the 2024-2025 academic year. Written reflections by 75 participants were collected at both the project’s onset and c…

This case study investigated the development of AI literacy among novice educational researchers through an AI literacy course. AI literacy requires a high level of competence involving the ability to understand AI, use it effectively for specific tasks, evaluate and create AI, and exhibit ethical behavior in its use. The AI literacy course was designed for graduate students in the field of educa…

The study explored the educational potential of the application of student-generated digital visual content for learning English as a second language (ESL) by undergraduate students enrolled in the course Foreign Language which is actually Introduction to Legal English. This study used a mixed-methods approach. The researchers designed a quasi-experimental design to examine whether the students’ …

Indonesia's linguistic landscape is among the most diverse in the world, yet its many indigenous and minority languages face increasing marginalization amid the widespread use of Bahasa Indonesia and English. This study examined university students’ perspectives on language diversity and the preservation of heritage languages within the context of English as a Foreign Language (EFL) education. Ad…

The Fourth Industrial Revolution, characterized by the proliferation of Artificial Intelligence (AI), is transforming the educational landscape and calls for educators who are not only digitally proficient but also cognitively adaptive. This study investigated the relationship between digital competence and attitudes toward AI among pre-service teachers, with mindful attention awareness examined …

Teaching diverse student populations with varying cultural, linguistic, and experiential backgrounds is fraught with opportunities and challenges. In this paper, we examined the prospects and complexities in teaching multicultural classes and how teachers’ competencies could be improved. This conceptual paper uses the case of South Africa to respond to two questions: What are the opportunities an…

This study explores the development and implementation of the Indigenous Peoples’ Education (IPEd) policy in the Philippines, which institutionalizes the practice of cultural interface by combining Indigenous and non-Indigenous knowledge systems in the Philippine curriculum. Using actor-centered institutionalism as an analytical framework, this study investigates the motivations and processes beh…

The current paper examined the impact of a set of individual, technological, and institutional variables on the adoption of artificial intelligence (AI) among teachers at private schools. The rationale for this study lies in its contribution to the understanding of how teacher characteristics, institutional support, and technological perceptions affect AI adoption in educational settings. The stu…

This study aimed to investigate the impact of AI-powered Speech Recognition Technology (AI-SRT) in improving English pronunciation and speaking skills among EFL learners. Additionally, it explored the opinions and responses of EFL learners towards the use of this technology for pronunciation and speaking skill enhancement. The research employed a pre-test/post-test design and a survey questionnai…

Giving feedback has always been the backbone of the English as a Foreign Language (EFL) writing class. Written corrective feedback focuses on responding to students’ written work by extensively correcting their errors or offering constructive suggestions for improvements. The process of digitalization of education offered an alternative to teachers’ written feedback and opened up new opportunitie…

English education in Japan has traditionally focused on grammar over communication, and the country has struggled to compete internationally in terms of English proficiency scores. As the country works toward the internationalization of higher education, improving English education is an important issue. One potential solution is the use of topics that elicit students’ interest and make them feel…