Journal of Applied Learning & Teaching

In this interview, Professor Simon Lindgren – Professor of Sociology at Umeå University, Sweden, and founder of the DIGSUM Centre for Digital Social Research – reflects on the intellectual trajectories, institutional frustrations, and critical theoretical commitments that underpin his recent and forthcoming scholarship on artificial intelligence. Drawing on Critical Theory of AI (2024), the Handb…

This article examines the role of intercultural education in creating higher education spaces that affirm and recognise the social identities of transgender and gender-diverse individuals, focusing on Global South and Indigenous perspectives. It explores how Western-centric cisnormative frameworks inform institutional policies and pedagogical practices, often marginalising these identities. Moreo…

As higher education institutions (HEIs) increasingly prioritize internationalization, the intercultural competence of lecturers, particularly intercultural sensitivity, becomes a crucial element in fostering inclusive learning environments. Despite its global importance, limited research explores the readiness of faculty in non-English-speaking regions for teaching internationally diverse classro…

This opinion piece investigates the evolution of Singapore’s education system through the integration of Competency-Based Education (CBE), driven by global economic changes and the country’s vision for a future-ready workforce. It explores how CBE’s focus on mastery over rote learning prepares learners for real-world challenges, fostering critical thinking and adaptability. Anchored by policies l…

In the era of Generative Artificial Intelligence (AI), universities are grappling with how best to prepare students for a workforce increasingly influenced by the technology. This commentary explores the implications of AI for graduate employability, emphasising the need for educational institutions to reassess their curricula. It suggests integrating AI literacy and ethical decision-making skill…

Generative artificial intelligence (GenAI) has reshaped distance education by prompting a shift towards student-centred initiatives to promote responsible AI usage. This study explores the transformative impact of GenAI in distance learning and focuses on academic integrity and student voices. This study uses the technology acceptance model to investigate how GenAI influences distance education. …

The Journal of Applied Learning and Teaching is known for its focus on innovative practices in learning and teaching in higher education. In this study, we utilised BERTopic modelling to investigate trends and research within the journal. Our objective was to analyse thematic structures and identify emerging trends in a vast academic research corpus. BERTopic modelling enabled us to categorise ac…

This article examines the literature on micro-credentials within the context of higher education and vocational education. It considers whether they are an innovative force for good or a disruptive force for evil. Are they, as the literature suggests, a means of creating agency, affording equity, access, and participation in higher and vocational education for those who otherwise lacked the time,…

This research was undertaken to find pedagogical solutions that help teachers design engaging learning activities and assessments. These solutions aim to increase student engagement, encourage them to take responsibility for their learning in practical training and education settings and effect positive classroom change. An action research methodology was utilised for the researchers to learn thr…

Sociocultural theory emphasizes that social interaction and interaction with cultural artifacts lead to development. Adopting these principles of sociocultural theory, the current study aims to investigate the implementation of professional development activities for 56 English language lecturers at a tertiary institution in Vietnam and how these activities mediated their teaching careers. All of…

Professor Rose Luckin, a pioneer in the integration of artificial intelligence with education, holds the position of Professor of Learner Centred Design at the UCL Knowledge Lab, University College London. Her trailblazing research has profoundly deepened our understanding of AI in education (AIEd). Rose Luckin has authored over 50 peer-reviewed articles and key works, including “Machine learning…

Higher Education institutions, at least in nominal ‘Western’ contexts, oversell a dressed-up version of ‘excellence’ to draw in students, but they have more firmly in their sight a vision of the commercial bottom line. This research study, firmly grounded in the author’s experience of postgraduate education, posits that the marketised, neoliberal conception of ‘excellence’ both covers a hidden tr…

A virtual reality (VR) simulation-based intervention was compared to conventional pronunciation teaching in an experimental study. The experimental and control groups were assigned at random, with the experimental group using virtual reality to practice pronunciation and the control group using traditional classroom teaching. Pre-post-intervention assessments included pronunciation tests and subj…

With the rapid advances of Artificial Intelligence (AI) and its technologies, human teachers and machines are now capable of collaborating to effectively achieve specified outcomes. In educational settings, such collaboration requires consideration of several dimensions to ensure safe, responsible, and ethical usage. While various research studies have discussed human-machine collaboration or coo…

This article presents a comparative analysis of four AI chatbots with potential utilization in the fields of mathematics education and statistics, namely ChatGPT, GPT-4, Bard, and LLaMA. Our objective is to evaluate and compare the features, functionalities, and potential applications of these platforms within the domains of calculus and statistics. By examining their strengths and limitations, t…

This study aims to explore the impact of NVivo, a qualitative data analysis software, from the perspective of graduate students. The study employed a qualitative method, utilizing in-depth interviews with ten graduate students selected through purposive sampling. The data were analyzed using content analysis and NVivo. NVivo has become a valuable asset in the toolkit of graduate students engaged …

This article critiques media commentary on reforms in higher education (HE) and the polytechnic or vocational education and training (VET) in Aotearoa/New Zealand during 2023. It used as its epicentre Gaston’s (2023) opinion piece, particularly on the current round of redundancies, rationalisations and restructurings in the sector in our ‘post-COVID-19’ world. Her suggestion that the reforms as w…

This paper set out to test the accuracy of five AI content tools, GPTZero, OpenAI Text Classifier, Writer.com’s AI Content Detector, Copyleaks AI Content Detector, and Giant Language model Test Room, to detect AI-generated content in the responses generated by ChatGPT, YouChat, and Chatsonic. The responses were generated from these three AI chatbots using English prompts related to applied Englis…

Critical teacher education emerged as a response to the liberal, hegemonic, and power-oriented world that affected teacher education as well. Albeit widely discussed, moving towards becoming this type of teacher educator is neither easy nor fast. This autoethnographic narrative study describes my journey as a teacher educator from a non-critical, product-oriented, passive teacher educator to a mo…

This research study examines teachers’ perceptions of academic dishonesty in the writings of EFL students in the context of AI. The study involved 67 teachers who provided their perspectives through questionnaires and interviews. The findings indicate a mixed perception among teachers regarding the benefits of AI technologies for students, with some acknowledging advantages while others expressed…