British Journal of Educational Technology最新文献

{"title":"A critical look at equity in international doctoral education at a distance: A duo's journey","authors":"Alaa Abdelghaffar, Lamiaa Eid","doi":"10.1111/bjet.13566","DOIUrl":"10.1111/bjet.13566","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>This collaborative, reflective research paper delves into the doctoral socialization experiences of two international students navigating pre- and postrelocation realities amid COVID-19 complexities. The authors juxtapose our journeys in the Global South (pre-relocation) and the Global North (postrelocation), scrutinizing learning outcomes, access to resources and academic and professional opportunities. Through journaling and deep self-reflection, this research illuminates stark disparities in educational accessibility, mainly rooted in the undeniable global technological divide. In this collaborative, reflective paper, my colleague and I unveil the unique challenges of distance learning, highlighting the resulting academic isolation and inequitable doctoral socialization experiences. Furthermore, the study reflects on the disproportionate access to academic and professional growth opportunities accompanying geographical mobility, emphasizing educational success and capacity-building inequities. This collaborative, reflective research contributes to the ongoing debate on IHE's impact on equity, particularly regarding the potential exacerbation of global disparities through internationalization at a distance. In this collaborative research, the authors attempt to answer the question: ‘<i>How do experiences under internationalization at a distance compare to or diverge from the experiences of geographically mobile students</i>?’ By adopting counter-storytelling as the interpretive framework, this collaborative, reflective paper hopes to amplify and validate the stories of international students from the Global South and how they, the authors, experience internationalization at a distance in their doctoral education. The nuanced findings inform institutional policies promoting more equitable and inclusive practices in international higher education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic (internationalization at a distance [IaD])\u0000\u0000 </p><ul>\u0000 \u0000 <li>IaD enables students from diverse geographical locations to access educational resources and opportunities without physical relocation, promoting inclusivity and global participation.</li>\u0000 \u0000 <li>IaD offers flexible learning options that cater to diverse schedules and personal circumstances, allowing learners to balance academic pursuits with other commitments.</li>\u0000 \u0000 <li>IaD can reduce costs associated with traditional education, such as travel, accommodation and living expenses, making higher education more accessible and affordable for s","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"834-851"},"PeriodicalIF":8.1,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13566","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aligning and comparing values of ChatGPT and human as learning facilitators: A value-sensitive design approach","authors":"Yuan Shen, Luzhen Tang, Huixiao Le, Shufang Tan, Yueying Zhao, Kejie Shen, Xinyu Li, Torsten Juelich, Qiong Wang, Dragan Gašević, Yizhou Fan","doi":"10.1111/bjet.13562","DOIUrl":"10.1111/bjet.13562","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>Ethical considerations have become a central topic in education since artificial intelligence (AI) brought both great innovation and challenges to educational practices and systems. Values influence what we believe is morally right and guide how we behave ethically in different situations. However, there is limited empirical research on improving the alignment between the values embedded in technology and the values prioritised by learners. Using the approach of value-sensitive design (VSD), this study conducted an empirical investigation to explore: (1) how ethical values of learners regarding facilitators were characterised in the online learning environment, (2) how specific features of ChatGPT and human experts as online learning facilitators embody these values and (3) what value tensions occur in the online learning environment. In order to address the research questions, we designed a comparative experiment about online writing and revision facilitated by ChatGPT-4 and a human expert. We conducted semi-structured interviews with 59 learners about their learning experiences and feelings after completing the experiment. The results showed that learners prioritised the value of responsiveness, social comfort, autonomy, freedom from bias and privacy during online learning. Compared with the human expert, ChatGPT as a facilitator presented features of tirelessness, friendliness and support for independent decision-making in embodying the value of social comfort and autonomy. However, ChatGPT struggled to interpret learners' intentions and emotions and posed risks of information leakage, thereby presenting a deficiency in embodying the value of responsiveness and privacy. Value tensions arose both within learners' groups and between learners and other stakeholders, including developers and researchers. These tensions emerged from conflicting ethical values and pragmatic considerations in the online learning environment. Our findings highlight the importance of enhancing value alignment in online learning environments. The strategies for achieving this include developing value-sensitive AI, leveraging the strengths of AI tools in embodying specific values, and expanding VSD methodology in AI's entire life cycle.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Using ChatGPT as an online learning facilitator has been demonstrated to have various advantages, but its use also brings ethical challenges, particularly in aligning its features with the values of learners.</li>\u0000 \u0000 <li>Value-sensitive design (VSD) helps improve value alignment by embedding the values of stakeholders i","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1391-1414"},"PeriodicalIF":8.1,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Value-sensitive design of chatbots in environmental education: Supporting identity, connectedness, well-being and sustainability","authors":"Ha Nguyen, Victoria Nguyen, Sara Ludovise, Rossella Santagata","doi":"10.1111/bjet.13568","DOIUrl":"10.1111/bjet.13568","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>While offering the potential to support learning interactions, emerging AI applications like Large Language Models (LLMs) come with ethical concerns. Grounding technology design in human values can address AI ethics and ensure adoption. To this end, we apply Value-Sensitive Design—involving empirical, conceptual and technical investigations—to centre human values in the development and evaluation of LLM-based chatbots within a high school environmental science curriculum. Representing multiple perspectives and expertise, the chatbots help students refine their causal models of climate change's impact on local marine ecosystems, communities and individuals. We first perform an empirical investigation leveraging participatory design to explore the values that motivate students and educators to engage with the chatbots. Then, we conceptualize the values that emerge from the empirical investigation by grounding them in research in ethical AI design, human values, human-AI interactions and environmental education. Findings illuminate considerations for the chatbots to support students' identity development, well-being, human–chatbot relationships and environmental sustainability. We further map the values onto design principles and illustrate how these principles can guide the development and evaluation of the chatbots. Our research demonstrates how to conduct contextual, value-sensitive inquiries of emergent AI technologies in educational settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Generative artificial intelligence (GenAI) technologies like Large Language Models (LLMs) can not only support learning, but also raise ethical concerns such as transparency, trust and accountability.</li>\u0000 \u0000 <li>Value-sensitive design (VSD) presents a systematic approach to centring human values in technology design.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>We apply VSD to design LLM-based chatbots in environmental education and identify values central to supporting students' learning.</li>\u0000 \u0000 <li>We map the values emerging from the VSD investigations to several stages of GenAI technology development: conceptualization, development and evaluation.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Identity development, well-being, huma","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1370-1390"},"PeriodicalIF":8.1,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hybrid intelligence: Human–AI coevolution and learning","authors":"Sanna Järvelä, Guoying Zhao, Andy Nguyen, Haoyu Chen","doi":"10.1111/bjet.13560","DOIUrl":"10.1111/bjet.13560","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"455-468"},"PeriodicalIF":8.1,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13560","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collaborative Cell Groups: Bridging separation in the Community of Inquiry in a context of Internationalization at a Distance","authors":"Yun Yue, Jeannette Keser, Feng Li, Yishu Liu, Weijuan Yu","doi":"10.1111/bjet.13561","DOIUrl":"10.1111/bjet.13561","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>The internationalization of higher education increasingly involves ‘Internationalization at a Distance’ (IaD), a modality that alters how students engage with learning communities across geographical and cultural divides. Despite its growing prevalence, the complexity of fostering student engagement in transnational settings remains underexplored. This study investigates the application of the Community of Inquiry (CoI) framework—comprising teaching, cognitive and social presence—within a transnational Master of Education programme delivered jointly by an Australian university and a Chinese educational institute. Findings reveal significant challenges in achieving robust CoI elements due to geographical separation and cultural disparities, which undermine effective engagement. In response, students developed Collaborative Cell Groups, informal, peer-led communities that enhance engagement by localizing knowledge, fostering social cohesion and supplementing teaching presence. These groups illustrate both the potential and limitations of informal peer support within formal learning structures. By critically examining the interplay between formal and informal learning communities, this study offers new insights into optimizing engagement in cross-cultural distance education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic?\u0000\u0000 </p><ul>\u0000 \u0000 <li>The Community of Inquiry (CoI) framework has been widely recognized for structuring online learning environments by fostering cognitive, social and teaching presence to support meaningful learning experiences.</li>\u0000 \u0000 <li>Prior research has primarily examined the application of the CoI framework in domestic online education settings, with limited exploration of its effectiveness and challenges in cross-cultural or transnational contexts like Internationalization at a Distance (IaD).</li>\u0000 \u0000 <li>Existing studies suggest that while the CoI framework can provide a structured approach to enhancing engagement, its ability to fully support student participation may be hindered by factors, such as geographical separation and cultural disparities.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This study highlights the limitations of the CoI framework in fully supporting student engagement within IaD settings. Specifically, it demonstrates how cultural and geographical divides between students and instructors can hinder the effective establishment of teaching, cognitive and social presence.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"967-987"},"PeriodicalIF":8.1,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video-based online learning","authors":"Jinglei Yu, Shengquan Yu, Ling Chen","doi":"10.1111/bjet.13559","DOIUrl":"10.1111/bjet.13559","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>Video-based teacher online learning enables teachers to engage in reflective practice by watching others' classroom videos, providing peer feedback (PF) and reviewing others' work. However, the quality and reliability of PF often suffer due to variations in teaching proficiency among providers, which limits its usefulness for reviewers. To improve the quality of PF, hybrid intelligence is a promising approach that enhances human evaluation with AI-based techniques. Thus, we developed a hybrid intelligence feedback (HIF) system, where PF is categorized and summarized by large language models (LLM), and accompanied with AI multimodal data analysis, all in accordance with a knowledge structure. To investigate the effectiveness of the HIF, we conducted a study involving 58 pre-service mathematics teachers. After their initial feedback provision on a classroom video, they were divided into two groups. One group received HIF, while the other received traditional PF. Both groups revised their initial feedback based on the same video with PF or HIF report, and were assigned two tasks, namely in-depth reflection and extensive reflection. We analysed the reflective writings generated in in-depth reflection using the Structure of Observed Learning Outcomes taxonomy, and examined the diversity of teachers' attentions in extensive reflection using information entropy. Compared to traditional PF, our findings indicated that HIF (a) facilitated more comments added in feedback revision, (b) promoted multi-structural and extended abstract level thinking in in-depth reflection, (c) encouraged more diverse attentions in extensive reflection. These results demonstrate the effectiveness of HIF in enhancing PF to promote reviewers' reflection. This efficacy can be attributed to the utilization of LLM to identify common elements within PF, guided by the human knowledge-based framework, as well as the integration of data-driven evidence to complement PF.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic?\u0000\u0000 </p><ul>\u0000 \u0000 <li>Video-based teacher online learning allows teachers to reflect on their own or others' videos flexibly while providing and reviewing peer feedback using reflection tools.</li>\u0000 \u0000 <li>While the benefits of reflecting on one's own videos with peer feedback are widely recognized, there is limited empirical evidence supporting the advantages of reflecting on others' videos with peer feedback. The effectiveness of this process may be affected by the quality and reliability of the peer feedback provided.</li>\u0000 \u0000 <li>Using natural language processing techniques to enh","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"569-594"},"PeriodicalIF":8.1,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing student perceptions and use of instructor versus AI-generated feedback","authors":"Erkan Er, Gökhan Akçapınar, Alper Bayazıt, Omid Noroozi, Seyyed Kazem Banihashem","doi":"10.1111/bjet.13558","DOIUrl":"10.1111/bjet.13558","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Despite the growing research interest in the use of large language models for feedback provision, it still remains unknown how students perceive and use AI-generated feedback compared to instructor feedback in authentic settings. To address this gap, this study compared instructor and AI-generated feedback in a Java programming course through an experimental research design where students were randomly assigned to either condition. Both feedback providers used the same assessment rubric, and students were asked to improve their work based on the feedback. The feedback perceptions scale and students' laboratory assignment scores were compared in both conditions. Results showed that students perceived instructor feedback as significantly more useful than AI feedback. While instructor feedback was also perceived as more fair, developmental and encouraging, these differences were not statistically significant. Importantly, students receiving instructor feedback showed significantly greater improvements in their lab scores compared to those receiving AI feedback, even after controlling for their initial knowledge levels. Based on the findings, we posit that AI models potentially need to be trained on data specific to educational contexts and hybrid feedback models that combine AI's and instructors' strengths should be considered for effective feedback practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000 </p><ul>\u0000 \u0000 <li>Feedback is crucial for student learning in programming education.</li>\u0000 \u0000 <li>Providing detailed personalised feedback is challenging for instructors.</li>\u0000 \u0000 <li>AI-powered solutions like ChatGPT can be effective in feedback provision.</li>\u0000 \u0000 <li>Existing research is limited and shows mixed results about AI-generated feedback.</li>\u0000 </ul>\u0000 \u0000 <p>What this paper adds\u0000 </p><ul>\u0000 \u0000 <li>The effectiveness of AI-generated feedback was compared to instructor feedback.</li>\u0000 \u0000 <li>Both feedback types received positive perceptions, but instructor feedback was seen as more useful.</li>\u0000 \u0000 <li>Instructor feedback led to greater score improvements in the programming task.</li>\u0000 </ul>\u0000 \u0000 <p>Implications for practice and/or policy\u0000 </p><ul>\u0000 \u0000 <li>AI should not be the sole source of feedback, as human e","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 3","pages":"1074-1091"},"PeriodicalIF":8.1,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143809940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Internationalization at a distance via virtual mobility in the Global South: Advances and challenges","authors":"Simon Ngalomba, Faith Mkwananzi, Patience Mukwambo","doi":"10.1111/bjet.13557","DOIUrl":"10.1111/bjet.13557","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Internationalization of higher education (HE) has increasingly been a subject of interest among scholars, due to developments in the field, such as increased student and staff mobility, inter-university research and teaching partnerships, and rapid technological advancements. Internationalization efforts have mainly focused on the recruitment of international students and staff to universities in the Global North, the establishment of satellite campuses overseas and research collaborations. To compete on a more even footing, countries in the Global South have increasingly invested in their HE systems and actively promoted themselves as international destinations in this changing global landscape. In this paper, we discuss the strategies and limitations of internationalization at a distance (IaD) with a specific focus on Tanzania. As an emerging destination for international students, the country's expanding HE sector is positioning itself as a global and competitive international destination through diverse efforts such as virtual mobility. This paper draws on interviews with key staff from an open and distance-learning university in Tanzania to examine and theorize the challenges relating to the provision of online distance learning (ODL) to non-mobile international students. The theoretical lens is informed by the capabilities approach and ideas of conversion factors and agency. The paper looks beyond existing limitations and proposes the idea of a responsive agency that draws on international collaborations as a way of overcoming contextual challenges through pooling and sharing resources where they exist. In this way, institutions are not independent of their affiliation with others, they belong to a community. This broadens the practice of internationalization to fostering supportive collaboration aimed at improving access to quality international HE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Rising technology-supported activities have created new opportunities for universities internationalization.</li>\u0000 \u0000 <li>Education plays a key role in intercultural understanding.</li>\u0000 \u0000 <li>Internationalization of educational research and services improve quality by requiring respective higher education institutions improve academic standards.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Bring together the concepts of capabilities and third sp","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"927-946"},"PeriodicalIF":8.1,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Competency Framework for AI Literacy: Variations by Different Learner Groups and an Implied Learning Pathway","authors":"Hyunkyung Chee, Solmoe Ahn, Jihyun Lee","doi":"10.1111/bjet.13556","DOIUrl":"10.1111/bjet.13556","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>This study aims to develop a comprehensive competency framework for artificial intelligence (AI) literacy, delineating essential competencies and sub-competencies. This framework and its potential variations, tailored to different learner groups (by educational level and discipline), can serve as a crucial reference for designing and implementing AI curricula. However, the research on AI literacy by target learners is still in its infancy, and the findings of several existing studies provide inconsistent guidelines for educational practices. Following the 2020 PRISMA guidelines, we searched the Web of Science, Scopus, and ScienceDirect databases to identify relevant studies published between January 2012 and October 2024. The quality of the included studies was evaluated using QualSyst. A total of 29 studies were identified, and their research findings were synthesized. Results show that at the K-12 level, the required competencies include basic AI knowledge, device usage, and AI ethics. For higher education, the focus shifts to understanding data and algorithms, problem-solving, and career-related competencies. For general workforce, emphasis is placed on the interpretation and utilization of data and AI tools for specific careers, along with error detection and AI-based decision-making. This study connects the progression of specific learning objectives, which should be intensively addressed at each stage, to propose an AI literacy education pathway. We discuss the findings, potentials, and limitations of the derived competency framework for AI literacy, including its theoretical and practical implications and future research suggestions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>AI literacy is becoming increasingly important as AI technologies are integrated into various aspects of life and work.</li>\u0000 \u0000 <li>Research on AI literacy competencies across diverse learner groups and disciplines remains fragmented and inconsistent to guide educational practices.</li>\u0000 \u0000 <li>Studies providing a coherent pathway for AI literacy development throughout educational and working life are lacking.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>A comprehensive AI literacy competency framework consisting of 8 competencies and 18 sub-competencies.</li>\u0000 \u0000 <li>Variations in AI literacy competencies with tailored configurat","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 5","pages":"2146-2182"},"PeriodicalIF":8.1,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The integration of digital games into teaching and learning—A unique constructivist framework","authors":"Eyal Liat, Merav Hayak","doi":"10.1111/bjet.13555","DOIUrl":"10.1111/bjet.13555","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>In today's era, the ability to create and utilize digital games in the classroom is of great importance, for both teachers and students. Yet traditional teaching methods often lack the implementation of games in general, and of digital games in particular. This study presents a unique constructivist framework for creating and integrating digital-game generators in the classroom, following four consecutive year-long courses for preservice teachers at a college in Israel. Using design-based research, year-to-year improvements (iterations) to the course were introduced, achieved through analysis of in-class discussions, semi-structured interviews, participants' reflective diaries and the generated games. The participants were required to apply the constructivist framework to a study unit in their field of expertise, during their practical school-teaching experience. The findings in this study are based on the participants' teaching experience in secondary schools in three core subjects: English as a second language, mathematics and history. The developed consecutive framework comprises three core elements: the game, the pedagogical and didactic core, and the knowledge—all of which are important when integrating digital-game generators into the classroom. The course and framework addressed in this study could be applied in additional teacher-training programs, to increase digital-game generation and related skills in classrooms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Creating and implementing digital games in the classroom has gained momentum in recent years.</li>\u0000 \u0000 <li>Early exposure of preservice teachers to digital games during the teaching training phase may increase their use in the educational field.</li>\u0000 \u0000 <li>The developing and integration of digital games in the classroom, based on the constructivist approach, allows students to create games using existing game generators, while expressing their insights and knowledge in a personal and creative manner.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Introduces an innovative framework integrating educational game generation into teacher training, addressing key pedagogical and content knowledge components.</li>\u0000 \u0000 <li>Demonstrates the successful application of this framework across multiple disciplines (English, mathematics and history) in secondary education.</li>\u0000 \u0000 <li>Presents a ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 5","pages":"2202-2222"},"PeriodicalIF":8.1,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144811283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}