Publication

Immersive technologies are increasingly used in science education, yet the role of embodied interaction – particularly haptic feedback – in promoting conceptual understanding remains underexplored. This study investigated the effectiveness of Haptic + Visual Immersive Simulations (H+VISs) compared to Visual-only Immersive Simulations (VOISs) in teaching thermodynamics. A quasi-experimental design was employed with 130 secondary students, who completed pre-, immediate post-, and delayed post-tests using a validated Thermodynamics Concept Test. Results showed that the HVIS group significantly outperformed the VIS group in both post-tests, indicating improved learning gains and retention. The HVIS group also scored higher on the Embodied Thermodynamics Scale and reported lower cognitive load, as measured by the Paas scale. Repeated measures analysis of variance revealed significant main effects for time and group, as well as a significant interaction, favoring the HVIS condition. National Aeronautics and Space Administration (NASA-TLX) ratings indicated that the HVIS group experienced higher perceived performance and lower effort and frustration. Path analysis further revealed that embodied learning partially mediated the effect of instructional modality on retention. These findings support the integration of haptic feedback in immersive Science and Technology, Engineering and Mathematics (STEM) instruction, emphasizing the role of multisensory engagement in fostering deeper learning and reducing cognitive effort in abstract domains such as thermodynamics.

This study developed and validated an instrument for measuring teacher educators’ (TEs’) educational technology (EdTech) integration in Ethiopian colleges of teacher education (CTE), filling a gap in context-specific tools. The instrument was developed using an established theoretical framework, following a six-step process including instrument design, expert review and psychometric evaluation with 126 TEs. Exploratory factor analysis (EFA) identified a 13-factor structure, which converged into a 12-factor (58 items) structure with 80% explained cumulative variance. Confirmatory factor analysis revealed strong internal consistency (α/CR > 0.7), convergent validity (Average Variance Extracted [AVE] > 0.5; factor loadings > 0.6, p < 0.001) and discriminant validity (Heterotrait-Monotrait ratio [HTMT] < 0.85). The tool demonstrated an acceptable fit (comparative fit index [CFI] = 0.94, Tucker-Lewis index [TLI] = 0.93, chi-square/degrees of freedom = 3.1), although root mean square error of approximation (RMSEA 0.13) and standardised root mean square residual (SRMR 0.13) slightly exceeded thresholds. Despite minor fit limitations, robust reliability, validity and contextual grounding confirm its utility for assessing EdTech integration in resource-constrained settings. This study underscores the instrument’s potential to inform evidence-based pedagogical practices, institutional policy reforms and cross-cultural research in teacher education. By bridging theoretical and practical gaps, this work contributes a validated tool tailored to the socio-technical realities of developing nations, offering stakeholders a scalable framework to assess EdTech integration in teacher training.

The study aimed to assess the perceived competency of Technological Pedagogical Content Knowledge (TPACK) among teacher educators in Ethiopian higher education institutions. The TPACK framework by Mishra and Koehler was employed to assess its implementation. In doing so, a quantitative research method was employed, involving 245 teacher educators from the selected higher education institutions. The study utilized the stratified random sampling technique to systematically select the participants. A structured questionnaire was used to collect data. Validity and reliability tests were conducted to ensure the questionnaire’s appropriateness and consistency. Both descriptive and inferential statistics were used to analyse the data. Results revealed that teacher educators’ technology level of competence is the lowest when compared with the other TPACK subscales. Besides, the results indicated that there were no statistically significant differences between male and female teacher educators across the TPACK components, but significant differences were observed in Content Knowledge (CK), Technological Knowledge (TK) and overall TPACK based on their qualifications and teaching experiences. The findings also showed that there were significant differences in CK, TK and TCK across fields of study, though PK, PCK, TPK and overall TPACK showed no significant differences across the groups. The study highlights the fact that teacher educators’ current practices do not fully embrace the technological dimension of TPACK, which means there is a need for professional development in this area.

This study examines the perceived usefulness of ChatGPT in developing specific academic skills among students from various fields of study. Using a quantitative and comparative approach, responses from students in Social Sciences and Humanities, Natural Sciences, Technical Areas, and Exact Sciences were analysed regarding ChatGPT’s utility in three key skills: communication, idea generation, and information synthesis. Results show significant variations in the perceived usefulness of ChatGPT across disciplines. Students in Social Sciences and Humanities highly value ChatGPT for organising and expressing ideas, while Natural Sciences students find it more useful for synthesising complex information. Conversely, students in technical and exact areas perceive lower utility, likely due to the specific precision and technical demands of their fields. This study contributes to the literature on artificial intelligence (AI) in education by emphasising the need for an adaptive approach to AI implementation to maximise its effectiveness. Implications for higher education and recommendations for responsible, tailored integration of AI to enhance academic skills are discussed.

Person-centred care (PCC) has become an integral part of health education with many incorporating this into curricula (McCormack et al., 2022). However, PCC can require whole scale revisions of programmes of study, which can lead to difficulties in time and navigating quality processes (Moore et al., 2023). In the UK, continued workforce shortages have led to pressure on health care educators to increase student numbers (NHS England, 2023). This has exacerbated challenges with learning spaces and equipment availability (Powers, 2020) often leading to the introduction of small-scale interventions to increase coverage of PCC without whole scale changes. Digital technology offers potential solutions to these challenges with increasing numbers in health education turning to these approaches (Knudsen Oddvang et al., 2021; Liao et al., 2022).

This article sought to explore the impact of one such small-scale digital toolkit on student confidence and awareness of PCC. Although limited in nature, results indicated positive changes in confidence levels related to PCC overall with a mixed picture when looking at specific aspects. The digital toolkit helped to facilitate discussion related to delivering of PCC and overall provided students with easy access to these resources. A similar intervention may be used for the education of a variety of health care professionals and in support of interprofessional learning (Malone et al., 2022).

Private universities are increasingly shaping the global higher education landscape, with distance education playing a key role in their expansion. While research has explored institutional and policy factors influencing private higher education, the role of student satisfaction within this framework remains underexamined. This study addresses this gap by analysing the success factors of private distance universities from a student perspective. Utilising text mining on over 10,000 student reviews from a public rating platform, a co-occurrence network analysis identified key themes linked to student satisfaction. The findings reveal that private distance universities successfully fulfil the core psychological needs of autonomy, competence, and relatedness, as outlined in Self-Determination Theory. Flexible study structures, accessible digital learning environments, and effective student support systems emerged as crucial factors. These insights align with international research, emphasising that distance education facilitates self-directed learning but requires robust institutional support to foster competence and engagement. This study contributes to the field of higher education and distance learning research by demonstrating the impact of technology-enhanced learning environments on student satisfaction. It calls for comparative studies between private and public distance universities, underscoring the need for longitudinal analyses of evolving student expectations and digital education models in a global context.

Digital literacy is a critical competency in education across all levels, from primary to higher education. It includes skills such as technical proficiency, information evaluation, online collaboration, creativity and ethical technology use. This study conducts a Systematic Literature Review (SLR), following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, to examine types of instruments used to assess students’ digital literacy, the competencies targeted and the methodological challenges in their development. A total of 23 peer-reviewed articles published between 2014 and 2024 were selected from Scopus, PubMed, Crossref and ERIC. This review shows that assessment instruments include Likert scale-based questionnaires, framework-aligned tools (DigComp and DQ Framework) and digital performance-based methods. These instruments are applied across diverse educational settings: primary, secondary, tertiary and adult education with varying emphases based on age and learning context. Whilst core competencies are addressed, several limitations persist, such as reliance on self-reporting, limited cross-cultural validation and lack of authentic performance assessment. This study highlights the need for more comprehensive, validated and context-sensitive instruments that integrate digital safety, ethics and practical digital skills. The findings offer insights for researchers, educators and policymakers to improve digital literacy measurement across education sectors.