Search Results (10)

Higher education continues to encounter the challenge of redesigning writing pedagogy beyond the rapid adoption of emerging technologies. This challenge is particularly evident in English writing courses, which play a role in developing students’ writing and research skills in universities across the United Arab Emirates (UAE). While generative artificial intelligence (GenAI) tools offer practical affordances for writing instruction, their growing use has also raised concerns about academic integrity, authenticity, and critical engagement. Although early discourse has focused on the risks and potential of GenAI, there remains a clear dearth of frameworks to guide instructors in designing meaningful and engaging writing assignments. This paper introduces Ai-RACE, an adaptable pedagogical framework for designing purposeful and innovative writing tasks. Grounded in classroom-based insights, principles of writing pedagogy, constructivist and multimodal learning theories, Ai-RACE conceptualises assignment design around five interconnected components: AI integration, Relevance, Authenticity, the 4Cs, and Engagement. Employing a design-focused qualitative approach, the study uses instructional practices and student reflections to examine the implementation of Ai-RACE in writing contexts. Although situated within a specific institutional context, the study offers transferable guidelines for designing writing assignments across international higher education settings. By positioning Ai-RACE as a design heuristic, the study demonstrates its potential in supporting engagement, critical thinking, writing skills and ethical use of AI, and highlights the importance of rethinking writing pedagogy and the professional development in AI- influenced contexts. Full article

Rapid adoption of digital surveying technologies in construction has highlighted the need for engineering education to equip students with technological competency as well as higher-order problem-solving skills. This experiment explores undergraduate students’ acceptance of emerging surveying technologies and their perceived learning results within a constructivist framework of experiential learning. Thirty-six students in a required construction surveying class interacted with traditional and advanced technologies such as total stations, terrestrial laser scanning, drones, and mobile LiDAR through structured, semi-structured, and unstructured lab activities. Data were gathered based on two post-course surveys: a technology acceptance survey grounded in Unified Theory of Acceptance and Use of Technology (UTAUT) and a self-perceived cognitive learning outcome survey through Bloom’s Taxonomy. Qualitative analysis along with quantitative analysis indicated a gap between technology acceptance and perceived learning gains. Laser scanner had the greatest acceptance scores followed by other advanced tools. Total station (widespread in hands-on lab activities) was perceived to have been most influential in terms of enhancing learning. Lower-order skills were strengthened in structured labs, while higher-order thinking emerged more unevenly in open-ended labs. These findings underscore that the mode of student engagement with technology matters more for learning than the sophistication of the tools themselves. By embedding UTAUT and Bloom’s Taxonomy in an authentic learning environment, this experiment provides engineering educators a mechanism to assess technology-enhanced learning and identifies strategies to facilitate higher-order skills aligned with industry needs. Full article

Screencasts, which are screen-capture videos, have been created by teachers delivering instruction or feedback, reflecting a teacher-centered model of learning. Based on the constructivist principle, this study explores an innovative attempt to position students as screencast creators, who must demonstrate their knowledge by and explain their work in the screencast. This innovative approach has the potential to promote authentic learning and reduce dependence on generative artificial intelligence (GenAI) tools for completing assignments. However, it is uncertain whether students will have positive attitudes towards this new form of assessment. From 2022 to 2025, the authors used screencasts as assessments in computer programming and English language subjects. Survey results were obtained from 203 university students and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that students generally hold positive attitudes toward creating screencasts, with perceived usefulness for future applications exerting the strongest influence on acceptance, followed by perceived performance benefits and ease of use. It is also found that gender, discipline, and study mode did not significantly alter these relationships, although senior students perceived screencast production as more effortful. These findings suggest that student-created screencasts can serve as an effective, student-centered alternative to traditional written assessments. The research results imply that student-created screencasts have the potential to help students develop their skills in an increasingly GenAI-pervasive academic environment. Full article

Bullying is increasingly understood as a group-based phenomenon in which bystanders play a critical role, yet little is known about how witnessing bullying affects bystanders’ self-esteem and academic motivation. The aim of this study was to explore adolescents’ perspectives on how witnessing bullying in school may be linked to their self-esteem and academic motivation. This qualitative study explored these experiences among 35 Swedish adolescents (22 girls and 13 boys, aged 14–16) using focus group interviews analyzed through constructivist grounded theory. The analysis generated a core category, Authenticity in witnessing bullying, reflecting how adolescents balanced empathic responses, self-image, and academic motivation when confronted with bullying. In addition, six interrelated categories emerged: (1) sympathetic wounding, (2) relationship buffering, (3) fear-driven avoidance, (4) academic shielding, (5) academic draining, and (6) normalization of bullying. Witnessing bullying affected participants’ feelings of authenticity, self-esteem, coping strategies, and academic focus. Academic motivation was shaped divergently: some students withdrew and lost motivation, while others increased focus on grades to secure transfer to a safer school environment. The theory offers a framework that is grounded in participants’ accounts that helps the understanding of how authenticity shapes the social context, emotional experience, and academic engagement. Interventions that address the emotional and motivational consequences of witnessing bullying and foster supportive school climates, empowering students to act constructively, are needed. Full article

Educational robotics (ER) has attracted growing attention as an effective means of cultivating computational thinking and programming skills through interactive, sensor-based learning environments. Integrating ER with visual programming platforms enables learners to engage in hands-on, technology-driven problem solving within authentic contexts. This study aimed to investigate the effects of a task-oriented instructional module, grounded in constructivist and experiential learning theories, that integrated App Inventor 2 with a six-axis robotic arm on junior high school students’ learning performance. A quasi-experimental design was conducted with 74 eighth-grade students from a junior high school in Hsinchu, Taiwan. The experimental group (n = 37) engaged in hands-on programming and robotic arm operations, whereas the control group (n = 37) received equivalent programming instruction with video demonstrations. Results indicated that the experimental group achieved significantly higher scores in spatial understanding, computational thinking, and programming logic. Students also reported greater motivation, lower cognitive load, and higher satisfaction with the integrated system. These findings suggest that combining App Inventor 2 with a physical robotic arm provides an effective framework for promoting computational thinking, motivation, and system interaction in technology education and smart learning environments. Full article

This article provides findings from a small-scale project undertaken to understand the student experience of the lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) student community in a large post-92 university in England. Focus groups were conducted with students that explored areas of student life, including support, the campus environment, and belonging. A social constructivist theoretical perspective underpins the article. Students develop common knowledge via social processes that are powerfully influenced by cultural factors that are constantly in a state of flux. The article also rejects essentialist delineations of LGBTQ+ gender and sexuality and subscribes instead to a Butlerian framework of identity where behaviours associated with gender and sexuality are instruments of regulatory regimes. Even within a university culture that is inclusive and welcoming, opportunities were not always provided for LGBTQ+ students to speak about their personal lives and identities authentically, and university classrooms did not always feel like safe places for students. Whilst staff were generally helpful and supportive to their LGBTQ+ students, many lacked the knowledge and skills to confidently meet the needs of these students, particularly those identifying as trans and non-binary. The recommendations include calls for universities to commit to high-quality mandatory training for staff so that trans and non-binary students in particular are supported by staff appropriately equipped to support their needs. Full article

Objectives: The aim of this study was to determine why and how adults with attention deficit hyperactivity disorder (ADHD) experience variable impairment and identify the processes and strategies adults with ADHD use to develop positive self-regulation skills. Methods: A mixed cohort of 11 participants (6 female and 5 male) from a university, an adult ADHD clinic and an ADHD support group in the UK were interviewed online between September 2021 and February 2022. Data were collected and analysed simultaneously, inspired by a constructivist grounded theory methodology. Results: Participants described a “polar awareness of difference” from others in terms of engagement and ADHD characteristics, and a “polar awareness of consciousness” experienced as the states of chaotic attention and hyperfocus, both of which impact core perceptions of self. Using an infinity paradigm, the results demonstrate unskilled attempts to self-regulate within and between these states using self-absorption or self-transcendence strategies, including their inherent challenges and energetic cost. Our results further indicate that at the centre of this dynamic paradigm, creative awareness strategies exist, which exemplify polarity awareness and the regulation of that awareness supported by an authentic inner compass (AIC). Conclusions: This paper presents the empirical foundation for the ADHD Creative Awareness Theory (CAT)—a new theory for understanding the experience of ADHD consciousness and environmental engagement. Practical implications are explored, and recommendations include use of the CAT as a framework for understanding and development of inherent self-regulation skills for adults with ADHD. Full article

Retail is one of the defining elements of urban spaces. The study of commerce is largely based on its evolution and how it relates with urban environments. Currently, with the advent of mass tourism, there has been an adjustment in the commercial fabric of the area’s most sought after by tourists. Among these latter areas, the historical centers of commerce stand out. The first objective of this research is to analyze the modern evolution of the commercial fabric of Lisbon by comparing the city center with the rest of the city. For this goal, I use a quantitative approach through the quotient location for specific retail typologies. The results show dissimilarities that are associated with the geographical location of retail, which vary according to the different retail typologies being analyzed. The second goal is based on the assumption that the mere analysis of the evolution of the retail typologies is limited in the context of tourist cities. Considering this matter, a qualitative method (photo analysis, conceptually supported by the concept of authenticity) is used. The results show the usefulness of the concept of authenticity to apprehend and discuss how retail is reacting to the tourism industry, thereby contributing to the transformation of the city center into a leisure and entertainment destination. Full article

There is a clear call for pre-collegiate students in the United States to become literate in computer science (CS) concepts and practices through integrated, authentic experiences and instruction. Yet, a majority of in-service and pre-service pre-collegiate teachers (instructing children aged five to 18) lack the fundamental skills and self-efficacy to adequately and effectively integrate CS into existing curricula. In this study, 30 pre-collegiate teachers who represent a wide band of experience, grade-levels, and prior CS familiarity participated in a 16-day professional development (PD) course to enhance their content knowledge and self-efficacy in integrating CS into existing lessons and curricula. Using both qualitative and quantitative methodology, a social constructivist approach guided the researchers in the development of the PD, as well as the data collection and analysis on teacher content knowledge and perceptions through a mixed-methods study. Ultimately, participants were introduced to CS concepts and practices through NetLogo, which is a popular multi-agent simulator. The results show that although the pre-collegiate teachers adopted CS instruction, the CS implementation within their curricula was limited to the activities and scope of the PD with few adaptations and minimal systemic change in implementation behaviors. Full article

This paper examines how the United Nations Educational, Scientific and Cultural Organization (UNESCO) Convention Concerning the Protection of World Cultural and Natural Heritage (CCPWCNH) is implemented in China, with specific reference to tourism development at the local level in the Ancient City of Pingyao (ACP). Based on a qualitative methodology and constructivist paradigm, the research employs observation and semi-structured interviews to explore how the interaction between heritage authorization and tourism-related commodification shapes the transformation of the local community. Giddens’ theories, amongst others, on modernity, time–space distanciation, disembedding, and reflexivity, are employed to analyze this case study. The paper argues that the reconstruction of “traditional-style culture” has contributed to the transformative processes in the ACP. Traditional-style culture differs from “traditional culture” in that the former refers to cultural forms that are purposely (re)constructed to serve contemporary political or economic needs, while the latter refers to cultural forms that are rooted in the local contexts of premodern societies. One of the impacts of traditional-style culture, which is the product of the interaction between heritage authorization and tourism development, is the emergence of a commercialized environment. This environment confounds the notion of authenticity that is claimed in authorized concepts of heritage. There, construction of traditional-style culture demonstrates the relationship of powerful actors with hierarchical power, leading to an unequal positioning of external agents (such as heritage experts) and local residents. Full article