International Conference on Education Research

Simulation of Postpartum Hemorrhage Maneuvers Using an Educational Biomodel for Low-income Countries

Israel Garnica-Bohórquez — 2025-10-31

A key challenge in clinical teaching is to create alternative environments due to restricted access to rare emergency
practice settings, such as postpartum hemorrhage (PPH). Similarly, difficulties have emerged not only in representing
biomodels but also in ensuring maneuver performance, considering components and their ability to replicate sensations akin
to those felt by the affected tissues. A research initiative was launched to improve the training of healthcare personnel in
low-level care facilities and educational institutions on the management of PPH, given that it remains a significant cause of
maternal mortality globally. Consequently, doctors must develop proficiency in handling such emergencies. Hence, the
research was conducted to create solutions tailored to local resources, minimizing the reliance on external technology
through a collaborative approach between medicine and industrial design. The investigators focus on creating experiences
and perceptions through three key components: first, aligning student skills and situations with emergency protocols and
the medical curriculum; second, incorporating convergence technologies for emergency procedures; and third, employing a
phantom model of a female body segment to facilitate maneuvers related to PPH, named 4T (tone, tissue, trauma, and
thrombin). Methodological research conducted in the early stages of creating an intermediate-fidelity clinical simulator
highlights the importance of input from a multidisciplinary team. Initially, the review of the literature identified various
materials and feasible biomodels suitable for training exercises. Subsequently, the authors outlined the essential
requirements for the physical element. Following this, they developed biomodels that integrate diverse shapes and materials
to replicate the conditions encountered in obstetric interventions. Employing an iterative approach in conjunction with
digital and hybrid manufacturing technologies from our institutional laboratories, the prototype was refined to mimic
material perceptions. The next study phase will explore whether the model can enhance teaching and learning in various
applications. Due to the high cost of detailed anatomical models, the research proposes an affordable, mid-level fidelity
biomodel using digital manufacturing with elastomeric materials. However, our PPH biomodel needs to be improved for
testing with medical students at the Universidad Industrial de Santander, to validate their skills safely.

Education for Sustainable Development through Maker Education: Visions, Concepts And Experiences

Cristina Sylla — 2025-10-31

This paper presents first results from an European Erasmus+ project that integrates ecological Making with interdisciplinary, CLIL-based STEAM education to address eco-anxiety and empower students to participate in negotiating livable futures for all. Drawing on Education for Sustainable Development (ESD), Maker Education, and Content and Language Integrated Learning (CLIL), the project fosters transformative, intercultural learning environments. Using Mobile Maker Boxes (MMBs), students and teachers engage in hands-on problem-solving around sustainability challenges. This paper outlines the project's aims, theoretical framework, methodology, and early insights from an international co-design workshop involving teachers and researchers from five countries. The findings suggest that interdisciplinary, collaborative making—whether physical, digital, or conceptual—enhances student agency, emotional engagement, foreign language and intercultural competence, and Futures Literacy. A Design-Based Research (DBR) methodology supports iterative development, preparing the project for classroom implementation.

Build-A-Cyber-Attacker: Simulating Attackers to Reflect Myth and Folklore in Cyber Threat Analysis

Tim Pappa — 2025-10-31

This practitioner’s working paper explores the application of simulation exercises in cyber threat analysis, finding that the creative integration of conceptual frameworks like folklore and myth in practical instructional assignments and discussions can familiarize students with the influence of myth and folklore in their analysis. Simulation in this context is concentrated on the process of thinking through a series of events in an exercise, rather than focusing on the outcome. Prior research on simulation found that students were more likely to complete assignments on time and finish course projects with higher grades when they imagined when and how they would study. This practitioner’s paper will present a working sample of simulation exercises, including a simulation exercise where graduate intelligence and military students were asked throughout the course to simulate and create the mythos of their own cyber threat attacker group, including their attacker group target portfolio and an outline of how they might respond to threats. These working exercises suggestively demonstrated the complexities of simulating the cultural and operational challenges of cyber threat attacker groups. These students had creative freedom to simulate these cyber threat encounters, even without foundational background or expertise in the countries or cultures they simulate. This exploratory practitioner’s working paper suggests simulation can introduce further dimensionality to cyber threat intelligence analysis.

Designing an Impact-Focused Entrepreneurship Course: Insights from a Europe - India Collaboration

Olga Bogdanova — 2025-10-31

This paper presents the design, implementation, and evaluation of a nine-week pilot course in Impact-Focused Entrepreneurship (IFE), developed within the Erasmus+ Capacity Building for Higher Education-funded project Co-LIFE. The pilot, conducted by a consortium of eight Higher Education Institutions from Europe and India, aimed to foster entrepreneurial competencies, intercultural collaboration, and real-world problem-solving through a blended curriculum developed in collaboration with stakeholders. The course combined a MOOC, an in-person kick-off week in Goa, seven weeks of virtual team-based project work, and a closing week in Mumbai. Students worked in international, interdisciplinary teams on four live impact entrepreneurship cases provided by Indian companies. These cases were deeply embedded in the local context and supported by company visits, mentorship, and Design Thinking workshops. Each week, students engaged in theoretical and practical content delivered through a MOOC platform. Topics included sustainability principles, circular economy models, impact measurement, business model innovation, theory of change, and user-centred design. The content was delivered through online lectures, interactive assignments, quizzes, and case readings. Students were expected to apply this content directly to their live case projects. A comprehensive course evaluation collected feedback through weekly surveys, peer evaluations, and structured interviews with students and staff. Findings highlight strong student motivation, high engagement with real-world content, and development of entrepreneurial and intercultural competencies. Key areas for improvement included pacing, assignment clarity, and enhanced mentoring alignment. The study contributes to multiple theoretical domains. It extends Learning by Development into a cross-cultural, digitally mediated context; enriches Experiential Learning Theory through its application in international, real-world settings; and advances the theory and practice of blended learning by demonstrating its effectiveness in a transnational, Impact-Focused Entrepreneurship course. Furthermore, the study contributes to entrepreneurship education theory by demonstrating how interdisciplinary, impact-oriented, real-life projects enhance opportunity recognition, entrepreneurial self-efficacy, and value creation within diverse student teams. This paper also offers a replicable model for transnational, impact-driven education that aligns with global trends in active learning, digital pedagogy, and curriculum co-design with external stakeholders.

Perceived Risk of Generative AI Adoption in Initial Teacher Education Programmes

Marian Carcary — 2025-10-31

Generative AI (GenAI) is reshaping the paradigms of learning and creativity in higher education environments, presenting a host of benefits but also considerable concerns and challenges. One such challenge is that of perceived risk. This is a function of the extent to which an individual senses there to be potential threats or unfavourable outcomes, giving rise to varying apprehensions towards new technology use. New technology adoption involves a fine balance between confidently leveraging the technology’s functionalities to deliver practical benefits and between weighing the potential risks of adoption. Previous studies investigating the impact of perceived risk on GenAI adoption in higher education have yielded mixed results, but overall limited empirical evidence exists. Some studies have found that perceived risk has a significant negative influence on the attitudes of higher education students’ towards GenAI and consequently acts as a deterrent towards their behavioural intention to adopt. Others indicate that perceived risk is not a significant barrier to GenAI adoption intention, with the practical advantages of academic support, increased productivity, and ease of use outweighing student risk-related concerns such as data privacy, content authenticity and misinformation, academic misconduct, skill degradation, and the stifling of intellectual development. This study offers a more nuanced investigation of perceived risk in the context of students enrolled in undergraduate initial teacher education programmes in Ireland. This is an intriguing context given such students play a dual role – they not only need to consider the perceived risks of AI chatbot use within their own academic studies but also in the context of acting as student teachers within an external school environment. The paper presents a quantitative and qualitative assessment of 290 student responses in relation to the varying dimensions of perceived GenAI risk. It offers a number of theoretical and practical implications; from a theoretical perspective, it highlights the rationale to extend existing technology adoption models with perceived risk as a key exogenous variable, while from a practical perspective it offers a number of recommendations to mitigate perceived risks and shape more effective student engagement with GenAI in educational environments.

Algorithmic Teaching, Fading Thought? Rethinking Engagement in the AI Era

Melisa Chawaremera — 2025-10-31

As artificial intelligence becomes increasingly embedded in educational environments, the promise of enhanced efficiency, personalised instruction and expanded access to knowledge is celebrated globally. However, the pedagogical implications of algorithmic instruction remain under theorised, particularly with regard to critical thinking and epistemic engagement. This paper interrogates how algorithmic-driven content delivery and automated assessment systems may inadvertently narrow intellectual curiosity and encourage conformity while reducing learners to be passive recipients of information. Through a doctrinal study into interdisciplinary literature in education, philosophy and AI ethics, this paper critically analyses how AI tools that are used in instructional design may entrench a form of educational minimalism that prioritises standardisation over inquiry. While artificial intelligence can personalise learning pathways, it also risks eliminating opportunities for open-ended exploration and problem solving. Through comparative insights from South Africa and the UK, the study reveals how algorithmic learning environments can either support or suppress higher order thinking depending on contextual use and pedagogical design. This paper calls for a deliberate reconfiguration of AI-enabled education towards epistemically rich engagement. This is where learners are positioned as co-constructors of knowledge. It proposes a model of “algorithmic dialogism” that blends AI support with critical pedagogy. This will ensure that technology develops as a tool for liberation rather than control. This contribution aligns with ongoing global debates on the ethics of AI in education and seeks to influence curriculum design that furthers curiosity, dialogue and reflective thinking in the digital age. Ultimately, this paper calls for a shift from efficiency-driven instruction to education that values diversity of thought and the cultivation of critical consciousness.

Efficacy of Detecting AI Plagiarism in Higher Education

Henry Collier — 2025-10-31

Whether the text has been directly copied from a source and presented as the author’s work, or if the author poorly paraphrased their source, the result is plagiarism. Plagiarism stems from a desire to get a good grade. It is the result of being sloppy, not having confidence in one’s ability to paraphrase correctly, a lack of understanding of what needs to be cited, thinking they are supposed to reproduce what the experts have said rather than synthesize the expert's opinions, they panic as the deadline approaches and of course they are lazy. Plagiarism is not new to academia and detecting it has been made easier with plagiarism-detecting tools and simply conducting effective searches on the Internet. However, new plagiarism methods are being developed as technology grows, which are significantly harder to detect. Students now use artificial intelligence to write their academic papers. Detecting if AI was used in producing an academic paper is difficult because the paper has been properly paraphrased and/or cited. New tools like GPTZero and ZeroGPT have been developed to address this issue, but these tools are untested, and academic faculty don’t want to pin a plagiarism charge on a student based on an untested tool. This study looks to address this issue and determine if either or both tools effectively determine whether AI has written something.

Play, Learn, Empower: A Design Model of Student Engagement in Environmental Education

Julia DeVoy — 2025-10-31

Amid the largely underrecognized and escalating textile waste crisis, this study explores student engagement in active, experiential learning for sustainability and personal responsibility. We developed Aftermath, an educational board game co-designed with students to raise awareness via accessible, design- and play-based learning. In Phase One, eight students contributed to 14 participatory design workshops guided by the Stanford Design Thinking framework (Empathy, Define, Ideate, Prototype, Test). Iterative cycles began with empathy, focusing on everyday players navigating sustainability challenges and communities experiencing environmental injustice. In the define phase, we identified the core problem, its consequences, and the target audience. During ideation, participants reviewed existing board games and generated novel concepts for theme, mechanics, and content. Prototypes were refined through sketching, digital tools, and multiple rounds of testing to enhance clarity, inclusivity, and engagement. The process culminated in a renewed focus on empathy and defining, establishing the game's name, Aftermath, and articulating its educational, pro-environmental aims. Each workshop concluded with qualitative group reflections, in which participants shared insights gained, changes in perspective, and recommendations for the ongoing development of the game’s design and pedagogical value. As the game design evolved from competitive to cooperative, so did the participants: shifting from passive learners to active co-creators throughout cycles of play, learning, and empowerment. Data from group discussions and reflective narratives demonstrated that collaborative design fostered critical reflection on individual roles within larger systems, increasing awareness and encouraging more mindful consumption practices in daily life. Phase Two later expanded participation, engaging 13 high school students in an exploration of textile waste, gameplay, and the design process. Working in teams, students created their original board games addressing the issue of textile waste, reinforcing knowledge through creative, hands-on learning. The educational game design process became a catalyst for behavioural change and environmental responsibility. This work indicates that design thinking in education not only solves problems but also fosters imagination, agency, and collective action. Through play, participants gained not only sustainability knowledge, but the ability to rethink and reshape their communities for a more sustainable future.

Modeling the Role of Graphical and Textual Complexity in Geometry Problem-Solving Using SEM

Farshid Farzan — 2025-10-31

Learning geometry is vital for K–12 students, fostering spatial reasoning and problem-solving skills crucial in STEM fields. However, its abstract nature, reliance on visualization, deductive reasoning, and specific vocabulary make it challenging. Cognitive Load Theory explains how excessive graphical and textual complexity can overwhelm working memory, impeding learning. The revised Cognitive Load Theory framework highlights the importance of directing cognitive effort toward meaningful schema construction (germane processing) rather than being hindered by extraneous load. This study uses Structural Equation Modeling (SEM) to examine how structural complexity (graphical and textual complexity) affects student performance in geometry learning, modeled as a latent variable measured by accuracy, latency, and first correct attempt. Forty geometry questions exam answered by 59 students from the 1996–97 Cognitive Tutor dataset (DataShop) were analyzed to examine how graphical and textual complexity influenced student performance. Each question systematically varied in complexity, and student performance was measured using accuracy rate, latency, and first correct attempt, well-established metrics in educational research. Student Performance is conceptualized as a latent variable measured by Accuracy Rate, Latency, and First Correct Attempt. Graphical Complexity and Textual Complexity serve as observed variables. Employing a two-phase SEM approach, the study evaluates both measurement and structural models. The findings reveal that Graphical Complexity and Textual Complexity significantly and negatively influence student performance overall, with unstandardized regression coefficients of -.132 and -.142, respectively, and explain 40.9% of the variance in SP. However, contrary to the initial understanding that it seems the higher complexity may lead to initial wrong answers, higher levels of Graphical Complexity and Textual Complexity were associated with increased First Correct Attempt, suggesting that complexity may promote deeper cognitive engagement in some contexts aligned with Cognitive Load Theory, highlighting both the detrimental effects of complexity on efficiency and the potential benefits for accuracy in problem-solving.

Rethinking Generative AI in Human-Computer Interaction: Review of Affordances, Constraints, and Implications

Niklas Humble — 2025-10-31

Generative Artificial Intelligence (GAI) transforms our technological interactions, including new capabilities and concerns about biases and misuse. In the field of human-computer interaction (HCI), previous research has investigated generative AI in relation to human-centred AI, user trust, user experience, design work, co-creativity, and user personas. This study applies the theoretical lens of affordances and constraints to ask the question: Which affordances and constraints of generative AI can be identified in human-computer interaction research? The study employs a scoping literature review approach to collect data from the Web of Science Core Collection databases. The query string combined keywords, such as “generative”, “artificial intelligence”, and “human computer interaction”, with Boolean operators AND and OR. Inclusion and exclusion criteria were used in the screening of 156 identified articles, from which a total of 37 were selected for inclusion in the study. An initial categorization matrix, based on the theory of affordances, was used to conduct a deductive thematic analysis. The analysis followed the guidelines for thematic analysis suggested by Braun and Clarke. The investigation identified seven key themes, with included sub-themes, illustrating the varied applications and potential effects of generative AI. The seven key themes are: 1) improving algorithms, 2) collaborative work, 3) education support, 4) truth issues, 5) biases, 6) ethical considerations, and 7) consequences for job market. The study further highlights the importance of considering contextual differences and short-term and long-term consequences when applying GAI technologies, as well as ethical considerations, such as ethical and legal accountability. The paper concludes with a novel conceptual model for affordances and constraints of generative AI, informing future research, guiding stakeholders’ use and implementation, and providing design recommendations for generative AI systems across various sectors.

A Study of Preservice Teachers Developing Teaching Competencies with VEX GO Robotics

Kamini Jaipal-Jamani — 2025-10-31

There is global impetus to include the learning of STEM skills across k-12 school curricula to keep abreast of changing occupational, economic and societal needs. The province of Ontario, Canada implemented a revised Grades 1-8: Science and Technology curriculum in 2022 that emphasises STEM learning across the elementary grades. However, majority of elementary teachers in Canada are generalists – they are expected to teach all subjects such as language, science, mathematics, and the arts. In this type of teacher education context, where majority of the elementary preservice teachers (PTs) do not have undergraduate degrees in the STEM disciplines, there is need to provide them with STEM experiences to develop their STEM knowledge and skills and their teaching competencies for elementary school STEM teaching. The literature shows that educational robotics (ER) can develop STEM skills in k-12 students. This paper reports on a study that examined how middle-school preservice teachers develop confidence and knowledge to teach about coding with VEX GO robotics. Data sources for n = 50 preservice teachers included a pre-questionnaire on prior knowledge, a pre- and post-questionnaire on confidence to teach with robotics, and a worksheet to guide activities and record coding solutions. Preservice teacher (PT) participants volunteered to participate and signed a consent form, approved by the university research ethics board. The quantitative data were analysed with SPSS version 29. The results were statistically significant for the effect of the robotics intervention on PTs’ confidence about their competencies to use robotics in teaching and learning of middle school science and a large effect size was observed. The findings also revealed that PTs’ participation in the robotics activity resulted in a gain in their reported knowledge about robotics to integrate in teaching and learning. The results inform the design of instructional experiences in Teacher Education courses to improve elementary preservice teachers’ self-efficacy and competencies to teach with robotics in classrooms and also provide insights into the design of ER learning experiences for elementary school contexts.

A Large-Scale Study on the Effects of Motivation on Academic Test Performance

Michael Kickmeier-Rust — 2025-10-31

Motivation plays a crucial role in academic performance. In educational research, particularly in technology-enhanced learning, a strong correlation between motivation and performance is often assumed. However, existing studies present inconsistent findings, with some showing only low to moderate correlations between self-reported motivation and actual academic achievement. This study investigates the relationship between intrinsic motivation, restedness, and test performance, including response times, in large-scale assessments in Mathematics. These tests were administered to an extensive sample of over 26,000 and 27,000 students, respectively. The findings indicate significant but relatively small correlations between motivational and performance variables. Notably, post-test motivation proves to be a stronger predictor of test outcomes than pre-test motivation. This suggests a complex dynamic between intrinsic and extrinsic motivational factors, implying that extrinsic incentives may have a more substantial impact on actual test performance. Stepwise linear regression further differentiates the influences, illustrating the roles of personal background, prior academic achievements, and motivation as latent factors contributing to test scores. Although the overall explained variance remains moderate, this study provides valuable insights into a rarely explored aspect of motivation—its assessment after a test and its predictive capacity. While much of the existing literature emphasizes motivation before a test, these findings suggest that motivation measured after an academic task may better capture students' effort and engagement. Additionally, the study raises methodological concerns regarding the reliability of self-reported motivation, highlighting potential issues with survey validity, such as response tendencies like straight-lining. The results have significant implications for educational assessment practices and research methodologies. They underscore the need for a holistic approach to understanding academic performance and the diverse motivational processes involved.

Educational Paradigm Shifts Among Generation Z University Students

Peter Krajčovič — 2025-10-31

The paper focuses on the educational paradigm shifts of Generation Z university students, which can be characterized as a ‘digital generation’ growing up in an environment of intensive use of technology. One of the areas where the specificities of this generation are particularly evident is education. The aim of the paper is therefore to explore the extent to which university students belonging to Generation Z prefer digital information resources to traditional ones, and how these preferences influence their exam preparation and overall study style. Particular attention is paid to the selection and use of information sources, learning strategies and attitudes towards electronic forms of learning. The research conducted on a sample of 863 university students from Slovak republic focuses on several areas: dominant learning styles, selection and use of information resources, forms and tools of study, as well as technical devices used when working with study content. The research was guided by an attempt to answer the following research questions: Do Generation Z university students prefer new digital information resources over traditional ones? Which learning method do Generation Z university students prefer during their studies? Do Generation Z university students prefer electronic learning materials over print materials? Are there differences in preferences by year or level of study? The results have yielded several interesting insights into the current preferences of Generation Z university students. The results show that digital resources, such as articles from websites or videos on YouTube, play a complementary but not dominant role. Materials directly from teachers and their own notes remain the most used resources, indicating a strong link to traditional and proven sources. While digital tools find use, they do not serve as a primary source. The results also provide an up-to-date view of the changing educational preferences of this ‘digital generation’ and point to the importance of traditional information resources and learning styles during higher education.

Lecture Capture in Finnish High Schools: Teachers’ Perspectives

Ilkka Kukkonen — 2025-10-31

The introduction of lecture capture technology has had a significant impact on teaching practices and forced
teachers to rethink how lessons are delivered and experienced. While its use is widely examined in higher education context,
its role in secondary education, particularly in high schools, has received less attention. Teachers are at the heart of how
lecture capture becomes part of everyday classroom practice. As they work to integrate the technology into their teaching,
many find themselves navigating a tricky balance between their educational goals and the demands that technology can
bring. Some worry that using lecture capture might lead to less interaction with students, a loss of spontaneity during lessons,
or even a shift in their role from being a responsive educator to feeling more like a performer in front of a camera.
Nonetheless, teachers acknowledge the potential of lecture capture to support differentiated and self-paced learning. This
study explores Finnish high school teachers’ perspectives on lecture capture through interviews with eight STEM teachers.
The study also includes a longitudinal dimension, as two teachers were interviewed in 2012 and 2017, and their legacy
regarding lecture capture in the case high school was frequently referenced in the 2022 interviews. This long-term
perspective reveals that teachers consistently view lecture capture as a student-centred service. They are generally willing
to produce recordings to support student learning, even though it demands additional effort. Editing and distributing
materials is time-consuming and only partially supported financially by school administration. As a result, the use of lecture
capture rely heavily on the individual commitment of teachers. Furthermore, the interviews highlight a need for formal
training that addresses both the pedagogical and technical aspects of lecture capture. While schools may benefit
reputationally from offering recorded content, the responsibility for implementing and maintaining the system often falls on
individual teachers without adequate institutional backing or financial compensation. These findings highlight the
importance of recognizing teachers’ perspectives in the development and implementation of lecture capture practices in
secondary education. If the technology is to enhance rather than burden teaching, greater institutional support, sustainable
practices, and subject-specific professional development are essential.

Bridges to the Future – The Case of Business Mill

Emma Latvala — 2025-10-31

Higher education institutions are no longer just centers disseminating knowledge - they are increasingly active players in regional development. Community engagement in higher education means an interactive relationship where the institution, students, businesses, and the local community build a sustainable future together. This commitment is particularly evident in business collaboration, which provides tangible benefits for both the school and the region. There are many good examples of cooperation between higher education institutions and the region in South Karelia, but this study deals with the business incubator Business Mill. The purpose of the study was to describe the South Karelian model of community commitment to education, in this case, entrepreneurship education. This study was an explanatory case study. The theoretical part described the Triple Helix collaboration model, which should be favored in cooperation between regions and higher education institutions. In addition, the current state of the region's R&D cooperation was described in the theoretical part. The theoretical part was compared to the description of the operation of Business Mill, the subject of the case study, and the results of the comparison were presented in the summary. Community commitment to higher education creates a positive spiral: The region develops when knowledge and innovations are utilized locally. The higher education institution strengthens when it acts as an active player in society and attracts students who want to make a change. Students benefit when they get meaningful learning experiences and better readiness for working life. The results show that a comprehensive business incubator can be an effective way to organize cooperation between the region and the higher education institution and increase commitment. The results also showed that a named expert, who agilely combines the expertise of the higher education institution and the needs of the company, improves the quality of cooperation and facilitates communication. As an explanatory case study, this study does not aim to create new theory but to describe the current situation, its possible successes, and challenges. In South Karelia, a municipal-funded business incubator has been implemented in collaboration with a higher education institution with good results since 2018, now the results of the study show that similar commitment and cooperation would also be beneficial in building R&D cooperation.

Reskilling and Upskilling in Portugal Amidst Digital and Green Transformation

Carolina Marques — 2025-10-31

Continuous learning has become a critical priority in the global economic environment nowadays, driven by rapid digital transformation, environmental challenges and shifts in production and organisational models. The study focuses on reskilling and upskilling to prepare the Portuguese workforce for the evolving demands of the labour market. Its objective is to investigate the gap between current human capital skills and future labour market requirements. By identifying structural mismatches between educational provisions and business sector demands, the research employs a qualitative, documentary methodology, analysing secondary data from international reports that consider skills development, labour market forecasts, and global skilling trends. The findings indicate discrepancies between national qualification frameworks and the skills required by firms in emerging economic markets. There is an urgent need to accelerate qualification processes and implement future-oriented strategies to address the skills gap, as adapting to new business models and technological innovation is crucial for maintaining competitiveness. The study aims to promote coordinated efforts among policymakers, educational institutions, and stakeholders to establish agile and adaptable qualification systems that equip the workforce for a complex global economy. It provides valuable insights for decision-makers seeking to enhance the resilience, adaptability, and competitiveness of the national workforce, based on European forecasts of future skills.

Investigating Ethical Issues for Workplace Lifelong Learning Digital Technologies: A Survey Study

Kadri Mettis — 2025-10-31

Lifelong learning in the workplace has expanded rapidly, accelerated by the COVID-19 pandemic and the integration of Artificial Intelligence (AI). While many studies explore the digital adoption using within the post-COVID periods, limited attention has been given to the ethical implications of these technologies used at the workplaces for lifelong learning, particularly with the increasing integration of Artificial Intelligence (AI) usage. This paper investigates ethical issues surrounding digital technologies for workplace lifelong learning, focusing on Estonia, a digitally advanced society. Holistically, the research sought answers for questions bordering on i) main motivations underpinning the quest to pursue lifelong learning, ii) digital tools being used for lifelong learning at the workplace, and iii) ethical awareness, concerns or violations perceived or encountered in the use of digital technologies for lifelong learning. The study adopted a survey as the research design, using both quantitative and qualitative approaches. A total of 70 participants were engaged in the study, and they were recruited through purposive and snowball sampling techniques. The qualitative and quantitative data were collected using thematic and descriptive statistical approaches, respectively. The study established that i) upskilling, staying active, health, productivity and reskilling were the drivers for lifelong learning; ii) Zoom, Microsoft Teams and Google Meet were frequently used for virtual meetings; for MOOC platforms for lifelong learning, EdX, Coursera, Udacity and Udemy were technologies used; and for social media, YouTube, Facebook and WhatsApp are the topmost three digital technologies used. The study further established Ethical consciousness and accountability gaps in lifelong learning technologies are explained by three broad themes, namely i) awareness vs. perceived ethical violations, ii) caring about ethics vs. reported violations and iii) ethical violations vs. systemic issues. Based on the outcome of the study, the following recommendations were made: i) Increased awareness and training on digital ethics for employees and employers in organisations, and ii) structures to monitor ethical breaches and accountability are needed at the work settings.

The Changing Trends in Higher Education: Lecturertainers’ Pedagogy and Personality Blending

Sky Mkuti — 2025-10-31

In the era of the ‘New Normal,’ marked by rapid digital transformation and evolving student expectations, traditional approaches to teaching face unprecedented challenges. To avoid being redundant, Teaching and Learning (T&L) teams are tasked to upskill their T&L roles in the classrooms and practice in the institutions of Higher Learning. To better serve the needs of the millennials and to advance academic excellence, lecturers and the education system must adapt to new and innovative approaches to T&L. Only then can Higher Education systems enable a Lecturertainer to supplement the existing traditional learning interventions. A lecturertainer is a new concept which compliments the contemporary T&L approaches in contemporary Higher Education.Whilst these must respond effectively to the hyper-transformative and highly-personalised solutions to match the evolving digital academic environment, this new concept enables lecturers to proactively shape students’ learning experiences. This paper addresses the changing trends and trajectories in Higher Education which influence Lecturer’s pedagogy and personality blending in the post-COVID-19 era. A lecturertainer’s goal is to ensure adaptability to the digitalization in the classroom environment by utilising multimedia tools and enhance interactive pedagogy to captivate students, bridge digital divides, and foster academic excellence in both virtual and hybrid settings. This study’s theoretical background conceptualises the term lecturertainer drawing on empirical studies and practical examples to uncover how lecturertainers navigate the demands of digital fluency, student engagement, and curriculum relevance in an increasingly diverse academic environment. The proposed lecturertainer model suggests that university educators must tap into lecturertaining transformational practices to enhance learning outcomes and enrich educational experiences. Thus, redefining pedagogical excellence in contemporary higher education.

Internationalization of African Universities: South African Student-Centred Transformational Agenda

Sky Mkuti — 2025-10-31

The internationalization of African Universities is not a new phenomenon, specifically because the system of higher education is considered a vital link to the attainment and dissemination of global knowledge. Over the years, internationalisation has been advanced through student exchange programmes enabling the calibration of local, national and international cooperation in African universities. However, the disruptions of COVID-19 impacted negatively on the entire institutional processes and national economies. With the emergence of COVID-19 pandemic season, several African institutions, specifically the education systems were compelled to adjust rapidly to institutional changes. In South Africa, internationalisation of Higher Education Institutions (HEIs) fosters an inclusive learning environment nationally. However, this role requires an interweaved approach that incorporates both intercultural and international dimensions. By blending the teaching curriculum, research and extracurricular activities, these activities aid students in effectively broadening their academic development. Internationalisation of Universities enable students to engage in greater international cooperation, innovation and scholarly inspiration. In post-COVID-19 era, South Africa local universities grappled with the emerging platformisation and accelerated technological innovation on teaching and learning. This reality sets a note for an urgent need to draw an understanding on how technological innovations coupled by a rapid integration of internationalisation in HEIs remain critical. These developments enriching academic excellence through a tapestry of cultural perspectives brought by a diverse student population and transformed curricula. This paper’s main contribution to the internationalization of African Universities debates lies in its nuanced analysis of internationalization within the context of South Africa. The paper uncovers the tensions between internationalisation and the decolonisation rhetoric as key aspects of transformation agenda in African Universities, specifically in South African Higher Education Institutions (HEIs). The paper argues that despite the growing necessity for decolonialization of the curriculum in African universities, in South Africa, a student-centred approach to internationalization remains critical to enhance transformation, in its broader sense.

The Importance and the Role of Technology in the Education of Generation Z

Igor Piatrov — 2025-10-31

The paper focuses on the importance and the role of digital technologies in the education of Generation Z, which is growing up in an environment heavily influenced by technological advances. The aim of this paper is to identify the most commonly used digital devices in higher education and to explore the attitudes of Generation Z university students towards electronic study materials. Particular emphasis is placed on the perceived role of modern devices - computers, laptops, tablets and smartphones - in the learning process of this generation referred to as the 'digital generation'. The research was carried out at the Faculty of Mass Media Communication at the University of Ss Cyril and Methodius in Trnava. The sample consisted of 863 respondents - full-time students of bachelor’s and master’s degrees. The research set was non-probabilistic, purposive, and the criterion for inclusion in the research was belonging to Generation Z and active study at the faculty. The research focused on three main areas: (1) Devices used to study materials in electronic form. (2) Perceptions of the role of technology in education. (3) Preference regarding the study of electronic materials. The research was guided by an attempt to answer the following research questions: What digital devices do Generation Z university students use most often in their studies? How do Generation Z students perceive the role of modern digital devices (computers, laptops, tablets, smartphones) in the learning process? What are the preferences of university students regarding the use of electronic learning materials? Are there differences in preferences across years of undergraduate study? The results show that that digital technologies are an integral part of Generation Z education. The most prominent position is occupied by the laptop as the primary tool for working with electronic learning materials. Smartphones also play an important role, and particularly for quick access to more concise study materials such as worked-out questions. Conversely, the use of desktop computers and tablets remains rather marginal, reflecting the continuing trend towards a preference for smaller screens on mobile devices such as smartphones.

Formative Assessment in Digital Classrooms: Comparison through Bar Model Representations

Claire Poh — 2025-10-31

Digital assessment introduces fresh possibilities for evaluating mathematics learning when students' work is created in digital settings. Teachers can modify task structures for remediating students' conceptual deficiencies and align the scope of assessed abilities and skills according to their learning needs. Two key processes underpin effective formative assessment: collecting data on student digital interactions and devising strategies to enhance performance. Among the many contributions of technology to contemporary pedagogy is its capacity to furnish students with an extensive suite of digital tools for exploration, practice, and representation. One such tool is the bar model virtual manipulative. The bar model, a core feature of the model method used in the Singapore mathematics curriculum, is a structured visual representation designed to support students’ understanding of mathematical relationships in problem solving. In line with Bruner’s Enactive–Iconic–Symbolic framework, the bar model occupies the iconic stage of learning, acting as a bridge between hands-on manipulation of objects and abstract symbolic reasoning. By using rectangular bars to represent known and unknown quantities, students are guided to visualise part-whole and comparison structures, comprising two key relational models that underpin many arithmetic and algebraic problems. This visual representation is particularly helpful for students who struggle with abstract concepts in word problems, as it allows them to explore mathematical representations dynamically. Moreover, research has shown that instructional strategy involving the comparison of visual representations effectively supports mathematics learning. A pilot study was conducted to explore the strategy's effectiveness with nine Grade 6 students, employing screen recordings and post-task group discussion as data collection instruments to capture student interactions and fractional reasoning while comparing bar models. Comparison of bar models fosters active learning through interaction with these representations, providing insights into students' mathematical thinking in the process. The study highlights the role of visual modelling and scaffolding to promote student-centred practices, fostering conceptual learning and relational reasoning in mathematics within technology-enhanced settings.

Analysing Virtual Reality Applications in Built Environment Education: A Study of Existing Research

Ockert Rudolf Pretorius — 2025-10-31

The application of Virtual Reality (VR) in built environment education has wide-ranging potential to enhance experiential learning through simulating accessible real-world scenarios for practical application of classroom concepts and providing a spatial scale for students. Relevant applications may have a transdisciplinary impact, with specific relevance to fields such as engineering, urban planning, and architectural studies. The continued diffusion of VR technology and applications may alter diverse sectoral value chains and production, necessitating educational responses in design, analysis, and management approaches. Evident is the importance of integrating related tools in tertiary education practices to enable the resilience, productivity, and competitiveness of built environment students. However, the lack of existing research restricts the development of best practice that is applicable to the diverse activities of built environment practitioners. This paper aims to investigate the existing body of knowledge to delineate lessons that inform tertiary sector stakeholders on the use of VR to support the development of graduate attributes in the process of teaching and learning. The research methodology applied is centred on a bibliometric review of current research. The VOSviewer (v1.6.20) software is utilized to identify relevant themes and trends among the publications. The latter is sourced from the Scopus database using keywords such as “virtual reality”, “built environment”, and “education”. The most cited papers are also qualitatively analyzed to interpret the findings of the review. Findings indicate that current research themes include the application of VR in education and pedagogy, user perception and experiences in this regard, and informing practical training and decision making toward sustainable development and applied practice. The qualitative content review indicates four categories of VR application in built environment education, including visualisation, participation, and collaboration, knowledge creation and transfer, and an integrated approach. Recommendations include institutions utilizing said findings to inform curriculum transformation, improving student and stakeholder participation, supporting evidence-based teaching.

The PCC Model in Online Teaching: A Framework for Effective Practice

Md Mizanur Rahman — 2025-10-31

Numerous online teaching models exist, each offering distinct pedagogical strengths and implementation challenges. The PCC (Preparation, Collaboration and Consolidation) model, rooted in the flipped learning approach, is a widely adopted online teaching model in higher education that promotes active learning, collaborative knowledge construction, reflective practice, self-regulated learning and peer engagement. Despite its strengths, the PCC model faces several challenges such as limited digital-pedagogical expertise among lecturers, time constraints for course design, and insufficient institutional support. Furthermore, the lack of a clearly defined implementation framework and ambiguous around stakeholder roles hinder its effectiveness and scalability. This study undertakes a comprehensive review of the PCC model alongside other established online teaching models, including flipped learning, blended learning, and MOOC-based learning, highlighting their pedagogical foundations, common challenges and evaluation gaps. Drawing on this analysis, it proposes a structured, practice-oriented actionable implementation framework designed to address current limitations. The framework introduces a four-stage lifecycle - Planning, Development, Delivery and Feedback & Refinement, supported by clearly articulated stakeholder roles, mechanism for student engagement, and specific metrics aligned with each stage of the PCC model. Comparative analysis across these models demonstrates that the proposed implementation framework advances beyond the existing approaches by offering a systematic pathway for adoption that strengthens stakeholder collaboration and student engagement, improves scalability, and enhances learning outcomes. In addition, the framework incorporates emerging innovations and techniques, including adaptive platforms, AI-driven feedback systems and collaborative technologies. These advancements are shown to increase learner interaction, foster continuous improvement and support sustainable adoption in resource-constrained contexts. By aligning pedagogical design with institutional structures and technological opportunities, this study highlights how the PCC model can contribute significantly to online teaching through systematic and structured implementation. The study contributes both theoretically and practically: it clarifies how the PCC model fits within contemporary online teaching theories and provides step-by-step guidance for educators, instructional designers and institutional leaders to implement it effectively and achieve measurable benefits.

Building Information Modelling (BIM) Issue Introduced in Master Academic Level

Alcinia Zita Sampaio — 2025-10-31

Building Information Modelling (BIM) is a methodology supported on the generation of a virtual three-dimensional (3D) model of building projects, providing engineers the visualization and the necessary data to support planning, construction and managing. The data base of the BIM model allows professionals to develop all activities that are normally worked out over the project data. In the last decades, BIM has been adopted in all sectors of the construction industry. As so, learning the BIM topic within the construction education, regarding its concept, the range of its applicability and the most used BIM tools, is currently required. Civil engineering schools have the mission of training future engineers by offering curricular subjects, master courses and workshops concerning the current advanced computer technology. As so, the upcoming engineers should acquire the ability to use the available BIM tools in the distinct sectors of the construction industry and to recognize the advantages in developing collaborative BIM projects. The text presents a master curriculum, for students of the last academic level, offered by the Civil Engineer Department of the University of Lisbon. The master course presents the concept of BIM and the large range of its applicability. The programmatic schedule begins with the generation of a building digital BIM model, composed of parametric objects, followed by the development of different design steps. The main activities are related with the collision analyses between disciplines, the construction planning, the cost estimation and the sustainability study. The course transmits in an evolutionary and sequential way the learning issues necessary to improve the BIM skills of the students, required in their future activity as civil engineers.

Academic One-Day Course Offered to Improve Engineers’ BIM Skill

Alcinia Zita Sampaio — 2025-10-31

The construction industry has been adopting the new Building Information Modelling (BIM) methodology as the main approach of working, covering all sectors, including design, construction and maintenance. Construction enterprises have been demanding the University to carry out professional courses in order to be able to update their professionals with this new methodology. Recently, a design and construction office requested a one-day BIM training course, to increasing the BIM knowledge of the employees. The short course was properly designed to present the basic concepts, to experience the handling of the BIM modelling software most used, and to disseminate the large range of BIM applicability. The proposed professional action covers the areas of construction (conflict analysis, planning, and material quantity), structures (interoperability, analyses, and the transfer of information between software types), and the recent heritage building information modelling (HBIM) perspective. For it, the applied didactic procedure was based on the presentation of case studies related to situations of conflict between disciplines, of interoperability problems, and of rehabilitation of old buildings. This training involved all the company's employees, composed of designers, architects, civil engineers and economists. The difficulties found in the course are mainly due to the heterogeneity of the attendees, who have different interests and specific familiarity perspectives. The course was held with the objective of initiating professionals in the new topic and to acquiring knowledge in BIM adoption, in a way they can apply in their company. The participants followed the course with great interest and satisfaction, formulating several questions contextualized in the particular field of expertise of each professional. The course aims to contribute to the dissemination of the potential of BIM in the design, construction, and refurbishment of historical buildings. The course was evaluated in its generality and topic taught, resulting in a positive grade.

Integrating the Hidden Curriculum into an Edu-Socio Model for Student Success

De Wet Schutte — 2025-10-31

The journey of a university student involves ongoing adaptation to a unique, ever-evolving, multidimensional academic and social environment. No first-year student, particularly those who are first-generation, can be fully prepared for this new educational landscape upon leaving secondary school. Nevertheless, all successfully enrolled students and university management aim for “student success.” This research utilised the dendrogram technique to analyse the typical university student’s journey towards academic success, identifying the core elements of the hidden curriculum that serve as scaffolding for all students across disciplines and the spectrum of academic performance, enabling them to navigate their academic curriculum effectively. Drawing on a comprehensive literature review on student success, the dendrogram technique was employed in the conceptualisation process to identify and model the universal core elements of the hidden curriculum from existing research. This process shaped the findings into an edu-socio model of student success comprising six domains of core academic skills with 22 logically related essential elements. It is contended that these core domains and elements are directly linked to students’ potential academic performance, reflecting the complex, dynamic, and evolving academic-focused edu-socio environment that students must navigate to achieve their academic goals and graduate. Considered the fundamental building blocks of student success, no hierarchical order can be assigned to the identified domains and elements, as all contribute to students’ achievements and success. This edu-socio model for student success also served as the theoretical foundation for the Student Success Thermometer, an early warning self-assessment tool designed to inform students of their status concerning the hidden curriculum and their readiness for academic success. It is proposed that the edu-socio model and assessment tool can be applied across diverse university settings, guiding the development and evaluation of academic interventions and student support services across disciplines and campuses.

AI in Higher Education: IRIS and Turnitin Challenges and Opportunities

Nothando Shiba — 2025-10-31

The emergence of advanced educational technologies such as Artificial Intelligence (AI) has revolutionised learning and teaching methods. For example, at the University of South Africa (UNISA), IRIS is used for exam invigilation. This tool provides educators assurance of assessment integrity during online and remote assessment. It monitors students’ movement during the exam by recording a video of their face, audio, and taking screenshots of their computer screens at regular intervals and reports any alleged misconduct. However, IRIS often does not detect, where AI such as ChatGPT was used to generate answers. Furthermore, the university policies currently allow the use of Grammarly and Quillbot apps, which are increasingly incorporating AI features. These apps generate real time writing suggestions and rephrasing information from the internet to prevent any plagiarism. In addition, the University uses Turnitin's AI detection software that gives false positives if the student has written well in the passive voice. Considering that apps constantly evolve, the university needs to regularly check and mandate their use based on the latest features of the app. ChatGPT is amongst the latest AI writing apps, it enables students to easily access pre-written content without actively engaging in critical thinking and learning, potentially leading to widespread plagiarism, which poses a threat to education. In this paper, we present a concise overview of the use of IRIS and Turnitin invigilation and detection tools for online assessments. In an action study, the co-authors reflect on the implications of the use of these AI apps on the integrity and validity of the assessments. Directions for further research are suggested.

Introducing C++20 Modules in First-Year Computer Science: A Pedagogical Case Study

Siphesihle Sithungu — 2025-10-31

This paper presents a case study on introducing C++20 modules into a first-year computer science curriculum to expose students early to modern modular programming. In line with constructivist learning principles, modules were introduced as bonus content in the first semester, allowing students to learn through hands-on practical tasks. The integration faced technical challenges, especially around compiler compatibility, where initial attempts using MSYS, LLVM, and Clang were unsuccessful. Eventually, GCC 14.2.0 was adopted to support C++20 modules. A scaffolding approach was used to support student learning, starting with a virtual programming lab and gradually transitioning to local lab environments. Supplementary resources, including tutorial videos, were developed to help students move from beginner tools like Code::Blocks to more advanced editors such as Visual Studio Code. The study highlights the benefits of project-based and technology-enhanced learning, showing that students responded positively to the modern C++ content. This paper offers insights into the practical implementation of contemporary C++ features in introductory courses and contributes to ongoing discussions about effective programming pedagogy.

Strategic Coherence and AI-Enabled Personalization: Drivers of Motivation in Corporate Learning

Olga Tunkevichus — 2025-10-31

As corporations expand globally, corporate training practices evolve in parallel, raising an urgent question: how can individual development pathways be designed to better align L&D strategy with corporate goals for the benefit of both employees and the organization? Recent bibliometric work on organizational change confirms that the misalignment between strategy and learning remains a critical barrier to sustained innovation readiness. Moreover, L&D managers are not yet able to deal with the lack of time and staff engagement (42% and 41% as the main barriers, respectively). There is a large gap in the study of motivation in corporate learning: most articles consider either learning in schools or universities or the technical aspect of technology implementation in corporate learning. This study investigates four potential drivers of motivation – content personalization, environmental dynamism, AI adoption, and strategic coherence. All these factors affect staff, and some of them relate directly to personalized learning strategies. Artificial-intelligence–enabled tutors and chatbots are already tailoring learning paths in real time, mirroring patterns observed in higher-education AI diffusion. Guided by Self‑Determination Theory, we formulate hypotheses linking each driver to specific dimensions of motivation. We will survey employees of large firms who have recently completed corporate training programmes with the help of an author's questionnaire. Our research closes an important gap in understanding employee motivation within corporate learning and provides a springboard for future investigations into additional motivational antecedents. Based on the findings, we will offer actionable recommendations for embedding these drivers in learning and development strategies. When applied effectively, these insights can help organizations optimize training through higher employee motivation.

Strategic Coherence under Turbulence: How Corporate Universities Balance Exploration and Exploitation

Olga Tunkevichus — 2025-10-31

Corporate Universities (CUs) play a crucial role in modern businesses, serving as strategic tools that foster individual and organizational learning, knowledge creation, and innovation. Their impact extends beyond mere skill acquisition, influencing organizational outcomes such as sustainable competitive advantage, social innovation, and enhanced knowledge processes. CUs’ success relies on a number of contextual circumstances, including the institutional environment, economic situation, and industry-specific norms. Moreover, being integral components of organizational learning systems, CUs align with the concept of organizational ambidexterity. However, their strategic orientation – whether exploratory (innovation-oriented) or exploitative (efficiency-oriented) – remains understudied: while extant literature underlines the role of CUs in organizational ambidexterity, there is little empirical evidence on what determines their orientation. This research bridges these gaps by statistically validating the influence of the most significant factors on CU’s strategic orientation. Based on open-source material, such as articles and reports retrieved from large scientifical databases, this study gives the state of the art of corporate education research and identifies strategically important factors for CUs. A survey conducted among the management staff of well-known CUs in large companies supplied comprehensive responses. Hypotheses are tested to examine the effect of external environments, strategic learning practices and technology integration on CU strategic orientation. By integrating ambidexterity theory with organizational learning theories, this research provides a comprehensive framework of CU strategic coherence. The findings contribute to both theoretical and applied domains by (1) contributing to the scant literature on CUs, (2) empirically validating the dynamic influence of various factors in CU orientation, and (3) providing practical lessons for corporate managers and policymakers on how to facilitate long-term CU effectiveness. This research not only addresses a significant gap in comparative CU research but also provides input for strategic decision-making to foster innovation and competitiveness under turbulent economic conditions.

An Automated Feedback System for Written Exams

Stefan Ullmann — 2025-10-31

Summative assessments, particularly exams, are the dominant method for evaluating student performance in higher education. Although feedback is the single most influential factor in promoting learning, exams are often excluded from the good practices highlighted in literature. The gap stems from challenges such as time constraints, large student numbers, and institutional policies. While automation could improve feedback processes, most current automated feedback systems (AFS) are teacher-centred and do not align with good feedback practices. The present paper uses a design science research approach to develop a student-centred AFS for exams in different domains. The system provides a structured setup process to guide lecturers in providing high-quality feedback. We utilise expert knowledge in the form of Bloom's taxonomy and task types, as well as student data such as points, to generate feedback for each student providing a performance overview and suggestions how to improve their exam performance and learning strategies. In addition, the system delivers detailed feedback on topics on which the student performed poorly. In an initial evaluation of the student-centred AFS, three lecturers successfully used the AFS to generate feedback reports to 1323 students from two large-scale bachelor courses. Survey results indicate that the student-centred AFS delivers high-quality, timely, and personalised feedback at scale, helping students to adapt learning strategies and to identify deficits. The present work thus contributes to solving the challenges of feedback in higher education in general and to solving the exam-specific feedback gap. Additionally, our AFS that is easy to adapt for non-experts. We demonstrate the various design features required for such an AFS, including an adaptable domain model utilising Bloom’s taxonomy and customisable task types, to ensure applicability across diverse educational domains.

Leveraging Scientific Research for Business Improvement: A PRISMA Review

Jaani Väisänen — 2025-10-31

University-Industry Collaboration (UIC) is a crucial driver of knowledge exchange, traditionally framed by the triple, quadruple, and quintuple helix models. While these models emphasize synergistic collaboration and mutual benefits stemming from strong relationships, a key aspect often overlooked is industry's capacity to utilize existing scientific knowledge, such as research articles. Universities consistently generate new scientific insights, offering a vast, underutilized resource for knowledge transfer beyond conventional UIC frameworks, particularly for Small and Medium-sized Enterprises (SMEs). This paper addresses this gap through a comprehensive systematic literature review. Following PRISMA methodology, we identified a foundational set of 616 articles from diverse scientific databases using a three-tiered core concept approach: 1) SMEs, 2) scientific research results, and 3) business improvement. A semantic search program, leveraging a pre-trained sentence-embedding model, then pinpointed relevant case studies. After rigorous threshold fine-tuning, 18 articles were selected for in-depth qualitative analysis. Preliminary automated analysis revealed thematic categories for Access challenges, Impact assessment, Research focus, and Utilization strategies. The in-depth analysis further explores the interplay within these themes, focusing on identifying research gaps within the literature. The insights derived will contribute to furthering the understanding of knowledge transfer dynamics in UIC and SME innovation, highlighting practical avenues for facilitating SME engagement with scientific knowledge.

Research Writing, Ghostwriting and Academic Cheating in the Age of AI: A Scoping Review

Brenda Van Wyk — 2025-10-31

The practice of employing a ghostwriter in writing biographies and political speeches is an accepted practice. It is however not accepted in research and academic writing where originality, validity, and research integrity are paramount in producing credible research output. The pervasiveness of evolving AI-powered writing tools begs the question: could using AI writing assistants be seen as a form of ghostwriting? Traditionally, factors such as a lack of confidence, limited academic acumen, and rigor y enticed emerging scholars to resort to third-party writers. Existing similarity checking tools are effective in identifying possible plagiarism cases, but prove to be limited in detecting academic cheating where a ghostwriter was used. What are the underlying reasons, and how do universities manage this form of academic misconduct in the age of AI? Guided by the PRISMA Extension protocol, this scoping review explored the trends reported in recent studies. Google Scholar, Scopus, and ProQuest databases we searched and 55 recent studies were selected and analysed thematically to identify trends and gaps in current research.

TalkPro: A Multimodal Language Learning and Evaluation System

Johannes Wirth — 2025-10-31

As universities around the world welcome increasing numbers of international students, there is a growing demand for scalable, objective tools that can support both language learning and applicant selection based on spoken language proficiency. In particular, pronunciation and comprehension remain persistent challenges for non-native speakers and are key factors for communication in academic environments. Traditional methods of assessing these skills are labor-intensive or often rely on surface-level metrics such as transcription accuracy, which do not fully capture a learner’s communicative competence. This work introduces TalkPro, a multi-modal system for pronunciation and comprehension assessment as well as language learning, designed to address this need. The system provides continuous, personalized feedback on learners’ spoken language, with a specific focus on phoneme-level accuracy as well as articulatory patterns. Instead of relying solely on conventional speech recognition outputs, which are often able to compensate even major pronunciation errors, TalkPro generates detailed acoustic analyses that pinpoint learner-specific difficulties. These include not only phoneme-level errors but also recurring articulatory tendencies, such as misplacement of the tongue, incorrect voicing, or inappropriate manner of articulation. The system also includes a text-to-speech (TTS) engine to generate spoken content adapted to vocabulary gaps, which is then followed by targeted comprehension questions. TTS can also be used to test listening comprehension either word by word in a dictation style or semantically using a large language model (LLM) as a judge. Overall, these components form an integral approach to pronunciation and comprehension training in a blended learning environment and can also be used for automated assessment. Preliminary experiments with incoming students from India to Germany indicate that phoneme-level ASR effectively identifies pronunciation errors, whereas grapheme-level ASR tends to overlook them. Future research will involve a comprehensive evaluation of automated results against human judgment, alongside the expansion of TalkPro's training capabilities with LLM-based reading comprehension modules that prioritize conceptual understanding over traditional verbatim recall.