Journal of Interdisciplinary Studies in Education
As a Scopus-indexed Q1 publication, the Journal of Interdisciplinary Studies in Education (Online ISSN 2690-0408, Print ISSN 2166-2681) serves as a pivotal platform for scholars seeking to shape the educational landscape through groundbreaking research.
A surprising problem that emerges for humanities academics teaching STEM to communication students
In this article, researchers examine two humanities teachers’ experiences designing a new interdisciplinary STEM-humanities subject for first-year communication students in Australia. The teachers chose to integrate new disciplinary knowledge themselves. In this article, the researchers use two methodologies to examine the teachers’ experience: (1) a “small data” case study and (2) self-study and post-qualitative dialogic enquiry. Qualitative interview data were collected from the teachers (n = 2) and students (n = 6), and a thematic analysis was conducted. The primary author-researcher—also one of the teachers—reflected on the findings in a first-person narrative account. Emerging from this study are several advantages and challenges of a “dialogic” model of interdisciplinarity in the context of the creative arts.
Education, Technology, and Scientific Innovation
Copyright (c) 2026 Roger Dawkins, Kate Naidu http://creativecommons.org/licenses/by-nc-nd/4.0
AI-enabled school management dashboards for the early identification of student mental-health risks in secondary schools in the federal capital territory, Abuja
Adolescent mental health is a growing concern in secondary schools worldwide. In Nigerian schools, systematic mechanisms for the early detection of psychological risk remain limited, with most institutions continuing to rely on informal observation and crisis-driven referrals. This study examined the influence of artificial intelligence (AI)-enabled school management dashboards on the early identification of student mental health risks in selected private secondary schools in the Federal Capital Territory (FCT), Abuja, Nigeria. A descriptive survey research design was adopted. A researcher-developed AISMMH questionnaire, validated by subject experts, was used to generate responses from 472 respondents. Multiple linear regressions revealed that AI-driven data indicators significantly predicted early mental health risk identification.
Copyright (c) 2026 Victoria Chinyere Wilson-Woko, Benjamin Nasara, Mary Chinyere Chukwu, Dr. Joy Abosede Peter, Dr. Felix Emeka Iyala http://creativecommons.org/licenses/by-nc-nd/4.0
Collaborative learning interventions for elementary students’ mathematical creative reasoning
This meta-analysis synthesizes experimental and quasi-experimental evaluations of collaborative learning interventions for elementary students’ mathematical creative reasoning (CMR). After a verification audit, 30 studies (N = 3,108) from 11 countries (1997–2024) met the inclusion criteria. A random-effects model yielded a large effect (Hedges’ g = 1.58, 95% CI [1.46, 1.70], p < .001) with moderate heterogeneity (I² = 42.1%), interpreted cautiously given that 50% of studies were Indonesian; the non-Indonesian subsample yielded g = 1.49. Open-ended/multiple solution tasks and problem-based learning produced the largest effects; instructional time was not a significant moderator. The findings imply that higher-education teacher preparation should embed evidence-based collaborative pedagogies to ensure curriculum continuity in tertiary mathematics education.
Copyright (c) 2026 Tety Nur Cholifah, Budi Eko Soetjipto, Punaji Setyosari, Sri Untari http://creativecommons.org/licenses/by-nc-nd/4.0
Examining multidimensional internationalization and institutional development in a global south university
Internationalization has become a strategic priority in higher education institutions seeking to strengthen global engagement and institutional capacity aligned with Sustainable Development Goal 4. This study examined how multidimensional internationalization practices relate to institutional development and perceived internationalization performance in a Philippine public university using an explanatory sequential mixed-methods design involving 146 survey respondents and 15 interview participants. Structural equation modeling revealed significant associations among internationalization in instruction, research collaboration, extension partnerships, gender inclusivity, and institutional development, which strongly predicted internationalization performance. Qualitative findings highlighted institutional constraints, inclusivity concerns, and resource-sensitive implementation strategies. The study emphasizes the importance of inclusive, context-responsive, and institutionally supported internationalization approaches in Global South public universities.
Internationalization in Higher Education
Copyright (c) 2026 PINKY LARCELLE GAS-IB, DR. ETHEL JOVY G. WACAS, DR. ABIGAIL Q. OCAY, MR. MATHEW JUN P. MARIANI http://creativecommons.org/licenses/by-nc-nd/4.0
Policy alignment and trustworthy AI governance in higher education
Artificial intelligence (AI) is increasingly reshaping higher education through learning analytics, assessment support, academic integrity monitoring, student services, and institutional decision-making. This conceptual paper examines how Malaysia’s higher education reform agenda can be aligned with ASEAN AI governance imperatives through the institutional role of universities. Using a qualitative policy-informed conceptual synthesis, the study identifies four governance gaps: human-centered values and operational oversight, institutional autonomy and accountability, AI adoption and institutional capacity, and regional principles and uneven implementation readiness. This paper proposes an integrated framework that links policy vision, institutional governance, educational practice, feedback-based learning, and ASEAN regional coordination. These findings suggest that universities should act as intermediary governance actors for the adoption of trustworthy AI.
Copyright (c) 2026 Kok Ban Teoh, Wee Ling Tan http://creativecommons.org/licenses/by-nc-nd/4.0
The pervasive issue of academic dishonesty in higher education is exacerbated by evolving digital technologies. This study empirically investigates the relative and hierarchical predictive power of institutional, personal, social, and digital factors on the frequency of cheating behavior among university students. A cross-sectional survey design was employed with a sample of 1,120 students. Data were analyzed using bivariate correlations and a five-step hierarchical regression analysis. Rigorous diagnostic checks were conducted to validate the model. Bivariate correlations revealed significant relationships between all the predictors and cheating, with the digital factor showing the strongest association (r = .570). The final regression model explained 41.2% of the variance in cheating behavior.
Copyright (c) 2026 Abel Ebiega Enokela, Caroline Ochuko Alordiah, Oyaziwo Omon Aluede http://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing Engineering Students’ Flexible Communication Skills through Digital Learning Environments to Support International Cooperation
Communication skills are a key component of the flexible skills required for future engineering professionals, supporting effective interaction with colleagues, clients, and international partners. This study investigates the effectiveness of a specially designed digital English-language course in cross-cultural communication for developing engineering students’ flexible communication skills at Kharkiv National Automobile and Highway University. A pedagogical experiment conducted during the 2024–2025 academic year involved an experimental group (n = 65) and a control group (n = 63). The experimental group was taught using innovative digital methods, whereas the control group followed conventional instruction. The findings revealed statistically significant improvements in the experimental group, confirming the effectiveness of the proposed instructional approach.
Education, Society, and Cultural Contexts
flexible skills, intercultural communication, engineering students, English (Second Language), digital course, communicative tolerance, business etiquette
Copyright (c) 2026 Nataliia Saienko, Zhanna Bogdan http://creativecommons.org/licenses/by-nc-nd/4.0
The 21st century faces a digital learning paradox where an abundance of information leads to cognitive overload. This paper examines strategies for the learning cycle of learning-unlearning-relearning and emphasizes the need for cognitive flexibility in a fast-paced digital landscape. Using Braun and Clarke's thematic analysis, it identifies key themes, including psychological barriers to unlearning and the transformative potential of AI in education. Findings indicate that while digital tools enhance accessibility, they may result in shallow processing and decreased retention. The research proposes solutions such as categorizing knowledge and encouraging metacognition to foster lifelong learning in institutional settings. Additionally, a conceptual framework for adaptive learning is presented, advocating for skill-based pedagogies over traditional content-focused approaches.
Copyright (c) 2026 Vaibhav Verma, Sameer Babu M http://creativecommons.org/licenses/by-nc-nd/4.0
Exploring graduate employability through self-determination and constructivist perspectives
This research investigates graduate employability and competency relevance through the application of Self-Determination Theory (SDT) and Constructivist Learning Theory as theoretical frameworks. Survey instruments were designed and analyzed based on SDT autonomy, competence, and relatedness dimensions, while constructivist principles helped explain how academic learning translates into professional practice. The research employed a tracer study method to gather data from 147 master’s and doctoral alumni of a private higher education institution. The findings indicate that 91% of respondents maintain full-time employment, and 62.6% confirm that their current work matches their graduate education. Alumni participants reported significant career progression and extensive use of transferable abilities. The research provides implications for curriculum review, quality assurance, and theoretical integration in graduate outcome assessments.
Graduate employability, Tracer study, Self-determination theory, Constructivist learning, Competency application, Institutional values
Copyright (c) 2025 Mary Rachelle http://creativecommons.org/licenses/by-nc-nd/4.0
Principal leadership orientations in vocational school transformation
Indonesia's transition of Vocational High Schools (VHS) to Regional Public Service Agency (RPSA) status demands strategic and adaptive principal leadership to optimize institutional performance and resource management. Yet persistent misalignment between administrative expectations and leadership practice undermines effective school transformation. This study examines the factor structure of principal leadership orientations during this transition using a quantitative design with Confirmatory Factor Analysis (CFA) applied to data from 316 purposively selected respondents in Indonesia. Three leadership orientation factors emerged: results focus, individual well-being, and team-oriented flexibility, with factor loadings ranging from 0.419 to 0.862, confirming construct validity.
Copyright (c) 2026 Arin Ika Puspitaningsih, Burhanuddin Burhanuddin, Ali Imron, Ahmad Yusuf Sobri http://creativecommons.org/licenses/by-nc-nd/4.0
Teacher and peer feedback in collaborative learning
While collaborative learning can enhance outcomes, it may reduce learners’ sense of ownership due to shared contributions and feedback. This study investigated the influence of teacher and peer feedback on perceived psychological ownership and learning in collaborative projects, assessing the mediating role of perceived quality and its impact on academic grades. Using a quantitative method with 132 Malaysian college students on a shared cloud platform, results showed that both peer and teacher feedback negatively influenced psychological ownership. Perceived quality partially mediated the relationship between psychological ownership and perceived learning. Furthermore, psychological ownership correlated positively with cognitive learning, but not emotional learning. These findings provide empirical evidence for improving collaborative learning environments by highlighting the importance of feedback sources and perceived quality.
Copyright (c) 2025 Michelle Chan Mei Gwen, Shalini Nagaratnam, Chew Shin Yi, Shamsiah Banu Mohamad Hanefar, Farah Abd Naz http://creativecommons.org/licenses/by-nc-nd/4.0
Understanding AI Literacy Among College Students: Voices from a Historically Black College and University
This qualitative case study explores how students at a Historically Black College and University (HBCU) perceive, use, and critically reflect on artificial intelligence (AI) within academic and personal contexts. Guided by a four-dimensional framework: conceptual understanding, application skills, ethical awareness, and critical reflection, semi-structured interviews with 28 undergraduate and graduate students from one mid-Atlantic public research university revealed both opportunities and challenges. Students viewed AI as a supportive “assistant” that enhances efficiency in writing, communication, and learning, but demonstrated limited technical knowledge and occasional uncritical reliance on outputs. Ethical concerns, particularly regarding plagiarism, bias, and data privacy, were prevalent, alongside strong calls for institutional guidance. Findings highlight the need for equity-driven, curriculum-integrated AI literacy initiatives to ensure responsible, critical, and inclusive engagement with emerging technologies.
Copyright (c) 2026 Krishnna Bista , Surakshya Paudel, Uttam Gaulee, Glenda Prime , Benita Threadgill, Victory Momoh, Patricia Crispin Anderson, Ricky Gole , Sujata Sharma , Urasha Mandal , Manisha Rajput , Smriti Garbuja, Kiran Tiwari, Vandana Pandey http://creativecommons.org/licenses/by-nc-nd/4.0
Ethical Leadership Practices and Staff Organizational Commitment
The objective of this study was to investigate the status of ethical leadership practices and their impact on academic staff organizational commitment. A survey design was employed in this study. A sample size of 351 academic staff and 242 university leaders was selected. The Ethical Leadership Survey, the Minnesota Satisfaction Questionnaire, and three commitment models were used to collect data. Both descriptive and inferential data analyses were conducted. The study revealed notable differences in perceptions between university leaders and academic staff about ethical leadership practices. The study revealed that Ethical leadership predicts the organizational commitment of academic staff. Job satisfaction partially mediates the relationship between ethical leadership and academic staff affective commitment. However, it fully mediates between ethical leadership, continuance commitment, and normative commitment.
Copyright (c) 2026 Guyasa Desalegn, Mekonnen, Kidane, Hundessa, Afework http://creativecommons.org/licenses/by-nc-nd/4.0
AI-assisted learning and the illusion of competence
This study examines the AI–Learning Gap (ALG), defined as the difference between the quality of AI-assisted academic work and students’ independently demonstrated knowledge mastery. Using data from 1,498 undergraduate students across 38 classes at a Vietnamese public university, the study developed a random knowledge verification (RKV) approach combining oral questioning and written recall tasks under device-restricted conditions. The results showed a substantial gap between assignment quality (M = 7.62) and knowledge mastery (M = 5.55), producing an average ALG of 2.07. The findings suggest that AI-assisted tasks may improve the quality of academic outputs without necessarily strengthening conceptual understanding. The study proposes RKV as a practical assessment approach for evaluating learning in AI-integrated higher education.
Copyright (c) 2026 Đức Minh http://creativecommons.org/licenses/by-nc-nd/4.0
Factors influencing faculty decision-making on student use of generative AI in higher education
As generative AI (GenAI) becomes increasingly integrated into higher education, faculty encounter growing uncertainty and complexity in responding to student use of these tools. This study examines how faculty make sense of and navigate decisions about student use of GenAI in graduate-level courses, with particular attention to student learning processes. Drawing on sociotechnical systems theory and sensemaking theory, this study employed reflexive thematic analysis of open-ended interviews with 15 full-time faculty in graduate-level Library and Information Science (LIS) programs in the United States. The findings revealed the nuanced nature of faculty decision-making when navigating students’ AI use, highlighting how they engage in ongoing sensemaking as they interpret ambiguous situations, weigh competing pedagogical and professional priorities, and adapt to evolving academic expectations.
Copyright (c) 2026 J.M.Shalani Dilinika http://creativecommons.org/licenses/by-nc-nd/4.0
This phenomenological study examines how doctoral students in Turkish universities experience progress uncertainty, self-doubt, and wellbeing. Semi-structured interviews were conducted with 20 doctoral students across diverse disciplines and program stages. Findings reveal progress uncertainty as a distinct psychological stressor rooted in ambiguous expectations and invisible benchmarks. Progress uncertainty creates a reinforcing cycle with self-doubt, eroding wellbeing through chronic strain, work-life imbalance, and endurance-based coping. The Turkish context intensifies these dynamics through resource constraints, hierarchical supervision, and cultural expectations when institutions assume full-time student status despite employment realities. By demonstrating how progress uncertainty and self-doubt emerge from institutional structures rather than individual deficits, the study challenges individualistic approaches and points to structural interventions addressing institutional sources of uncertainty.
Copyright (c) 2026 Berat Deniz http://creativecommons.org/licenses/by-nc-nd/4.0
Generative AI and critical thinking in higher education
The rapid integration of generative artificial intelligence (AI) in higher education has raised important questions about its impact on students’ critical thinking. This study aims to explore how higher education students perceive the impact of generative AI use on their critical thinking. A phenomenological qualitative design was employed in this study. Data were collected through semi-structured interviews with 12 university students in Bangladesh and analyzed using thematic analysis. The findings indicate that generative AI use is associated with superficial engagement with academic content, diminished self-regulation of cognitive effort, increasing reliance on AI-supported thinking, and heightened awareness of related cognitive risks and internal conflict.
Copyright (c) 2026 Bijon Kumar Roy, Md. Solaiman Jony http://creativecommons.org/licenses/by-nc-nd/4.0
A grounded theory of burnout and success stories in psychology graduate school
Literature on burnout and stress among psychology graduate students is predominantly cross-sectional, with limited qualitative analysis exploring these phenomena within psychology education. This constructivist grounded theory study interviewed 11 recent graduates from four distinct psychology sub-fields: counseling, measurement, educational psychology, and learning disabilities. This study explored how graduates mitigated burnout and successfully graduated. Findings yielded a process-oriented theoretical model indicating that academic stress slowly developed into psychological burnout, particularly during thesis stage. Both social support networks and intrinsic motivation were the two primary factors buffering against psychological burnout. Self-care, persistence, and psychological resilience were also significant variables in mitigating burnout. These findings provide implications for graduate education and scholarship.
Copyright (c) 2026 Mahmood Salim Almaawali, Yousef Abu Shindi, Mustafa Ali Khalaf, Yusen Zhai http://creativecommons.org/licenses/by-nc-nd/4.0
This qualitative study examines English as a foreign language (EFL) students’ perception of self-regulated learning (SRL) strategies and motivational beliefs. Semistructured interviews were conducted with 25 students. Data were analyzed using reflexive thematic analysis. Four key themes emerged from the analysis. These are approaches to goal orientations, perceptions of task value and self-efficacy, cognitive and metacognitive learning strategies, and management of study time and environment. The findings revealed that students combine intrinsic and extrinsic goals, value tasks selectively, and employ varied cognitive, metacognitive, and time-management strategies. In general, Moroccan EFL learners demonstrate notable strengths in self-regulation and motivation.
cognitive strategies, metacognitive strategies, motivational beliefs, self-efficacy, self-regulated learning
Copyright (c) 2026 Omar Baissane, Hassan Zaid http://creativecommons.org/licenses/by-nc-nd/4.0
This qualitative case study examines how instructional leadership practices enacted by school principals contribute to educational resilience during crises, including the COVID-19 pandemic and recurrent natural disasters (earthquakes and landslides) in Uttarakhand, India. Drawing on semi-structured interviews with 50 school principals and complementary field observations, the study investigates leadership strategies that supported teachers’ professional development, sustained instructional continuity, strengthened communication, and fostered community engagement. Findings indicate that principals who prioritized instructional guidance, collaborative decision-making, and adaptive planning were more successful in maintaining student learning outcomes and minimizing dropout risks during periods of disruption. The study reveals a strong association between sustained instructional leadership and the development of resilient school systems capable of responding effectively to crisis conditions.
crisis, educational resilience, instructional leadership, qualitative case study, Uttarakhand
Copyright (c) 2025 Sudha Dhandapani, Kamaljeet Kaur http://creativecommons.org/licenses/by-nc-nd/4.0
Video-mediated drawing interventions for enhancing spatial cognition among young children
Visual–spatial skills are foundational cognitive competencies that support young children’s academic achievement, particularly in mathematics and reading comprehension. However, their integration into early childhood instructional practice remains limited. This study examined the effectiveness of a video-guided drawing intervention in enhancing preschool children’s visual–spatial ability. A preexperimental one-group pretest–posttest design was used with 65 children aged 5–6 years. Teachers received structured training to ensure consistent implementation of the intervention. Visual–spatial ability was measured using a validated drawing rubric to assess object form accuracy, compositional organization, and color application. Data were analyzed using normality and homogeneity tests followed by a paired-samples t test (α = 0.05). The results indicated a significant improvement in visual–spatial abilities following the intervention (mean difference = −1.600, SD = 1.235), t(64) = −10.446, p < 0.001, with a 95% confidence interval of −1.906 to −1.294, indicating a large effect size. These findings suggest that video-guided drawing is an effective strategy for enhancing visual–spatial skills and support the integration of interactive video-based approaches in early childhood curricula.
Copyright (c) 2026 Prayitno Prayitno, Zulfi Hendri, Nurul Arifiyanti, Amir Syamsudin, Denny Wahyu Triawan, Rachmalia Sinta Andika Putri http://creativecommons.org/licenses/by-nc-nd/4.0
Integrating global citizenship and transformative learning
This study investigates the integration of Global Citizenship Education (GCED) and Transformative Learning Theory (TLT) within the graduate curricula of Romblon State University. Using a sequential explanatory mixed-methods design, the research analyzed survey data from 88 graduate students through descriptive and inferential statistics, followed by qualitative interviews and focus group discussions with students, faculty, and administrators. Results indicate that key transformative learning processes—critical reflection, rational discourse, experiential learning, and perspective transformation—are substantially embedded in the curriculum. These processes contribute to the development of global awareness, social justice orientation, cultural competence, civic engagement, and ethical responsibility among graduate students.
Copyright (c) 2026 Dr. Joanne R. Dalisay, Dr. Philip R. Baldera, Dr. Ellaine Joy G. Eusebio, Dr. Kreisler I. Fontamillas, Dr. Aljay Marc C. Patiam http://creativecommons.org/licenses/by-nc-nd/4.0
From employability skills to workplace performance
This study examined the relationship between college students’ perceived employability skills and their employability and competencies as evaluated by their on-the-job training (OJT) hosts, with career adaptability behavior as a mediator. Using data from 317 students and structural equation modeling (SEM), the results showed that students generally demonstrated moderate to high levels of employability skills, career adaptability, and employability. Use of technology showed no significant relationship with employability, whereas multitasking influenced employability indirectly through career adaptability. Oral communication and disciplinary expertise were fully mediated by career adaptability, whereas ethics and responsibility and interpersonal skills were partially mediated. The findings highlight the crucial role of career adaptability in translating employability skills into positive employer evaluations.
Copyright (c) 2026 Allan Nicko Rodelas http://creativecommons.org/licenses/by-nc-nd/4.0
Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students
This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at the Faculty of Arts and Humanities, University of Sultan Moulay Slimane, Beni Mellal. The participants were 151 (51.4%) females and 143 (48.6%) males, with 148 (50.3%) studying literature and 146 (49.7%) studying linguistics. The data were collected using Oxford’s (1990) Strategy Inventory to gather information on language learning strategies. The data were analyzed using descriptive statistics. The findings showed that participants used language learning strategies frequently, with metacognitive strategies being the most commonly used. Memory, compensation, cognitive, metacognitive, affective, and social strategies were the most frequently used strategies in descending order. Additionally, the study found a moderately positive correlation between language learning strategies and academic achievement. Ultimately, the study drew implications for EFL students, teachers, program administrators, and curriculum designers.
Academic achievement; autonomy; gender; language learning strategies; self-regulated learning.
Copyright (c) 2024 Bendaoud Nadif http://creativecommons.org/licenses/by-nc-nd/4.0
The study examined education toward crime prevention with the understanding that juvenile delinquency is a social problem that affects both developed and developing countries. The work adopted quantitative and qualitative approaches to explore educational approaches (vocational, e-learning, and self-sustainability) that are geared toward crime prevention among youth in Nigeria. The target population was youth aged 18 to 35 years in Asaba and Warri. A sample size of 250 respondents was drawn from cities. A total of 500 copies of questionnaires were administered; however, 482 (96.4%) were returned as valid. The findings indicated that vocational education improves access to market-relevant skills, economic participation, and crime prevention.
Copyright (c) 2026 Edafe Ulo, PhD., Influence EJIREFE, PhD. http://creativecommons.org/licenses/by-nc-nd/4.0
Crafting educational programs in modern business schools
The study is dedicated to determining the association of responsible management in education on the transformation of education in contemporary business schools. The research examines the association of responsible management on the survival of companies established by business school graduates, based on a survey of 140 graduates from colleges and universities in the United States and Canada, whose companies have been operational for over three years. Using ANOVA to compare respondents’ assessments across socio-demographic and educational groups (gender, background, work experience, and education quality), it was found that the evaluations of the influence of responsible management vary statistically significantly between these groups. These results suggest potential implications for business education, while remaining limited to associative interpretation.
Copyright (c) 2026 Marat Ressin http://creativecommons.org/licenses/by-nc-nd/4.0
Success thrives where academic resilience is nurtured, and happiness is valued
Teenagers often struggle to achieve academic excellence due to a lack of emotional regulation. Emotional factors significantly influence their academic and personal development during this period. This research looks to explore how academic resilience relates to happiness. The present study has focused on finding a correlation between academic resilience and happiness. This study has hypothesized both alternative and null hypotheses. The total number of samples constituted for the present study was 100 from various disciplines. Data were collected through a Google form on academic resilience 5-point Likert scale, and the Oxford Happiness Questionnaire. The collected data were analyzed using Pearson correlation, followed by regression analysis. The statistical results revealed a strong positive correlation between academic resilience and happiness, and the regression model revealed that academic resilience has strong predictive power for happiness.
Copyright (c) 2026 Paramjeet Kaur http://creativecommons.org/licenses/by-nc-nd/4.0
Authoritative parenting style and aggression in adolescents
Authoritative parenting promotes warmth and control, aggression reflects hostile behaviour, while Machiavellianism involves manipulative interpersonal strategies. This study investigated how Authoritative parenting style relates to aggression, focusing on how Machiavellianism—a trait from the Dark Triad Personality framework—acts as a mediator. 445 secondary school students from West Bengal, India, took part in the research. The study used standardized tools: Parental Authority Questionnaire (Buri, 1991), Short Form Aggression Questionnaire (Bryant & Smith, 2001), and Short Dark Triad (Jones & Paulhus, 2013). The findings showed notable gender differences in both Aggression and Machiavellianism. Correlation analysis revealed a positive link between Aggression and Machiavellianism, and a negative correlation with both fathers’ and mothers’ Authoritative parenting style.
Copyright (c) 2026 Authors http://creativecommons.org/licenses/by-nc-nd/4.0
Generative AI Competence and Student Engagement in Higher Education
This study investigates university students' competence and engagement with Generative AI applications, analyzing usage, perceived autonomy, and AI formal learning as predictive mediators. The study used a cross-sectional survey design to collect data from 262 students across various disciplines. Analysis using PLS-SEM revealed that GenAI competence is a powerful, direct driver of students’ engagement (β = 0.255, p < 0.001), accounting for 64.5% of its variance (R² = 0.645), with the direct path showing a small to medium effect size (f² = 0.117). This relationship is significantly mediated through three distinct pathways: GenAI utilization (β = 0.155, p < 0.001), Perceived Autonomy (β = 0.121, p = 0.005), and AI Formal Learning (β = 0.092, p = 0.005).
Copyright (c) 2026 Samuel Nii Adamah Sampah, Macharious Nabang, Elikem Kofi Krampa , Mustapha Issah , Francis Koduah , Harry Barton Essel , Joe Adu-Agyem http://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing Critical Thinking and Self Directed Learning through Integration of Digital Competence and Didactic Strategy in Higher Education
The rapid digital transformation of higher education, accelerated by the COVID-19 pandemic, has exposed a persistent misalignment between digital competence and pedagogical practice, limiting the development of critical thinking and self-directed learning. This qualitative descriptive study investigates how digital technologies and didactic strategies are integrated in practice. Data were collected through interviews, observations, and document analysis involving lecturers and students, and analyzed thematically. Findings reveal disparities in digital proficiency, limited use of advanced tools, and inconsistent implementation of learner-centered approaches. However, integrating digital technologies with project-based learning and peer assessment enhances problem-solving, communication, and metacognitive skills. The study highlights the importance of digital–didactic alignment, emphasizing the need for continuous professional development, institutional support, and curriculum redesign to foster effective, learner-centered digital learning environments.
Copyright (c) 2026 Nurul Latifatul Inayati, Fahmi Ulum Al Mubarok, Annas Fajar Rohmani http://creativecommons.org/licenses/by-nc-nd/4.0