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.
Factors affecting brand equity in private schools of Northeast Thailand
Thai private schools face severe enrolment pressure, yet how institutional identity translates into brand equity at the K-12 level remains poorly specified. This study tests a structural equation model examining whether brand image builds school brand equity directly and indirectly through dual mediation of referral marketing and educational trust. Survey data from 700 stakeholders (administrators, teachers, parents, students) across private schools in the 20 northeastern provinces of Thailand were analysed in Mplus 8 under maximum-likelihood estimation. Model fit was acceptable (CFI = .952, TLI = .941, RMSEA = .048, SRMR = .062), and all five hypothesised paths were supported. Brand image, referral marketing, and educational trust jointly explained 92.4% of brand-equity variance, with referral marketing carrying the stronger mediated pathway.
Education, Society, and Cultural Contexts
Copyright (c) 2026 Nitithat Suwannarong, Dawruwan Thawinkarn, Patravoot Vatanasapt http://creativecommons.org/licenses/by-nc-nd/4.0
Virtual reality classroom and inclusive leadership
This study examined the role of virtual reality (VR) classrooms and inclusive leadership practices in enhancing access to learning for students with disabilities in secondary schools in Benue State, Nigeria. A descriptive survey design was adopted using 120 respondents comprising principals, vice-principals, teachers, and education officers from six public secondary schools. Data were collected using Virtual Reality and Inclusive Leadership in Education Questionnaire (VRILEQ) with a reliability coefficient of 0.84. Descriptive statistics, t-test, Pearson correlation, and regression analysis were used for data analysis. Findings revealed that inclusive leadership practices significantly supported VR integration and improved learning outcomes for students with disabilities. The study recommends improved digital infrastructure, teacher training, and leadership support for inclusive technology integration.
Copyright (c) 2026 Juliana Omobolanle Onwughai, Esther Onoja Attah, Michael Adole Okpe, Felix Emeka Iyala, Joy Abosede Peter http://creativecommons.org/licenses/by-nc-nd/4.0
This study investigates how dialogic feedback shapes professional identity, agency, and reflective practice among Arab-Bedouin female pre-service teachers in southern Israel. Using a qualitative interpretive design, 12 participants engaged in semi-structured interviews to explore their experiences with culturally mediated mentoring during practical teacher training. Thematic analysis revealed that mentors acted as cultural mediators, facilitating dialogue that balanced respect for traditional norms with opportunities for critical reflection. Dialogic feedback emerged as a space for professional identity development, enabling participants to integrate inherited cultural values with contemporary pedagogical practices. Moreover, it fostered agency, empowering student teachers to take ownership of their learning, contribute ideas, and exercise leadership in classroom decision-making. A reciprocal dimension was also identified, wherein mentors experienced professional growth and reflective renewal through the feedback process. Cultural challenges, including hierarchical social norms and concerns about respect, highlighted the necessity of culturally responsive strategies to ensure meaningful participation. Overall, the findings demonstrate that dialogic feedback operates as a relational, contextually sensitive mechanism that simultaneously supports professional development, reflective learning, and the co-construction of a learning community.
Copyright (c) 2026 Aref Abu-gweder http://creativecommons.org/licenses/by-nc-nd/4.0
Faculty and staff participation in university sports may contribute to well-being, motivation, and sustained workplace engagement, yet their lived experiences in competitive institutional sports remain underexamined. This study explored how faculty and staff made sense of their participation in university sports activities, focusing on the challenges they encountered, the coping strategies they developed, and the factors they believed shaped their competitive performance. Using interpretative phenomenological analysis, semi-structured interviews were conducted with 12 purposely selected participants from a government public university in Mindanao. The analysis indicated that performance was shaped by fitness culture, prior sports progression, institutional adversities, as well as adaptive preparation strategies, self-fulfillment, and faculty and staff-management partnership. Despite institutional scarcity, participants described achieving strong performance through disciplined preparation, resilience, intrinsic motivation, and organizational support. The findings suggest that higher education institutions should strengthen equitable and sustainable sports programs for faculty and staff and recognize sports participation as part of employee development and institutional well-being.
Faculty and staff sports participation; sports-related constraints; coping strategies; institutional support; competitive performance
Copyright (c) 2026 Stephen Ayoade Fadare, Dels, Dina Arquiola Gumanoy, Jonathan Vagilidad Pagdato, Amor Bedina Malinis http://creativecommons.org/licenses/by-nc-nd/4.0
Drivers of teachers' pedagogical competence in the digital era
This meta-analysis examines the drivers of teachers' pedagogical competence in the digital era, focusing on educational technology integration, organizational support, and self-efficacy. Following PRISMA 2020 guidelines, we analyzed 105 peer-reviewed studies (2016–2026) from Scopus and Web of Science. Results revealed significant positive effects: technology integration interventions showed large effects on TPACK development (d = 0.839); IT self-efficacy strongly correlated with TPACK (r = 0.607); and the Technology Acceptance Model explained 39.2% of variance in adoption intentions. Pre-service teachers exhibited stronger self-efficacy–TPACK correlations (r = 0.666) than in-service teachers (r = 0.538). Methodological gaps included limited longitudinal designs and geographic concentration. Findings suggest effective pedagogical competence development requires integrated approaches combining technology literacy, institutional support, and self-efficacy enhancement within context-sensitive frameworks.
Copyright (c) 2026 Khusnul Khotimah, Ery Tri Djatmika, Sugeng Utaya, Adi Atmoko http://creativecommons.org/licenses/by-nc-nd/4.0
Age and gender influences on productive vocabulary expansion
Lexical knowledge plays a crucial role in developing spoken and written proficiency in foreign language learning. This process of word acquisition is determined by several key factors, including age and gender. Previous accounts on age- and gender-related influences on productive vocabulary expansion have paid scant attention to middle school EFL learners. This study investigates whether there are age- and gender-oriented disparities in the pace of productive vocabulary expansion among 8th- and 9th-grade Moroccan EFL students. Both age groups were introduced to English for the first time as the Moroccan Ministry of Education expanded English instruction across all middle school grade levels. Both stratified and convenience sampling are combined in this inquiry. Drawing on a quantitative approach, the data were gathered through the Lexical Availability Test (LAT). This test compared students’ gains over an equivalent period with the same amount of exposure. Two separate one-way ANOVA tests were performed, and the results demonstrated significant age and gender variances in the pace of vocabulary expansion among 8th- and 9th-graders in terms of vocabulary size, spelling accuracy, and lexical complexity. This study established theoretical and pedagogical implications that enrich the discourse on SLA, age, gender, and the pace of vocabulary development among adolescents.
Copyright (c) 2026 Soufiane Cherkaoui, Hanane EL Aissi 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.
Education, Technology, and Scientific Innovation
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
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.
Copyright (c) 2026 Roger Dawkins, Kate Naidu 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.
iHED (Internationalization of Higher Education)
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
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
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
Efficacy of interactive instructional strategies on students’ academic achievement and attitude toward computer networking
This study examined the efficacy of interactive instructional strategies in learning computer networking among secondary school students in Lagos State, Nigeria. A quasi-experimental design involving 161 computer students from three purposively selected schools. Two experimental and one control group. The Computer Network Achievement Test and Computer Network Student Attitude Questionnaire were used to collect quantitative data, with reliability indices of .88 and .84, respectively. In contrast, qualitative data were collected using a semi-structured interview guide from five participants in each experimental group. The findings show higher mean performance among students in the experimental group than in the control group. There was also a statistically significant difference in achievement (F(2, 156) = 378.85) and attitude (F(2, 156) = 9.99), both at p < .05, between the experimental and the control groups. This indicates the efficacy of the strategies, thus helping students become active participants in their learning.
Copyright (c) 2026 Ola Odekeye, Thuthukile Jita 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.
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
The influence of university brand personality on students’ identification and supportive intention in Vietnam
University branding has become a crucial strategy for attracting valuable resources and increasing student enrollment. Developing expected brand personalities can enhance institutions’ appeal and students’ positive behaviours/attitudes. The study employed a questionnaire survey to collect evaluations from 396 Vietnamese students regarding the relationships among university brand personality (UBP), university brand respect (UBR), student-university identification, and students’ intentions to support their university after graduation. The results indicate that UBP has a positive yet modest impact on students’ identification and supportive intentions. UBR has a much greater positive effect on these variables. UBR mediates UBP's influence on the other variables. The study offers recommendations for future research and managerial implications for developing brand personalities, values, and performance that resonate with students.
Copyright (c) 2026 Thu Nguyen-Anh http://creativecommons.org/licenses/by-nc-nd/4.0
The effect of indigenous leadership on perceptions of educational relevance among primary school teachers in the Hadiya zone, Central Ethiopian Region
This study aimed to examine the influence of indigenous leadership on teachers' perceptions of educational relevance in primary schools in the Hadiya Zone of the Central Ethiopian Region. A quantitative method was employed in an explanatory research design, and 383 primary school teachers were selected using simple and proportionate random sampling. The study hypothesized the effect of indigenous leadership dimensions (working with the indigenous community, advocacy and visibility, vision and influence, resilience and persistence, and institutional authority) on educational relevance using a multiple linear regression model. The overall regression model significantly explained 70.5% of the variance in educational relevance (R² = 0.705, F(5, 377) = 179.998, p < .001), with indigenous leadership exerting a statistically significant positive influence. All the dimensions had a positive effect, and advocacy and visibility had the largest effect (β=0.348, p < 0.001). The findings imply that institutions of higher learning that train teachers and leaders should consider adopting indigenous leadership principles in their teaching and training. Thus, the study suggests that policymakers and school administrators in the Hadiya Zone and other settings promote and institutionalise local leadership practices, especially those that promote advocacy and visibility, to enhance the perceived value of primary education among teachers.
Copyright (c) 2026 Nega Ababora, Mesfin Molla Demissie, Temesgen Dobbo 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
Sustainable cross-border partnerships as academic diplomacy
In the context of geopolitical tensions and accelerated digital transformation, cross-border partnerships increasingly play a key role in sustaining academic diplomacy through knowledge cocreation. While internationalization has traditionally focused on student mobility, limited attention has been given to individual initiatives and how these can evolve into sustainable research collaborations supported by hybrid mobility and digital mechanisms. This paper examines how an encounter during an International Teacher’s Program in 2022 in France led to multi-country collaboration and co-writing linking Denmark, Senegal, and Morocco. Drawing on a 2-year qualitative case study based on collaborative documentation, fieldwork in Senegal, reflective interviews among partners, and digital interaction archives, the study employs an inductive thematic analysis to identify enabling mechanisms of sustained cross-border cooperation. The results reveal four interrelated dimensions of sustainable academic diplomacy enabling collaboration across geographic and institutional transitions: (1) relational capital built through immersive mobility, (2) embedded mobility combining physical and contextual presence, (3) knowledge co-production grounded in local perspectives, and (4) digital continuity. This study proposes an evidence-based framework for global partnerships.
Copyright (c) 2026 Djiby Anne, Lisbeth Clausen http://creativecommons.org/licenses/by-nc-nd/4.0
Exploring the school leaders’ sense of school belongingness through systematic grounded theory
This study aims to explore school leaders’ sense of school belongingness from the ground. To achieve the study objectives, grounded theory methodology was employed. The research began with purposive sampling and ended with the use of theoretical sampling techniques. Data were analysed according to the mandated norms of the systematic grounded theory. Consequently, a leader's sense of belonging is linked to their management of power dynamics within the school, characterized by their contribution. Work tenacity and proactive behaviours are indicators of a leader's sense of belonging. Subsequently, an (NE)3 framework was developed based on a literature review, which validated the study’s results. In conclusion, leaders’ sense of belonging is a motivating factor for promoting leadership to improve schools.
Copyright (c) 2026 Goutam Padhan http://creativecommons.org/licenses/by-nc-nd/4.0
Leveraging educational chatbots to train future worker
This study presents a systematic literature review and bibliometric analysis examining how chatbots and virtual agents are used in educational and professional training. Drawing from 52 articles (2021–2025) and a thematic synthesis of ten empirical studies, this review addresses eight research questions concerning chatbot applications, feedback mechanisms, challenges, design features, and effectiveness. The findings show that chatbots are widely deployed as virtual patients, simulated students, and interactive tutors across medicine, teacher education, programming, and risk assessment. Personalized, real-time feedback positively affects learning outcomes, while key challenges include limited empathy, inconsistent responses, and AI overreliance. The review also maps publication trends and emerging themes around LLMs and emotionally responsive interfaces, offering a framework for educators, developers, and policymakers in the design of ethical, sustainable AI-based training interventions.
Copyright (c) 2026 Alfaza Ranggana, Lala Septem Riza, Ade Gafar Abdullah 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