Keyword: educational technology

ABSTRACT: In increasingly multicultural and multilingual societies, foreign language learning has become essential not only for communication but also for social cohesion and professional advancement. Distance education has emerged as a flexible and accessible solution, particularly for adults seeking to enhance their linguistic and intercultural competencies. This study explores the views of foreign language teachers regarding the role of distance education in promoting multilingualism, with a specific focus on culturally diverse border regions. Conducted in the Regional Unit of Evros, Greece, the research adopts a qualitative methodology based on semi-structured interviews with five language educators working in public and private education. Findings reveal that teachers recognize the potential of digital tools such as Massive Open Online Courses, machine translation applications (e.g., Google Translate, DeepL), and adaptive learning platforms to support multilingual learning, particularly when used as supplementary resources. However, concerns were raised about the lack of personalized feedback, limited interactivity, and the absence of culturally contextualized content on existing platforms. Teachers emphasized the importance of digital literacy, pedagogical training, and culturally inclusive design to ensure effective implementation. The study highlights the need for targeted support for educators in border regions and calls for more locally adapted digital resources that reflect linguistic diversity. These findings offer insights for policymakers and educational technology developers aiming to improve the quality and reach of multilingual education in remote or underserved areas.

ABSTRACT: This study explores learner experiences with augmented podcasts (APs), an innovative multimodal learning format that uses two formats in this case: MP3 file + PDF file of the screenshots used in the lecture. Situated within a larger mixed method study, this qualitative analysis is an extension of the earlier quantitative findings that evaluated effectiveness of APs through test scores. The present study delves into the uncaptured nuances of learner engagement—examining how students interact with, experience, and make meaning from this novel format. Using purposive sampling from Tier 2 and Tier 3 Indian cities, the study makes use of interviews conducted with 20 students to identify perceived facilitators and barriers to AP use. Findings of this study reveal that this experience of learning using APs which encourage learner autonomy, fostered enhanced cognitive engagement, multisensory integration, and deeper involvement. It was noted that students valued the format’s integrated cues and layered delivery, which encouraged focused learning and sustained attention. However, issues with pacing, language accessibility, and digital fatigue were mentioned by some students. This study adds to the growing discourse about inclusive, scalable, and learner-informed digital innovations in education by elevating the voices of students while confirming the pedagogical value of APs.

ABSTRACT: This study investigates artificial intelligence (AI) psychological empowerment in education, examining how AI tools enhance students’ sense of competence, autonomy, and engagement beyond the effects of material empowerment (e.g., task performance
improvements). Using a quasi-experimental design, we compared Chinese domestic students in China and Chinese international students in Australia to assess whether AI psychological empowerment is both tangible and more impactful than material empowerment. We highlight several nuanced ways AI fosters personal growth and self-perception. Our findings reveal that, while AI material empowerment is beneficial, psychological empowerment has a stronger influence on motivation and self-perception, particularly for international students compared to local students, despite both groups completing the same English writing task. These results suggest that AI’s role in education extends beyond traditional material support, offering transformative psychological empowerment that enhances students’ confidence in academic contexts. This empowerment reasonably translates into greater personal adaptability and, ultimately, personal growth. The study contributes to the growing literature on AI in education, providing insights for scholars, educators, and policymakers seeking to leverage AI for holistic student development. Notably, generative AI (GAI) emerges as a critical tool for cultural and linguistic adaptation, particularly for immigrant students navigating foreign academic systems. Furthermore, the psychological empowerment effects of GAI appear to be context-dependent, with stronger impacts observed in students facing greater cultural or linguistic barriers. These findings emphasize AI’s potential to foster personal growth and resilience across diverse learning contexts. Finally, we recommend that educational policies and practices be tailored to leverage GAI for immigrant populations, paving the way for more equitable educational opportunities.

ABSTRACT: The total quality management (TQM) is a management practice based on the idea of continuous quality improvement of an organization’s products and services, identifying and eliminating problems right from the root, with the participation of all members. For
an educational institution, TQM can improve the quality of education, help with the learning process, provide an atmosphere with less risk of inadequate decisions, and many more. In educational institutions, the implementation of TQM is the responsibility of process approach, management responsibility, customer focus, and continuous improvement. Specifically, digital infrastructure, digital technology, and digital capabilities affect TQM practices directly. This article provides a synthesis and analysis of findings from 51 international publications on the implementation of TQM in secondary schools. This study revealed that more than the commonly stated advantages, addressing the soft facets including student/stakeholder contentment, leadership, continuous enhancement of processes and systems, teacher coaching, and effective use of technology are critical elements for successful implementation of TQM. In addition to that educational managers have to make an espousal to TQM as an omnibus management philosophy, as a supportive culture and enabling the involvement of all stakeholders.