Frontiers in Education: Digital Learning Innovations

Artificial Intelligence (AI) technology has transformed teaching and learning in medical education, including basic science courses such as physiology and anatomy. Students can not only use AI tools for learning specific concepts such as electrocardiogram or galvanic skin responses but also for writing papers, conducting literature reviews, creating citations, analyzing data, and producing images. However, using AI tools without any guidelines creates chaos as the boundaries between acceptable and unacceptable uses are blurred. One of the ways to bring clarity to the chaos is by including an AI usage statement in the course syllabus. Educators can thus thoughtfully integrate AI tools in their pedagogical practices, such as project-based learning or Socratic methods. Upon reviewing various course syllabi for physiology courses, we suggest formulating an AI policy with at least three elements—acceptable use, necessary citations or AI usage disclaimers, and consequences of non-adherence to the policy. These syllabus statements would not substitute but be complementary to institute-wide AI frameworks. Given that new AI tools are introduced each day, the AI policy in the course syllabus needs to be reviewed and revised each semester.

In the current process of promoting the teaching reform of the ideological and political course enabled by generative artificial intelligence technology, the ideological and political portrait mode, the ideological and political space mode, the ideological and political experience mode, and the ideological and political work mode are representative exploration directions, which have improved the attraction, popularity and experience of the ideological and political course in the new era. We adopt the theoretical analysis method of connectionism to analyze the representative cases of four teaching reform modes. The results show that: (1) the teaching reform of Ideological and political portrait mode enhances the effect of online interaction. (2) The teaching reform of Ideological and political space mode has better mobilized the classroom atmosphere. (3) The teaching reform of Ideological and political experience mode has greatly stimulated students' interest in learning. (4) The teaching reform of the mode of Ideological and political works has better released the students' creative enthusiasm. At the same time, there are also some common problems in the teaching reform, mainly including: (1) the technology dependence of subject arrogation is making students give up the subjectivity of self thinking. (2) The difficulty in choosing information cocoon room aggravates students' knowledge panic. (3) The survivor bias of algorithm bias further magnifies the advantages and disadvantages of students. (4) The Lucifer effect of precise governance further weakens the emotional experience of interpersonal communication. The study suggests that, the teaching of Ideological and political course needs to update the iterative scheme, reshape the subject value in critical thinking, extend the cognitive chain in systematic logic, improve the overall picture in the all-round relationship, protect the free space in the silent data, and guard the main position for the cultivation of young people who shoulder the responsibility of national rejuvenation.

The emergence of Artificial Intelligence (AI) has neccesitated a paradigm shift in English language teaching. However, a significant discrepancy persists between the competence of English pedagogy graduates and the demand of modern, AI-enhanced classroom. This study attempts to describe the needs for an instructional model oriented to English pre-service teachers’ TPACK in Indonesia for their professional readiness. This is a qualitative study inviting the participation of three lecturers and twelve English pre-service teachers in Central Java Province. Data were gathered through semi-structured interviews, observations, and document analysis. The data were analyzed thematically using the NVIVO software. The finding revealed that contemporary education demands future-ready educators who possessed adaptability and agility to the AI-enhanced, fast changing classrooms. Therefore, the pre-service teachers need training in modern instructional approaches (such as problem-based and project-based learning), AI-driven pronunciation feedback tools (such as ELSA Speak and Duolingo), generative writing platforms (such as ChatGPT and plotgenerator), and collaborative workspaces (such as Padlet and Genially). In the meantime, to ensure their readiness for modern education, they need learning that centers around them as the main actors and the lecturers were expected to act as guides and mentors in the learning process. Notably, the results identify critical gaps between the training in the college and actual demands of AI-enhanced education in the school. An instructional model incorporating flipped classroom, inquiry-based learning, and technology saturation was proposed, as the implication of this needs analysis.

This study examined the effects of an AI-enhanced gamified learning platform on vocational students’ programming achievement and interaction-related motivation. The platform was designed based on the GAFCC instructional model and incorporated real-time AI-mediated feedback to support learners during Java programming tasks. A quasi-experimental design was conducted with 90 first-year vocational students assigned to either an AI-enhanced gamified condition or a gamified condition without AI support. Programming achievement and interaction-related motivation were assessed following the intervention. Statistical analyses indicated that students in the AI-enhanced condition achieved significantly higher programming performance and reported stronger interaction-related motivation, particularly in confidence and satisfaction. The findings suggest that AI-mediated feedback is associated with improvements in learner–system interaction quality, which in turn supports better task performance and motivational responses.

IntroductionProject-Based Learning (PBL) mediated by digital technologies has emerged as a relevant strategy in hybrid higher education, yet evidence on its differential effect across specific competency dimensions remains limited.MethodsA mixed-methods approach with quantitative predominance and a quasi-experimental pretest-posttest design with non-equivalent groups was adopted. Participants included 240 students from four Education Science programs at a public Ecuadorian university, distributed into an experimental group (n = 120) and a control group (n = 120). An analytical rubric validated by four experts (Aiken's V = .950), a structured observation guide, and an open-ended questionnaire were employed. Quantitative data were analyzed using the Mann-Whitney U and Wilcoxon tests with effect size calculations; qualitative data were processed through thematic coding and triangulation.ResultsStatistically significant differences favoring the experimental group were found in four dimensions: conceptual domain, contextual application of learning, autonomous use of digital technologies, and teamwork and self-regulation, with small to moderate effect sizes (r = .198 to .271). Creativity and innovation did not reach statistical significance. Qualitative findings revealed that students perceived the hybrid modality as an active pedagogical component and reported meaningful integration of digital tools in their learning processes.DiscussionThese findings indicate that PBL mediated by digital technologies constitutes an effective strategy for competency development in hybrid higher education, with particularly consistent impact on dimensions combining knowledge application, collaboration, and strategic use of digital tools. The non-significant result for creativity suggests that this competency requires longer implementation periods and greater student autonomy.