Research Article
Burçin Hasanbaşoğlu, Mustafa Baloglu
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep637
ABSTRACT
The introduction of artificial intelligence-powered large language models has revolutionized academic writing and transformed conventional practices into richer experiences, which has opened new avenues for brainstorming, drafting, and revising written work. This study examined how academically gifted college students used ChatGPT in academic writing. The participants were nine academically gifted students enrolled in a freshman English course at a tier-one public university in Türkiye. To examine the purposes and stages of use, we subjected students’ ChatGPT conversations to content analysis. Drawing on 52 chat prompts and a structured focus group, we mapped when and why gifted students deployed ChatGPT across planning, drafting, and revision. The findings identified several potential contributions (i.e., efficiency, adaptability, and incidental learning) and risks (i.e., integrity, reliability, originality, and dependence) of using the large language model tools, informing AI literacy, and assessment design in higher education.
Keywords: ChatGPT, academically gifted, academic writing, college students, gifted
Research Article
Surachai Pimsalee, Aukkapong Sukkamart, Paitoon Pimdee, Chontawat Meedee
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep638
ABSTRACT
This study aimed to evaluate the current and desired software development skills within the context of Thai undergraduate teacher education. Specifically, the study investigated pre-service computer technology students’ perceptions of secondary learners’ software skill needs in authentic classroom contexts. Seventy-nine participants, including pre-service students, instructors, and teaching mentors, were selected via simple random sampling in June 2025. Data were collected using a 5-point Likert-scale questionnaire measuring current (D) and ideal (I) skill levels, with internal consistency coefficients of 0.87 and 0.96, respectively. The PNImodified (priority needs index modified) method and paired t-tests were used to analyze the gaps. Results showed that participants perceived actual skill levels as generally ‘competent’, while the desired levels were rated as ‘proficient’. The highest training needs were observed in deployment & maintenance (GSA6), followed by programming (GSA4), requirements analysis (GSA2), testing (GSA5), design (GSA3), and planning (GSA1), respectively. These findings highlight the need to align educational curricula with real-world software development practices, including DevOps, secure coding, and testing frameworks.
Keywords: PNI, pre-service ICT teachers, priority needs assessment, software development life cycle, software development skills, perception gap
Research Article
Nduduzo Brian Gcabashe, Abueng Rachael Molotsi
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep639
ABSTRACT
Teachers in different contexts continue to integrate technology into their classrooms to enhance their instructional practices. However, teachers in rural villages encounter several challenges when incorporating technology in their classrooms. Therefore, this qualitative study explores the strategies adopted by teachers in schools in rural villages to overcome the challenges associated with technology integration. This study is located within the interpretive paradigm and a case study research design was adopted. The diffusion of innovation theory was employed as the theoretical lens of this study, while interviews were used to collect the data. Twelve grade 9 teachers from the secondary schools in Bojanala District in the North-West Province were selected purposefully. Thematic analysis was used to analyze the data. The study revealed that teachers devised different strategies to overcome challenges they encounter when integrating technology into their classrooms. From this, the study concluded that teachers have accepted technology and that it adds value to their classroom instruction, hence they devise strategies to overcome the challenges associated with technology integration. Based on this, the study recommends that the government should intervene and eliminate the infrastructural challenges that teachers encounter when integrating technology into their classrooms. The study also suggests that schools should adopt peer mentoring in order to entrench technology integration among the teachers.
Keywords: challenges, instructional practices, strategies, teachers, technology integration
Research Article
Liqaa Habeb Al-Obaydi, Marcel Pikhart
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep640
ABSTRACT
Background: This technology review provides an overview about the theoretical background of using artificial intelligence (AI) and large language models (LLMs) in language teaching and learning, namely the generative AI chatbots Copilot, Gemini, and ChatGPT.
Objective: The aim of this review was to provide the users with a critical and analytical overview of the affordances these tools can provide.
Methodology: Technology review.
Results: It demonstrates the advantages of these three applications by introducing actual variations of the real use in language learning by using three specific prompts in relation to language writing including revising the style of writing, vocabulary use, grammar check, and references. The readers will thus be provided with a critical hands-on synopsis of the possibilities of these three tools widely used in the global world.
Conclusions: Discussion of the results gained and implications of using these three applications are finally covered so that it is clearer how these tools can be implemented. However, the article also calls for an in-depth analysis of these tool regarding the potential pitfalls related to increased screen time, cognitive impacts and potential addiction.
Keywords: artificial intelligence, higher education, LLM, language learning, language teaching
Research Article
Najeh Rajeh Alsalhi, Mohd Elmagzoub Eltahir, Fakir Al Gharaibeh, Abdallah Qusef
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep641
ABSTRACT
United Arab Emirates (UAE) has adopted blended learning (BL) as part of its commitment to incorporating technology and learning approaches. At Ajman University in UAE, this study explores students’ perspectives on BL’s application after the COVID-19 pandemic. A 20-item survey was used, and a descriptive research study was conducted to collect data. We administered the questionnaire to 1,400 undergraduates after validating its validity. With a 3.53% arithmetic mean and 0.957 standard deviations, the study found that undergraduate students expressed a high level of acceptance for BL after COVID-19 spread. In addition, this study found that students’ perceptions differ according to gender (males are the most positive for BL), according to the students in the college (medical students are more positive), and finally, according to their years of study (sixth-year students are the most positive). The study recommended that higher education should continue to study BL.
Keywords: blended learning, students’ perspectives, COVID-19 pandemic, higher education
Review Article
Long Yujie, Nurfaradilla Binti Mohamad Nasri, Muhammad Helmi Bin Norman, Zhang Shuran
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep642
ABSTRACT
Amid the digital transformation of higher education, fostering deep learning–emphasizing higher-order thinking, autonomy, and knowledge transfer–has become a critical reform goal. The small private online course (SPOC) model, known for its interactivity and personalized support, shows strong potential to promote deep learning. However, prior research remains fragmented and lacks systematic integration. This study addresses the gap by conducting a systematic review of 37 empirical studies published between 2020 and 2025. Using preferred reporting items for systematic reviews and meta-analyses for screening and the mixed methods appraisal tool for quality appraisal, the review synthesizes findings across five dimensions: conceptualization, effectiveness, methodology, influencing factors, and theoretical foundations. Results reveal that 35 studies affirm SPOC’s effectiveness in enhancing deep learning, particularly in cognitive development, self-regulation, and engagement. Key enablers include task design, instructor facilitation, and platform feedback systems. The review concludes that SPOC serves as a viable pedagogical model for advancing deep learning in higher education and offers practical guidance for researchers and educators.
Keywords: SPOC model, deep learning, higher education, blended learning, systematic review, instructional design, educational technology
Research Article
Banu Kayınova, Tufan Adıgüzel
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep643
ABSTRACT
This study examined primary school teachers’ readiness for the learning environments of generation Alpha, who are greatly influenced by technological advancements and globalization. Although teachers need to be prepared for this new learning ecosystem, existing research offers limited insight into elementary school teachers’ preparedness to address the technologically and pedagogically evolving learning needs of generation Alpha in a globalizing context. Using a qualitative case study approach, we conducted semi-structured interviews with 34 teachers in Turkey. The findings revealed four key dimensions of readiness for generation Alpha learning environments: (1) student development guidance, (2) teacher characteristics, (3) learning environment development, and (4) technology in education. Project-experienced teachers showed advanced competence in promoting 21st century skills, adopting alternative assessment practices, and using learner-centered classroom management. They integrated diverse instructional technologies beyond content delivery and used diverse teaching strategies. Conversely, teachers without project experience showed limited technological integration and relied more on traditional classroom practices. Furthermore, digital citizenship awareness (online ethics and safety) was underdeveloped across all participants, highlighting an overlooked area in teacher preparedness for generation Alpha learners. This study contributes to the literature by identifying the key components of teacher readiness for generation Alpha and highlighting how project-based learning experience enhances pedagogical and technological competencies. The findings have implications for teacher training and educational policy reforms focused on equipping educators for 21st century learning environments.
Keywords: generation Alpha, education technology, learning environment, primary school teacher