Education Commons^™

Integrating Ai Into Media Analysis Projects: Students’ Insights On Using Chatgpt, Serpil Yalcinalp, Hacer Turkoglu

Journal of Media Literacy Education

This research aims to explore students’ perspectives on their use of ChatGPT during a media analysis project in a media literacy (ML) course. Additionally, it investigates what the assigned media literacy project has contributed to them. Qualitative analysis results from 48 students indicated that they believed their media analysis positively contributed to their media awareness of messages, media genres, social justice, technical aspects, and analytical skills, such as inquiry and creativity. Many students appreciate ChatGPT, noting that it encourages learning across disciplines through deep searches and dialogues with the tool. They especially appreciate its contribution when they compare the results …

Fact-Checking In The University: The Experience Of The ‘Verificatón Electoral’ As A Model Of Teaching Innovation, Irene Larraz, Samuel Toledano, Jordi Rodríguez-Virgili, Félix Arias Robles, Ángeles Durán, Marta Pérez-Escolar, Rocío Zamora Medina, Rubén Ramos Antón, Óscar Espíritusanto Nicolás, Miguel Ángel Esteban Navarro, Marcos Bermejo Gil

Journal of Media Literacy Education

This article analyzes the experience of Verificatón, a teaching innovation project based on a live fact-checking hackathon aimed at identifying and combating disinformation in the electoral context. The initiative, developed by the fact-checking media outlet Newtral in collaboration with nine Spanish universities, brought together a hundred journalism students. The results show that this experience facilitates the adoption of the fact-checking methodology in the students' professional practice and contributes to overcoming the competency gap in university journalism education. The case study validates this training proposal, which, framed within an electoral scenario, reinforces students’ learning of the role of critical thinking in …

Content Literacy In The Digital Age: Integrating The Development Of Digital Language Skills Into Civic Education, Cedric Lawida, Ina-Maria Maahs

Journal of Media Literacy Education

The digital transformation creates new demands on reading and writing. This entails the expansion of the goals of content literacy to explicitly include the development of digital reading and writing skills. The study explores how a social media project at a school in Germany supports students in developing digital language competencies. In the civics education project politik.informiert (informed politics), students create and share political content via an Instagram channel. The qualitative case study, based on observations and interviews, finds that the project offers rich opportunities for digital reading and writing, especially in researching information, evaluating sources, and producing audience oriented …

The Role Of Media Literacy In Shaping Campus Student Leaders’ Perceptions Of Media Activism, Online Risks, And Social Support, Srividya Ramasubramanian, Minnie S. Mcmillian, Shumaila J. Bhatti, Shannon Burth, Julius Matthew Riles, Elizabeth Behm-Morawitz, Melody Wilson

Journal of Media Literacy Education

in social movements. Within contemporary contexts, media is an important site through which campus student leaders raise awareness, share relevant information, distribute online petitions, and shape public discourses on various social issues. Media literacy is an essential skill for student leaders to be effective in their activist initiatives and be able to cope with the inevitable pushback through trolling and cyberbullying that such activism would likely bring up. This survey (N = 855) with college student leaders across three universities explores how they rate themselves on media literacy skills, how well they understand the risks involved with media activism, and …

Automated Media: Challenges And Opportunities For Media Literacy Education, Arnaud Claes, Jerry Jacques, Antonin Descampe, Victor Wiard

Journal of Media Literacy Education

This paper offers a theoretical reflection on the evolving landscape of automated media, focusing on how automation and so-called Artificial Intelligence (AI) are reshaping traditional media-related practices and the competences required for media literacy. It examines how automated media technologies, such as recommendation algorithms and generative AI, might reshape the critical skills necessary to navigate a complex digital ecosystem. By framing AI-driven media practices through a social-action perspective and treating media as human activities, we argue that media literacy models should encompass competences related to the operation of computational automata, particularly through the management of inbound and outbound information flows. …

Civil Discourse: A 3-Part Lesson Plan With Media Literacy Connections, Greg Davis

Journal of Media Literacy Education Pre-Prints

This article presents a three-part lesson plan designed to help students develop civil discourse skills through emotional self-regulation, value exploration, and structured debate. Drawing inspiration from Alaa Al-Musalli’s work on “Unteaching Divisive Argumentation,” the lesson introduces students to the emotional dynamics of disagreement, the ethical diversity that underlies opposing viewpoints, and the practice of respectful argumentation. The culminating activity—a classroom debate over a fictitious local law regulating electric bikes and scooters—invites students to reflect on how tone, listening, and self-awareness affect discourse. Integrating media literacy, the lesson concludes with a discussion of memes and online bias, prompting students to evaluate …

Exploring The Lived Experiences Of Former Teachers Transitioning Into Instructional Design And Technology: A Phenomenological Study, Denise Lynne Spencer

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological study was to explore the lived experiences of former teachers who have transitioned into instructional design and technology (ID&T) roles within noneducational organizations. The theory guiding this study was Malcolm Knowles’ adult learning theory, as it provided a theoretical framework for former educators to successfully transition their skills from teaching children to designing effective training for adults, particularly within noneducational organizations. The central research question asked, What are the unique challenges former teachers face when transitioning to ID&T when working for noneducational organizations? Data were collected through three data collection methods, including semi-structured interviews, …

Faith-Informed Instruction In Secondary Mathematics: A Hermeneutic Phenomenological Study Of Lutheran Church–Missouri Synod Teachers, Jonathan Balsman

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological study was to understand the phenomenon of faith-informed instruction as experienced by secondary mathematics teachers in Lutheran Church–Missouri Synod (LCMS) schools in the United States. The theory guiding this study was Vygotsky’s theory of social constructivism, which frames educators’ instructional and theological meaning-making as socially and contextually developed through collaborative, relational learning environments. The central research question guiding this study was: What are the lived experiences of LCMS secondary mathematics teachers as they practice faith-informed instruction? This study used a hermeneutic phenomenological design to interpret teacher meaning-making and reflective practice. Participants were selected using …

Differentiating And Accommodating Ocd And Anxiety In Mathematical Contexts, Madeline F. Gavares

Interdivisional Studies Summer Fellows

Students in mathematics classrooms may experience emotional and cognitive challenges that affect how they engage with coursework and assessments. While math anxiety has been widely documented, less attention has been given to how obsessive-compulsive disorder (OCD), particularly checking behaviors, may influence students’ experiences in math settings. This study explores how students who report math anxiety and those who report OCD symptoms describe their engagement with math tasks and test-taking. Drawing on survey and interview data from students and teachers, this study examines how these experiences are articulated and perceived in academic math contexts, rather than evaluating ability or outcomes. By …

Generative Ai Adoption And Perceived Academic Impact Among Undergraduate Students: A Cross-National Study In Indonesia, Tajikistan, And The United States, Vyacheslav Dushenkov, Ernawati Sinaga, Astri Rozanah Siregar, Alamkhon Akhmedov, Saidbeg Satorov

Publications and Research

Generative artificial intelligence (AI) is rapidly transforming higher education, yet comparative evidence from diverse international settings remains limited. This cross-national study examined undergraduate students’ adoption and perceived academic impact of generative AI tools at institutions in Indonesia, Tajikistan, and the United States. A harmonized online survey was administered to 584 undergraduates during Spring 2026 (Indonesia n = 235; Tajikistan n = 226; United States n = 123). The survey assessed AI familiarity, adoption patterns, frequency and purpose of use, perceived academic impact, and factors encouraging AI engagement. AI adoption differed significantly across sites, with the highest adoption observed in Indonesia …

Listening To Learn: Preservice Teachers’ Voice On What Matters Most In Their University Preparation Programs, David Wolff, Scott Klimek, Elizabeth Y. Dale

The Interactive Journal of Global Leadership and Learning

This study explores the perspectives of preserviceteacher candidates on the topics in education they perceive as the most important and urgent as they prepare for their first year of teaching. Utilizing quantitative methodology, the study aims to identify and prioritize educational topics sixty (n = 60) preservice teacher candidates believed were critical to their professional development. Participants are asked to rate the topics based on two criteria: urgency and importance. Each topic is rated on a scale from 0 to 5, where 0 indicated unfamiliarly with the topic, 1 indicated low urgency or importance, and 5 indicates high urgency …

Collaborating With Our Ai Research Companion: Exploring The Use Of Microsoft Copilot To Conduct Inductive And Deductive Coding In Qualitative Research, David Wolff, Melissa Wolff, Mark Diacopoulos

The Interactive Journal of Global Leadership and Learning

Higher Education faculty balance time in teaching, scholarship, and service, along with many other duties in their roles (Office of Occupational Statistics and Employment Projections, 2024). In our efforts to be stewards of our time and craft, faculty look for ways to be more efficient in these areas. With the increase of Artificial Intelligence (AI) in our personal and professional lives, this paper discusses the use of Generative Artificial Intelligence (GAI), Microsoft Copilot, as an analytic tool in the qualitative data analysis process. Qualitative data was collected from transcripts of recorded meetings and an online journal that included text and …

Exploring Stress And Mindfulness In Central Asia: Perspectives Of English Language Students In Uzbekistan, Laurie A. Wolfe, Rakhmatullo Akhmedov

The Interactive Journal of Global Leadership and Learning

Stress is a growing concern among university students worldwide, yet little is known about how stress is conceptualized and experienced within Central Asia, particularly Uzbekistan. This study explores how Uzbek university students understand and experience stress, identifies the primary sources of stress in their daily lives, and examines their perceptions of mindfulness as a potential stress‑reduction strategy. Participants were 60 students, primarily Muslim women, at a large public university in Tashkent, Uzbekistan. Open‑ended questions on a post‑intervention survey were analyzed using a combination of deductive and inductive coding. Students most frequently described stress in emotional terms, including irritability, sadness, and …

Embedding Evaluation For Continuous Improvement In A Cohort-Based Doctoral Residency Model: Evidence From An Ed.D. Program, Monica J. Weir

The Interactive Journal of Global Leadership and Learning

The Doctor of Education (Ed.D.) in Educational Leadership Program at Minnesota State University Moorhead (MSUM) includes two required summer residency weeks that serve as signature components of the doctoral experience. Given their central role in supporting academic milestones and scholarly community, program faculty have embedded systematic evaluation into residency design to support continuous improvement. This article describes a multi-phase, utilization-focused evaluation framework examining residency preparation, implementation, and participant experience. The evaluation designer collaborated with program faculty to design pre- and post-residency week instruments that elevate doctoral student voice and support faculty-led reflection. Preliminary findings indicated strong value placed on peer …

Building Minnesota's Teacher Workforce From Within: Policy Recommendations To Expand Grow Your Own Teacher Pathways In Minnesota, Jennifer Maras

The Interactive Journal of Global Leadership and Learning

Minnesota faces persistent teacher shortages driven by declining enrollment in teacher preparation programs, high early-career attrition, retirements, demographic shifts, and barriers to entering the profession. Traditional recruitment efforts alone are insufficient to meet the state's long-term workforce needs. This white paper proposes Grow Your Own (GYO) teacher pathways as a sustainable workforce development strategy that cultivates future educators from within Minnesota's own schools and communities. Rather than relying primarily on external recruitment, GYO initiatives intentionally develop local talent by creating accessible pathways for high school students, paraprofessionals, career changers, and community members to become licensed teachers.

Grounded in current workforce …

Breaking The Mold: An Examination Of Student Perceptions With Faculty-Led Native American Student Research Experiences, Caitlin A. Johnson

The Interactive Journal of Global Leadership and Learning

In recent years, Native American students in Minnesota have experienced the state’s widest equity gap. In response, a faculty advisor guided students through an immersive Indigenous research experience using the medicine wheel as a learning model focused on culturally relevant topics. Culturally relevant teaching uses methods and techniques that are building from a student’s interests, values, and strengths helps them to have a more meaningful educational experience by connecting home with school (Gay, 2000). Grounded in culturally relevant teaching theory, this approach connects students’ lived experiences to academic learning, making the exploration of equity gaps particularly meaningful for Indigenous students …

From Framework To Praxis: An Examination Of Integrated Comprehensive Systems (Ics) Equity Reform And Black Student Engagement, Heather L. Dunham

The Interactive Journal of Global Leadership and Learning

For over two decades, the Integrated Comprehensive Systems (ICS) framework (Frattura & Capper, 2007) has sought to promote systemic equity by addressing the organizational structures and practices that shape student outcomes. Despite its promise, few studies have examined ICS implementation in practice, particularly its impact on Black student engagement and academic success. This qualitative case study investigates a racially diverse Midwestern middle school that adopted ICS to shift outcomes for Black students. Grounded in the ICS framework—conceptually informed by Critical Race Theory and Disability Studies in Education—data from interviews, observations, and achievement records reveal that ICS can disrupt racialized routines, …

Re-Reading The World: Why Critical Literacy Must Accompany The “Back To Basics” Movement, Carl Bryan

The Interactive Journal of Global Leadership and Learning

Recent literacy reforms in the United States have prioritized systematic phonics as part of the “science of reading,” backed by extensive evidence on the importance of phonemic awareness and decoding for early reading development. While these skills are essential, narrowing literacy to mechanics alone overlooks its broader cultural and civic purposes. Drawing on Freire’s (1970/2000) conception of literacy as both “reading the word and the world,” this paper argues for a balanced framework that integrates foundational instruction with comprehension, knowledge building, and critical literacy. Building on the work of Luke (2000) and Vasquez (2014), it positions literacy as both a …

Emotional Sobriety As Liberation: A Critical Pedagogy Of Resilience, Carl Bryan

The Interactive Journal of Global Leadership and Learning

This white paper extends the Reclaiming Model of trauma recovery by examining what follows critical consciousness when trauma persists and systems remain largely unchanged. Building on Reclaiming My Story, which framed healing as a Freirean act of reclaiming authorship through naming harm, dialogue, and praxis (Bryan, 2026), this paper addresses how reclaimed consciousness is sustained under ongoing emotional, relational, and structural strain. Drawing on critical pedagogy, trauma scholarship, and a first-person case narrative, it reframes post-trauma survival not as incomplete recovery but as ongoing praxis. The analysis challenges resolution-based and individualizing models of healing by conceptualizing emotional sobriety, relational regulation, …

Cipropad Learning Model To Improve Elementary School Students’ Hots In Geometry, Ria J. Salman, Heris Hendriana, Masta Hutajulu

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

The latest digital technology developments demand innovative learning models that are able to integrate active learning approaches, problem-solving, and digital collaborative platforms. This study aims to develop a CIPROPAD (Circuit Learning, Problem-Based-Learning, Padlet) learning model designed to improve students' HOTS. This study uses the Borg and Gall R&D method which includes the stages of needs analysis, model design, initial product development, expert validation, limited trials, revisions, and field trials. The research subjects consisted of 74 elementary school students divided into experimental and control groups. The research instruments used included expert validation sheets, HOTS tests, student activity observation sheets, and student …

The Role Of Perceived Academic And Peer Support In Mitigating Imposter Syndrome Among Adhd Students, Eden Morley Dr

Journal of Science Education for Students with Disabilities

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education is associated with significant executive functioning deficits and performance inconsistencies. These challenges, alongside heightened rejection sensitivity, may predispose students to the Imposter Phenomenon (IP)—the persistent belief that one’s success is undeserved. While social and academic supports are known to buffer psychological distress, their specific role in mitigating IP within the ADHD student population remains under-researched.

Objectives: This study investigated the severity of IP among undergraduate students with ADHD and examined the protective roles of Perceived Social Support (PSS) and Perceived Academic Support (PAS), while exploring gender as a potential moderator.

Methodology: A cross-sectional …

Access Intimacy In The Feminist Classroom: Co-Creating Course Policies, Expectations, And Access Measures As Feminist Disability Praxis, Krystal Cleary

Feminist Pedagogy

In this essay, I outline an activity to foster access intimacy (Mingus, 2011) in the feminist classroom through students’ co-creation of course policies, expectations, and additional access measures. This activity transforms the classroom into a praxis laboratory wherein students analyze the normative structures that shape their hyperlocal classroom context and practice building environments characterized by interdependent solidarity rather than atomized competition. As feminist disability praxis, this activity centers the knowledge of disabled, chronically ill, and neurodivergent scholars and students; in doing so, it customizes the classroom to a diversity of learners and builds adaptability for responding to unforeseen challenges into …

Collaborative Curriculum Design For Culturally And Historically Responsive Education: Implications From Initial Program Evaluation, Christine L. Craddock, Rachel Juergensen, Shelley Rouser, Michael Ryan, Diamond Lee

Current Issues in Middle Level Education

This article discusses a unique program initiative of one university’s education department to interrogate teacher education coursework together as educators and researchers. We evaluated the course curriculum of five different courses together as a team on a routine basis and documented our thoughts and discussion through video and an organized survey tool. This tool was developed according to Muhammad’s five pursuits of culturally and historically responsive education which include: identity, skills, intellect, criticality, and joy. This produced qualitative and quantitative findings related to methods for adapting and adjusting course instruction, content, and assessments according to the pursuits. Relatedly, it promoted …

How Grades Changed Before, During And After Covid-19 In A Business College, Douglas R. Moodie, Alison Keefe, Robin Cheramie

International Journal for Business Education

Purpose: This study examines how undergraduate business student grades changed before, during, and after the COVID-19 pandemic using a large institutional dataset from a business college in a US university between 2015 and 2024.

Method: The analysis includes over 390,000 student-course observations and incorporates instructional modality, student demographics, course characteristics, and prior academic performance.

Results: Results show a substantial increase in mean course grades during the COVID-19 period, followed by a partial reversion post-pandemic to levels that remain above pre-pandemic trends. These patterns are consistent across modalities, demographics, and departments.

Implications: The findings raise important questions regarding the interpretation of …

How Does An Advanced Educator Utilize Digital Language Teaching And Learning By Integrating Linguistic, Cultural, And Business Life Perspectives?, Hely Westerholm, Pirjo Takanen-Körperich, Ph.D.

International Journal for Business Education

This paper explores advanced educators’ digital working capabilities in online language teaching, with a particular focus on sharing Finnish language and culture in a foreign context. Cultural and linguistic knowledge play a significant role in enhancing students’ motivation to study foreign languages. In today’s educational environment, digitalisation and globalisation exert an increasing influence on foreign language teaching and learning.

The digital learning environment has brought about a paradigm shift in foreign language didactics. Digital language learning is both challenging and holistic in nature. Continued foreign language learning is simultaneously an individual and a social process, as digital learning cultures impose …

Co-Designing Translanguaging-Informed Transformative Socioemotional Learning With Bilingual Kindergarten Teachers In Colombia, Catherine Restrepo-Widney

Electronic Theses and Dissertations 2020 - Present

Emergent bilingual children enter early childhood classrooms with rich, dynamic linguistic repertoires that span languages, cultural practices, and ways of knowing. Socioemotional learning (SEL) often fails to meaningfully incorporate children’s linguistic and cultural repertoires, reflecting critiques that many SEL frameworks privilege individualistic, culturally narrow competencies that may marginalize learners from diverse backgrounds. This is particularly consequential in early childhood dual language bilingual education (DLBE), where children's heritage languages are central to authentic emotional connection and identity development, and where empirical models for culturally sustaining SEL remain limited. Through a participatory design research approach structured around iterative cycles of collaborative inquiry, …

Evaluation Of Music Education Implementation Under The Merdeka Curriculum At The Junior Secondary School Level In Tanggamus Regency, Andrean Pramudyo, Kun Setyaning Astuti

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Music education in Indonesian junior high schools often faces persistent structural challenges, particularly in regions where the implementation of Kurikulum Merdeka remains uneven and under-evaluated. This study evaluates the implementation of Music Education under Kurikulum Merdeka at state junior high schools in Tanggamus Regency, Lampung Province. Stufflebeam's (1966) CIPP evaluation model, encompassing Context, Input, Process, and Product components, was employed within a quantitative descriptive-evaluative design. Data were collected simultaneously using three instruments: a primary questionnaire and two supplementary instruments comprising structured observation sheets and documentation analysis sheets. Respondents included 6 school principals and curriculum vice-principals, 10 Music Education teachers, and …

A Charism-Based Faculty Instruction Framework For Nursing Education: Integrating Values-Driven Pedagogy In Blended Learning Environments, Humprey G. Icban, Anele C. Mallari, Cherry B. Lazatin, Aurora R. Valencia, Lilibeth G. Sales, Ulysses J. Rengel, Marie Aileen L. Domingo

The Journal of Faith, Education, and Community

The evolution of nursing education in the Philippines is driven by dynamic global healthcare demands and an accelerated shift toward blended learning modalities. The central challenge lies in preserving the humanistic values of compassion and integrity within technology-mediated environments. This study addresses this issue by developing a Charism-Based Faculty Instruction Framework (CBFIF) designed to empower clinical instructors at the University of the Assumption College of Nursing and Pharmacy (UACONP) in their crucial role as "Formators of Catholic Leaders." The framework is intended to cultivate the institution's core graduate attributes: "Biasa" (academically competent), "Maganaca" (morally upright), and "Mayap" (socially responsible). A …

Teaching As Testimony: Examining The Relationship Between High School Teachers’ Faith Identity And Pedagogy, Candace M. Kyles

The Journal of Faith, Education, and Community

Teaching has long been understood within Christian theology as a vocational practice shaped by faith, moral formation, and lived discipleship. Yet within U.S. public schooling, the Separation of Church and State restricts explicit engagement with religion, often rendering educators’ faith identities invisible within school buildings and classrooms. This covertness does not eliminate the formative influence of faith; rather, it obscures how teachers’ faith identities inform their ethical reasoning, teaching practices, and pedagogical choices. When faith remains unexamined, it may operate implicitly, shaping classroom interactions without the benefit of critical reflection or institutional support.

Despite the prominence of culturally responsive pedagogy …

Reintegrating Wisdom: A Cultural-Sciences Framework For Linking Music, Faith, And Stem Education, Yoonil Auh, Minjeong Cho, Sang-Eun Hwang

The Journal of Faith, Education, and Community

This article proposes a theoretical model for integrating music and religious education into STEM by reframing them as cultural sciences, disciplines that generate symbolic, ethical, relational, and meaning-making forms of knowledge essential for 21st-century learning. While technocratic models of STEM emphasize quantification, efficiency, and innovation, they often marginalize the humanistic and spiritual dimensions of education that support ethical discernment, cultural literacy, and communal responsibility. Drawing on epistemic pluralism, transdisciplinary studies, educational philosophy, theology, and music pedagogy, this study outlines a four-dimensional framework, epistemic integration, transdisciplinary learning, ethical praxis, and spiritual-communal ways of knowing, that positions music and religious education not …