Educational Technology Commons^™

Comparative Analysis Of Artificial Intelligence (Ai) Implications For Active Learning And Assessment At Various Curricular Levels Of Stem And Health Sciences In Developed Versus Underprivileged Countries, Vinay Munlapudi, Santanu De

FDLA Journal

Today’s all-pervasive emergence of artificial intelligence (AI) necessitates a comprehensive evaluation of its role in education, especially for occupational disciplines in health sciences and STEM. AI has reshaped student learning and instructors’ navigation of the evolving, post coronavirus infectious disease (COVID-19) global academic landscape. This study aimed at encapsulating evidence-based AI implications for student-centered, active learning and assessment at various curricular levels of science, technology, engineering, mathematics (STEM) and health sciences education in developed versus underprivileged or less developed countries. An extensive, scoping review of 65 recent, scholarly publications was conducted over six months through diverse search engines (PubMed, Google …

How Disability Inclusion Shapes Student Experiences In Egyptian Public Universities, Ramez Maher

Theses and Dissertations

The inclusion of students with disabilities in higher education is a critical aspect of equity, social justice, and human rights, particularly in Egypt, where systemic barriers continue to hinder access to education for this demographic. Despite the enrollment of approximately 19.4 million students in 2018, only 38,135 students with disabilities were admitted, highlighting the significant challenges they face in accessing higher education.   Through a qualitative approach employing reflexive thematic analysis, this study explores the interplay of institutional policies, cultural attitudes, and accessibility challenges that affect the educational experiences of students with disabilities in Egyptian public universities. The analysis of 21 …

Data Governance Maturity, Ai Integration, And Equity In Colorado K-12 Public Schools, John R. Curtin

Electronic Theses and Dissertations

Colorado's 179 K-12 public school districts operate as autonomous governance units, each responsible for securing and managing student data assets that span health, financial, residential, and academic records. The accelerating integration of artificial intelligence (AI) and machine learning (ML) tools into administrative workflows, productivity software, and instructional platforms has fundamentally altered the risk landscape for student data, yet governance frameworks at the state, district, and school levels have not kept pace. This dissertation investigates whether Colorado's decentralized educational governance structure is institutionally capable of producing equitable, secure, and sustainable data governance outcomes in the AI era.

Drawing on Institutional Theory …

Layers Of Representation: A Multidimensional Book Analysis, Mariah Pfundheller, Nikki Logan, Amy E. Lein, Sydney Bueno

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This study evaluates how educators interpret the Multidimensional Framework for Inclusive Literature (MDFIL), a tool for evaluating and selecting multicultural literature for their classrooms. Participants self-identified as current, former/retired, or student teachers, or as undergraduates pursuing a teaching license at the time of the survey. Incorporating multicultural literature into educational settings has a positive impact on children's development. Multicultural literature fosters feelings of acceptance, cultural awareness, and empathy among students. By exposing children to diverse cultural perspectives, multicultural literature not only enhances their understanding of their own identities but also cultivates a greater appreciation of others' experiences. The benefits of …

An Equity-Based And Culturally Responsive Bill Of Rights For Early Childhood Students Of Color With Exceptionalities, Evette Simmons-Reed, Michelle Frazier Trotman Scott, Gloria Tardash, Mildred Boveda, Donna Y. Ford

Perspectives on Early Childhood Psychology and Education

The COVID-19 pandemic exacerbated existing disparities in early intervention (EI) and early childhood special education (ECSE) services for culturally and linguistically diverse (CLD) disabled children, exposing critical gaps in access, services and support. systemic inconsistencies in implementation, training, and funding, remain barriers limit opportunities for CLD students to benefit, despite the aims of the Individuals with Disabilities Improvement Act (IDEA). To address these inequities, this manuscript proposes an expanded and updated Culturally Responsive Equity-Based Bill of Rights for EI and ECSE. Building upon Ford and colleagues' (2018) work, this revised document extends protections to children aged zero to five, emphasizing …

Guest Editor's Introduction: Methodological Innovations For Advancing Early Childhood Educational And Psychological Research, Anthony Mangino Ph.D.

Perspectives on Early Childhood Psychology and Education

The goal of this special issue is to provide you, the inquisitive reader and developmental scientist, with some of the methodological tools to aid in augmenting your analytic capacity.

A.I. And Education: The Relationship Between Policy And A.I. Implementation In Louisiana K-12 Schools, Johnny R. Moore Jr

Honors Theses

This research focuses on A.I. policies in Louisiana K-12 education, trying to figure out what the best possible policies would be to ensure that students are using A.I. as a tool rather than a crutch to rely on. This goes through the history and background of technology implementation and educational policies in Louisiana. The research focuses on current A.I. policies in the state, if any, and then evaluates other states policies around the country. Teachers and administrators from around the state were surveyed on this and were also asked on their opinions on A.I. in the classroom.

Developing Narrative-Based Stem Learning Tool For K-6 Visually Impaired Students, Daniel Tsivkovski, Dylan Ravel, Jeffrey Kraskouskas, Brandon Foley, Maryam Etezad, Franceli Cibrian, Rajeev Joshi, Ariel Han

Student Scholar Symposium Abstracts and Posters

This research develops a free, accessible web application that enables K-6 students who are blind or visually impaired (BVI) to learn STEM concepts using refreshable braille displays. Currently, most online learning tools are not designed for BVI students, creating a significant educational barrier.

The application interfaces with commercial braille displays and uses narrative-based learning to make STEM content approachable and engaging. By presenting material as personalized interactive stories generated with the help of Artificial Intellligence (AI), students can connect with concepts while developing braille reading skills. The curriculum design prioritizes accessibility through the Accessible Rich Internet Applications (ARIA) standards and …

Low-Vision Students’ Experiences With And Suggestions To Improve Desktop Virtual Reality: A Qualitative Study, Tanveer Mansur Syed

Theses and Dissertations

Visually impaired students have faced challenges in the field of education, particularly in science education. Not surprisingly, the unemployment rate for working-age visually impaired people has been above 70%. This persists despite federal laws to support the education and employment of visually impaired people,

Virtual Reality (VR) technology has evolved for several decades. Its use has proliferated in areas that include education. Today, VR science lab simulations are presented as a cost-effective alternative to traditional science labs. Research shows these to be viable substitutes to traditional science labs without a significant drop in learning outcomes. However, this researcher was unable …

Transforming Education With Ai, Kenna C. Lorenzini

SPARK Symposium Presentations

Artificial intelligence (AI) is becoming more common in college classrooms, especially when students are completing papers and assignments. This project explores how college students can use AI responsibly while still learning and developing their own ideas. The goal of this project is to compare the perspectives of both professors and students in order to better understand how AI can support learning while still maintaining academic honesty. This research highlights the importance of clear expectations, responsible use of technology, and open conversations between students and educators about AI in academic work.

Advocacy For Access: Ot's Role In School-Based Assistive Technology, Kalena Wedemeyer-Abney, Jazminne Orozco Arteaga

Spring 2026 OTD Capstone Symposium

This mixed-methods exploratory research study analyzes the experiences of school-based occupational therapy practitioners (OTPs) in the implementation of assistive technology (AT). The research examines their perceptions regarding their role and the responsibilities that come with it. This study is grounded in the Model of Human Occupation (MOHO) and seeks to understand the skill level and knowledge of practitioners, motivators to advocacy efforts, and the overall systemic environment, such as supports and barriers, that impact OTP's ability to acquire and implement assistive technology solutions. A mixed-method research survey was completed by 25 participants, with 3 participants also completing a 1-hour, optional …

Teaching Iep Development To Preservice Teachers Using Real-World Scenarios And Kentucky Resources, Laura S. Clarke, Dusty Columbia Embury

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

When considering all of the content and pedagogy required for preservice teachers to master before they begin teaching students with disabilities, candidates at public, regional university report that one of the most complex components is understanding Individualized Education Programs (IEPs) and how to write them. In this article, we will provide a program description of the structure, components, and outcomes of a model preservice personnel preparation program designed to address the pedagogical needs of university teacher education candidates in this rural state university. We will describe the plan and initial results from a small pilot study in which faculty in …

Critical Incident Analysis: A Methodological Approach For Teaching Trauma Informed Practices, Penny B. Howell, Mary S. Thomas, Shantel D. Crosby, Khirsten Scott

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Drawing on sociocultural theory, a transdisciplinary, multi-racial team of teacher educators, a social work educator, and a scholar of English and rhetoric, designed a study focused on developing teacher candidates’ understanding of trauma-informed practices during their teacher preparation program. Qualitative data from teacher candidates’ reflections on Critical Incident Descriptions (CID) completed during student teaching reveal their developing understanding of trauma-informed practice with Timing, Maintaining Relationships, Holding High Expectations, and Engaging Students so they Remain in the Classroom as prevalent themes across all CIDs. Findings suggest that Critical Incident Analysis promotes teacher candidates’ reflection practices as they make connections …

Exploring The Lived Experiences Of Black Women In Undergraduate Stem Core Expansion Pathways, Lizzie L. Evans Martinez Alvarez

Electronic Theses and Dissertations

The use of social incongruence in the film Hidden Figures, which juxtaposed with STEM education as the most powerful in contrast with Black women as the least powerful, supported the argument for the specific problem of practice to examine the unmet need for socially and ethnically diverse student populations in U.S. STEM higher education and careers. The purpose of this hermeneutic phenomenological research study was to identify and analyze the lived experiences of Black women regarding barriers they perceive in the STEM educational and career decision-making processes, while exploring transformational pathways to STEM academic success. The study specifically analyzed …

Greater Newark Stem Ecosystem - 2026 Convening - Small Group Outcomes & Action Plan, Brad Schenker

STEM for Success Showcase

In January 2026, GNSE convened ecosystem partners for a co-design session focused on identifying shared challenges, opportunities, and near-term actions to strengthen STEM education and career-connected learning. Participants engaged in small-group discussions to surface barriers, enablers, and potential areas for coordinated action.

Addressing The Void Of Ai Policies In Education For Students With Specific Learning Disabilities, Mikyung Shin, Fatmana Deniz, Latesha Watson, Cynthia Dieterich, Kathy B. Ewoldt, Friggita Johnson, Jennifer E. Kong, Sung Hee Lee, April Whitehurst

Education Faculty Articles and Research

The purpose of this study was to identify the current state of artificial intelligence (AI) policies in U.S. education and propose actionable recommendations through large language model–based topic modeling and Delphi surveys. Out of 12 policy documents released between 2015 and 2025, only two documents (National Center for Learning Disabilities, 2024; W.A. v. Clarksville/Montgomery County School System, 2024) specifically addressed learning disabilities. Policy documents addressing topics such as AI-driven risk assessment, data protection, legal risk management, and ethical guidelines covering other disabilities and general AI in education policy were provided as baselines that could be discussed and validated through …

Using Ai-Generated Multimedia To Teach Leisure Choice Making, Charles Thull

STEMPS Faculty Publications

This learning representation introduces an AI-developed, multimedia assessment for identifying leisure preferences among middle school students with developmental disabilities. Grounded in instructional design, ecological systems, and multimedia learning theories, the activity integrates ChatGPT, InVideo AI, Sora, DALL·E, and Gemini to create guided-choice visuals, short videos, and a structured, teacher-facilitated paired-choice activity using visual prompts across home, school, and community interest contexts. The technology-developed design fosters engagement, accessibility, and self-expression as students participate in a structured, teacher-facilitated paired-choice activity. Outcomes include enhanced student voice in leisure planning, increased self-awareness, and the identification of potential leisure interests. Assessments include student responses to …

Ai-Generated Content In Education: Moving Beyond Theory Toward Data-Driven And Actionable Insights, Huong Thi Pham, Nhung Thi Phuong Nguyen

Journal of Educational Technology Development and Exchange (JETDE)

The emergence of AI-powered content such as text, images, and videos generated by large language models (LLMs) has rapidly transitioned from an experimental novelty to a structural force in higher education. Yet, previous reviews have remained largely conceptual or focused on the early stages of the AI wave. This study offers an updated, multi-faceted overview of AI-generated content in education based on data from 2022 to 2025. Following the PRISMA protocol, we systematically identified and reviewed 64 peer-reviewed studies to examine usage, transformation of teaching practices, impacts on learning outcomes, and challenges related to academic integrity, bias, trustworthiness, and teacher …

Development And Psychometric Validation Of A Short-Form Critical Thinking Scale In Generative Ai Contexts (Genai–Crt): Evidence From Vietnamese Efl Learners, Ngo Cong-Lem, Thang T. Nguyen, Khanh N. H. Nguyen, Quyen N. H. Nguyen

Journal of Educational Technology Development and Exchange (JETDE)

The rapid spread of generative artificial intelligence (GenAI) in education has intensified concerns about its impact on learners’ critical thinking, underscoring the need for reliable instruments to assess how students engage critically with AI-generated content. This study adapted, developed, and initially validated the Generative AI–Critical Thinking (GenAI–CrT) scale, an eight-item short-form instrument designed to capture EFL learners’ critical thinking in AI-enhanced learning contexts. Data from 233 Vietnamese undergraduates and graduates underwent exploratory and confirmatory factor analyses, supporting a theoretically grounded four-factor structure comprising analytical skills, logical reasoning, evidence evaluation, and open-mindedness. The scale demonstrated excellent model fit (χ²(14) = 23.49, …

Integrating Digital Tools To Foster Soft Skills In Vocational Education: A Flipped Classroom Approach In China, Shanshan Wu, Renee Shiun Yee Chew, Yanhua Bi, Hui Jin

Journal of Educational Technology Development and Exchange (JETDE)

Changes in the global demand for labor have highlighted the need for vocational education and training (VET) systems to develop not only technical skills but also soft skills like critical thinking, communication, and adaptability. This research investigates the use of digital technologies in a flipped classroom (FC) model and their impact on the development of soft skills in vocational students with particular attention to the growing VET ecosystem in China. With data gathered from a cross-sectional quantitative survey of 270 students from a Chinese vocational college, the research seeks to assess the impact of specific digital tools, such as video …

Evaluating Artificial Intelligence Language Tools In English Language Learning For Flight Attendant Learners, Qianying Pu, Amelia Binti Alias, Khairul Azhar Bin Jamaludin

Journal of Educational Technology Development and Exchange (JETDE)

This study analyzes AI language tools aiding English learning for aspiring flight attendants, focusing on fluency, pronunciation, and communication skills. Considering the aviation industry’s very high language requirements, this research examines how AI language tools help flight attendants master English and improve their speech and pronunciation.  A qualitative descriptive design using semi-structured interviews was adopted for the present study with flight attendants and aviation English educators. The study highlights major themes such as Increased Confidence through Repetition and Feedback, Pronunciation Improvement Enabled by an AI-specific feature, Pedagogical Gaps and Instructor Apathy, and Limitations in Contextual Appropriateness. This study concludes that …

Vol 19 Issue 1 Table Of Contents

Journal of Educational Technology Development and Exchange (JETDE)

Table of Contents

Teacher-Guided Video Instruction For Dance Appreciation: A Design-Based Research Study, Cuiqing Meng, Tiantian Zhou

Journal of Educational Technology Development and Exchange (JETDE)

Video is widely used in dance appreciation courses; however, unguided viewing often leads to passive observation rather than analytical understanding. Grounded in multimedia learning theory and instructional scaffolding, this study employed a Design-Based Research (DBR) approach to develop and evaluate a teacher-guided video instructional model in a dance appreciation course in a Chinese university. The DBR process involved iterative phases of design, implementation, analysis, and refinement within an authentic classroom context. A convenience sample of 23 undergraduate dance majors participated in the study. Data were collected through a structured questionnaire consisting of Likert-scale items and open-ended responses. Quantitative data were …

Ethical Dilemmas Of Generative Ai In Education And Their Implications For Sdg 4: A Systematic Review From A Global And Inclusive Perspective, Eva García-Beltrán

Journal of Educational Technology Development and Exchange (JETDE)

This systematic review, conducted in accordance with PRISMA 2020 guidelines, examines the ethical dilemmas associated with the use of Generative Artificial Intelligence (GAI) in education and analyses their implications for the achievement of Sustainable Development Goal 4 (SDG 4), with a focus on inclusive and equitable quality education. The review draws on 24 peer-reviewed studies published between December 2022 and December 2024, covering diverse educational levels and geographical contexts, with a predominance of Global North perspectives and limited representation from the Global South. The analysis reveals four primary themes: academic integrity, algorithmic equity, data privacy, and the potential contribution of …

Exploring Teachers’ Perceptions Towards Using Ict With Dialogic Teaching In The Primary Science Classroom In Saudi Arabia, Yousef Alharbi, Sue Johnston-Wilder

Journal of Educational Technology Development and Exchange (JETDE)

This study examines the implications of teachers’ perceptions of using ICT to support dialogic teaching in primary science classrooms in Saudi Arabia. It employed questionnaires distributed electronically to science teachers working in state primary schools in Riyadh, and 305 completed responses were analyzed using SPSS. The majority were found to implement a variety of activities to support dialogue and to use several ICT tools in their science lessons. In addition, most teachers reported positive attitudes toward ICT, dialogic teaching, and ICT-supported dialogic teaching in science lessons. However, the results indicated that some teachers currently adopt a dominant role in dialogue …

Application Of Artificial Intelligence In Case-Based Teaching: A Qualitative Study In Mba Education, Tianjiao Xu, Mohd Nazir Bin Zabit

Journal of Educational Technology Development and Exchange (JETDE)

This study examines the incorporation of artificial intelligence (AI) into case-based teaching (CBT) within Master of Business Administration (MBA) programs in China, amidst the rapid digital transition in higher education. Guided by the Context–Input–Process–Product (CIPP) evaluation framework, the study adopted a qualitative design and conducted semi-structured interviews with five instructors from three core MBA courses. The findings indicate that AI enhanced classroom interaction and reduced teachers’ workload by supporting real-time feedback and dynamic discussion processes. Institutional support, including teacher training, digital infrastructure, and technical assistance, was recognized as a vital facilitator of effective implementation. Despite its various benefits, the study …

Artificial Intelligence In Higher Education: How Educators’ Perception, Readiness, And Well-Being Shape Performance, Fatimah Pohan, Dicky Aprillo Siregar, Muhammad Bangun Siregar

Journal of Educational Technology Development and Exchange (JETDE)

Artificial Intelligence (AI) is transforming higher education, but its effectiveness depends on how educators perceive, adopt, and psychologically respond to the technology. This study examines the effects of educators’ perception of AI and AI adoption on self-reported educators’ performance through AI readiness and psychological well-being. Grounded in the Technology Acceptance Model, Readiness for Change Theory, and the Job Demands–Resources framework, the study employed a quantitative cross-sectional survey design. Data were collected from 121 educators at private higher education institutions in North Sumatra, Indonesia, using purposive sampling of active educators. The data were analyzed using Partial Least Squares Structural Equation Modeling. …

Ai In Pk-12 Education: Implications For Teaching And Learning, David Naff, Meleah Ellison, Casey Bailey, Tzu-Wei Wang, Kiana Bradford

MERC Publications

This research and policy review from the Metropolitan Educational Research Consortium (MERC) explores the implications of artificial intelligence (AI) for teaching and learning in public PK-12 education. It is part of a two part series with a companion report focused on AI implications for PK-12 policy. The report explores two questions:

1. How is AI shaping teaching and instructional practice?
2. How is AI shaping student learning and development?

It concludes with a series of key takeaways and recommendations for PK-12 policy and practice.

Developing Accessible Narrative-Based Stem Learning Software For K-6 Braille Display Users, Dylan Ravel, Daniel Tsivkovski, Brandon Foley, Maryam Etezad, Franceli Cibrian, Ariel Han, Rajeev Joshi

Student Scholar Symposium Abstracts and Posters

This research develops a free, accessible web application that enables K-6 students who are blind or visually impaired (BVI) to learn STEM concepts using refreshable braille displays. Currently, most online learning tools are not designed for BVI students, creating a significant educational barrier.

The application interfaces with commercial braille displays and uses narrative-based learning to make STEM content approachable and engaging. By presenting material as interactive stories, students can connect with concepts while developing braille reading skills. The curriculum design prioritizes accessibility through the Accessible Rich Internet Applications (ARIA) standards and screen reader support.

The goal is to provide BVI …

Teachers Of Students With Visual Impairments (Tsvis) Assistive Technology (At) Competencies: An Update Study, Benjamin Kendall Lytle

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Assistive technology (AT) is essential for supporting access, independence, and learning among students with visual impairments. Teachers of students with visual impairments (TSVIs) are expected to integrate AT into instruction and ensure their students are prepared for academic, social, and workforce demands. The original list of 111 AT competencies for preservice TSVIs, developed by Smith et al. (2009), provided an important foundation but has not been revised despite significant technological advances over the past decade. Outdated competencies risk limiting teacher preparation programs and leaving educators underprepared to address the realities of today’s classrooms. A revised and streamlined competency framework is …