This article investigates how German university students learn to use image-generating artificial intelligence and its implications for educational practice. Using semi-structured interviews and think-aloud protocols, twelve students (aged 18-26) from media and social science programs at three German universities created personal and academic images using Midjourney. Through descriptive thematic analysis, findings reveal that image-generating AI creates initial excitement and motivation while fostering soft skills including persistence, precise communication, and openness to new experiences. However, some students experienced frustration when attempting to realize specific visual concepts and showed susceptibility to distraction. Notably, students with broader general knowledge in art history and technical terminology achieved more successful outcomes. Further, the study identifies a fundamental shift in university learning paradigms: whereas academic work traditionally progresses from images to textual analysis, image-generating AI reverses this process, positioning text as a tool for visual creation. This has implications for curriculum designs, suggesting the need for enhanced visual literacy, expanded general education requirements, and explicit instruction in AI bias recognition. For educational practice, image-generating AI can serve as a valuable pedagogical tool for increasing engagement while requiring careful scaffolding to prevent distraction and ensure critical evaluation of outputs. The study contributes foundational insights for developing pedagogical frameworks that harness the potential of image-generating technologies in education.
Beyond Automation: A Conceptual Framework for AI in Educational Assessment
This paper synthesizes the main applications of artificial intelligence in educational assessment through a systematic review following PRISMA guidelines. Our comprehensive analysis yielded 60 studies that revealed five key areas of AI-assisted educational assessment: assessment design, automatic grading, data analysis, performance prediction, and feedback provision. Based on identified patterns and implementation challenges, we pro-pose a novel three-dimensional pedagogical framework for AI in educational assessment. Within this framework, we develop the Processual Assessment Integration Model (P-AI-M) to address the first dimension, distinguishing between assessment de-sign/development and implementation/ utilization phases. The complete framework integrates: (1) this processual dimension operationalized through P-AI-M; (2) a stakeholder dimension mapping the distinct roles and responsibilities of researchers, policy makers, school leaders, teachers, and students; and (3) a cognitive-taxonomic dimension aligning AI capabilities with revised Bloom’s Taxonomy levels. The model is grounded in established educational theories including assessment for learning, constructive alignment, and sociocultural perspectives on evaluation. By addressing recurring gaps between technological capabilities and pedagogical integration, our multidimensional approach provides educators and researchers with a structured framework for understanding where AI can most effectively enhance assessment while preserving essential human expertise. The framework offers both theoretical grounding and practical guidance for implementing AI assessment tools in pedagogically sound, ethically responsible, and equitable ways across diverse educational contexts.
Generation X and Y Teachers’ Perceptions of Digital Pedagogy: A Turkish Case Study
This study explores the perceptions of Generation X and Generation Y educators regarding digital pedagogy and its impact on teaching practices. Digital pedagogy, defined as the integration of technology into educational practices, is examined through the lens of two distinct generations, each with differing approaches to technology in education. Generation X approaches digital pedagogy cautiously, emphasizing the need to strike a balance between digital tools and face-to-face interactions. They view technology as a tool to enhance traditional teaching methods, with a strong focus on pedagogical alignment, security, and accessibility. In contrast, Generation Y embraces a more flexible, student-centred approach, seeing digital tools as integral to creating personalized and innovative learning environments. This generation is more comfortable with the rapid integration of technology and advocates for using digital tools to enhance engagement, adaptability, and individualized learning experiences. Both generations recognize the role of digital pedagogy in fostering 21st-century skills. However, both acknowledge the limitations of digital tools in promoting holistic personal development, emphasizing the importance of socio-emotional interactions and face-to-face learning experiences. Furthermore, the study examines the evolving roles of educators in the digital age, with Generation X envisioning teachers as guides and emotional connectors, and Generation Y viewing them as content designers and mentors. The findings highlight significant generational differences in integrating digital technologies into education, providing insight into the future of digital pedagogy and its implications for teaching practices.
Human-AI Interaction in Romanian Schools: Explorations of Algorithmic Empathy and Digital Co-Creation
This article explores the ongoing interaction between human intelligence and artificial intelligence (AI), with a particular focus on the concept of algorithmic empathy – a type of simulated affective response with tangible educational value – and on the dynamics of digital co-creation. Drawing on interdisciplinary perspectives and qualitative data collected through semi-structured interviews with 57 teachers and 542 students from Romania, the study explores how AI systems can support learning, foster innovation, and adapt to users’ cognitive and emotional needs thematically analysed to provide in-depth insights. The analysis identifies key factors that shape effective human-AI communication, such as digital literacy, trust, personalization, and ethical awareness. While AI is perceived as a valuable tool for enhancing educational processes and decision-making, challenges related to transparency, over-reliance, and reduced human connection are also highlighted. The findings show that meaningful human-AI collaboration requires not only technological refinement but also a critical and ethical rethinking of the roles both actors play in a shared digital ecosystem. The study underscores the importance of algorithmic empathy and conversational digital literacy in sustaining user motivation, while warning against dependency and the erosion of critical inquiry. In educational settings, AI is best positioned as a complement to, not a substitute for, the human educator. These insights reinforce the need for human-centred, ethically grounded AI integration strategies, especially in environments where learning, equity, and emotional support intersect.
AI-Assisted Learning and Procrastination Patterns: An Exploratory Investigation of ChatGPT Usage in Higher Education
This exploratory pilot study investigates the potential relationship between ChatGPT usage and academic procrastination among EFL Master students. As AI tools become increasingly prevalent in educational settings, understanding their impact on student learning behaviours becomes crucial for digital pedagogy. Through a survey of 95 Master students at Ibn Khaldoun University of Tiaret, Algeria, this investigation examines students’ self-reported ChatGPT usage patterns, procrastination levels, and perceptions of AI tools’ influence on their academic habits. The exploratory approach reveals that while students recognize ChatGPT’s utility for academic tasks, they also acknowledge its potential to facilitate procrastination behaviours. Findings suggest that moderate ChatGPT users demonstrate awareness of both benefits and risks associated with AI tool reliance. This preliminary investigation contributes to emerging discussions in digital education by providing initial insights into the complex relationship between AI assistance and self-regulated learning. The study offers a foundation for future research examining how educational institutions might develop frameworks for responsible AI integration while supporting student autonomy and critical thinking development.
The Perspective of Medical School Students on Distance Education
This study examines the impact of this transition on medical students at a public university by focusing on their academic performance, emotional well-being, and adaptability to remote learning environments. Since the COVID-19 pandemic prompted an unprecedented shift from traditional classroom learning to online platforms across global educational systems, it is crucial to understand how students navigated these changes and adapted to the new learning conditions. This study collected qualitative data from 65 medical students through semi-structured interviews. The findings reveal significant effects on study habits, emotional well-being, and curriculum engagement. The findings reveal a mixed response to distance education in medical schools. While some students experienced increased flexibility and, in some instances, improved academic performance, significant challenges also emerged. These challenges included a decline in practical skills, heightened emotional distress, and technical issues that obstruct effective learning. The study emphasizes the necessity for hybrid educational models that combine the advantages of online flexibility with essential in-person interactions, particularly for training practical skills in medical education. It recommends enhancing online educational platforms to better support medical training during crises. Emphasis is placed on developing a robust technical infrastructure alongside comprehensive mental health support systems.
A Case Study: An Investigation into Foundation Pathway Teachers’ Beliefs of Incorporating Digital Pedagogy in Their Practice to Increase Student Engagement
This case study investigates the beliefs of Foundation Pathway teachers at INTO University of Exeter (IUoE) regarding the incorporation of digital pedagogy into their teaching, focusing on the Technological, Pedagogical and Content Knowledge (TPACK) framework as the theoretical foundation. By employing a qualitative research design involving semi-structured interviews with seven teachers, the study uncovers the extent to which these teachers believe that digital tools can foster an interactive and engaging learning environment for their students. The results indicate that teachers strongly believe that digital pedagogy has improved student engagement to some extent. However, they also recognise certain challenges associated with using digital tools that could potentially hinder student engagement. This case study suggests that the integration of digital pedagogy contributes to the development of a more productive classroom environment.
The Current State of Digital Literacy Research in China: A Literature Review
The purpose of this study is to analyse the current research status, hotspots and development trends of teachers’ digital literacy in China. The article uses Citespace to visualize and analyse 1,129 relevant Chinese literature published between 2007 and 2024 in China Knowledge Network CNKI. The study found that (1) the research on teachers’ digital literacy in China started in 2007 while the number of studies has increased significantly in recent years as well as the research topics have become increasingly diversified. (2) The research hotspots mainly focus on the connotation of digital literacy, the necessity of cultivation, the relationship with rural revitalization, and the strategies for improving digital literacy in higher education and basic education stages. Based on the research results, this paper puts forward suggestions with a view to providing valuable references and lessons for the development of the enhancement of teachers’ digital literacy in China.
Blended Teaching Mode Based on the “Rain Classroom” Platform – A Case Study of the Course “Basic German Grammar” at Beijing International Studies University
The blended teaching is an “online + offline” teaching mode that integrates the dual experience of traditional classroom and online learning, which is a hot topic that educators at different levels are currently paying attention to and studying. The “Rain Classroom” is a new teaching platform developed with the support of information technology, which promotes the development of the blended teaching mode, improves teaching effect, monitors teaching process in real time, and enhances the effectiveness of teaching management. This paper takes the academic course of “Basic German Grammar” at Beijing International Studies University as an analysis case. Based on the online courses developed by the lecturer, while according to the characteristics of “Rain Classroom” as well as the principles and steps of the blended teaching, a blended teaching mode is constructed from multiple dimensions. Course design, teaching methods, teaching process and teaching evaluation are the different dimensions that have been developed. Thus forming a teaching system of “self-study before class + practice in class + review after class”, which effectively enhances the students’ knowledge, self-learning ability, and problem-solving ability.
The Use of E-Portfolios in Working with Pre-School Children
The advancement of information technologies has contributed to shaping a different vision of the life of society as a whole. In the age of digitalisation, society faces various changes in communication, as well as in everyday life. In the context of pre-school education and upbringing, the use of technology is on the rise for the purposes of implementing numerous educational activities. Communication with parents, monitoring the children´s personal growth and their behaviour, discovering the talents and abilities of pre-school children, and potential opportunities for preventing undesirable behaviour comprise activities which can be significantly improved by resorting to e-portfolios.
Accordingly, this research aimed to explore the importance and methods of use of e-portfolios in working with pre-school children, as well as to pin down the prevailing type of e-portfolio based on pre-school teachers´ experiences. The research included 138 pre-school teachers from the city of Pirot, Serbia. Research results show that pre-school teachers resort to e-portfolios in pre-school institutions mostly to monitor children´s personal growth and behaviour. Consequently, they use such e-portfolios to prevent undesirable behaviour (with a special focus on aggressive behaviour). Likewise, the results indicate that an in-depth assessment e-portfolio is predominantly used by pre-school teachers, while the least frequently used is the subject-specific e-portfolio.