This research examined gender representation in the Portal to English Workbook for Grade 10 (Semester 1) school textbook, undertaken through a quantitative content analysis of seven categories: gender firstness, images, names, pronouns, adjectives, jobs and occupations, and the overall gender balance of the textbook. The study demonstrated a clear male bias across all categories. This bias was particularly pronounced for pronouns, images, and names. Furthermore, the Chi-Square test confirmed that this was a statistical reality, χ^2 (5) =31.27, p<.001. In other words, the Chi-Square test indicated difference between males and females in the school textbook. The findings suggest that similar to previous studies of Arabic textbooks and other studies beyond the Arab region, the textbook does not present a balanced gender representation but rather reproduces a male-centered pattern. The researchers of the study suggest that the textbooks must be revised in a gender-sensitive manner to ensure more equitable audio-visual and linguistic representation of males and females.
A. Bataineh, M. A. Za'abi, Kashif Ali Sabiri et al.· International Journal of Soc...· 0 citations
At a time of increasing digital transformation and a global shift in policy regarding the integration of artificial intelligence (AI) into the education sector, it is essential to comprehend the engagement of faculty with new technologies to build equitable, future-ready learning systems. This study set in the interpretative qualitative paradigm explores the perception and experience of augmented minds through the integration of AI and AR within the pedagogical practices of the faculty members of private university of Punjab, Pakistan. The study will achieve the desired aims through 50 in-depth semi-structured interviews of the faculty members belonging to different academic disciplines. Thematic analysis consisting of the six-step framework of Braun & Clarke will be utilized to analyse data. Research shows that there is widespread optimism regarding the pedagogical potential of AI and AR in particular, enhancing student engagement, visualizing complex concepts, personalized learning paths, and collaborative knowledge construction. According to the participants of the study, through the use of immersive AR and adaptable AI systems, more interactive, learner-centered environments can be created in alignment with constructivist principles. Significant institutional and contextual barriers were also identified, such as constraints in technological infrastructure; limited specialized professional development; and academic integrity, cognitive dependence, and equity of access concerns. Faculty members also expressed concern about the changing nature of their work in AI classrooms. This research provides context-specific insights into “Augmented Minds”, thereby enriching the global discourse on educational innovation in a developing country context. It shows that technology enhancement and faculty empowerment may be possible with continued institutional support. The findings are directly useful to educational policymakers, curriculum developers, and university administrators interested in integrating AI/AR-enhanced teaching frameworks in various higher education environments.
Jogy Jose, A. Bataineh, Kashif Ali Sabiri et al.· Frontiers in Computer Scienc...· 0 citations
