Jul 2026· Frontiers in Computer Science and Artificial Intelligence· 0 citations· 19 references
Abstract
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.
The current research gives a subtle, situational explanation of the obstacles and facilitators linked to collaborative learning tool adoption in developing higher education institutions of the countries.
Kashif Ali Sabiri, Dr. Adnan Mohammad Bataineh, M. A. Za'abi et al.· Journal of Learning and Deve...· 0 citations
A Love-based learning approach constitutes an educational mode that integrates the values of compassion, empathy, appreciation, and care into the entirety of the learning process. Its implementation is reinforced by the CASEL framework, which focuses on strengthening the social and emotional competencies of learners. This study aims to elaborate on the strategies employed by teachers, and to identify the supporting factors of CASEL implementation at Madrasah Ibtidaiyah (Islamic elementary school). This research adopted a qualitative approach in the form of a case study. Data were collected through observation, interview, and documentation, and subsequently analyzed through the stages of data reduction, data presentation, and conclusion drawing, with validity verified through source and technique triangulation. The findings reveal that teachers’ strategies are manifested through warm communication, persuasive emotional approaches, and the consistent habituation of positive attitudes, which collectively succeeded in developing students’ social-emotional competencies.
A transformative journey from fear and resistance to collaborative innovation is revealed, demonstrating that AI integration, when scaffolded by inclusive design, ethical literacy, and practical application, can enhance faculty agency, curriculum responsiveness, and student engagement.
John C. Chick, L. Morello, Stephanie Staffey· International Journal for Ed...· 0 citations
It is suggested that building teachers' digital competence should be approached holistically, including a development strategy that integrates professional vocation, continuing education, institutional leadership, and pedagogical innovation to foster sustainable educational transformation processes in mission-driven contexts.
José Gilberto Argandoña Moreira, Mirna Geraldine Cevallos Mina, Betsy Katherine Cambindo Quiñónez et al.· Ibero-American Journal of Ed...· 0 citations
This study examines teachers’ and students’ perceptions of digital pedagogy in Kazakhstan, focusing on how technology is shaping contemporary teaching and learning practices. Using a qualitative research design, semi-structured interviews were conducted with 20 teachers and 20 students to provide in-depth insights into their experiences with digital learning environments. The research was conducted in educational institutions in Kazakhstan during the 2025–2026 academic term. The findings suggest that teachers perceive technology as a supportive tool that enhances their role as facilitators, enabling them to guide students toward broader knowledge and more flexible learning opportunities. Students describe digital learning as interactive, motivating, and aligned with their identity as digital natives. Together, these perspectives highlight the importance of integrating digital tools thoughtfully and systematically into educational practice. The results also underscore the need for ongoing professional development, improved digital infrastructure, and curriculum innovation to strengthen digital pedagogy in Kazakhstan. This study contributes to the understanding of the evolving dynamics of teacher–student interaction in technology-rich settings. It provides a foundation for future research with larger, more diverse samples across various educational contexts.
Cite this article as: Kuanysheva, S., & Doğan, M. (2026). Metaphors of digital pedagogy: insights from the case of Kazakhstan. HAYEF: Journal of Education, 23, 0136, doi: 10.5152/ hayer.2026.25136.
Sabina Kuanysheva, M. Doğan· HAYEF Journal of Education· 0 citations
Learning strategies that are focused not just on academic success but also on the development of social attitudes—particularly tolerance in the setting of a heterogeneous society—are required by inclusive education. The purpose of this study is to examine how collaborative learning in inclusive education helps students at the Pondok Modern Darussalam Gontordevelop attitudes of tolerance. This study combined a case study design with a qualitative methodology. Students, instructors, and caregivers at Islamic boarding schools participated in semi-structured interviews, participant observation, and documentation to gather data. Thematic analysis approaches were used to analyze the data. The study's findings show that regular use of collaborative learning techniques fosters an inclusive and engaging environment for social interaction in both the Islamic boarding school's formal and informal learning activities. Through processes of positive interdependence within groups, open discourse, collaborative reflection, and institutional support for the inclusion concept, students develop tolerance attitudes. Students can observe firsthand how to manage conflict, appreciate diversity, and develop empathy in the Islamic boarding school's communal life through collaborative learning. By supporting collaborative learning as an educational approach that contributes to the development of emotive and social values, this study makes a theoretical contribution. The study's practical conclusions suggest that enhancing collaborative learning is essential to creating inclusive Islamic boarding school-based instruction.