Educational Technology Quarterly

10/07/2025

College English major students are taken as the subjects of evaluation, applying learning analysis technology based on learning behaviour data sets and traditional evaluation and comprehensively using the analytic hierarchy process for index weighting and evaluation practice to construct a comprehensive evaluation index system for the core literacy of college English major students. Secondly, this study deeply examines the impact of smart classrooms on the core literacy of college English learners. By applying different regression models, including Ordinary Least Squares (OLS), fixed effects model, and dynamic lagged fixed effects regression, the research results consistently show that the smart English teaching model significantly improves the core literacy of college students. The regression coefficients of all models are between 0.2150 and 0.2818, and they are robust and reliable at a significance level of 1%. In addition, the study explores the role of academic resources as a mediating variable and finds that smart English classrooms improve students' English core literacy by increasing academic resources. Academic resources are confirmed to mediate the positive impact of smart English classrooms on students' English core literacy, producing a mediating effect of 30.78%. Using deep neural networks, this study further explores the complex relationship between core literacy and learning outcomes. Therefore, as an innovative teaching model, the application potential of smart English classrooms in improving students' English core literacy is significant.
Fan, X., 2024. The impact of smart classrooms on the core literacy of college English learners and the relationship between core literacy and learning outcomes: Evidence from China. Educational Technology Quarterly [Online], 2024(4), pp.410–433. Available from:

The impact of smart classrooms on the core literacy of college English learners and the relationship between core literacy and learning outcomes: Evidence from China Authors Xuefei Fan Binhai School of Foreign Affairs of Tianjin Foreign Studies University https://orcid.org/0009-0000-2770-9499 DOI: h...

09/07/2025

Chasubuta, A.R., Ndibalema, P.M. and Loisulie, P., 2024. Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities. Educational Technology Quarterly [Online], 2024(1), pp.76–96. Available from: https://doi.org/10.55056/etq.695

This paper aims to test the predictive power of facilitative conditions and technological literacy skills in using the Learning Management System (LMS) for learning in a Tanzanian university setting. The paper adopts a quantitative approach in which data were analysed using the linear regression model after securitising for multicollinearity, linearity, normality of data, homoscedasticity, and measurement reliability. The study’s findings indicate that the environmental context had more predictive power for technological literacy among students than the technological and organisational context. The paper provides insights to educational practitioners in HLIs to strengthen their systems so that the technological learning environment aligns with the student's technological literacy development needs. The findings also highlight the need for university authorities to adopt new technological innovations that could be used to enhance students’ digital literacy skills development and be able to cope with 21st-century skills. By examining the level of technological literacy, the research can shed light on the potential barriers students face in using LMS and point out some areas where interventions are needed. This, in turn, can enhance educational outcomes by improving students’ digital skills and their ability to engage with online learning resources.

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities Authors Aines Rodrick Chasubuta The National Council for Technical and Vocational Education and Training https://orcid.org/0009-0007-3067-9295 Pl...

08/07/2025

Adewale, S., 2024. Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?. Educational Technology Quarterly [Online], 2024(2), pp.152–165. Available from: https://doi.org/10.55056/etq.713

The planned global migration to the Fourth Industrial Revolution (4IR) and the unplanned incidence of the COVID-19 pandemic have necessitated the indispensability of virtual learning adoption in tertiary institutions. The success of virtual learning is premised on many factors, including the quality of virtual learning platforms (VLPs) and users' satisfaction. This study, therefore, examined the association between VLPs and pre-service teachers (PST) satisfaction in the post-COVID-19 era. The study adopted a quantitative design using multi-stage sampling to select 200 final-year students in education faculty. The analytical methods used were Pearson product-moment correlation and independent t-test using SPSS version 29 statistical software. The findings indicated a moderately positive link between the quality of virtual learning platforms and pre-service teachers’ satisfaction. However, satisfaction levels differed based on the gender of the participants. This study recommends a regular collection of feedback from the students to identify where there are hitches; higher institutions should consider creating a quality assurance department for monitoring and evaluation of the institutions' virtual learning; and training and retraining of students and instructors are essential for the update of knowledge as the new technologies continue to emerge. The uniqueness of this study is in the appraisal of pre-service teachers’ knowledge and satisfaction after the COVID-19 experience. There is no iota of doubt that pre-service teachers who are preparing to be engaged in different schools need to imbibe the culture of virtual learning. Therefore, further studies must be conducted on the best way to make virtual learning attractive.

07/07/2025

Kalinga, T., 2024. Teachers’ technological literacy for ICT integration to implement competence-based curriculum in public secondary schools in Tanzania. Educational Technology Quarterly [Online], 2024(2), pp.135–151. Available from: https://doi.org/10.55056/etq.708

This study investigated teachers’ understanding of ICT integration in implementing a competence-based curriculum (CBC) among public secondary schools. Interviews and focus group discussions were used to collect the data from 139 teachers, academic teachers and the head teachers. Simple random and purposive sampling was used to obtain participants. The thematic analysis covers the whole process of data analysis. The study findings revealed that most teachers are aware of the Education and Training Policy and ICT Policy. However, they could not link their teaching practices in the classroom to meet policy goals, 85% of teachers did not integrate ICT as a pedagogical tool in their teaching and learning process, most teachers did not use online assessment, and the most used ICT devices were smartphones, computers and laptops. The study found that most teachers understand the benefit of ICT in implementing a competence-based curriculum. The study recommends aligning our policies and practices, especially in real school environments.

Teachers' technological literacy for ICT integration to implement competence-based curriculum in public secondary schools in Tanzania Authors Tumaini Kalinga University of Dodoma https://orcid.org/0000-0002-4216-3671 DOI: https://doi.org/10.55056/etq.708 Keywords: ICT, competence-based curriculum, C...

06/07/2025

Ngodu, A., Ndibalema, P.M. and William, F., 2024. Understanding stakeholders’ perception on integrating ICT in teaching and learning science subjects: Experiences from Tanzanian secondary schools. Educational Technology Quarterly [Online], 2024(3), pp.275–297. Available from: https://doi.org/10.55056/etq.714
This study investigated stakeholders’ perceptions of the integration of ICT in teaching and learning science subjects in secondary schools. A cross-sectional survey design, using a mixed approach, guided the study. Survey questionnaires and interviews were used for data collection. A total of 221 respondents, including students, teachers, heads of schools and district education officers, were sampled. The SPSS version 24 was used for quantitative data analysis. The qualitative data from the interviews were subjected to thematic analysis. Results indicate that stakeholders had positive perceptions of the benefits of integrating ICT in teaching science subjects. However, their positive perception was hampered by the accessibility of ICT materials, insufficient pedagogical knowledge and limited support from school management. Therefore, it affects the integration of ICT in teaching and learning science subjects. The study recommends government and management support to ensure sufficient ICT materials. Further, teachers should be equipped with sufficient pedagogical knowledge for ICT integration in teaching and learning science subjects.

Understanding stakeholders' perception on integrating ICT in teaching and learning science subjects: Experiences from Tanzanian secondary schools Authors Abdallah Ngodu Vocational Education and Training Authority https://orcid.org/0009-0009-3650-8416 Placidius M. Ndibalema The University of Dodoma h...

06/07/2025

Fırat, M., 2025. A global triangulation approach to ChatGPT integration in education. Educational Technology Quarterly [Online], 2025(2), pp.134–150. Available from: https://doi.org/10.55056/etq.897

This study investigated the utilization of ChatGPT in education through a data triangulation methodology that analyzed the perspectives of artificial intelligence experts, researchers, educators, and students. The objective was to construct a comprehensive understanding of the role of emerging AI technology in the educational context. A total of 16 artificial intelligence experts, 5 researchers, 9 educators, and 14 students from 13 countries were consulted for this study, and the analysis yielded both consensus points and divergent insights among the different groups. This study revealed a shared recognition of ChatGPT's potential benefits in enhancing productivity, providing resources, and facilitating homework and research tasks. However, the analysis also identified common concerns, including issues related to academic dishonesty, accuracy, and the impact on learning motivation and traditional pedagogy. Additionally, a consensus emerged on the necessity of adapting the education system for responsible AI integration with an emphasis on preparing students and educators for the future by addressing AI's limitations and ethical implications. Significant insights emerged from each group: AI experts emphasized the necessity for responsibility and guidance in the utilization of AI tools, highlighting limitations in understanding and response accuracy, stressing the need for educational strategies to regulate ChatGPT usage; educators expressed concerns about AI replacing humans in education, emphasizing adapting pedagogical methods, and students raised ethical concerns, particularly about academic dishonesty and the impact of AI on creativity and ethics. These findings support the development of targeted integration strategies for ChatGPT in educational contexts, underscoring the importance of considering both shared and individual stakeholder perspectives in this regard.

05/07/2025

This month's popular DOIs:

3. Fadieieva, L.O., 2023. Adaptive learning: a cluster-based literature review (2011-2022). Educational Technology Quarterly [Online], 2023(3), pp.319–366. Available from: https://doi.org/10.55056/etq.613

2. Yılmaz, Özkan, 2024. Personalised learning and artificial intelligence in science education: current state and future perspectives. Educational Technology Quarterly [Online], 2024(3), pp.255–274. Available from: https://doi.org/10.55056/etq.744

1. Adhikari, D.P. and Pandey, G.P., 2025. Integrating AI in higher education: transforming teachers’ roles in boosting student agency. Educational Technology Quarterly [Online], 2025(2), pp.151–168. Available from: https://doi.org/10.55056/etq.943

Integrating AI in higher education: transforming teachers' roles in boosting student agency Authors Devi Prasad Adhikari Tribhuvan University https://orcid.org/0000-0002-4163-2595 Gopal Prasad Pandey Tribhuvan University https://orcid.org/0000-0003-1671-0501 DOI: https://doi.org/10.55056/etq.943 Key...

05/07/2025

Kiianovska, N.M., 2025. Evolution of digital competence development for mathematics educators in technical universities: a contemporary framework. Educational Technology Quarterly [Online], 2025(1), pp.42–66. Available from: https://doi.org/10.55056/etq.858

The continuing digital transformation of higher education necessitates the ongoing development of educators' digital competencies, particularly in mathematics education within technical universities. This paper revisits and modernizes the conceptual framework for digital competence development among mathematics educators in light of recent technological advances and the accelerated digitalization prompted by global educational disruptions. Building upon previous work, we present an updated model of digital competence that incorporates contemporary frameworks such as DigCompEdu and the latest UNESCO ICT Competency Framework. The paper analyzes the evolving technological landscape in mathematics education, including the integration of cloud-based tools, artificial intelligence, and immersive technologies. Additionally, we propose a revised curriculum for professional development that addresses current needs and emerging trends. The multilevel competency development model presented accounts for varied starting points in digital literacy and provides a pathway for sustainable professional growth. Recommendations are provided to support the digital transformation of mathematics education in technical universities, with connections to broader educational quality goals.

05/07/2025

Adhikari, D.P. and Pandey, G.P., 2025. Integrating AI in higher education: transforming teachers’ roles in boosting student agency. Educational Technology Quarterly [Online], 2025(2), pp.151–168. Available from: https://doi.org/10.55056/etq.943

Artificial intelligence (AI) has emerged as an integral part of education. It is revolutionising teaching and learning by offering personalised and engaging atmospheres to learners. Specifically, AI competes with agency-building among learners and teachers. Broadly, AI has strengthened learner agency despite teachers' ongoing uncertainty about whether it supports or complicates their work. This study aimed to assess how AI integration in higher education affects teachers' roles in promoting student agency and to explore how AI has transformed teachers' roles in fostering student agency. A sequential mixed method was used as the design of the study. A survey using a five-point Likert scale was conducted to analyse the roles of teachers in the context of integrating AI to enhance agency in higher education. A total of 121 teachers from seven different universities in Nepal duly completed the Google Form, which was distributed via email and social media platforms. Similarly, in-depth interviews were conducted with three teachers teaching at the same level to gather qualitative information and derive qualitative findings. The findings suggest that integrating AI in teachers' roles significantly enhances student agency. The findings also elaborate that AI integration in higher education largely affects teachers' roles in promoting student agency. Similarly, this study contributes to enhancing student agency within the context of changing teachers' roles due to the use of AI in the teaching-learning process. To tackle the issue effectively, the researchers emphasise the need to shift the traditional role of teachers to that of mentors or facilitators, ensuring seamless enhancement of student agency through the integration of AI.

04/07/2025

Mrosso, V., Ndibalema, P. and Ephrem, A., 2025. Enhancing inquiry-based learning skills with ICT to pre-service teachers in Tanzanian teacher colleges: constraints and mitigating strategies. Educational Technology Quarterly [Online], 2025(2), pp.169–185. Available from: https://doi.org/10.55056/etq.886

This study aimed at enhancing inquiry-based learning skills with ICT to pre-service teachers in Tanzanian teacher colleges. The study employed a qualitative research approach along with a hermeneutic phenomenological design to explore participants' in-depth information about the phenomena. The purposive sampling strategy was employed in the selection of the participants who provided pertinent data through interviews and focus group discussions as methods for data collection. A total number of 56 participants were involved in the study, including 4 college principals, 20 tutors and 32 pre-service teachers. Inductive thematic analysis was also used to analyse the data collected. The study found that tutors encounter several constraints in integrating ICTs to foster IBL skills, including limited internet connectivity, insufficient ICT facilities and limited understanding of IBL methods for developing IBL skills. Moreover, the findings revealed that tutors had limited exposure to specific ICT tools that may foster IBL skills. In that regard, the study asserted a number of mitigating strategies to address the constraints, such as the use of offline resources, zero-rating internet, sharing of available digital devices, and institutional support. Furthermore, the study has recommended that there is a need to ensure that the resources are mobilised; there should be in place a critical investment in ICT infrastructure coupled with explicitly integrating IBL skills in the curriculum, thereafter organising tailored professional development training to expose tutors with ICT tools in order to foster IBL skills among pre-service teachers.

03/07/2025

Kambona, W., 2024. Tutors’ perspectives on the integration of information and communication technology in early-grade teacher colleges in Tanzania. Educational Technology Quarterly [Online], 2024(4), pp.434–455. Available from: https://doi.org/10.55056/etq.795
This study aimed to explore college tutors' perspectives on the integration of Information and Communication Technology (ICT) in teaching pre-service early-grade teachers in teacher colleges in Tanzania. The study was guided by two research objectives: (1) to investigate the professional learning support tutors receive and (2) to examine the factors impeding the integration of ICT in teaching pre-service early childhood teachers in the classroom. The purposive sampling technique was employed in sampling the four teacher colleges and four principals, while the convenience sampling technique was used to sample the 41 tutors who participated in this study. A collective case study design was used to explore participants' perspectives on the deployment of ICT integration in their daily teaching. Data collected from the participants were thematically analysed. The study findings show that the majority of tutors had limited regular professional training opportunities on the integration of ICT in teaching. The study findings revealed several factors hindering tutors from integrating ICT in their teaching, including limited technological resources, lack of technical support, unreliable internet, absence of integration guides, insufficient digital security knowledge, lack of familiarity with learning management systems, low digital competence, and outdated technological devices. The study, therefore, concludes that inadequate integration of ICT among tutors exacerbates limited acquisition of the necessary digital literacy skills among early-grade pre-service teachers. In this regard, the study recommends that the government should engage tutors in regular training on the use of ICT in classroom practices. Furthermore, ICT tools and devices should be available in teacher colleges for tutors to utilise in their instructional practices for pre-service early childhood teachers.

Tutors' perspectives on the integration of information and communication technology in early-grade teacher colleges in Tanzania Authors Winfrida Kambona The University of Dodoma https://orcid.org/0000-0002-0618-1346 DOI: https://doi.org/10.55056/etq.795 Keywords: early-grade, early childhood educati...

03/07/2025

Kyslova, M.A., Semerikov, S.O. and Slovak, K.I., 2025. Mobile learning evolution: a decade of developments (2014-2023). Educational Technology Quarterly [Online], 2025(2), pp.186–208. Available from: https://doi.org/10.55056/etq.25

The rapid evolution of mobile technologies has significantly transformed educational landscapes over the past decade. This systematic review examines the development of mobile learning environments from 2014 to 2023, analyzing their conceptual foundations, theoretical frameworks, design principles, implementation strategies, and effectiveness. Building on our earlier taxonomy of learning environments, we propose an expanded framework that accommodates emerging technologies and pedagogical approaches. Through a comprehensive analysis of 97 articles published in peer-reviewed journals, we identify key trends in mobile learning research, including the integration of artificial intelligence, extended reality technologies, and learning analytics. Meta-analytic findings demonstrate moderate to significant positive effects of mobile learning on student outcomes across different educational levels and subject domains. The review further reveals that pedagogical approaches such as project-based learning, collaborative learning, and situated learning significantly enhance the effectiveness of mobile learning environments. We also examine challenges in implementation, including technological barriers, pedagogical integration issues, and concerns about equity and accessibility. The paper concludes with a proposed research agenda and practical guidelines for developing effective, inclusive, and sustainable mobile learning environments in the emerging educational technology landscape.