Li Yanping

Background: The integration of Artificial Intelligence (AI) is a transformative global trend in education, promising to reshape pedagogical methods and learning outcomes. This study investigates the impact of AI-based curriculum innovations on the development of independent learning skills among secondary school students (grades 9–11) within Azerbaijan's evolving educational landscape. The primary objective was to examine the mechanisms through which AI integration influences student autonomy, considering the mediating role of curriculum innovation and the moderating effect of teacher competency. Methods: A cross-sectional, quantitative research design was employed. Data were collected from a sample of 1,250 students and 250 teachers across various urban secondary schools in Azerbaijan. Standardized surveys were administered to assess four key constructs: the level of AI integration in the classroom, perceptions of curriculum innovation, students' self-reported autonomous learning abilities, and teachers' AI literacy. The collected data were analyzed using correlation analysis, hierarchical regression, and the PROCESS macro for mediation and moderation analysis. Results: The analysis revealed a strong, positive, and statistically significant association between AI integration and perceived curriculum innovation ( β = .55, p < .001). In turn, perceived curriculum innovation was a significant predictor of students' independent learning skills ( β = .51, p < .001). 0.26)], suggesting that AI's influence on student autonomy is substantially channelled through curriculum redesign. Furthermore, moderation analysis indicated that teachers' AI literacy significantly strengthened the positive effect of AI integration on curriculum innovation, highlighting the critical role of educator competence in this process. Conclusion: he findings suggest that the strategic adoption of AI can be a powerful catalyst for fostering independent learning among secondary students. However, the effectiveness of this integration is contingent not merely on technological deployment but on a concomitant, thoughtful redesign of the curriculum and substantial investment in teacher training. This study underscores the necessity for a comprehensive policy framework in Azerbaijan that synergizes technological investment with robust professional development for educators to cultivate a new generation of independent, lifelong learners.

Introduction: This study investigates the multiliteracy competence and pedagogical readiness of pre-service teachers in Indonesia, with a particular focus on their ability to implement multimodal pedagogy. It examines differences in three key areas: (1) conceptual multiliteracy knowledge, (2) pedagogical preparedness for designing multimodal instruction, and (3) perceptions of challenges in implementing multiliteracy. Methods: A quantitative survey approach was employed to collect data from pre-service teachers enrolled in both language-related programs (e.g., English, Arabic education) and non-language programs. The relationships between Pedagogical Content Knowledge for Multiliteracies (PCKM) and multiliteracy frameworks were analyzed using Confirmatory Factor Analysis (CFA). Results: The study identified significant differences between language-related and non-language program participants in terms of preparedness and knowledge. The findings contribute to an expanded understanding of multiliteracy in teacher education, particularly within developing countries such as Indonesia, which presents a unique context due to its cultural diversity, complex social dynamics, and regional disparities in digital access. Discussion: These results offer practical recommendations for redesigning teacher education curricula, enhancing pre-service teachers’ readiness to integrate multimodal pedagogy, addressing the specific challenges they face, and developing culturally and contextually relevant multiliteracy assessment tools.

Reflective practice (RP) and reflective journal writing (RJW) are considered the most important ways to enhance students’ learning progress. During the pandemic, offline learning has replaced online learning to keep students safe and healthy. This research solely examined reflective practice during online learning, which is significant as online education is less effective and students carry the full study load. However, this study’s core purpose was to determine international graduate students’ perceptions regarding RP and RJW during online learning in the pandemic period. It also investigated whether student engagement in RP enhances their critical reflection and learning progress. The mixed-method (QUAN-QUAL) approach was utilized in this study. The sample consisted of 123 international graduate students who were enrolled in various disciplines and majors in China and at least attended two consecutive semesters (24 weeks) online. The survey questionnaire was based on 28 items to collect the quantitative data. The questionnaire was categorized into four variables: self-education, learning progress, critical reflection, and engagement. While semi-structured interviews were conducted with 5 participants for qualitative data collection, the quantitative results indicated that all of the statements received good ranks and could be used to study how reflective journals helped students improve their self-education, critical reflection, writing skills, learning progress, and engagement. In addition, the results revealed a statistically significant beneficial association between engagement, self-education, critical reflection, and learning progress. Qualitative findings corroborated the quantitative results that participation in RP and RJW boosted students’ critical thinking skills and facilitated their learning and development. Based on the results, this study concluded that RP or RJW enhance success ratios as well as critical reflection, which is effective not only in learning but also in professional and practical settings.

Divorce situates severe consequences on the family environment, annually significant numbers of children face such life transitions. The purpose of this study was to explore the relationship of parental divorce with social, psychological behaviors and academic performance of separated family children in the perception of elementary teachers. This study surveyed socio-psychological behavior and academic performance indicators. Sixty teachers participated in the study; they were currently teaching such children. The statistical measures of study constitute a significant negative impact on children’s social and academic performance. This study concluded the distressing effect of divorce on elementary students.