Suman Kalyan Panja

This study investigated challenges in school digital transformation for mobile learning. The primary objective was to examine the status quo of mobile learning convenience in rural secondary schools in Assam, India, during the COVID-19 pandemic. Using purposive sampling, participants responded to two open-ended questions designed to elicit reflective answers; responses were recorded and analyzed through thematic analysis. The study’s novelty lies in its hybrid application of the updated Technology Pedagogy Content Knowledge (TPACK) and the Political, Economic, Sociological, Technological, Legal, and Environmental (PESTLE) frameworks. Findings indicate a predominantly negative-to-mixed reality regarding the convenience of mobile learning in the studied school settings. Preservice teachers’ reflections revealed skepticism and hesitation about the efficacy of mobile learning in the locality. To convert these experiences into structured learning outcomes and optimize the use of digital technologies, we formulated comprehensive guidelines to catalyze digital transformation in schools. These guidelines are recommended for educational stakeholders to leverage mobile learning to support organizational change, strengthen school culture, and advance institution-level strategies for technology-driven improvement.

The field of education is in disarray due to the emergence of artificial intelligence (AI). There is a lot of disagreement in the education community over its value. The strengths, weaknesses, opportunities, and threats (SWOT) analysis of AI in education (AIED) was taken up as the study's objective in such a scattered condition. The research was directed by a single research question. The SWOT theoretical framework serves as the foundation for this study. The corpus of published literature was gathered from the Google Scholar database. Data shows that the use of AI in teaching and learning, as well as higher education, and early childhood education are areas where prior research has excelled (strengths). The structural/functional features of AI and its ethical applications are its main shortcomings (weaknesses) in AIED. There will likely be opportunities in teaching and learning, higher education, and other AI applications. The researcher’ attention is drawn to the ethical use of AI and its administrative ramifications (threats). A broad SWOT analysis of AIED was developed as a study output to help educational stakeholders and providers of AI services make well-informed decisions towards strategic management of education in harnessing the potentials of AIED. Lastly, suggestions have been extended for future approaches to the research challenge.

Generative Artificial Intelligence (GAI) introduces new opportunities for society. While some universities have adopted GAI with a more hostile stance, others have done so with a more progressive perspective. In light of this contradiction, the main query is what is causing this controversy. The ethical issues surrounding GAI and academic dishonesty in higher education, however, are the special focus of the current study. 23 previous studies published between 2022 and 2024 served as the foundation for this systematic literature review (SLR). Three educational theories—digital innovation, diffusion of innovation, and thing ethnography—form the basis of this study. A content analysis of the research corpus was done to find important themes. The findings are synthesized by employing a novel thematic analysis approach. Research questions determine the feasibility of academic integrity in the face of plagiarism or cheating. Considering GAI, existing curricula and assessment procedures show room for modification. There are technological, institutional, or individual issues around academic dishonesty. Furthermore, problems with legitimacy and ethics are also evident. The current guidelines are consistent rather than cohesive. Based on this idea, the current researchers proposed a thorough set of guidelines for the education community. The results of this study are thought to offer comprehensive insights into addressing academic dishonesty in higher education, especially in the age of GAI. The proposed ethical framework explains how it can theoretically contribute to higher education.

Generative artificial intelligence (GAI) has significantly disrupted the educational landscape, ushering in profound transformation. In this comprehensive research study, global databases such as Scopus and Web of Science (WoS) were meticulously curated for data collection within the publication years of the last five years, i.e., 2019–2023. The search criteria involved a thorough exploration of documents featuring “Generative Artificial Intelligence” and “education” in the article title, abstract, and keywords, assembling a refined dataset comprising 116 publications. The study design incorporated the widely recognized PRISMA and PICOC frameworks to ensure methodological rigor. Data analysis was conducted utilizing the advanced VOSviewer_1.6.20 software. The investigation delved into diverse aspects of citation patterns, revealing notable variations across sources, authors, and organizations. The research showcased a transdisciplinary nature by employing bibliographic coupling across multiple countries and co-citation among cited sources and authors. Incorporating PICOC components facilitated a critical analysis of the research problem, relating it to policy and practical considerations while identifying prevailing trends in current research. Consequently, the study provides insights into the potential impact on practices and policies and lays the groundwork for future lines of inquiry in the realm of GAI in education.

The massive open online course (MOOC) and online learning concepts have received a lot of attention from educational stakeholders all around the world as a result of COVID-19. Initial studies demonstrated that people may use MOOCs as a tool for academic and professional advancement. This micro-study was conducted at two adjacent national higher educational institutions (HEIs) in India as case study sites (CSS) to learn more about the attitude of the students and faculties there. The research strategy used for the study was a mixed-method approach. To collect data, a tool that was created by the researchers was used. There was a type of atypical relationship between the institutions and the professionals. Comparing CSS2 students and CSS1 teachers to their peers from other institutions, it was discovered that they both displayed more optimistic attitude. The attitude of all four groups were discovered to be favorable. The study served as an example of some educational ramifications in the neighborhoods. Received: 9 June 2022 Accepted: 15 April 2023

3‐Arylaminomethylidenechroman‐2‐carboxamide has been synthesized by a one‐pot three component reaction among 3‐formylchromone, aromatic amine, and cyclohexyl isocyanide. 3‐(N‐alkylsubstitued/unsubstituted)aminomethylidenechroman‐2‐carboxamides were synthesized by heating Passerini products derived from chromone‐3‐carbaldehyde with different aliphatic primary amines. The products obtained from the reactions of aliphatic primary amines readily form chromeno[2,3‐c]pyrrole when heated in acetic acid. Bischromanones have also been synthesized using this methodology.

The three‐component reaction involving chromone‐3‐carbaldehyde (I), 4‐hydroxycoumarin (III) and cyclohexyl isocyanide (II) produces furocoumarin and biscoumarin derivatives.

Novel target compounds are synthesized via in situ formation of aldimines and subsequent intramolecular imino‐Diels—Alder reaction.

The three-component reaction involving chromone-3-carbaldehyde, 4-hydroxycoumarin and cyclohexyl isocyanide produces furocoumarin and biscoumarin derivatives. Formation of the latter compound seems to involve cyclohexylamine. Cyclohexyl isocyanide was found to act as a masked source of cyclohexylamine.