Tech-Enhanced Mathematics Education: Digital Literacy in Teacher Education Institutions (TEIs) |Chapter 4 |Language, Literature and Education: Research Updates Vol. 6

In today's digital age, technology plays a vital role in enhancing mathematics education, equipping educators with tools to improve teaching effectiveness and student engagement. This study examined the digital literacy of mathematics educators in Teacher Education Institutions (TEIs) and its alignment with Sustainable Development Goal 4 (SDG 4) on quality education, which emphasizes equitable access to technology-driven learning. Using descriptive research design, survey questionnaire, and universal sampling, the findings revealed that limited digital infrastructure hindered teachers’ ability to fully integrate educational software, social media, and mathematics applications into instruction. Despite these challenges, educators demonstrated a strong awareness of digital literacy, with institutional factors, such as learning management systems, information systems, and computer laboratories, significantly influencing the adoption and utilization of digital tools. To bridge digital gaps and foster innovation in mathematics instruction, the study highlighted the need for expanded technological resources, structured digital literacy training, and strengthened policy support, ultimately improving teaching practices, student engagement, and overall education quality.

 

Author (s) Details

Martin L. Nobis, Jr.
University of Eastern Philippines Laoang Campus, Laoang, Northern Samar, Philippines.

 

Please see the book here: https://doi.org/10.9734/bpi/lleru/v6/5619b

Digitalization in Uzbekistan's Higher Education: A View Through the Lens of Opportunity | Chapter 3 | Language, Literature and Education: Research Updates Vol. 6

The global educational landscape underwent a dramatic shift during the COVID-19 pandemic, forcing educational institutions worldwide to embrace digital solutions. This study examines the digital transformation of Uzbekistan's higher education system and its implications. Despite significant strides in digitalization globally, Uzbekistan faces unique challenges in modernizing its traditional educational structures, creating a notable research gap in understanding effective digital transition strategies for developing educational systems. Research indicates that digitalization has profoundly improved various aspects of higher education: streamlining administrative processes, enhancing educational assessment methods, facilitating the transition from traditional to online learning environments, introducing innovative educational business models, and reshaping employment market requirements. This study analyzes the various digital initiatives undertaken by Uzbekistan's Ministry of Higher Education, Science and Innovation, and examines their impact within the framework of the "Concept of Development of the Higher Education System of the Republic of Uzbekistan until 2030." This finding suggests that comprehensive implementation of digital education tools is essential for addressing the existing challenges in Uzbekistan's higher education system, with significant implications for educational accessibility, quality, and labor market alignment.

Author (s) Details

Usmonov Botir
Tashkent Chemical Technological Institute, Tashkent, 100011, Uzbekistan.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v6/5405

Learning Action Cells as Educational Technology: Enhancing Retention via Social Learning | Chapter 5 | Language, Literature and Education: Research Updates Vol. 4

This study examines the efficacy of Learning Action Cells (LACs) as a social learning-driven educational technology to address teacher retention and professional growth in the Bangsamoro Autonomous Region of Muslim Mindanao (BARMM), focusing on the Madamba School District. Grounded in Albert Bandura’s Social Learning Theory (SLT), LACs are structured as peer-driven collaborative platforms that foster resilience among educators in a region marked by geographic isolation, socio-cultural diversity, and systemic neglect. Using a total enumeration approach, the study included all 107 teachers across 13 schools in the Madamba School District, integrating quantitative metrics—such as an 83.50% retention rate among active participants (vs. 0% among non-participants), mean professional growth scores (4.296–4.361), and validated survey instruments (Cronbach’s α = 0.89)—with qualitative insights from teacher narratives (e.g., “LACs make me want to stay”). Total enumeration ensured comprehensive coverage of the teacher population, eliminating sampling bias and aligning with studies emphasising its advantages over partial sampling in small, defined populations. Findings reveal that LACs mitigate attrition by enhancing teacher agency, adaptability, and community integration, aligning with UNESCO’s benchmarks for effective professional development. The study underscores LACs’ scalability as a low-cost, high-impact model for fragile contexts, offering actionable insights for policymakers to institutionalise collaborative frameworks that bridge theory, practice, and cultural responsiveness in underserved educational systems.

 

Author (s) Details

Omerah Barangai
Madamba Central Elementary School, Lower Madamba District, Division of Lanao Sur II, Philippines.

 

Renato Base
University of Science and Technology of Southern Philippines, Philippines.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v4/5215

AI-Powered Personalized Learning: Assessing Its Impact on Academic Achievement and Development in Students with Disabilities | Chapter 8 | Language, Literature and Education: Research Updates Vol. 3

The integration of Artificial Intelligence (AI) into special education has the potential to revolutionize learning experiences for students with diverse disabilities, including cognitive, sensory, and motor impairments. This paper explores the efficacy of AI-driven adaptive learning systems in personalizing educational pathways, enhancing cognitive development, and improving academic performance in students with special educational needs. This study investigates the application of Artificial Intelligence (AI) in special education, focusing on how AI-driven adaptive learning systems can personalize learning experiences for students with disabilities. Utilizing a dataset of 100 students with special educational needs, including categories such as Dyslexia, Autism, and Motor Impairment, this research aims to evaluate the impact of AI interferences on learning progress over a three-month period. The dataset includes various features such as initial learning progress, engagement levels, feedback quality, and learning outcomes after 3 months of AI-based involvement. Through machine learning techniques, including regression (linear regression) and classification models (decision tree), the study analyzes how initial learning progress and other variables predict students' improvement in academic performance after using AI tools. The results demonstrate a statistically significant improvement in the academic progress of students with special needs, with AI intrusions leading to measurable gains in learning outcomes across all categories. The findings suggest that AI can effectively support individualized learning paths, enhance student engagement, and improve academic achievement, thereby contributing to a more inclusive and personalized educational experience. This paper emphasizes the potential of AI in transforming special education by making learning more adaptive and accessible, offering valuable insights for educators, policymakers, and technology developers aiming to foster educational equity.

 

Author (s) Details

Deepti Sharma
Department of Information Technology, Jagan Institute of Management Studies, Rohini, Delhi, India.

 

Archana B. Saxena
Department of Information Technology, Jagan Institute of Management Studies, Rohini, Delhi, India.

 

Deepshikha Aggarwal
Department of Information Technology, Jagan Institute of Management Studies, Rohini, Delhi, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v3/4909

From Classrooms to Digital Platforms: The Rise of Technology Enhanced Learning | Chapter 7 | Language, Literature and Education: Research Updates Vol. 3

Technology Enhanced Learning (TEL) has brought remarkable transformation to the education sector. The education sector utilized technological changes and advancements, which increased the learning objectives, outcomes, and experiences. This article tries to study the latest technological innovations that are developed in TEL, discusses the possibilities of some of the strategies for implementing these technologies, and examines the future of educational technology. This paper also aims to discuss how TEL is changing the educational paradigms and the potential future developments in this ever-changing educational sector.

 

Author (s) Details

Sri Pavani Balivada
Department of Management, VNR Vignana Jyothi Institute of Engineering and Technology, Hyderabad, India.

 

G. Naga Malleswari
Department of Mathematics, VNR Vignana Jyothi Institute of Engineering and Technology, Hyderabad, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v3/5128

Interventions on the Perceptions of Student Teachers’ Use of WhatsAapp in Teaching Methods of English as a Second Language Classroom in Namibia | Chapter 2 | An Overview of Literature, Language and Education Research Vol. 8

The mobile phone has become the preferred means of communication, especially among young people, and there are many teachers who are committed to introducing it as a resource in their classrooms. Mobile devices and their features have been in the glare of publicity for educational purposes WhatsApp, in this case, increases learning opportunities for students to work smarter and more effectively. This research investigated students’ perceptions towards using the WhatsApp application as a learning tool for Teaching Methods of English as a Second Language on a Bachelor’s Degree in Education. The study employed a mixed methodology where the first part of it was done in 2018 and followed in 2024. To achieve this, about 99 students in the same cohort completed the self-administered questionnaires. Another six students were followed and interviewed after they had been in the field for about two years. The study revealed, among many, that the use of WhatsApp can impact negatively the performance of students who do not own smartphones while students with smartphones do well. The platform shows a variance in balancing online activities (WhatsApp) and academic preparation and distracts students from completing their assignments and adhering to their private studies timetable. However, students enjoy using WhatsApp as a tool for learning and call for institutions to offer internet amenities as a top urgency in contemporary instruction. Teachers need to create learning opportunities for students on the platform that encourage all to join and learn.  Such opportunities are good for peer-to-peer learning opportunities, whether synchronous or asynchronous.

 

Author (s) Details

 

Nchindo Richardson Mbukusa
Faculty of Education, University of Namibia, Windhoek, Namibia.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v8/3157

Consideration on English Learning for Undergraduate Students Using a Portable Game Device| New Visions in Science and Technology Vol. 5

 The Nintendo DS handheld game console, which was released in 2004 and has been marketed all over the world, boasts dual touch screens, speech recognition, and unique controls. It has been employed in the field of education not just as a video gaming gadget, but also as an educational tool. A study on Nintendo DS software for learning English is undertaken in this study with the goal of evaluating the possibility of introducing and using the game device as an educational tool for undergraduate students. As a result, not only students who are fluent in English, but also students who are not fluent in English and initially showed little interest in learning English using the Nintendo DS, found it to be enjoyable and useful to work with after using it. Furthermore, it became obvious that whether or not the programme is appropriate for the student has an impact on learning continuity.

Author (S) Details

Hiromi Ban

Sanjo City University, Japan.

View Book :- https://stm.bookpi.org/NVST-V5/article/view/4105

The Perceptions on Bilingual-based Materials Approach in English for Educational Technology | Chapter 3 | Modern Perspectives in Language, Literature and Education Vol. 4

 Bilingualism has become mandatory as a result of international travel, mass media, immigration, and the global economy. Baker [1] contends that bilinguals exist in all countries, social classes, and age groups. Bilingualism can make learning English as a Foreign Language (EFL) more difficult. Indonesia. The study looked into students' perspectives on bilingual English teaching materials for educational technology. The students' experience will be used to improve the future education program. The findings indicate that most students had a strong outlook on using bilingual materials in their English courses and felt that the materials were suitable and easily understood.

Author (s) Details

Dr. Andi Asrifan
Universitas Muhammadiyah Sidenreng Rappang, Indonesia.

Dr. Muthmainnah
Universitas Al Asyariah Mandar, Indonesia.

Mohammed Galal Mohammed
Qatar Ministry of Education and Higher Education , Qatar.

View Book :- https://stm.bookpi.org/MPLLE-V4/article/view/1518

Recent Perspective: Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses | Chapter 9 | New Horizons in Education and Social Studies Vol.2

Malcolm Knowles [1] indicates that adult learners are most likely to be actively engaged in learning when they are given some choice and control over the learning process. When the curriculum relates to the adult learner’s interests, is individualized, and authentic; the adult learner becomes actively engaged in the process by making a ‘psychological investment’ in learning. Teaching a blended course presents certain challenges for the instructor when creating lessons to actively engage adult learners. This paper discusses how active engagement is defined and determined, barriers that impact adult learners attempting to actively engage in learning, and various strategies to actively engage adult learners that directly align to the characteristics of the adult learning process, in a blended course.

Author(s) Details

Dr. Darlene Mc Donough,
School of Education, St. Bonaventure University St. Bonaventure, New York.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/215

Interactive Whiteboards in Elementary Schools | Chapter 9 | New Horizons in Education and Social Studies Vol.1

Interactive Whiteboards (IWBs) are widely used in elementary schools around the world. The aim of this qualitative case study was to evaluate how American elementary public school teachers perceive and use IWBs. Using purposive sample techniques, nine teachers were selected for this study. Data was collected through 2 Skype or phone interviews and teachers’ lesson plan snapshots. The research data was analyzed using Yin's [1] model of case study analysis. Generally, study participants had positive attitudes towards IWBs. Measuring them as beneficial, though they identified the need for professional development, additional time for planning and developing new lessons, technological support, and upgrades of the technology. The social change implications from this research encompasses productive practice of elementary teachers for integrating technologies to support 21st century learning

Author (s)  Details

Dr. Olga Samsonova
Higher Colleges of Technology, Abu Dhabi Women’s College, Abu Dhabi, UAE.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/204