From Tradition to Innovation

The integration of artificial intelligence (AI) into online education has transformed the digital learning space, offering new ways to enhance learner satisfaction and engagement. This systematic literature review, covering a five-year span from 2020 to 2025, explores how AI technologies, such as chatbots, intelligent tutoring systems (ITS), sentiment analysis, gaze tracking and predictive analytics, support learner engagement across cognitive, emotional, behavioral, and social dimensions. Drawing from 30 peer-reviewed studies, the current review addresses three central research questions: (1) What aspects of AI positively influence learner satisfaction and engagement in online courses within higher education institutions; (2) What potential challenges from using these technologies may arise; and (3) What research approaches are most commonly used to assess AI’s impact in such learning contexts? The findings highlight that adaptive learning, real-time feedback, and emotion-aware systems contribute positively to personalized learning and motivation. However, concerns persist around data privacy, algorithmic bias, over-reliance on automation, and system usability. Experimental and quasi-experimental designs, as well as machine learning, mixed methods, and survey-based approaches are found to dominate in reviewed studies. Based on these insights, this work offers a foundation for future AI-enhanced learning management systems designed primarily to enhance learner engagement across cognitive, emotional, behavioral, and social domains.

The rapid advancement of digital technologies has generated new forms of visual manipulation, most notably deepfake pornography, which poses serious threats to individual privacy, dignity, and informational integrity. Within the framework of Islamic legal thought, such practices may be conceptualized as jarīmah fī al-maʿlūmāt (information-based crimes) that undermine fundamental ethical and legal protections. This study examines the role of digital literacy as a preventive mechanism against exposure to and dissemination of deepfake pornographic content among urban social media users, with a particular focus on young adults in Jakarta. It further investigates how legal awareness and moral reasoning mediate individuals’ critical engagement with manipulative digital content, and how deepfake technology is perceived and contested within Islamic legal norms emphasizing the protection of honor (ḥifẓ al-ʿird) and intellect (ḥifẓ al-ʿaql). Employing a quantitative research design, data were collected from 100 respondents using purposive sampling and measured across five dimensions of digital literacy. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) via SmartPLS. The findings demonstrate that visual, informational, social–emotional, and critical digital literacy significantly contribute to the prevention of deepfake pornography, with critical thinking emerging as the most influential factor. These results suggest that digital literacy functions not merely as a technical competence but as a normative and ethical safeguard against information-based crimes that violate human dignity. The study underscores the necessity of integrating ethical, legal, and faith-based digital literacy into broader regulatory and educational frameworks, advocating a collaborative approach involving state institutions, educational actors, and community leadership to address emerging digital harms in a culturally and normatively grounded manner.

The development of online learning is inevitable in the digital age and the Covid-19 pandemic context. The benefits and limitations of online learning are studied along with solutions to improve its efficiency. This study investigated how students’ perceived self-efficacy affects their learning online learning environment based on learner characteristics. With the data collected from 401 accounting and auditing students, the study evaluated the measurement model and tested the research hypotheses with the structural equation model (SEM), SPSS 20 and Amos 24. The finding validates that the level of online student engagement can be classified as: engagement for learning and engagement for social interaction. The results of the SEM analysis show a significant positive influence of online students’ perceived self-efficacy on their engagement in learning and on the satisfaction of students majoring in accounting and auditing. These findings contribute to the existing literature and practice that provide a framework for higher education to propose appropriate solutions to promote online learning or blended learning.

Technological advancement has enabled language educators to employ AI virtual humans as online instructors by customizing their characteristics, such as English varieties, to meet learners’ needs and preferences. As AI instructors become a viable option in classrooms, how they affect language learners’ learning warrants investigation. Building upon social presence theory regarding interpersonal relationships in an online environment, this study aimed to examine the role of social presence and AI instructors’ credibility in fostering learner engagement. Additionally, it examined the effects of variables within instructors on instructor credibility and learner engagement. In the study, a 2 (human or AI) x 2 (native or non-native English-speaking teacher) between-subjects design was utilized in an online experiment with 120 English learners. Regression and mediation analyses revealed, in AI-led classes, social presence positively influenced learner engagement, with instructor credibility fully mediating this relationship. According to a two-way MANOVA analysis used to examine the effects of humanness and nativeness on credibility and engagement, no evidence was found to support a difference between AI instructors and their human counterparts when observing learners’ perceptions and engagement, regardless of whether the instructors were NESTs or NNESTs. The results show that AI instructors can be a viable alternative in language classes.

Student interest in STEM-based biology learning is essential to support the development of science and technology, yet the trends and dynamics of this interest over seven decades have not been mapped in depth. This study analyzes students' interest in biology learning through the STEM approach over seven decades using Scopus data, offering valuable insights for biology education at all educational levels. The study utilizes a systematic literature review (SLR) method, adapted from the PRISMA model. The SLR findings reveal that interest and persistence in STEM learning peaked in 2022, particularly in Indonesia and the United States. In Indonesia, biology education faces challenges such as outdated curricula, lack of resources, and insufficient teacher training, which decrease student motivation. The STEM approach can address these issues by integrating biology with technology, engineering, and mathematics, allowing students to see real-world applications and enhancing engagement in learning. The study suggests aligning biology education with the STEM approach, which can be applied across all science subjects, making learning more meaningful and boosting students' interest. STEM is included in this SLR due to its importance in education, as it helps engage students in science education and provides supportive conditions for their interests to grow. The ultimate goal is to make science education accessible to all learners in the 21st century, fostering an environment that encourages curiosity, creativity, and critical thinking.Abstrak. Minat siswa dalam pembelajaran biologi berbasis STEM sangat penting untuk mendukung perkembangan sains dan teknologi, namun tren dan dinamika minat ini selama tujuh dekade belum dipetakan secara mendalam. Penelitian ini bertujuan untuk menganalisis minat siswa dalam pembelajaran biologi dengan pendekatan STEM selama tujuh dekade, menggunakan data dari Scopus, yang akan memberikan wawasan berharga bagi pendidikan biologi di semua tingkat pendidikan. Penelitian ini menggunakan metode tinjauan literatur sistematis (SLR) yang diadaptasi dari model PRISMA. Hasil SLR ini mengungkapkan beberapa temuan menarik, termasuk fakta bahwa minat dan ketekunan dalam pembelajaran STEM mencapai puncaknya pada tahun 2022, khususnya di Indonesia dan Amerika Serikat. Di Indonesia, pendidikan biologi menghadapi tantangan seperti kurikulum yang sudah ketinggalan zaman, kurangnya sumber daya, dan pelatihan guru yang tidak memadai, yang menurunkan motivasi siswa. Pendekatan STEM dapat mengatasi masalah ini dengan mengintegrasikan biologi dengan teknologi, teknik, dan matematika, sehingga siswa dapat melihat aplikasi di dunia nyata dan meningkatkan keterlibatan dalam pembelajaran. Penelitian ini menyarankan untuk menyelaraskan pendidikan biologi dengan pendekatan STEM, yang dapat diterapkan di semua mata pelajaran sains, membuat pembelajaran lebih bermakna dan meningkatkan minat siswa. STEM dimasukkan dalam SLR ini karena pentingnya STEM dalam pendidikan, karena STEM membantu melibatkan siswa dalam pendidikan sains dan menyediakan kondisi yang mendukung agar minat mereka tumbuh. Tujuan utamanya adalah membuat pendidikan sains dapat diakses oleh semua siswa di abad ke-21, menumbuhkan lingkungan yang mendorong keingintahuan, kreativitas, dan pemikiran kritis.

Artificial Intelligence (AI) has rapidly revolutionized English language education, delivering personalized feedback, adaptive curricula, and conversational practice. Yet evidence for its pedagogical value remains fragmented. This systematic literature review (SLR) synthesizes empirical studies published between 2021 and 2025 to map popular AI tools and evaluate their impact on English language teaching and learning. Guided by PRISMA, searches of WoS, Scopus and ERIC databases retrieved 430 records; after duplicate removal and rigorous screening, 39 peer-reviewed studies were appraised. Studies included higher education, teacher training, and mixed-ability K–12 classrooms across 21 countries, and utilized a range of research methodologies. Five tool categories dominate current practice: large-language-model chatbots (e.g., ChatGPT), AI-assisted writing correctors (Grammarly, QuillBot), adaptive mobile apps (Duolingo, Babbel), pronunciation analyzers (Speech Ace), and multimodal translators. Evidence converges on moderate-to-large gains in writing accuracy, vocabulary retention, pronunciation intelligibility and learner motivation, alongside reduced teacher administrative load. Benefits, however, depend on digital access, teacher training, and learners’ critical engagement. Research gaps include the lack of longitudinal or experimental designs, limited focus on K–12 or low-resource contexts, and insufficient examination of ethical and data-privacy issues. The review contributes an integrative evidence base, highlights gaps, and proposes an agenda based on rigorous efficacy studies, equity oriented implementation, and ethical governance. AI tools show significant potential for English language education. However, achieving this potential requires context-specific integration, educator training, and ongoing investigation into long-term learning outcomes. This SLR provides practitioners with a framework of applicable tools and practical guidance for responsible classroom implementation globally, facilitating deployment.

English learning engagement refers to learners’ emotional, behavioral, and cognitive participation in relevant English learning activities (Kuh, 2001; Balwant, 2017). Learning engagement is closely connected with learners and learning courses, and is an important indicator of learners’ learning process (CAI Chen, 2021), and has a strong correlation with learning outcomes and learning performance (Robinson& Hullinger, 2008). With the application of modern technology in foreign language teaching, online English learning engagement has gradually become a hot topic in the field of foreign language studies. This study uses the systematic literature review method to sort out the relevant research on online English learning engagement at home and abroad, and the analysis finds that: 1) Most studies on online English learning engagement focus on the effects of teacher factors, learners’ factors and peer factors on online English learning engagement. 2) Mixed methods are used in most studies, such as structural equation modeling of data through questionnaires or reporting relevant data after descriptive statistical analysis to explain the research suggestions on the influence mechanism of online English learning engagement. 3) In the online English learning environment, the overall level of learners’ learning engagement is medium to above, but the level of behavioral engagement is low, which is related to the lack of interaction in online learning. Meanwhile, the relationship structure between various dimensions of learning engagement is complex and affected by other factors, which requires more in-depth exploration. The study suggests that educators should pay attention to learners’ interest in online learning and social interaction, and enhance peer interaction and learners’ self-efficacy through timely adjustment of teaching strategies, reasonable provision of teacher support, and comprehensively improving learners’ engagement in online English learning, to promote English learning.

This article is a systematic review conducted of the research literature on digital videogames played by older adults and health outcomes associated with game play. Findings from each study meeting the inclusion criteria were analyzed and summarized into emergent themes to determine the impact of digital games in promoting healthy behaviors among older adults. A systematic review of the research literature was conducted through multiple academic databases for works, published between the years 2000 and 2011, looking at digital videogame interventions with adults 65 years of age and older. Multiple combinations of search terms and Boolean operators relevant to digital videogames and older adults were queried. A criteria matrix was created to code and evaluate studies. Thirteen studies met specific criteria for inclusion and were analyzed in the final review. Significant mental, physical, and social health factors, type of digital game platform, study design, and measurements are among emergent themes summarized from the reviewed research literature. Significant mental health outcomes of digital game interventions were found in the majority of the reviewed studies, followed by physical and lastly social health outcomes in older adults. A majority of the studies revealed significant positive effects on health outcomes associated with digital videogame play among older adults. With current advancements in technology, including advanced motion sensing, digital game platforms have significant potential for positive health impact among older populations. More robust and rigorous research designs are needed to increase validity and reliability of results and establish stronger causal relationships on the health benefits of digital videogame play for older adults.

Having a solid theoretical foundation is essential for designing an effective software visualization (SV) tool. Despite the decades of developing different SV tools, there are still doubts about their effectiveness. Furthermore, learner engagement plays an important role in building a successful SV tool. In programming education, the problem of the high failure rates among students is still unresolved. Therefore, there is a need to understand the theories behind the exciting SV tools from the engagement perspective in order to have a road map for future tool construction. Yet the factors influencing learner engagement in SV tools are still unclear. This study set out to determine how to develop an SV design model to enhance student engagement in an introductory programming course. A systematic literature review (SLR) was used to obtain an overview of the current theoretical foundation used. The search identified a total of 432 papers between 2011 and 2017. This study examined 58 papers selected based on a well-defined selection process. In this paper, the contribution in constructing the protocol for SLR is presented as well as the preliminary results of the study. The researchers were in the process of data extraction phase to address the research questions. The expected outcomes of this review became the identification of a theoretical background used to construct and explain engagement in software visualization. The expected output of this study was a list of the factors that have a positive impact on learner engagement in SV tools.

In today’s digital era, accessibility to technology across languages is essential to bridge communication gaps and foster inclusivity. Translation bridges communications between cultures, just as a Multilingual Semantic Object Identification Using Computer Vision and NLP does for visual recognition; instead of keeping users to one language, this system identifies real-world objects and shares results in multiple languages, making technology feel more accessible and user-friendly for diverse communities. The project will further demonstrate how perfectly vision and language can go hand in hand by combining deep learning-based object detection with natural language processing. This approach uses models pre-trained on recognizing objects, combined with translation tools and speech output, ensuring accuracy and real-time performance. Ultimately, the outcome of this system is to provide a helpful tool for its users that offers beneficial support for learning, accessibility, and digital inclusion. Consequently, this grounds the basis for more inclusive AI technologies in a multilingual world.

PurposeIn this era of Fourth Industrial Revolution, also known as Industry 4.0, additive manufacturing (AM) has been recognized as one of the nine technologies of Industry 4.0 that will revolutionize different sectors (such as manufacturing and industrial production). Therefore, this study aims to focus on “Additive Manufacturing Education” and the primary aim of this study is to investigate the impacts of AM technology at selected South African universities and develop a proposed framework for effective AM education using South African universities as the case study.Design/methodology/approachQuantitative research approach was used in this study, that is, a survey (questionnaire) was designed specifically to investigate the impacts of the existing AM technology/education and the facilities at the selected South African universities. The survey was distributed to several students (undergraduate and postgraduate) and the academic staffs within the selected universities. The questionnaire contained structured questions based on five factors/variables and followed by two open-ended questions. The data were collected and analyzed using statistical tools and were interpreted accordingly (i.e. both the closed and open-ended questions). The hypotheses were stated, tested and accepted. In conclusion, the framework for AM education at the universities was developed.FindingsBased on different literature reviewed on “framework for AM technology and education”, there is no specific framework that centers on AM education and this makes it difficult to find an existing framework for AM education to serve as a landscape to determine the new framework for AM education at the universities. Therefore, the results from this study made a significant contribution to the body of knowledge in AM, most especially in the area of education. The significant positive responses from the respondents have shown that the existing AM in-house facilities at the selected South African universities is promoting AM education and research activities. This study also shows that a number of students at the South African universities have access to AM/3D printing lab for design and research purposes. Furthermore, the findings show that the inclusion of AM education in the curriculum of both the science and engineering education is South Africa will bring very positive results. The introduction of a postgraduate degree in AM such as MSc or MEng in AM will greatly benefit the South African universities and different industries because it will increase the number of AM experts and professionals. Through literature review, this study was able to identify five factors (which includes sub-factors) that are suitable for the development of a framework for AM education, and this framework is expected to serve as base-line or building block for other universities globally to build/develop their AM journey.Research limitations/implicationsThe survey was distributed to 200 participants and 130 completed questionnaires were returned. The target audience for the survey was mainly university students (both undergraduate and postgraduate) and the academics who have access to AM machines or have used the AM/3D printing lab/facilities on their campuses for both academic and research purposes. Therefore, one of the limitations of the survey is the limited sample size; however, the sample size for this survey is considered suitable for this type of research and would allow generalization of the findings. Nevertheless, future research on this study should use larger sample size for purpose of results generalization. In addition, this study is limited to quantitative research methodology; future study should include qualitative research method. Irrespective of any existing or developed framework, there is always a need to further improve the existing framework, and therefore, the proposed framework for AM education in this study contained only five factors/variables and future should include some other factors (AM commercialization, AM continuous Improvement, etc.) to further enhance the framework.Practical implicationsThis study provides the readers and researchers within the STEM education, industry or engineering education/educators to see the importance of the inclusion of AM in the university curriculum for both undergraduate and postgraduate degrees. More so, this study serves as a roadmap for AM initiative at the universities and provides necessary factors to be considered when the universities are considering or embarking on AM education/research journey at their universities. It also serves as a guideline or platform for various investors or individual organization to see the need to invest in AM education.Originality/valueThe contribution of this study towards the existing body of knowledge in AM technology, specifically “AM education research” is in the form of proposed framework for AM education at the universities which would allow the government sectors/industry/department/bodies and key players in AM in South Africa and globally to see the need to invest significantly towards the advancement of AM technology, education and research activities at various universities.

In recent years, traditional Tongshan woodcarving techniques have faced certain problems in terms of protection and inheritance. With the development of digital technology, the research and application of virtual reality technology in the field of intangible cultural heritage is increasing. This study aims to investigate the application of virtual reality technology in the preservation of Tongshan woodcarving, while proposing innovative strategies and methodologies grounded in situational cognition theory to enhance public engagement in intangible cultural heritage learning. Firstly, this study investigates the theory of situational cognition and its current application status. Secondly, it conducts an in-depth analysis of the digital research and application status of Tongshan woodcarving techniques, and proposes a situational cognition interaction model based on virtual reality technology. Finally, it verifies the proposed model through the design practice of a Tongshan woodcarving virtual game. The experimental results indicate that the virtual game design for Tongshan woodcarving based on situational cognition theory effectively leverages the advantages of digital technology. It effectively mitigates the limitations of form and temporospatial constraints in the inheritance of intangible cultural heritage, thereby fostering the active public engagement in learning traditional craftsmanship. This study not only provides a new perspective for the protection and development of Tongshan woodcarving, but also offers novel approaches and methodologies for the digital preservation and living inheritance of intangible cultural heritage.

The 21st century has witnessed a rapid transformation in the educational landscape, driven by technological advancements, changing societal demands, and evolving learner needs. Traditional models of education, largely based on rote learning and teacher-centered instruction, are increasingly being challenged by dynamic, student-centric approaches that emphasize creativity, critical thinking, collaboration, and digital literacy. In this context, educational innovations are no longer optional—they are essential to preparing students for the complexities of a globalized, information-rich, and technologically advanced world. Pedagogy in the modern classroom is shifting from the passive transmission of knowledge to active knowledge construction, where learners are seen as co-creators of understanding. Simultaneously, the practice of teaching has evolved to incorporate a wide range of tools and strategies, including blended learning environments, flipped classrooms, gamification, mobile learning, and AI-driven personalized instruction. These innovations have opened up new possibilities for inclusivity, engagement, and adaptive learning, while also presenting challenges related to equity, infrastructure, teacher preparedness, and curriculum alignment. Moreover, global educational policies and frameworks such as the NEP 2020 in India, UNESCO’s Future of Education initiative, and OECD’s Learning Compass 2030 reflect a growing recognition of the need for systemic reforms that support lifelong, holistic learning. This volume explores the multifaceted dimensions of educational innovation, with particular focus on pedagogical frameworks, technological integration, instructional strategies, and global best practices. Through an interdisciplinary lens, it examines how schools, educators, and learners are navigating this transformative era and what it means to teach and learn in the 21st century. By analyzing both theoretical paradigms and practical implementations, this study aims to provide a critical understanding of the opportunities and challenges that define contemporary education. Ultimately, "Educational Innovations in the 21st Century: Pedagogy and Practice" seeks to contribute to scholarly discourse and policy development by offering insights that can help shape a more adaptive, equitable, and future-ready education system.

This systematic literature review examines the barriers, strategies, and accessibility issues affecting the engagement and retention of learners with disabilities in Massive Open Online Courses (MOOCs). Employing the PRISMA procedures, this study systematically identifies and analyzes relevant literature from five prestigious databases: (a) Scopus, (b) ScienceDirect, (c) Emerald, (d) SpringerLink, and (e) EBSCOhost in order to identify (1) the common barriers experienced by learners with disabilities in MOOCs, (2) the strategies that can be employed to improve the engagement and participation of special needs students in MOOCs and (3) influence of accessibility on engagement and retention rates of learners with disabilities in MOOCs. After conducting the screening and eligibility analysis according to the pre-defined criteria, 19 studies of out 624 sources were finally selected between 2014–2024. The review underscores the necessity for comprehensive policy frameworks and institutional commitment to inclusivity. It emphasizes the adoption of universal design principles are essential in bridging the accessibility gap. These measures are pivotal in fostering an inclusive learning environment in MOOCs, significantly enhancing engagement and retention rates among learners with disabilities. The insights from this review provide a solid foundation for educators, policymakers, and platform developers to create more inclusive and supportive online learning experiences for students with disabilities.

This study aims to explore and synthesize the foundational principles of Islamic education management that align with the distinctive psychological, social, and technological characteristics of Generation Z in the digital era. It addresses the urgent need for Islamic educational institutions to adapt traditional values to contemporary realities while preserving educational quality and spiritual authenticity. Utilizing a descriptive qualitative approach through a Systematic Literature Review (SLR), this research analyzed literature published between 2015 and 2024 from reputable sources such as SINTA, DOAJ, and Moraref. The analysis followed structured stages, including source identification, thematic categorization, data reduction, interpretation, and triangulation. The findings reveal five essential principles of Islamic education management in this context: visionary and transformational leadership; structured and adaptive planning; effective organizing grounded in Islamic ethics; accountable monitoring and evaluation; and innovation through technology integration. Furthermore, the study highlights Generation Z’s learning preferences marked by critical thinking, digital fluency, and a demand for relevance which pose both opportunities and challenges for traditional Islamic education. This research provides a conceptual framework for Islamic education managers, educators, and policymakers to develop strategies that are spiritually grounded, digitally responsive, and attuned to Gen Z values. The novelty of this study lies in its synthesis of classical Islamic principles with modern pedagogical approaches, offering a timely contribution to the evolving discourse on education in the digital era.