Teacher Leaders as Catalysts for Transformative Integration of Generative AI in Education

Purpose This paper aims to identify the diffusion patterns, especially the communication channels, in the diffusion and adoption of research data management services (RDMS) among libraries. Design/methodology/approach Literature about the RDMS in individual libraries was gathered and analyzed. Data relevant to the research questions were extracted and analyzed. Findings Early adopters conduct much original research to create RDMS and they often serve as change agents in diffusing their RDMS and related innovations to other libraries. In contrast, late adopters usually learn from early adopters and use their innovations for establishing their own RDMS. Communication channels used in diffusing RDMS deviate slightly from those reported in general diffusion of innovations (DOI) theories. Research limitations/implications Gathered literature provides incomplete and uneven information for RDMS adopters. This makes it difficult to identify adopter categories and test many generalizations in DOI theories. To overcome these limitations, surveys and interviews will be conducted in the future. Originality/value Findings from this project contribute to general DOI theories because RDMS is unique compared with many other innovations. The diffusion of RDMS is a decentralized process that involves a high-degree of reinvention and it involves the generation and diffusion of many relevant innovations. The project also identified scholarly communication and inter-organization networks as new types of communication channels that are not well accounted for in existing DOI theories.

A bstract As the educational landscape becomes increasingly complex due to rapid technological advancements, shifting demographics, and evolving societal needs, traditional hierarchical leadership models are no longer sufficient. This paper explores the transformative role of teacher leadership in navigating 21st-century educational challenges, emphasizing the importance of empowering teachers as agents of change. Drawing from qualitative research and lived experiences, the authors examine the Seven Domains of Teacher Leadership as articulated by the Teacher Leadership Exploratory Consortium (2011), providing historical context and evidence-based best practices for implementation in school settings. The work synthesizes key leadership theories – including relational, distributed, and complexity leadership – and underscores the essential 21st-century competencies such as Critical Thinking, Creativity, Communication, and Collaboration. Veteran teachers, with their extensive classroom experience and institutional knowledge, emerge as vital contributors to instructional Leadership, mentoring, and school-wide improvement efforts. However, the paper also confronts the challenges inherent in implementing teacher leadership, such as technological readiness, institutional barriers, and role ambiguity. By integrating theory, research, and field-based insights, this study not only contributes to the growing body of scholarship on teacher leadership but also offers practical strategies for fostering leadership capacity among educators. Ultimately, it argues that cultivating strong teacher leaders is imperative to enhancing student achievement and ensuring educational equity in the 21st Century.

Aim/Purpose To address the gap in students’ effective use of generative AI tools, this paper presents a framework to introduce university students to the principles and practices of prompt engineering – the art and science of crafting precise and purposeful inputs to guide LLMs in generating accurate and useful outputs. This paper aims to equip students with strategies to interact meaningfully with AI chatbots for academic success. Background Generative AI tools, like ChatGPT, are widely adopted in educational settings, yet many students lack the skills to harness their full potential. This paper introduces prompt engineering as a critical competency for students to develop both technical proficiency and critical thinking. Methodology The paper provides a structured framework for teaching prompt engineering in university courses. It draws on existing literature, practical applications, and pedagogical strategies to guide educators in integrating generative AI effectively into their university courses. Contribution This paper contributes to the body of knowledge by presenting a comprehensive framework for teaching prompt engineering. It highlights prompt engineering’s role in enhancing AI literacy and preparing students for technology-driven academic and professional environments. Findings Prompt engineering enhances students’ ability to generate precise and relevant outputs from AI tools by supporting student development of communication strategies tailored to large language models. This guide introduces essential concepts and skills that facilitate effective interaction with AI chatbots. Structured instruction in prompt engineering helps to foster critical thinking, problem-solving, and reflective interaction – key competencies for navigating an AI-driven environment. Additionally, integrating prompt engineering into education improves AI literacy, enabling students to tackle complex tasks and apply AI tools effectively across various disciplines. Recommendations for Practitioners Educators should integrate structured, prompt engineering instruction into their courses, emphasizing its interdisciplinary applications. Scaffolded learning will help students develop competency in applying prompt engineering techniques and strategies. Recommendations for Researchers Future studies should explore the long-term impact of prompt engineering instruction on academic performance and professional readiness. Additionally, research should examine its effectiveness across diverse disciplines. Impact on Society Teaching prompt engineering equips students with essential AI literacy skills, fostering responsible and innovative use of AI in academic, professional, and societal contexts. This contributes to a workforce better prepared for the challenges of the AI era. Future Research Further research should examine the integration of multimodal AI tools alongside prompt engineering to assess how combined approaches can enhance learning outcomes. In addition, studies should investigate the effective-ness of various instructional designs to identify best practices for promoting student engagement and skill development. Exploring discipline-specific and pedagogically meaningful student use cases will also be essential to guiding the thoughtful integration of AI tools across diverse educational contexts.

The involvement of technology in the learning process can present its attraction for students in improving skills, one of which is critical thinking skills. This study aims to analyze the need to develop e-modules based on the Canva application to foster the critical thinking skills of elementary school students. The background of this research is based on the importance of critical thinking skills in the digital era, the potential of e-modules as an innovative learning resource, and the ease of use of Canva in creating visual materials. The research method used was a comprehensive literature study of scientific journal articles, books, conference proceedings, and other relevant sources. The results of the study identified the characteristics of effective e-modules to foster critical thinking skills, the potential of Canva application in fulfilling these characteristics (especially in visual aspects and ease of use), as well as challenges in its development and implementation in elementary schools (including the limitations of Canva's interactive features, the need for a mature instructional design, teacher availability and skills, technology access gaps, and effectiveness evaluation). This study concludes that the development of Canva-based e-modules has significant potential as an engaging learning resource. Still, their effectiveness in fostering critical thinking skills depends on proper instructional design and efforts to overcome various implementation challenges. Further empirical research is needed to validate the effectiveness of this approach in educational practice.

National Blue Ribbon Schools (NBRS) are a select group of US schools, identified annually, in recognition for their success at either (a) overall student achievement or (b) achievement gap closing. The first purpose of this qualitative study was to examine teacher leadership in a sample of US NBRS for alignment with contemporary standards for teacher leadership. Second, this study was designed to determine what supports are available for teacher leaders in these schools. The written applications of 25 US NBRS from 2019 were examined. Results included five themes: How US NBRS Support Teacher Leadership, Teachers as Instructional Leaders, Teachers as Decision Makers, Teachers as Agents of Change and Professional Growth, and Teachers as Leaders Beyond their Schools. Results aligned strongly with the Standards with respect to instructional leadership, decision making input, and leading beyond their schools. Results did not align with the Standards with respect to teacher leadership for improving family/community connections or equity. Supports for teacher leaders included a culture of risk taking, trust in teachers, espoused leadership expectations, and shared leadership, in addition to systems within which teacher leaders could operate. Overall, teacher leadership was referenced consistently by all sampled schools, indicating its importance in their success.

This research explores the utilization of virtual reality (VR) in educational settings and examines current trends, future directions, benefits, and challenges associated with its implementation. The purpose of this library research is to provide an overview of the existing literature on VR and educational research, highlighting the potential of VR technology to enhance traditional teaching methods and improve student engagement, motivation, and learning outcomes. The method used for this research is a comprehensive review and analysis of relevant scholarly articles, books, and reports from academic databases and libraries. The results indicate that VR has been utilized in educational research to create immersive and interactive learning experiences, personalize instruction, bridge the gap between abstract concepts and concrete understanding, and foster critical thinking and problem-solving skills. VR also presents challenges such as cost, accessibility, curriculum integration, teacher training, technical limitations, health and safety concerns, privacy, and ethics. However, the research concludes that with careful planning, adequate resources, and proper support, VR has the potential to revolutionize education and prepare students for a technologically advanced future. Further research and innovation in areas such as immersion, AI integration, collaboration, assessment, accessibility, and ethics are recommended to fully leverage the benefits of VR in educational settings.

Asynchronous online discussions (AODs) are increasingly prevalent in higher education to adapt to educational changes and promote critical thinking among learners. Past research has emphasized instructors' facilitation roles in encouraging learners' critical thinking in AODs, while fewer studies explored peer facilitation and peer participants' critical thinking from the students' perspective as facilitators. This study used a lag sequential analysis approach to examine peer facilitation techniques and critical thinking in a peer‐facilitated AOD spanning six tasks over 12 weeks with 40 undergraduate participants. Results highlighted that the most frequently used peer facilitation techniques were giving own opinions or experiences and questioning, with the latter demonstrating the highest number of significant sequential patterns. Peer participants' critical thinking primarily involved analyse and evaluate, with significant sequential patterns observed in lower level and higher order critical thinking stages but not between them. Further investigation revealed the impact of peer facilitation techniques on critical thinking, and a new three‐phase model was developed to describe their associations. These findings suggest that dynamic peer facilitation techniques effectively enhance critical thinking, with specific techniques targeting distinct phases of its development in AODs. The study provides actionable insights for educators, offering strategies to optimize facilitation approaches and foster critical thinking skills in higher education settings. Practitioner notesWhat is already known about this topic Asynchronous online discussions are widely used in higher education to encourage learners' critical thinking. Instructors as facilitators play a positive role in encouraging learners' critical thinking in asynchronous online discussions, while the role of peer facilitators is less discussed. In peer‐facilitated asynchronous online discussions, the facilitation techniques used by peer facilitators affect the development of critical thinking in peer participants. What this paper adds Uses lag sequential analysis to examine the sequential patterns of peer facilitation techniques and critical thinking in peer‐facilitated asynchronous online discussions. Reports common peer facilitation techniques used by peer facilitators and observed significant sequential patterns. Presents the distribution and developmental sequential patterns of critical thinking in peer participants. Examines the association between peer facilitation techniques and critical thinking, and develops a new three‐phase model to describe this association. Implications for practice and/or policy Dynamic peer facilitation techniques can effectively promote the development of critical thinking in peer participants, with specific relationships existing between different phases of critical thinking and different types of peer facilitation techniques. This study reveals the facilitation of critical thinking in asynchronous online discussions from the perspective of learners as facilitators, filling a research gap. The findings provide practical guidance for effectively encouraging critical thinking among college students in higher education.

This study aims to comprehensively describe the profile of critical thinking skills among fifth-grade students at SDN Masangan Wetan in the context of learning about the human digestive system. The research focuses on identifying both internal and external factors that support or hinder the development of critical thinking skills. Using an essay-based assessment grounded in Facione’s framework, which includes interpretation, analysis, inference, and evaluation, the study measured students’ critical thinking abilities. Additionally, interviews with teachers provided insights into the instructional strategies, media usage, and teaching models employed to foster critical thinking. The findings show that students’ critical thinking skills vary across different indicators, with the highest proficiency in interpretation and the lowest in evaluation. Internal factors such as motivation, cognitive ability, and self-efficacy positively influence skill development, while external factors including a supportive learning environment, innovative teaching methods, and diverse educational media also play crucial roles. The study found that integrated, interactive media and student-centered models like Problem-Based Learning and collaborative learning significantly enhance critical thinking. Conversely, conventional teaching practices and limited media use restrict students’ critical thinking growth. Teacher interviews highlighted the importance of practical learning activities and varied instructional materials to engage students actively. These results underscore the necessity for educators to implement multifaceted approaches that address both student-internal and environmental factors to optimize critical thinking development. The study involved a total sample of 35 students, and quantitative data were analyzed using descriptive statistics, with mean scores and standard deviations reported to illustrate proficiency levels across critical thinking indicators. Ultimately, the research contributes valuable evidence for educational stakeholders seeking to improve science education quality through enhanced critical thinking skills, especially in primary education settings. Future studies are recommended to include larger samples and statistical tests such as t-tests or ANOVA to strengthen the generalizability and significance of findings.

This study examines the role of educators as agents of change, particularly in the context of adult education. Through a comprehensive literature review, this study explores the theoretical underpinnings and practical implementation of educators as catalysts for societal transformation. The findings of this study highlight that educators have a critical role in shaping individuals and societies. As agents of change, they not only impart knowledge but also foster critical thinking, skills, and a lifelong love of learning. This study underscores the importance of educators’ professional development, with emphasis on the need for ongoing training and support, particularly to equip them with the competencies needed to navigate the complexities of modern education. This study also examines the challenges educators face in fulfilling their role as agents of change, including limited resources, varying levels of learner engagement, and rapid technological advances. To address these challenges, strategies such as fostering collaborative partnerships, leveraging technology, and promoting learner-centered approaches are needed.

This paper delves into one of the primary challenges in higher education, which revolves around the methods employed by educators to cultivate enhanced critical thinking skills in students. While certain majors such as philosophy, logic, and literary criticism inherently demand higher levels of critical thinking, there exists a pressing need to investigate the efficacy of practical exercises like translation in fostering critical thinking abilities among university students (Ghazala, 2008; Beylard-Ozeroff, Lev?, & Popovi?, 1998). In this context, this narrative review embarks on an exploration of the intricate relationship between critical thinking and translation. While previous research has predominantly concentrated on the influence of critical thinking on translation quality, this study takes a novel perspective by assessing whether engagement in translation activities can indeed augment the critical thinking capabilities of students. Through an extensive literature review, this study examines existing research that elucidates the correlation between critical thinking and translation skills. Furthermore, it scrutinizes the fundamental constituents of critical thinking and the cognitive processes intricately involved in translation. The findings from this investigation unveil a positive connection between the practice of translation and the enhancement of critical thinking skills among students. Consequently, this narrative review not only contributes valuable insights but also underscores the potential educational advantages of incorporating translation exercises into curricula as a means to foster critical thinking.

This study aims to explore the role of mathematics teacher leaders in promoting equity and academic excellence in five secondary schools situated in the OR Tambo Coastal District, South Africa. It investigated how these educators advocate for improved mathematics instruction, fair access to learning, and learner achievement within historically and socio-economically disadvantaged settings. A qualitative case study design was employed, involving purposive sampling of fifteen teacher leaders. Data collection included semi-structured interviews, classroom observations, and document analysis, with thematic analysis guiding the interpretation of findings. The research is underpinned by Mezirow’s Transformative Learning Theory, which posits that deep learning emerges from critical reflection on beliefs and experiences, leading to changed perspectives. Findings revealed that teacher leaders play a crucial role in enhancing instructional quality and equity by mentoring peers, promoting inclusive teaching practices, and leading collaborative initiatives. They adapt pedagogical approaches to suit diverse learner needs, fostering more responsive and effective classroom environments. However, teacher leaders continue to face significant obstacles, such as insufficient institutional recognition, lack of consistent professional support, and ongoing socio-economic challenges faced by learners. To address these issues, the study recommends formal recognition of teacher leadership roles, targeted training in equity-oriented pedagogy, and stronger collaboration between schools and education authorities. The study contributes to scholarship on educational leadership by offering context-specific insights into how teacher leaders in under-resourced schools can drive systemic improvements in mathematics education. It extends the discourse on distributed leadership and equity, showing how grassroots leadership can overcome structural barriers and promote transformative educational outcomes. Keywords: Mathematics, Leadership, Transformative Learning, Education, Equity, Excellence

Advancements in precision agriculture technologies enable producers to achieve higher yields; however, in some cases, these innovations have not reached widespread adoption despite years of availability. We sought to understand producers’ adoption experiences with two precision agriculture technologies: Nitrogen (N)-Rich Strips and the Sensor Based Nitrogen Rate Calculator (SBNRC). These technologies can help producers optimize their application of nitrogen fertilizer on growing crops, especially small grains such as wheat. Using Rogers’ (2003) diffusion of innovations theory as an explanatory framework, this descriptive-exploratory study examined the adoption behaviors of producers from two midwestern states. Rogers’ (2003) theoretical lens guided instrument development and interpretation of results. To better understand the effects of change agents’ actions and potential adopters’ behaviors during the innovation-decision process, more research is needed regarding disenchantment discontinuance and replacement discontinuance, the potential for pro-innovation bias, and of the innovation attribute compatibility. The future development of precision agriculture technology with the perceptions of potential adopters in mind, especially those averse to adoption and continuance, may assist in overcoming barriers to widespread diffusion.

This study examines the use of religious narratives, specifically the story of "Ibrahim, the Father of Prophets," from the bilingual collection Nabi & Rasul Allah (2018), to cultivate critical thinking among young English language learners in Indonesia. This study explores how the morals and language of a story can foster critical thinking in young students. Employing Fairclough's model of critical discourse analysis (CDA) and the transitivity framework of Systemic Functional Linguistics (SFL), the research investigates the critical thinking skills embedded in the English version of the Ibrahim story. The analysis includes a discourse-based examination of the story’s strategies and social practices, supplemented by interviews with English as a Foreign Language (EFL) teachers in Indonesian religious elementary school. This integrated approach highlights the role of critical thinking in selecting appropriate learning materials and emphasizes socio-cultural contributions of religious narratives to material development and instructional design in ELT to young learners. The paper concludes that integrating moral values into English teaching does not negate the necessity of fostering critical thinking. Teachers can use critical thinking to select stories that enhance students' moral understanding and linguistic proficiency. This research contributes to ongoing discussions on the use of storytelling in education and provides insights into effective pedagogical strategies for incorporating critical thinking into ELT for young learners.

Early childhood is a critical period for cognitive, social, and emotional development, making it essential to foster critical thinking and curiosity in educational settings. This study explores the implementation of inquiry-based science learning for children aged 5-6 years within the Merdeka Curriculum framework to enhance these key developmental skills. Using a Research and Development (R&D) approach, the study designed, implemented, and evaluated inquiry-based science modules. Data were collected through a combination of qualitative and quantitative methods, including observations, interviews, and pre- and post-tests. The findings revealed that inquiry-based learning significantly improved children’s critical thinking, curiosity, and understanding of scientific concepts, with pre-test scores improving from 46.29% to 80.57% in small group trials and from 48.38% to 80.76% in large group trials. While the approach increased student engagement and curiosity, teachers faced challenges in managing inquiry-based classrooms, indicating the need for further professional development. The study concludes that inquiry-based science learning aligns with the goals of the Merdeka Curriculum, promoting active learning and cognitive growth in early childhood education. Further support for teachers is recommended to ensure effective implementation and classroom management

Purpose Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills. Design/methodology/approach This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills. Findings The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning. Social implications The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.