This study aims to examine pre-service science teachers' CT skills and STEM self-efficacy in terms of different variables and to reveal the relationship between them. The participants of the study, in which the survey model was used, consist of 334 pre-service science teachers studying in state universities. CT skills and STEM self-efficacy scales were used as data collection tools. One way MANOVA, correlation and linear regression analyses were used for the analysis of the data. In the study, it was determined that pre-service science teachers' grade level, level of technology interest, level of computer knowledge, activities/design/experiment/practice studies they carried out in undergraduate education and their STEM education were determinants of their CT skills and STEM self-efficacy. In addition, a positive relationship was determined between STEM self-efficacy and CT skills, and it was observed that creativity, collaboration, critical thinking, algorithmic thinking, and problem solving skills were predictors of CT and STEM self-efficacy.

The development of technology has brought about modern ideas in teaching and learning. This research study investigates how experienced Mathematics teachers use digital tools to solve non-routine mathematical problems and communicate their solutions. A qualitative study with a case study design found that effective technology integration in mathematics education requires a deep understanding of mathematical problem-solving, effective use of digital tools, and a strong TPACK framework. Teachers must be adept at selecting and creating mathematical problems, choosing problem-solving models, and facilitating students' problem-solving skills through appropriate tasks. Although technology can enhance traditional teaching methods, it should be used wisely and purposefully to support and enhance the teacher's role, rather than replace it. In addition, teachers need to consider their students' diverse learning needs and use various teaching strategies to ensure that technology is effectively integrated into their teaching practices.

Artificial intelligence (AI) has triggered off a rapid change in academic writing (AW). This paper presents a systematic literature review (SLR) examining the impact of AI on writing proficiency, creativity, perspectives, and ethics. Following PRISMA guidelines, a comprehensive search is conducted across multiple electronic databases, including Scopus, WoS, IEEE Xplore, and ACM DL, to identify relevant studies on AI and AW. The collected data is then analysed descriptively using statistical and thematic approaches. The findings showcase AI's tangible and perceived benefits as educational technology in enhancing AW through draft preparation, content generation, feedback provision, and writing analytics. However, there should be a balance between AI assistance and human appraisal. Ethical considerations surrounding plagiarism, transparency, and information fabrication also require careful attention to ensure originality and academic integrity. The SLR concludes that future research should specifically and thoroughly examine the effect of AI on students' critical thinking and creative ability.

Inderscience is a global company, a dynamic leading independent journal publisher disseminates the latest research across the broad fields of science, engineering and technology; management, public and business administration; environment, ecological economics and sustainable development; computing, ICT and internet/web services, and related areas.

The first MOOC course on geo-informatics, 'maps and the geospatial revolution' was provided as video materials by Penn State in July 2013, since then, the number of geo-informatics MOOC courses has increased significantly (Robinson et al., 2015). This study uses the edX geo-informatics course model as the origin of the experimental results to explore how to use MOOC design similar distance learning programs and improve upon them. Based on analysis of the course specifics, study population, drop-out rate, completion rate, and post-course questionnaire, quantitative data analysis was employed to answer the question of MOOC geo-informatics learning on edX; based on evaluating and examining particular data, an emphasis was placed on investigating the uses of MOOCs in the geo-informatics curriculum. The results show that MOOCs are an excellent method to support the dissemination of knowledge of geo-informatics (Lee and de Vries, 2019).

Digital competence is now considered the most vital skill to thrive in today's information age. This study aimed to examine the gender and urban-rural divide in the digital competence of university students. We surveyed 241 undergraduate and graduate students in the universities of Sindh, Pakistan. The findings showed that there was no significant difference in the participants' digital competence with respect to their gender. However, significant differences were found in the digital competence between the students of urban-located and rural-located universities. Additionally, results suggested that the participants' digital competence did not differ at the three levels of digital skills namely operational, informational, and strategic skills. The findings have implications for the researchers and policymakers regarding equipping university students with digital competence.

Geography education usually faces the problem of a monotonous learning process. Therefore, educators constantly seek better teaching strategies to present interesting and enjoyable classes. The main objective of this study is to 'present learning technology to improve geoheritage understanding' through an open-access website powered by interactive virtual reality. This is research and development, adopted the Plomp development model. Data collection used a validation test on the material, media experts, and trials on 20 students and a geography teacher. The results of the validation and trials, interactive virtual reality media can be declared feasible for learning digital geography in schools. This media can increase students' motivation, curiosity, and in-depth experience in studying the process of rock formation and lithosphere dynamics in the Ijen Geopark area.

In parallel to web evolution from 1.0 to 4.0 with trends to 5.0, e-learning has evolved to smart learning (SmL). E-courses are pedagogically designed and implemented using web technologies to provide smart learning affordances (SLAs). By following research-based design methodology, this study investigates the effectiveness of web technologies integration into a meaningful e-learning 3.0 environment, aiming at SmL. An e-course was pedagogically designed, implemented by integrating 35 web technologies, and evaluated by three independent e-learning experts using the technology integration matrix (TIM) framework, oriented towards meaningful learning (ML). Results showed that such integration enhances the effectiveness of the delivered e-course. The e-learning environment proved authentic, at least active, constructive, and goal-directed (GD), yielding corresponding SLAs; however, it failed to prove collaboration due to most web technologies limited collaborative opportunities provided. Additionally, 15 web technologies were prominent. Findings provide guidelines for web technologies integration and insights for future work.

Pre-service teacher (PST) field placements often occur in homogeneous classrooms. Simulated classrooms are emerging as a complementary context for implementing new skills with culturally, linguistically, and socioeconomically diverse students. Previous studies have explored PSTs' perceptions or provided quantitative findings of their culturally relevant and responsive teaching in a simulated classroom. This study explores how 12 PSTs planned and implemented culturally relevant and responsive teaching practices in TeachLivE™. Results indicate PSTs excelled at planning and implementing lessons connected to the real world and aligned with students' culture(s). PSTs also maintained high expectations by attending to student behaviour in the moment and providing alternative modes of communication. Lastly, PSTs developed students' awareness of prejudice and reinforced the valuing of other cultures. These findings have important implications for teacher education programs seeking to provide a standardised learning experience for PSTs to practice implementing culturally relevant and responsive teaching practices with diverse learners.