GPH-International Journal of Educational Research

Fostering Critical Thinking for Natural Science Students in the AI Era: A Case Study at Thai Nguyen University of Education

2025-11-05T09:59:25+00:00

In the context of the Artificial Intelligence (AI) revolution reshaping higher education, critical thinking (CT) has become a vital skill for students, especially those in the Natural Sciences. This study investigates the current state of CT perception and AI usage behavior among Natural Science students at Thai Nguyen University of Education to propose pedagogical implications. The study employed a quantitative cross-sectional survey design. An online questionnaire was administered to a sample of 100-150 second and third-year students from the faculties of Mathematics and Physics. Data were analyzed using descriptive statistics, T-tests, and Pearson correlation analysis to address the research objectives. The hypothetical results indicate that students highly value the importance of CT but rate their own proficiency modestly, particularly in skills such as evaluating the credibility of sources and identifying fallacies. Although a majority of students (over 80%) frequently use AI, their usage is primarily for basic tasks like quick information retrieval rather than for tasks requiring deep thinking. Importantly, the study found no statistically significant correlation between the frequency of AI use and the self-assessed level of CT competency. The widespread use of AI does not automatically translate to an improvement in students' critical thinking. The study highlights the necessity for deliberate pedagogical strategies that integrate AI into active learning methods to guide students in using technology as a tool to enhance their thinking, rather than merely as an instant answer provider.

Challenges for Lecturers at Thai Nguyen University of Information and Communication Technology (ICTU) in Adjusting Pedagogy and Assignment Design to Adapt to Generative AI

2025-11-05T10:19:21+00:00

The emergence of Generative Artificial Intelligence (GenAI) has presented profound pedagogical and academic challenges to global higher education. This study employs a qualitative case study design to explore the specific challenges faced by lecturers (N=15) at the University of Information and Communication Technology (ICTU), Vietnam, in adjusting their pedagogy and assignment design to adapt to GenAI. Data was collected through semi-structured interviews and analyzed using Thematic Analysis. The results reveal two primary groups of challenges: (1) Pedagogical Challenges, encompassing a crisis of professional role and competence , pedagogical disorientation , and classroom management difficulties ; and (2) Assessment Challenges, highlighted by a crisis in academic integrity (i.e., "AI-giarism") , a significant time and creative burden in designing "AI-proof" assignments , and the lack of clear institutional policies ("policy vacuum"). The study confirms a "professional paradox" at a technology-focused university, where lecturers face dual pressures regarding technical expertise and AI pedagogical competence. Urgent recommendations are made for the university to establish clear AI policies and invest in pedagogical professional development , and for lecturers to proactively develop AI Literacy and transition towards authentic assessment.

Mechanisms of Social Cohesion Reconstruction and the Recomposition of Social Bonds in a Post-Crisis Context in Duékoué (Côte d’Ivoire)

2025-11-19T17:02:18+00:00

This article analyzes the issue of recovery in relation to the social fabric in a post-conflict environment. It aims to describe the mechanisms implemented to rebuild cohesion in the Duékoué department, a locality that experienced the disintegration of its social bonds following various socio-political crises. Using a purely qualitative approach—which reflects the complexity of social relations and community dynamics and highlights the depth of discourse, representations, and social interactions—the study is based on semi-structured interviews and focus groups conducted with a purposive sample of 35 participants, selected according to social position and community affiliation. The results show that social and economic assistance initiatives, the rehabilitation of socio-community infrastructure, and community interaction activities are strategies that have contributed, to varying degrees, to improving weakened social bonds. However, major challenges remain for the effective and sustainable consolidation of social cohesion.

TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE

2025-11-21T10:18:01+00:00

Artificial intelligence (AI) is redefining pedagogical practice globally, offering teachers tools to personalize learning, assess performance efficiently, and make data-informed instructional decisions. However, the application of AI-driven technologies in Nigerian secondary schools remains in its infancy, with limited empirical evidence from Anambra State. This study investigated the relationship between teachers’ application of AI tools and students’ academic performance in secondary schools in Anambra State. Four research questions guided the study and four null hypotheses were tested. The study adopted a descriptive survey research design using a population of 4,562 teachers and 89,740 students across 266 public secondary schools. A sample size of 380 teachers and 720 students was selected using a multi-stage sampling technique. A structured questionnaire developed by the researchers was used for data collection. Cronbach Alpha method was used to establish the reliability which yielded coefficient values of 0.82, 0.79, 0.85 and 0.83 for the four clusters. Out of 380 teacher questionnaires distributed, 367 were completed and returned, giving a 96.6% return rate. Data collected were analyzed using both descriptive and inferential statistics: Descriptive statistics (mean and standard deviation) were used to answer the research questions. Inferential statistics such as Pearson Product Moment Correlation (PPMC) and Multiple Regression Analysis were employed to test the hypotheses at a 0.05 level of significance. The result s showed that teachers’ in Anambra State moderately apply adaptive learning platforms, automated assessment systems and intelligent tutoring systems in instructional delivery. There is a strong positive and significant relationship between teachers; application of AI tools and students’ academic performance. The study concluded that teachers’ effective application of AI tools enhances instructional quality, student engagement and learning outcomes. Therefore, it was recommended among others that educational authorities and ministries should organize continuous professional development workshops to enhance teachers’ competencies in using adaptive learning platforms and intelligent tutoring systems.

Teacher Burnout: Causes, Consequences, and Insights from Science Teachers

2025-11-30T08:24:31+00:00

Teaching is a demanding profession characterized by challenging working conditions and high stress levels. Within the school environment, various factors significantly contribute to teacher burnout syndrome. These include excessive workload, restrictive school policies and an unsupportive school climate, conflicts between teachers and administration, a lack of teacher involvement in decision-making processes, insufficient recognition, and student behavioral and disciplinary problems. Teachers can experience burnout syndrome irrespective of demographic factors such as age, years of service, or gender. Therefore, understanding the causes and consequences of burnout is critical for both teacher performance and student achievement. In other words, comprehending teacher burnout and implementing preventive measures is essential for fostering a healthy educational environment. A qualitative research methodology was employed in this study. The findings indicate that the primary causes of teacher burnout are excessive workload, lack of administrative support, and disrespect from students and parents. Furthermore, the most prevalent negative consequences of burnout identified were attrition from the profession, high stress levels, and physical and emotional exhaustion.

The Alienation of Science Teachers from Their Profession and Its Impact on the Teaching-Learning Process

2025-12-02T06:47:44+00:00

The investigation of teacher alienation and its ensuing effects is of critical importance across all educational tiers, including secondary and high school levels. Elucidating the causes and consequences of alienation specifically among secondary and high school teachers is paramount for the enhancement of educational quality. The concept of alienation reflects an individual's sense of isolation and, given its prominence in related research, can be characterized as a socio-psychological construct. Fundamentally, alienation denotes an individual's withdrawal from their society or, put differently, a state of disconnection from the community. This study aims to identify the causes of professional alienation among science teachers in Mugla and to determine its subsequent impacts. This study employed a qualitative research methodology, utilizing a semi-structured interview form for data collection. The sample group consisted of 30 Science teachers employed in Mugla during the 2021-2022 academic year. The analysis of the collected data revealed that the most predominant factor leading to professional alienation was the escalating issues within the education system. Consequently, this alienation manifested in the emergence of an unproductive learning environment and a growing disaffection with the teaching profession.