The COVID-19 pandemic demanded pedagogical transformation that could engage Chinese English learners in a technology-mediated authentic language learning environment, which in turn challenged learners to develop both self-directed and collaborative learning skills in order to achieve meaningful learning. To understand students' meaningful online…

Seamless language learning promises to be an effective learning approach that addresses the limitations of classroom-only language learning. It leverages mobile technologies to facilitate holistic and perpetual learning experiences that bridge different locations, times, technologies or social settings. Despite the emergence of studies on seamless…

This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge (TPACK). The TPACK framework is an extension of the pedagogical content knowledge (Shulman, 1986). TPACK is the type of integrative and transformative knowledge teachers need for effective use of ICT in…

The anthropomorphic characteristics of artificial intelligence (AI) can provide a positive environment for self-regulated learning (SRL). The factors affecting adolescents' SRL through AI technologies remain unclear. Limited AI and disciplinary knowledge may affect the students' motivations, as explained by self-determination theory (SDT). In this…

Real-world problems serve as authentic learning contexts for students to integrate science, technology, engineering, and mathematics (STEM) knowledge, enhancing their interest and fostering their identity in STEM. Primary school students' unfamiliarity with real-world problems can be addressed through community engagement; however, research in…

To help students build twenty-first century learning skills, teachers must have reasonable perceptions about twenty-first century learning. To investigate Chinese teachers' perceptions of twenty-first century learning competencies (TP21CLC), we conducted a survey (N = 340) using the questionnaire "Teachers' Perceptions of 21st Century…

Although formative assessment has been recognized as an effective way for improving learning, scant attention has been paid to the specific design on the sequence of applying formative assessment practice in computer-assisted language learning (CALL). Even less emphasis has been devoted to the cognitive and affective outcomes of different orders…

Studies measuring online learning have adopted different perspectives, resulting in different approaches to their assessment of online learning. However, when we consider the literature from a wider angle, there may be complimentary or contrasting relationships. This study performed content analysis on a total of 44 studies that used…

Artificial Intelligence (AI) is increasingly popular, and educators are paying increasing attention to it. For students, learning AI helps them better cope with emerging societal, technological, and environmental challenges. This theory of planned behavior (TPB)-based study developed a survey questionnaire to measure behavioral intention to learn…

This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers' technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers' prolonged engagement with peers and researchers in design teams. Supported by…

Integrating technologies into teaching and learning poses a significant challenge for many teachers who lack socio-techno-pedagogical know-how and time to design interventions. A possible solution is to design sound technology-enhanced learning (TEL) environments with relevant content and pedagogical tools to reduce teachers' design efforts.…

Artificial intelligence (AI) has the potential to support self-regulated learning (SRL) because of its strong anthropomorphic characteristics. However, most studies of AI in education have focused on cognitive outcomes in higher education, and little research has examined how psychological needs affect SRL with AI in the K-12 setting. SRL is a…

Design thinking has become increasingly important in the context of the current movement toward integrated STEM education. Allied teaching practices often take the form of project-based learning, which represents a major shift in the teaching and learning process and poses challenges for many teachers during implementation. Many professional…

STEM (science, technology, engineering, and mathematics) education is vital for incubating future scientists, engineers, and inventors. Teaching and learning in STEM education require teachers and students to employ design thinking and multi-disciplinary knowledge to formulate new solutions for emerging problems. School teachers are facing…

Students' views on the nature of science and on the levels of self-directed and collaborative learning with technology support affect the manner in which learning is conducted in the classroom. With limited literature offering insight into the effects the knowledge building pedagogy has on these students' perceptions, this study employed the…