Refreshing Approaches
Students' Understanding and Utilization of Artificial Intelligence Tools at a University of Technology
Paper Presentation in a Themed Session Nosisana Patricia Mkonto
The integration of artificial intelligence (AI) into education has a transformative impact on students' academic experiences and career opportunities, optimizing learning environments to foster creativity, enthusiasm, and initiative. However, in South Africa, challenges such as the digital divide, inadequate infrastructure, and limited internet access, especially in rural areas, pose significant obstacles. While AI tools like Dapto, Siyavula, Funda, and ReThink are emerging, barriers such as poor infrastructure, limited network coverage, and resistance to new technologies hinder adoption in higher education. This ongoing study uses qualitative methods, including questionnaires and focus group discussions, to explore students' understanding and use of AI in higher education. Student awareness of AI's potential benefits is critical to its successful integration. Involving students can also help ensure AI tools are applied effectively. Additionally, AI can potentially reduce the workload on lecturers, allowing them to focus on providing humanistic care and addressing social justice concerns. Preliminary findings are presented.
What Do They Expect?: Insights into First Year Thai Students' Views on Chinese Language Learning View Digital Media
Paper Presentation in a Themed Session Phasuk Boontham
This study examines the expectations of first-year students regarding Chinese language learning and identifies unmet factors that require attention. It explores two primary objectives: first, to examine the expectations of first-year students regarding Chinese language learning, and second, to identify factors that have not yet been addressed in relation to these expectations. A total of 101 first-year students enrolled in the Teaching Chinese Language program at a Thai university, during the 2022 academic year were purposefully selected as participants. Data were collected using semi-structured questionnaires and analyzed through both qualitative and quantitative methods, guided by Vroom’s Expectancy Theory. Quantitative data were assessed using percentage-based statistical analysis, while qualitative data were examined through content analysis. The findings reveal the key expectations students hold regarding Chinese language learning, along with areas where their needs remain unaddressed. Notably, the results reflect the aspirations of a new generation-students who are highly motivated to pursue difficult academic studies at a Thai university, aiming to establish a stable career through Chinese language proficiency. A significant number of students express a strong desire for immersive experiences in the language and culture of the People’s Republic of China. Additionally, certain student concerns that were not previously recognized should be considered by the university to better align with student expectations. This study highlights the need for continuous curriculum development in response to a rapidly developing world and highlights the need for new courses that provide students with greater academic flexibility.
Transforming Academic Rewards at Schools - Is This Possible?: Towards a More Inclusive Approach That Is Collaborative Rather than Competitive
Paper Presentation in a Themed Session Shakira Akabor
During my doctoral study on the intention and impact of visible rewards (via badges, trophies, honour board listings, certificates) for academic achievement at two Gauteng high schools, it was found that academic awards were not consistent with the aims and ideals of inclusive education such as cooperation, collaboration and sharing of information (Akabor, 2020). Participants had indicated that the rewarding processes and criteria affected the participation and achievement of all learners, created a competitive ethos that promoted discrimination, and viewed their peers as rivals. Building on from here, my current project explores the practice of rewarding learners in ways that can be inclusive. Can schools demonstrate their understanding of what constitutes good practice with respect to awards? How can we make rewards change to become more inclusive? Is it possible to transform this practice into an equitable one? How can we reduce competitiveness in order to promote social justice at schools? In discovering equitable forms of rewarding learners that is aligned with the concept of Ubuntu in the provinces of Kwa-Zulu Natal and the Eastern Cape, the project follows a mixed methods design allowing for both qualitative and quantitative data. Participants will be grade 11 learners, grade 11 parents, teachers and Senior Management Team (SMT) members at six ordinary high schools in the provinces of the Eastern Cape and Kwa-Zulu Natal (3 per province). Through focus group interviews of the learners, detailed perspectives of visible rewards obtained can show possible transformation in rewarding learners inclusively and equitably.
