Lessons Learned
Online Behaviors in Higher Education in a Muslim-Majority Country: Lessons from a Nation-Wide Multisite Study in Qatar
Paper Presentation in a Themed Session Alan S. Weber, Byrad Yyelland, Robert Bianchi
Qatar reported an internet penetration rate of 99.0% in 2024 with 2.7 million internet users, indicating almost universal access to internet services. Online learning is now widespread in Qatar Higher Education Institutions (HEIs), particularly after the COVID-19 pandemic. However, student learning outcomes and student behaviours in virtual environments–such as collaboration, privacy and confidentiality, cooperation, and affective, cognitive and behavioural engagement–have been little studied in the Muslim-majority context. The authors conducted a multi-site national mixed-methods research project from 2020-2024 to understand online behaviours among HEI students in Qatar in virtual learning environments. The object of the translational research was to transfer knowledge of the patterns of student online behaviours into best practices pedagogy in Muslim-Majority countries. Findings from this study were applied to a national training workshop for online instructors in 2023. The researchers conducted qualitative analysis of expert opinion, questionnaires, and in-depth focus groups of both faculty and students in Qatar HEIs (i.e. 22 student groups, n=95). Results were that: 1) synchronous video-conferenced class rooms were the norm, with Learning Management Systems as the primary software tool; 2) privacy ethics were of great concern to both faculty and students (specifically women) due to Islamic modesty norms; 3) camera policies in videoconferenced classrooms impacted student learning and behaviours; 4) studying at home presented novel learning challenges due to Gulf gendered interior domestic spaces; 5) covering of women (hijab) and reconfiguring of the home space to accommodate education were also frequently cited themes in the qualitative data.
Evaluating the Impact of Digital Platforms on Intercultural Communication and Language Learning View Digital Media
Paper Presentation in a Themed Session Tzu Yiu Chen
This study explores the integration of digital tools such as Padlet, Zoom and Microsoft Forms in developing students’ intercultural competence through reflective activities. It examines how these technologies are used to facilitate virtual exchanges, promote intercultural communication and assess language learners’ development. Focusing on formative and summative assessment, the project evaluates the effectiveness of digital platforms in fostering interactive learning environments that prepare students for global communication. The study also looks at the practical applications and limitations of these tools, providing insights into their role in data collection and learning assessment in intercultural education. Through this research, the study aims to develop a flexible model for incorporating digital technologies into language and cultural education, thereby enhancing both teaching and learning processes.
Featured Social Emotional Learning and Academic Anxiety-Orientation: Mediating Effects of Self-Efficacy among Taiwanese and Macau High School Students, with the Moderating Effect of Kiasu View Digital Media
Paper Presentation in a Themed Session Iao Seng Cheang, Yu Ting Chen, Chih Hung Wang
This study investigates the current state and differences in social emotional learning (SEL), academic anxiety, self-efficacy, and Kiasu among high school students in Taiwan and Macau. It examines the mediating role of self-efficacy and the moderating effect of Kiasu to understand the impact of SEL and academic anxiety on students. Using descriptive statistics, independent samples t-tests, one-way MANOVA, and hierarchical linear modeling, the research validates its hypotheses. The study aims to assist students in developing emotional management skills and coping strategies to reduce academic anxiety and enhance self-efficacy. Additionally, it explores Kiasu and its effects on students, facilitating the integration of related concepts into the curriculum with technological applications.
AI in Secondary Education: Understanding Taiwanese Teachers’ Acceptance and Integration of AI Technologies
Paper Presentation in a Themed Session Shu Jhen Han, Chiao Chu Chu
The rapid advancement of artificial intelligence (AI) has the potential to transform education by reshaping teaching methodologies, automating routine tasks, and providing personalized learning experiences. As AI tools become increasingly integrated into classrooms, understanding educators' perceptions and adoption of these technologies is crucial for effective implementation. This study examines the perceptions and adoption of AI tools among Taiwanese junior and senior high school instructors, utilizing the Technology Acceptance Model (TAM) as a theoretical framework. Specifically, it investigates how factors such as anxiety, willingness, and perceived ease of use influence instructors’ acceptance and integration of AI technologies across various subjects, including Chinese, English, mathematics, science, social science, and physical education. Data was collected through a TAM-based questionnaire designed to assess instructors' attitudes, experiences, and challenges related to AI adoption in the classroom. The findings provide valuable insights into the potential of AI to transform secondary education while identifying key facilitators and barriers to its effective implementation within the Taiwanese educational system. By examining instructors’ perspectives, this study contributes to the growing body of research on AI in education and offers practical recommendations for policymakers, educators, and institutions to support teachers in effectively leveraging AI to enhance teaching and learning.
