International Journal of Learning, Teaching and Educational Research

Unveiling AI Literacy: User Competences and Perceptions of Pre-Service Teachers

Aylin Sevimel-Sahin — 2026-05-30

Artificial intelligence has been widely adopted and used by both teachers and learners for several purposes in language education. However, at first, teacher candidates are required to be qualified in AI literacy in order to nurture and cultivate the success of their future learners, thereby further improving language education. Therefore, there is a need to identify whether they are ready for AI-infused education, at which points they are (in)competent, and what they need in training regarding AI literacy, specifically in relation to their domain-specific contexts. Then, this study aimed to analyze to what extent teacher candidates are AI literate in terms of awareness, usage, evaluation, and ethics, and explore how they perceive and experience AI in teaching/learning. Based on the convergent mixed-methods-design, this study collected data from 104 pre-service ELT teachers. As the research instruments, scale and open-ended questions were employed through Google Forms. The analysis revealed a moderate level of AI literacy overall. It also indicated the restricted AI ability to integrate, critical evaluation, and ethical use. Although awareness was high, AI tool repertoire and knowledge were very limited. Moreover, AI was used more for educational purposes compared to daily life, and despite some challenges, perceived it as beneficial. Since AI is considered as the future, the pre-service teachers explicitly stated a need for AI training compatible with their professional competence and practices. Hence, this study demonstrates the requirement of AI training in teacher education programs to foster various competences of AI literacy.

https://doi.org/10.26803/ijlter.25.5.10

Institutional Design Thinking: Re-Architecting Curriculum, Pedagogy and Assessment for Meta-Skills in Chinese Private HEIs

Chi Che — 2026-05-30

This article examines how Design Thinking (DT) can be mobilized as a structured, evidence-informed logic for institutional innovation in higher education, using the development of a meta-skills-oriented academic management framework for Chinese private HEIs as a case. Meta-skills—adaptive expertise, relational dynamics, creative agility and strategic synthesis—are conceptualized as outcomes of institutional design rather than individual traits. The five DT phases (Empathize, Define, Ideate, Prototype, Test) were enacted through mixed inputs, including PNI_modified gap analysis from 805 staff, meta-skills survey data from 400 students, expert interviews and two-round validation with 12 senior experts. The resulting framework comprises three modules: Agile Meta-skills ntegration (curriculum), Immersive Experiential Pedagogy (teaching and learning), and Smart Meta-skillsAssessment (evaluation). Expert ratings improved from draft 1 to draft 2 across relevance, feasibility, clarity, scalability and cultural alignment and a short pilot indicated modest gains in strategic synthesis and relational dynamics. Overall, the findings suggest that DT can operate as an institutional governance capability that links diagnostics, co-design and iterative refinement to meta-skills-oriented academic reform.

https://doi.org/10.26803/ijlter.25.5.1

AI-Assisted Research Writing: Graduate Students' Experiences, Outcomes and Academic Integrity

Leonora Fulgencio De Jesus — 2026-05-30

This study examined the relationship between artificial intelligence (AI) tool use and writing outcomes among graduate students engaged in thesis writing, grounded in the Technology Acceptance Model. Using a convergent parallel mixed methods design, the study involved 96 graduate students enrolled in thesis writing courses at a government higher education institution in Bulacan, during the first trimester of the 2025–2026 academic year. Qualitative data focused on students' adherence to academic integrity regulations. Quantitative measures assessed perceived usefulness, perceived ease of use, behavioral intention to use, and self-reported writing performance. The results indicated that ChatGPT, Grammarly and QuillBot were the most used AI tools. Statistical analysis demonstrated a strong positive relationship between experience with AI tools and writing performance outcomes. The qualitative analysis surfaced themes about AI tool adoption, namely linguistic support, organization of ideas, and cognitive scaffolding and ideation¾alongside themes reflecting ethical awareness, namely selective use and resistance, responsible and transparent authorship, critical evaluation, accountability in AI tool use, and alignment with institutional guidelines. These results show that technological advances are now integral to writing courses and are used in the preparation and oversight of students' research. The study's key implication is that to use AI tools in thesis writing in an ethical manner, institutions must develop clear ethical frameworks that protect scholarly integrity while accepting the changing reality of human–AI collaboration in academic research.

https://doi.org/10.26803/ijlter.25.5.8

Ethical Climate and Research Integrity in Higher Education: A PRISMA-Based Systematic Review

Mark E. Patalinghug — 2026-05-30

Research integrity in higher education is shaped not only by individual ethical judgment but also by the institutional environments in which research is conducted. Yet evidence remains fragmented on how ethical climate and integrity training jointly influence research behaviour. This study addressed that gap through a PRISMA-based systematic review of 532 Scopus-indexed studies published from 2010 to 2026. Using a structured extraction framework and narrative thematic synthesis, the review examined study context, participant groups, research designs, ethical climate dimensions, training characteristics, and integrity-related outcomes. Findings show that research integrity is influenced most strongly by six institutional factors: incentive pressure, policy enforcement, reporting safety, mentoring norms, integrity culture, and integrity infrastructure. Integrity training generally improves knowledge and awareness; however, its effects on attitudes and practice are less consistent and depend on relevance, interactivity, coherence, and reinforcement through supervision and institutional support. The review further indicates that the gap between ethical knowledge and actual conduct is often driven by structural pressures within academic environments. Overall, the findings call for a transition from isolated training approaches to integrated institutional systems that normalize, support, and sustain responsible research practice.

https://doi.org/10.26803/ijlter.25.5.6

From Consumers to Creators: Transforming Teaching and Learning through Metaverse-Based Instruction for 21st-Century Competency Development

Pattarawat Jeerapattanatorn — 2026-05-30

The rapid advancement of immersive technologies has intensified interest in the educational potential of the metaverse. However, existing research remains largely descriptive and provides limited empirical explanation of how metaverse-based instruction transforms teaching practices and learner roles. This study develops and empirically validates a Metaverse-Based Instruction (MBI) framework that explains how immersive instructional design facilitates the transition from learners as consumers to creators. Using a Design-Based Research approach, 11 secondary school teachers participated in a design-oriented professional development program and implemented metaverse-based lessons in authentic classroom settings. A mixed-methods analysis integrated quantitative assessments of teacher competencies with qualitative data from observations, artifacts, and focus groups. Findings indicate significant improvements in teachers’ instructional design competencies, particularly in assessment integration and learner-centered design. Four levels of metaverse integration were identified: presentation, interaction, simulation, and transformative co-creation, with higher levels associated with increased learner agency, collaboration, and knowledge creation. Importantly, teacher perceptual shift emerged as a key mediating mechanism linking instructional design and learner transformation. The study contributes a mechanism-based, empirically grounded framework that advances immersive education toward pedagogically driven transformation.

https://doi.org/10.26803/ijlter.25.5.4

Global Research Trends in the Management of Innovation-Oriented Training in Schools in the Digital Era: A Bibliometric Analysis

Ferunika Ferunika — 2026-05-30

This study mapped global publication trends, research landscapes, and thematic evolution in innovation-oriented training management in schools in the digital era. A bibliometric design was used to analyze Scopus-indexed publications. Data was retrieved on January 31, 2026, using a structured search of titles, abstracts, and keywords. A total of 323 documents (2016–2025) were selected through the Preferred Reporting Items for Systematic reviews and Meta-Analyses procedure, including document filtering and metadata verification. Metadata cleaning was conducted using OpenRefine, and the analysis was performed using Biblioshiny (Bibliometrix R) and VOSviewer. The novelty lies in positioning innovation-oriented training management as a unified research domain, rather than fragmented themes such as leadership, professional development, or technology adoption. The findings revealed a significant increase in publications after 2022, with a peak in 2024–2025. Core publication sources consistently address continuing professional development, digital leadership, and technology-integrated training systems. Influential documents emphasized the integration of institutional support, digital competence, and leadership in managing innovation-oriented training. The thematic evolution indicated a shift from early concerns with technology adoption and platform effectiveness to systemic digital transformation, strategic leadership, and advanced digital competencies, including artificial intelligence. The study contributes theoretically by positioning training management as a strategic component of systemic digital school transformation. Pedagogically, the results inform the design of digital classrooms and learning management systems-based training by emphasizing data-driven evaluation, adaptive learning systems, and continuous professional development. These insights support evidence-based policy and practice in digital education.

https://doi.org/10.26803/ijlter.25.5.2

Synergizing Reciprocal Teaching and Communicative Language Teaching: Lecturers’ Views from Indonesia and Thailand

Ni Wayan Krismayani — 2026-05-30

Integrating Reciprocal Teaching (RT) and Communicative Language Teaching (CLT) may strengthen students’ reading comprehension and speaking skills and promote a more engaging learning environment. However, empirical evidence remains limited regarding how lecturers perceive this integration, how it is enacted in classroom practice, and what constraints emerge during implementation. This study used a mixed-methods exploratory case study design to obtain a comprehensive understanding of how lecturers in Indonesia and Thailand implement and comprehend the integration of RT and CLT in English Language Teaching. Classroom observations, interviews, document analysis, and questionnaires were the instruments used in this study. 6 lecturers and 172 students participated in this study. The finding shows that lecturers perceive the integration of RT and CLT as beneficial for enhancing students’ critical thinking, reading comprehension, and communication skills in Indonesia and Thai universities. However, lecturers encountered several challenges; some students were not actively involved in discussions and collaborative activities; others were unfamiliar with discussion-based learning and had limited speaking skills; implementing RT and CLT in large classes was difficult; lecturer training in integrating RT and CLT was insufficient; and teaching resources, particularly authentic materials, were limited. Lecturers are likely to perceive integration as effective for improving. Students’ interactional confidence, turn-taking, and idea elaboration, especially when the RT structure reduces silence and increases accountable peer talk. Furthermore, this research is expected to contribute to both institutions in improving the quality of English language teaching through more innovative and communicative approaches.

https://doi.org/10.26803/ijlter.25.5.9

Language Barriers Affecting Grade 4 Learners’ Academic Progress

Samkeliso Mkhize — 2026-05-30

The present study investigated how language barriers impede academic achievement in English First Additional Language (EFAL) during the transition from Grade 3 to Grade 4. These barriers hinder teaching and learning in the Grade 4 classroom, resulting in poor academic performance. Consequently, this study addressed language barriers through targeted strategies, including early intervention programmes, teacher training, and bilingual education models. The research was guided by the Simple View of Reading Framework, which examined foundational literacy components such as phonics, fluency, vocabulary, and comprehension. A qualitative case study design was employed, with data collected from 12 participants. Findings revealed that learners often enter Grade 4 with underdeveloped EFAL skills, exacerbated by limited exposure to English in the Foundation Phase and a sudden transition to English-only instruction. Teachers reported difficulties in bridging the linguistic gap, citing issues such as inadequate training, a lack of learner support materials, and misalignment between curriculum expectations and learner readiness. It was concluded that the language of teaching and learning in Grade 3 significantly impacts Grade 4 performance. The study recommends training, workshops, and policy refinement.

https://doi.org/10.26803/ijlter.25.5.7

Defining AI Fatigue in Academic Contexts: Dimensions, Indicators, and a Stage-Based Model Using Grounded Theory

John Paul P. Miranda — 2026-05-30

The integration of AI tools in academic settings has introduced a distinct form of strain that existing frameworks like technostress and digital fatigue have not yet fully addressed. This study develops a conceptual model and identifies the dimensions that define AI fatigue as a form of strain arising from sustained academic use of AI tools. Using grounded theory analysis of open-ended responses from 1,054 university students across three universities in the Philippines, the study examined the cognitive, motivational, emotional, physical, and attentional pressures students experienced during AI-supported academic work. Analysis produced five dimensions of AI fatigue, namely Cognitive Overload, Motivational Disengagement, Moral Unease, Physical Strain, and Attentional Drift, each consisting of two indicators grounded in participant accounts. The findings also yielded the AI Fatigue Model, a stage-based framework that explains how these pressures accumulate and reinforce one another across repeated AI interaction in academic tasks. These contributions establish a conceptual and exploratory foundation for AI fatigue as a distinct construct and provide a basis for future instrument validation, scale development, and cross-contextual inquiry in academic settings where AI now mediates student learning.

https://doi.org/10.26803/ijlter.25.5.5

Japanese Language Teaching at a University in Hanoi, Vietnam: A Survey on Students’ Challenges and Preferred Learning Support

Nguyen Thi Lan Anh — 2026-05-30

Difficulty in learning Japanese at the university level is often described in terms of discrete skills or linguistic components. What remains less clear is where these difficulties arise in actual use, and what kinds of support learners find workable in non-immersion contexts. This study draws on questionnaire data from 133 undergraduate students in Hanoi to examine both perceived challenges and preferred forms of support. What stands out is not simply variation across skills but that difficulty intensifies at the point where knowledge has to be used. This is most visible in regard to speaking—particularly in expressing ideas and managing anxiety under time pressure—but similar tensions also appear in listening and reading, where comprehension does not always hold in real-time processing. These patterns are reinforced by limited opportunities for use and uneven continuity in self-directed learning. Students’ preferences follow these points of strain. Structure and feedback come first, while cultural materials and digital tools matter in how they extend learning beyond the classroom. The issue, then, is less how much learners know than how that knowledge applied—and whether that use can be sustained over time.

https://doi.org/10.26803/ijlter.25.5.3