Sep 2026· Muallim Journal of Social Science and Humanities· 0 citations· 17 references
TL;DR
Findings reveal that AIdriven interventions particularly those employing humancentered design, multimodal analytics, and outcomebased knowledge graph mapping—significantly improved competency gains, engagement, and instructional alignment.
Abstract
The rapid integration of artificial intelligence (AI) into education has redefined the nature of competency development, yet empirical evidence remains fragmented and inconsistent across contexts. While AI interventions are often promoted for enhancing personalization, assessment, and learner engagement, uncertainty persists regarding their pedagogical authenticity, equity implications, and measurable impact on learning outcomes. This systematic literature review aimed to evaluate the effect of AIenabled instructional interventions (Intervention) on learners’ competency outcomes (Outcome) among students and educators in formal and nonformal education (Population) compared with conventional or nonAIassisted pedagogies (Comparison).Following the PRISMA 2020 reporting standard and CASP appraisal procedures, five databases (Scopus, Web of Science, ERIC, ACM Digital Library, and IEEE Xplore) were systematically searched for studies published between 2019 and 2025. Inclusion criteria encompassed empirical research where AI formed a core pedagogical, analytical, or delivery component, with sufficient data for quantitative or qualitative synthesis. Twenty studies met initial screening criteria, and ten satisfied full eligibility for inclusion in the final synthesis. Data were analyzed through a mixedmethod approach combining narrative synthesis and qualityweighted comparison. Findings reveal that AIdriven interventions particularly those employing humancentered design, multimodal analytics, and outcomebased knowledge graph mapping—significantly improved competency gains, engagement, and instructional alignment. However, disparities in institutional readiness, data integration, and ethical governance persist, constraining scalability. The review concludes that sustainable AI competency development requires harmonizing technological innovation with pedagogical integrity and equity frameworks, emphasizing the human role in guiding AImediated learning ecosystems.
Assessment is vital as it support student learning and informing instructional practice. The increasing integration of digital technologies and artificial intelligence (AI) in education has created new opportunities to strengthen formative assessment in contemporary educational settings. This conceptual literature review examines the potential of technology-enabled assessment to enhance formative assessment practices in British curriculum schools situated in the United Arab Emirates (UAE). Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study synthesizes contemporary research on learning analytics, AI-supported feedback, and digital assessment to assess their contributions to personalized learning, data-driven instructional decisions, and the enhancement of teacher effectiveness. The review also considers significant challenges, including ethical concerns, academic integrity, teacher autonomy, data privacy, and equitable access to technology. The findings suggest that the successful implementation of technology-enabled assessment necessitates a balance between technological advancements and sound pedagogical practices, human oversight, and continuous professional development. The paper concludes with practical recommendations for educators and school leaders seeking to integrate AI-enabled assessment in a manner that fosters meaningful learning while maintaining ethical and educational standards in British curriculum schools in the UAE.
Nadia Iftikhar Ahmed Khan· Journal of e-learning Resear...· 0 citations
A conceptual framework offering AI designers, teacher educators, and policymakers a psychologically grounded, empirically mapped, and internationally contextualised basis for developing AI-supported educational systems that advance equity, learner engagement, and meaningful educational transformation is proposed.
Arpana Koul· Review of Artificial Intelli...· 0 citations
Findings showed that traditional models such as ADDIE, Gagné's Nine Events, and Merrill’s First Principles remain effective when combined with active learning, differentiated instruction, and flipped classrooms, and emerging technologies, including AI-driven tutoring, predictive analytics, and immersive tools, enhanced personalization and inclusivity.
Reynald Alfred Sy· Pedagogy Review: An Internat...· 0 citations
Technology-enhanced language learning (TELL) has become increasingly prominent in higher education, with artificial intelligence (AI), mobile-assisted language learning, virtual and augmented reality (VR/AR), gamification, digital flashcards, learning management systems (LMS), and blended learning reshaping language education. However, evidence concerning technological effectiveness, learner engagement, and the conditions required for sustainable digital learning remains fragmented. This systematic literature review synthesizes empirical evidence on the pedagogical effectiveness, learner perceptions and engagement, and digital learning conditions influencing technology-enhanced foreign and second-language learning in higher education. Following the PRISMA framework, a systematic search of Scopus and Web of Science identified 706 records. After screening and eligibility assessment, 28 peer-reviewed studies published between 2022 and 2026 were included and subjected to integrative thematic analysis. The findings revealed three major themes. First, technology-enhanced language learning and pedagogical effectiveness constituted the largest theme (46.4%), demonstrating improvements in vocabulary, speaking, communication, motivation, autonomy, and other learning outcomes when technologies were purposefully integrated with pedagogy. Second, learner perceptions, acceptance, readiness, and engagement accounted for 39.3%, with perceived usefulness, ease of use, confidence, digital competence, trust, and motivation shaping technology adoption and participation. Third, digital learning conditions, challenges, and learner wellbeing represented only 14.3%, highlighting network instability, limited interaction and feedback, inadequate personalization, technostress, and burnout. Overall, the review demonstrates that technological availability alone does not ensure effective language learning. Sustainable TELL requires pedagogically aligned technology, meaningful interaction, learner readiness, institutional support, reliable infrastructure, personalization, and attention to wellbeing.
Unknown authors· International journal of res...· 0 citations
Peer microteaching has become established as a key pedagogical tool in initial teacher education, enabling prospective teachers to rehearse practices in controlled settings, receive targeted feedback, and engage in critical reflection on their performance. In physical education, its potential is particularly significant given the highly situational, practical, and relational nature of teaching in motor-learning contexts. This systematic review aims to identify and analyze the uses, pedagogical approaches, and reported effects of peer microteaching in physical education teacher education programs. The PRISMA guidelines were followed to identify studies published between 2000 and 2025 in Scopus, Web of Science, ERIC, SPORTDiscus, and ProQuest. PICOS criteria were applied for search and selection. In total, 363 documents were retrieved, of which 17 met the eligibility criteria. The methodological quality of the selected studies was appraised using the Mixed Methods Appraisal Tool (MMAT). The findings are organized into four interrelated dimensions: a) attitudes, self-efficacy, and professional confidence; b) instructional competences and pedagogical decision-making; c) pedagogical reflection, feedback, and practice-based learning; and d) curricular and contextual conditions of physical education teacher education. Overall, the evidence indicates that microteaching, when implemented through reflective and dialogic approaches, emerges as a promising pedagogical mechanism for early professional development in physical education. However, current evidence relies largely on self-report measures and short-term designs and should be interpreted with caution.
Claudio Hinojosa-Torres, David Hortigüela-Alcalá, Rodrigo Yáñez-Sepúlveda et al.· Sportis. Scientific Journal...· 0 citations
Improving learning outcomes in elementary education requires a comprehensive understanding of multiple educational factors that contribute to effective teaching and learning. This study aims to systematically synthesize empirical evidence regarding teacher competence, instructional media, and learning motivation in relation to elementary school students’ learning outcomes through a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines, encompassing the stages of identification, screening, eligibility assessment, and inclusion. Literature was retrieved from Scopus, SINTA, and Google Scholar, yielding 145 records, of which 20 empirical studies published between 2020 and 2025 met the predefined inclusion criteria and were included in the qualitative synthesis. The findings were analyzed using thematic synthesis and organized into four recurring themes: teacher competence, instructional media, learning motivation, and competence–media integration. The synthesis indicates that teacher competence is consistently associated with instructional quality, while interactive instructional media support students’ engagement and conceptual understanding when integrated appropriately into classroom practices. Learning motivation is frequently reported as an important learner-related factor associated with participation, persistence, and academic achievement. However, variations across studies suggest that these relationships are influenced by differences in educational contexts, instructional approaches, and methodological designs. This review contributes by integrating fragmented empirical evidence into an integrative conceptual framework that organizes recurring research patterns and contextual relationships among the reviewed variables. The findings provide theoretical guidance for future research and practical implications for teacher professional development, instructional innovation, and educational policy aimed at improving elementary school learning outcomes.
