European Journal of Education and Pedagogy

AI and Data Literacy: Challenges and Opportunities for Teachers and Students

Vasileios Kasapidis — 2025-06-02

This article explores the evolution, impact, and challenges of artificial intelligence (AI) in education. It defines AI and machine learning, tracing their historical development from the Turing Test to modern Large Language Models (LLMs) like ChatGPT and Gemini. The discussion highlights AI’s transformative role in education, emphasizing the need for data literacy and AI literacy among educators and students and introduces the AI Literacy Framework, outlining key competencies necessary for effective AI integration in learning environments. Additionally, the article critiques traditional educational methods in the AI era, advocating for experiential and personalized learning approaches. While AI presents both opportunities and risks—such as ethical concerns and academic integrity issues—the article underscores the irreplaceable value of human intelligence, creativity, and critical thinking.

Promoting Students’ Conceptual Understanding in Drawing and Naming of Hydrocarbons using ChemDraw Software with Guided Worksheets

Boniface Yaayin — 2025-05-22

This study examined the effect of ChemDraw software with worksheets intervention on senior high school students’ conceptual understanding of drawing and naming of hydrocarbons. Purposive sampling technique was used to select an intact class of 35 students offering General Science and had prior knowledge of drawing and naming of hydrocarbons through the traditional teaching method. This study adopted a quantitative research approach with action research design as the blueprint for data collection and analysis. The instrument used to collect the data was the Hydrocarbon Nomenclature Achievement Test (HNAT), which took the form of a pre-intervention test and a post-intervention test. The post-intervention test was a modified form of the pre-intervention test. The reliability of the instrument was determined calculating the test re-test reliability index, which was found as 0.760 indicating that the instrument was reliable. Data were analysed using descriptive statistics (percentages and bar charts) and inferential statistics (paired samples t-test). Findings revealed that prior to the implementation of ChemDraw software with guided worksheets intervention, students possessed low-level conceptual understanding of hydrocarbons resulting in several forms of conceptual difficulties in drawing and naming of hydrocarbons with substituents, multiple bonds and multiple functional groups. The study further found that the ChemDraw software with guided worksheet intervention was effective in promoting students’ conceptual understanding in drawing and naming of hydrocarbons. The magnitude of the effect was large. Consequently, students’ improved performance in the post-intervention test was due to the ChemDraw software with guided worksheet intervention. The study concludes that ChemDraw software with guided worksheets intervention is an effective interactive teaching and learning strategy that promotes students’ conceptual understanding of hydrocarbons and should be integrated into the teaching of organic chemistry at the senior high school level.

Research on Optimization of Teaching Resources for “Securities Investment” Course Based on Knowledge Graph-Integrated Hybrid Teaching Model

Zhen Feng — 2025-06-02

The research and practice of the “knowledge graph + micro-lectures + flipped classroom” tri-model interactive teaching model impose higher requirements on teaching resources. Taking the “Securities Investment” course as an example, systematic digital upgrading and optimization strategies for teaching resources are proposed in this paper. Blockchain technology is adopted to construct a teaching resource chain during optimization practices. This method provides resource support mechanisms for the knowledge graph-integrated hybrid teaching model and explores new pathways for resource optimization, offering reference significance for course resource construction.

Exploring the Experience of Peer Clinical Tutoring at the Faculty of Dental Medicine, Casablanca: A Study of Tutees’ and Tutors’ Perceptions

Loubna Benkirane — 2025-04-11

Introduction: During the 2020/2021 academic year, the Faculty of Dental Medicine in Casablanca implemented a peer tutoring program for students on clinical rotation in the pediatric dentistry department.

Objective: To assess the perceptions of tutors and tutees regarding the tutoring system and identify potential improvements.

Method: A mixed-method descriptive cross-sectional study was conducted. Quantitative data were collected using self-administered paper questionnaires. The qualitative part consisted of focus groups with 30 students, equally divided between 15 tutors and 15 tutees. Quantitative data were analyzed using SPSS software, while qualitative data were analyzed using MAXQDA software.

Results: A total of 213 students participated in the study, with response rates of 95.4% for tutees and 97.7% for tutors. 72.2% of tutees expressed high levels of satisfaction with the quality of support provided. Tutors contributed to improving tutees’ understanding of operative protocols, practical tips, and confidence. 78.1% of tutors were satisfied with the program. 65.1% of tutees and 44.7% of tutors supported expanding tutoring to other disciplines. However, tutors identified challenges, including unclear roles, insufficient preparation, and inadequate recognition of their efforts. Tutees reported a lack of involvement from some tutors and an insufficient number of tutors.

Conclusion: The study suggests that peer tutoring is a valuable strategy for promoting collaborative learning and improving clinical skills but requires careful planning to address the challenges identified. Recommendations from tutors include providing clear guidelines on their role, offering training, and recognizing their efforts. Tutees recommend a tutor rotation system, expanding tutoring to other disciplines, increasing the number of tutors, and providing more autonomy.

New Perspectives for CLIL in the Revised Primary Curriculum in Austria

Andreas Sappl — 2025-04-20

Since language acquisition in early childhood is a multifaceted and fascinating endeavour, the integration of English as a foreign language or language of instruction in the primary classroom is a truly challenging and complex process for all involved. In the new Austrian primary school curriculum, CLIL is explicitly propagated as an opportunity to use English as the language of education for the integrative teaching of learning content and language skills alike. Yet the relevant programmes offered by university colleges of teacher education vary greatly across Austria, not least due to the lack of educational policy guidelines to date. Empirical evidence has predominantly shown that children enjoy CLIL units and adopt or develop a generally positive attitude towards English. Hence, it is anticipated that the clear postulates of the new curriculum regarding a ‘CLIL renaissance’ will be duly reflected in the revised curricula of Austrian universities and teacher training colleges.