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With the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document types, volume, growth trajectory, geographic contribution, coauthor relationships, prominent authors, research groups, influential documents and publication outlets in the microlearning literature.

We adapt the PRISMA guidelines to assess the eligibility of 297 Scopus-indexed documents from 2002 to 2021. Each was manually labeled by educational level. Descriptive statistics and science mapping were conducted to highlight relevant objects and their patterns in the knowledge base.

This study confirms the increasing trend of microlearning publications over the last two decades, with conference papers dominating the microlearning literature (178 documents, 59.86%). Despite global contributions, a concentrated effort from scholars in 15 countries (22.39%) yielded 68.8% of all documents, while the remaining papers were dispersed across 52 other nations (77.61%). Another significant finding is that most documents pertain to three educational level categories: lifelong learning, higher education and all educational levels. In addition, this research highlights six key themes in the microlearning domain, encompassing (1) Design and evaluation of mobile learning, (2) Microlearning adaptation in MOOCs, (3) Language teaching and learning, (4) Workflow of a microlearning system, (5) Microlearning content design, (6) Health competence and health behaviors. Other aspects analyzed in this study include the most prominent authors, research groups, documents and references.

The finding represents all topics at various educational levels to offer a comprehensive view of the knowledge base.

This study aims to explore the potential benefits of integrating Artificial Intelligence (AI) with Social Emotional Learning (SEL) in educational settings.

A systematic review of emerging AI technologies such as virtual reality, chatbots, sentiment analysis tools, gamification and wearable devices is conducted to assess their applicability in enhancing SEL.

AI technologies present opportunities for personalized support, increased engagement, empathy development and promotion of well-being within SEL frameworks.

Future research should focus on addressing ethical concerns, fostering interdisciplinary collaborations, conducting longitudinal studies, promoting cultural sensitivity and developing robust ecosystems for AI in SEL.

This study contributes by outlining pathways for leveraging AI to create inclusive and supportive learning environments that nurture students' socio-emotional competencies, preparing them for success in a globally connected world.

The purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?

This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.

The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.

Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.

Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.

Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.

Social networks (SNs) play a significant role as environments supporting teacher professional development. The purpose of this to analyze the motivation and participation roles that Spanish teachers have when participating in SNs for their professional development in three professional stages: preservice teachers, beginning teachers and experienced teachers.

The study uses a mixed-method approach, combining two validated surveys, one applied to 217 preservice teachers and other to 68 beginning teachers and 384 experienced teachers, with 15 interviews. A qualitative exploratory sequential strategy has been followed along with an ex post facto quantitative survey-type study of a descriptive and inferential nature.

Preservice and beginning teachers use SNs to access materials and resources with which to learn, presenting an observer and passive role in their interaction on SNs. Experienced teachers log in to learn about experiences but begin to participate more actively in SNs for searching for specific resources, establishing contacts with other teachers, contributing with their own educational materials and helping other teachers with their doubts or even forming their own communities.

These findings help understand how the evolution in teacher expertise accompanies the level of involvement in their social network interactions. The results allow us to better understand how different levels of teaching experience influence the way Spanish teachers access and participate in SNs, in some cases consuming and in others producing digital content.

This article explores the perceptions of professionals on the implementation and impact of Dual Vocational Training (Dual VET) in the Spanish education system.

The study involves interviews with various professionals in the education and employment sectors and two discussion groups.

Results reveal positive views on Dual VET’s ability to enhance employability and reduce the education-to-employment gap. However, challenges like the involvement of small and medium enterprises and the need for continuous curriculum evaluation and adaptation are recognized. Additionally, the study highlights a lack of acknowledgment of antecedent programs to Dual VET, despite their recognition by experts as highly influential in facilitating the school-to-work transition for young individuals.

The study emphasizes the importance of promoting awareness among stakeholders and emphasizes the role of collaboration between educational institutions and the business sector to ensure Dual VET’s success in Spain.

Large classes pose challenges in managing different types of skills (e.g. maths, subject-specific knowledge, writing, confidence and communication), facilitating interactions, enabling active learning and providing timely feedback. This paper shares a design of a set of assessments for a large undergraduate economics course consisting of students from diverse cultural backgrounds. The benefits, challenges and learning experiences of students are analysed.

Students worked in groups to complete an assessment with several questions which would be useful as a revision for the individual assessment, the following week. Survey questionnaires with Likert-type questions and open-ended questions were used to analyse the learning and skill development that occurred because of the group work. Responses to the open-ended survey questions were coded and analysed by identifying the themes and categorising the various issues that emerged.

This assessment design developed group working skills, created opportunities to interact and enhanced learning. The analysis of the responses found that working with peers enabled the students to generate their own feedback, clear doubts and learn to solve problems. Effective communication, planning meetings and working around the diverse group members’ strengths and weaknesses are some graduate skills that are developed in this group assessment. The challenges were arranging meetings, finalising assessments, engagement of group members and unreliable technology. However, the students found ways to overcome these challenges.

This assessment design can be useful in higher education practice by introducing a mechanism for authentic collaborative practice. This paper adds to the literature on peer interactions and group work and enables effective learning at scale.

Although previous research has acknowledged the significance of comprehending the initial acceptance and adoption of ChatGPT in educational contexts, there has been relatively little focus on the user’s intention to continue using ChatGPT or its continued usage. Therefore, the current study aims to investigate the students’ continuance intentions to use ChatGPT for learning by adopting the stimulus–organism–response (SOR) model.

This study has employed the SOR model to investigate how UTAUT factors (such as performance expectancy, facilitating conditions, effort expectancy and social influence) influence the cognitive responses of students (e.g. trust in ChatGPT and attitude towards ChatGPT), subsequently shaping their behavioral outcomes (e.g. the intention to continue using ChatGPT for study). A sample of 392 higher students in Vietnam and the PLS-SEM method was employed to investigate students’ continuance intention to use ChatGPT for learning.

This study reveals that students’ continuance intention to use ChatGPT for learning was directly affected by their attitude toward ChatGPT and trust in ChatGPT. Meanwhile, their attitude toward ChatGPT was built on effort expectancy, social influence, and facilitating conditions and trust in ChatGPT was developed from effort expectancy and social influence.

By extending the analysis beyond initial acceptance, this research provides valuable insights into the factors that influence the sustained utilization of ChatGPT in an educational environment.