Interactive Technologies in Online Teacher Education in Africa: A Systematic Review 2014–2024 DOI Creative Commons
Mohamed Oubibi, Antony Fute, Daniel Kangwa

et al.

Education Sciences, Journal Year: 2024, Volume and Issue: 14(11), P. 1188 - 1188

Published: Oct. 30, 2024

This systematic review investigates the integration of interactive technologies in online teacher education across Africa from 2014 to 2024. The study aims identify types employed, leading countries regard their adoption, and outcomes usage on training programs. Despite significant advancements, particularly like Kenya South Africa, effectiveness these varies widely due infrastructural, socio-economic, policy-related challenges. findings highlight critical role reliable information communication technology (ICT) infrastructure, culturally relevant content, comprehensive for educators optimizing use technologies. Additionally, emphasizes need greater policy coordination collaboration among African nations fully leverage concludes that, while hold substantial potential terms transforming sustained efforts are required overcome existing barriers ensure equitable access quality continent.

Language: Английский

Exploring the impact of integrating AI tools in higher education using the Zone of Proximal Development DOI
Lianyu Cai, Msafiri Mgambi Msambwa, Daniel Kangwa

et al.

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 22, 2024

Language: Английский

Citations

9
The Impact of AI on the Personal and Collaborative Learning Environments in Higher Education DOI Open Access
Msafiri Mgambi Msambwa, Zhang Wen, Daniel Kangwa

et al.

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(1)

Published: Jan. 7, 2025

ABSTRACT Artificial intelligence (AI) has extensively developed, impacting different sectors of society, including higher education, and attracted the attention various educational stakeholders, leading to a growing number research on its integration into education. Hence, this systematic literature review examines impact integrating AI tools in education students' personal collaborative learning environments. Analysis 148 articles published between 2021 2024 indicates that Tools improve personalised assessments, communication engagement, scaffolding performance motivation. Additionally, they promote environment by providing peer‐learning opportunities, enhanced learner‐content interaction cooperative support. Indeed, strategies such as skills development, ethical use, academic integrity instructional content design. Acknowledged limitations include considerations, particularly privacy bias, which require ongoing attention. it is recommended create good balance AI‐mediated human environments, key area future exploration.

Language: Английский

Citations

1
Can Generative AI Revolutionise Academic Skills Development in Higher Education? A Systematic Literature Review DOI Open Access
Daniel Kangwa, Msafiri Mgambi Msambwa, Zhang Wen

et al.

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(1)

Published: Feb. 14, 2025

ABSTRACT This systematic review investigates the impact of generative artificial intelligence (GenAI) tools on developing academic skills in higher education. Analysing 158 studies published between 2021 and 2024, it focuses GenAI development cognitive, technical interpersonal skills. The results reveal that 94% sampled reported significant improvements cognitive skills, like critical thinking, problem‐solving, analytical metacognitive abilities, facilitated by personalised learning feedback. Indeed, was research (24%), writing (26%), data analysis (33%) literacy (18%). Additionally, were found to promote fostering interactive engaging environments, with notable communication organisation empathy (5%) teamwork (45%). Hence, this underscores importance ethical responsible use tools, ongoing monitoring active stakeholder engagement maximise their benefits They offer a promising avenue for advancement enhancing proficiency promoting effective teamwork. Therefore, significantly enhance skills; however, integration requires robust framework sustained examination long‐term impacts.

Language: Английский

Citations

0
Balancing innovation and ethics: promote academic integrity through support and effective use of GenAI tools in higher education DOI
Daniel Kangwa, Msafiri Mgambi Msambwa, Antony Fute

et al.

AI and Ethics, Journal Year: 2025, Volume and Issue: unknown

Published: March 11, 2025

Language: Английский

Citations

0
Behavioural engagement, academic dishonesty, and performance gaps: Comparing online and paper–pencil based tests in an online learning context DOI Creative Commons
Necati Taşkın, Mehmet Kokoç

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: April 4, 2025

Language: Английский

Citations

0
Interactive Technologies in Online Teacher Education in Africa: A Systematic Review 2014–2024 DOI Creative Commons
Mohamed Oubibi, Antony Fute, Daniel Kangwa

et al.

Education Sciences, Journal Year: 2024, Volume and Issue: 14(11), P. 1188 - 1188

Published: Oct. 30, 2024

This systematic review investigates the integration of interactive technologies in online teacher education across Africa from 2014 to 2024. The study aims identify types employed, leading countries regard their adoption, and outcomes usage on training programs. Despite significant advancements, particularly like Kenya South Africa, effectiveness these varies widely due infrastructural, socio-economic, policy-related challenges. findings highlight critical role reliable information communication technology (ICT) infrastructure, culturally relevant content, comprehensive for educators optimizing use technologies. Additionally, emphasizes need greater policy coordination collaboration among African nations fully leverage concludes that, while hold substantial potential terms transforming sustained efforts are required overcome existing barriers ensure equitable access quality continent.

Language: Английский

Citations

4