Advancing SDG 4: Harnessing Generative AI to Transform Learning, Teaching, and Educational Equity in Higher Education

Journal of Lifestyle and SDGs Review, Год журнала: 2025, Номер 5(2), С. e03774 - e03774

Опубликована: Янв. 7, 2025

Objective: The objective of this study is to investigate the transformative potential generative AI in advancing Sustainable Development Goal 4 (SDG 4), with aim enhancing equity, accessibility, and quality higher education through integration AI-driven systems practices. Theoretical Framework: This research underpinned by Academic Convergence (AIAC) Framework, which aligns theories such as constructivism, Vygotsky’s cultural-historical theory, Bloom’s Taxonomy. These frameworks provide a solid basis for understanding interplay between personalized learning, cognitive engagement, stakeholder collaboration, ethical governance educational ecosystems. Method: methodology adopted comprises Literature-Driven Conceptual Framework approach, synthesizing peer-reviewed studies across key themes: operational efficiency, collaborative governance. Data collection involved systematic literature reviews scholarly articles, books, conference proceedings within past decade. Results Discussion: results reveal that AIAC promotes tailored, adaptive learning pathways, enhances faculty roles AI-enabled mentors, optimizes administrative workflows predictive analytics. discussion contextualizes these findings existing theories, emphasizing framework's ability mitigate challenges algorithmic bias, equity gaps, data privacy concerns. Limitations include need empirical validation addressing resource disparities underprivileged contexts. Research Implications: practical theoretical implications are significant institutions, policymakers, practitioners. fostering innovative teaching practices, equitable access AI-enhanced tools, aligning strategies labor market demands analytics Originality/Value: contributes introducing an scalable model integrating into education. Its value lies bridging digital divide, lifelong positioning institutions leaders sustainable integration, ultimately mission SDG 4.

Язык: Английский

Parental Involvement in Reading Among Grade 1 Learners

British Journal of Teacher Education and Pedagogy, Год журнала: 2024, Номер 3(3), С. 41 - 53

Опубликована: Сен. 1, 2024

Parental involvement in reading is crucial for learners. Active engagement helps develop early skills, boost self-esteem, and improve parent-child relationships that may grow their children's experiences by having frequent storytelling sessions, book discussions, setting up a family values literacy. This study determined the nature of parental among Grade 1 learners three identified public elementary schools Cebu, Philippines. The instruments used included researcher-made questionnaire administered to 174 parents. Quantitative data from were analyzed using statistical measures such as frequency, simple percentage, weighted mean, Chi-square test independence. It was concluded although parents somewhat involved, more active learning at home. often modest. same empirical findings showed no correlation between respondents' diversified profiles with Aware results, researchers politely suggested action plans explicitly created help involve children reading.

Язык: Английский