Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research,
Год журнала:
2024,
Номер
unknown, С. 783 - 790
Опубликована: Янв. 1, 2024
From
a
historical
perspective,
career
development
theories
have
evolved
from
trait
factor
theory
to
self-concept.However,
these
tend
focus
on
selection
and
matching,
while
neglecting
the
influence
of
intrinsic
psychological
needs
process
development.The
aim
this
study
is
analyze
current
situation
employmentrelated
problems
among
vocational
college
students
their
influencing
factors.This
will
be
achieved
by
combining
self-determination
with
literature
research
methods.Based
analysis,
targeted
intervention
strategies
proposed.The
results
indicate
that
satisfying
university
students,
particularly
in
terms
autonomy,
relatedness,
sense
competence,
negative
emotions
related
employment
can
effectively
reduced
perspective
theory.This
strategy
provides
scientific
theoretical
basis
practical
guidance
for
promoting
students'
health
colleges
universities,
laying
solid
foundation
comprehensive
future
careers.
European Journal of Education,
Год журнала:
2025,
Номер
60(1)
Опубликована: Янв. 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.
Iberoamerican Journal of Science Measurement and Communication,
Год журнала:
2024,
Номер
4(1), С. 1 - 16
Опубликована: Апрель 5, 2024
Objective.
The
rapid
integration
of
Generative
Artificial
Intelligence
(AI),
especially
tools
like
ChatGPT,
into
educational
sectors
has
spurred
significant
academic
interest.
This
review
article
provides
a
systematic
examination
the
current
scholarly
landscape
concerning
use
ChatGPT
within
higher
education.
Design/Methodology/Approach.
Drawing
from
range
databases
between
2022
and
2024,
we
meticulously
adhere
to
PRISMA
guidelines,
evaluating
final
set
28
out
1740
initial
articles
based
on
predetermined
inclusion
exclusion
criteria.
Results/Discussion.
Our
analysis
reveals
diverse
global
contributions
predominantly
Asia
identifies
prevalent
quantitative
research
approach
among
studies.
We
delve
selected
articles'
geographical
distribution,
methodologies,
thematic
outcomes,
highlighting
notable
lack
Latin
America.
critically
assesses
validity,
utility,
time
optimization
aspects
in
settings,
uncovering
positive
impact
student
learning
management.
However,
pinpoint
gap
rigorous
experimental
research,
underscoring
need
for
studies
with
random
sampling
controlled
settings
enhance
external
validity
findings.
Additionally,
call
attention
ethical
considerations
necessity
education
institutions
adapt
teaching
methodologies
incorporate
AI
effectively.
Conclusion.
concludes
recommendations
future
address
identified
gaps
optimize
generative
technologies
ChatGPT.
European Journal of Education,
Год журнала:
2025,
Номер
60(1)
Опубликована: Фев. 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.
European Journal of Education,
Год журнала:
2025,
Номер
60(1)
Опубликована: Фев. 18, 2025
ABSTRACT
The
arrival
of
generative
artificial
intelligence
(GAI)
technologies
marks
a
significant
transformation
in
the
educational
landscape,
with
implications
for
teaching
and
learning
performance.
These
can
generate
content,
simulate
interactions,
adapt
to
learners'
needs,
offering
opportunities
interactive
experiences.
In
China's
education
sector,
incorporating
GAI
address
challenges,
enhance
practices,
improve
This
study
scrutinises
impact
on
performance
focusing
mediating
roles
e‐learning
competence
(EC),
desire
(DL),
beliefs
about
future
(BF),
as
well
moderating
role
facilitating
conditions
amongst
Chinese
educators.
Data
was
collected
from
411
teachers
across
various
institutions
China
using
purposive
sampling.
PLS‐SEM
ANN
were
employed
assess
suggested
structural
model.
results
indicate
that
significantly
influence
by
EC,
DL,
BF
roles.
Furthermore,
positively
moderate
association
BF.
underscores
critical
self‐determination
theory
shaping
effective
incorporation
education,
valuable
insights
outcomes
sector.
