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All Journal International Journal of Informatics and Communication Technology (IJ-ICT) Journal of Education and Learning (EduLearn)
Mohammad Awad AlAfnan
American University of the Middle East
Humanities Computer Science & IT Education Library & Information Science Social Sciences Other

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Can machines imagine? Critical thinking and cultural reasoning in multimodal-multilingual AI Mohammad Awad AlAfnan; Siti Fatimah MohdZuki; Shefa Mohammad AlAfnan
International Journal of Informatics and Communication Technology (IJ-ICT) Vol 15, No 2: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijict.v15i2.pp823-838

Abstract

Effective communication across languages and cultures is essential in today’s interconnected world. Multimodal-multilingual language models (MMMLMs) aim to advance this goal by integrating text, speech, and visual understanding across diverse linguistic contexts. This study evaluates four leading MMMLMs-GIT, mPLUG, CLIP, and Whisper + GPT-4V-on cross lingual and cross-modal tasks, including image captioning, visual question answering, speech-to-image generation, and idiomatic translation. Performance was assessed in high-resource (English, Arabic), medium resource (Malay), and low-resource (Macedonian) settings. Results show strong performance in structured tasks but notable limitations in cultural reasoning, figurative language interpretation, and semantic grounding in low-resource environments. GIT delivered the most consistent multilingual results, while Whisper + GPT-4V excelled in fluency yet lacked cultural sensitivity. To address these gaps, the study proposes culturally informed evaluation protocols that integrate quantitative metrics such as BLEU, CIDEr, and F1 with qualitative, community-centered approaches. These include cross-cultural annotation panels, inter-rater reliability validation using Cohen’s kappa, and a novel “cultural fidelity” metric to measure alignment with culturally specific norms. The findings emphasize the need for inclusive datasets, ethical development, and interdisciplinary collaboration to ensure MMMLMs support equitable and culturally aware global communication.
The persistence of ineffective pedagogy: a dead horse theory approach to teaching methods Mohammad Awad AlAfnan; Siti Fatimah MohdZuki; Shefa Mohammad AlAfnan
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.24835

Abstract

The persistence of ineffective pedagogy: a dead horse theory approach to teaching methods The study investigates the persistence of ineffective pedagogical practices in Jordan, Malaysia, and Australia through the lens of the dead horse theory. Conducted between October 2024 and April 2025, the research uses an explanatory sequential mixed-methods design, beginning with a large-scale survey followed by in-depth interviews to contextualize the quantitative results. A total of 690 participants—including K-12 teachers, higher education faculty, and school administrators-completed the survey, while 50 interviewees (15-20 per country) were purposively selected based on teaching experience, institutional role, and level of technology use. The findings reveal that traditional, teacher-centered methods such as lecture-based instruction and summative assessments remain dominant across all three countries, despite widespread recognition of their limitations. Although awareness of AI-based educational tools was highest in Australia (65%), actual usage remained low across all contexts, with Jordan reporting the lowest levels of integration. Barriers to adopting innovative pedagogies and technologies include inadequate infrastructure, limited teacher training, curriculum rigidity, and cultural resistance to change. These systemic constraints reinforce the cyclical persistence of outdated teaching methods, consistent with the dead horse theory metaphor. The study highlights the need for targeted professional development, curricular reform, and investment in technological infrastructure to support the transition toward student-centered, technology-enhanced learning environments. By addressing these barriers, educational systems can move beyond entrenched, ineffective practices and foster more adaptive, engaging, and future-ready teaching approaches.
Co-Authors Shefa Mohammad AlAfnan Siti Fatimah MohdZuki