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Acta Pedagogia Asiana
Published by Tecno Scientifica
ISSN : -     EISSN : 29636442     DOI : https://doi.org/10.53623/apga
Core Subject : Education,
Education Other
The journal welcomes submissions regardless of methodological approach, we expect all manuscripts to include a nuanced consideration and rich discussion of results in relation to the research and broader context of teaching and learning. Though we prioritize empirical work, purely theoretical manuscripts will also be considered. Topics: Higher education Continuing Professional Development Adult Education and Lifelong Learning Teachers & Teacher Education Teaching & Learning Science Education (Math, Chemistry, Biology, Physic) Social Science Education (Economic, Literature, Literature) Language Education (English and other languages) Classroom Practice Sociolinguistic Pragmatics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 66 Documents
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A Vietnamese Case Study of Artificial Intelligence in K-12 Education Ho, Nguyen Thi Thao; Pham, Ly Thi Khanh
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1047

Abstract

Artificial intelligence (AI) in K-12 education has the potential to alter learning experiences through individualized instruction, adaptive learning systems, and intelligent tutoring systems. It uses AI's data analysis skills to deliver personalized learning routes suited to each student's needs. AI technologies can evaluate student progress in real-time, provide timely feedback, and find areas for growth. Furthermore, AI-powered educational systems may assist instructors by automating administrative work, allowing for more emphasis on student connection and instructional innovation. However, issues like data protection, equitable access to technology, and the requirement for teacher and student training in AI integration must be solved before AI can fully realize its promise in K-12 education. This study demonstrates a Vietnamese Xschool employing AI for grades 1, 2, 3, and 7. Notably, the case study highlights the key challenges faced in AI implementation in practice and provides practical implications for the effectiveness of AI implementation for primary and secondary schools.
Tertiary Education in Vietnam: Responding to the New Normal Pham, Huyen K.; Le, Anh Thi Phuong; Ho, Nguyen Thi Thao
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1048

Abstract

The new normal created by COVID-19 has opened opportunities for higher education institutions (HEIs) worldwide to digitalize their teaching and learning management. In Vietnam, beyond the adoption of e-learning and distance learning, strategic-level actions have been implemented to ensure a cohesive online experience for students, supporting both academic and personal development. This study examines a private Vietnamese HEI’s response to the new normal using a case study approach, analyzing the quality of these actions through students’ satisfaction and feedback surveys. Although limited to the Vietnamese context, this study provides a valuable example of digitalizing learning and teaching management in tertiary education, illustrating how HEIs can overcome challenges posed by the new normal.
Using Asynchronous Discussion Forums to Enhance Engagement of Students in Online Teaching Chu, Guanying; Wang, Yu; Bu, Qinglei; Han, Bing; Xue, Fei; Lim, Enggee
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1049

Abstract

The shift towards HyFlex learning in the post-pandemic era has introduced new challenges for higher education, particularly in maintaining student engagement and motivation in online learning environments. This paper examines the potential of anonymous asynchronous online discussion forums (AODFs) to enhance participation and engagement in large online classes. We propose a new model of forum management that integrates question-answering and peer-to-peer interaction, allowing students to post questions anonymously while responses remain non-anonymous. The study investigates the evolving roles of teachers and students in promoting and participating in forum activities, adopting a “students as partners” perspective. Data from the implemented AODF indicate increased student participation and motivation, with a substantial portion of non-academic questions addressed through peer discussion. Challenges such as lurking behavior and the limitations of relying solely on technology are also highlighted. The study underscores the critical role of instructors in evaluating and adapting emerging technologies to meet student needs and foster a sense of community in online learning environments.
Construction of an Educational Teaching Evaluation System under the Context of Deep Integration of Artificial Intelligence and Teaching Practices Zhang, Tianru; Wu, Huangjia; Feng, Yixin; Zhang, Quang; Seong, Myeongsu; Sun, Jie; Leach, Mark; Lim, Eng Gee
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1050

Abstract

In an era marked by the deep integration of artificial intelligence (AI) with educational practices, this study explores the transformation and optimization of educational teaching evaluation systems. Recognizing the pivotal role of AI in reshaping teaching and learning environments, the research delves into the design of a comprehensive evaluation framework that aligns with the dynamic nature of contemporary education. It emphasizes the integration of AI-driven tools and methodologies to enhance the accuracy, efficiency, and fairness of educational teaching evaluation. The study proposes a multifaceted approach, including categorized indicator setting, process-oriented evaluation, multi-stakeholder involvement, broadened evaluation perspectives, and dynamic student performance monitoring. Through a critical analysis of existing practices and theoretical frameworks, a model is proposed to foster a more adaptive, equitable, and student-centered educational landscape. The ultimate goal is to harness AI’s potential to elevate educational outcomes and promote continuous improvement in teaching practices.
ICT Application in Organizing Faculty Exchange Programs: A Case Study Le, Anh Thi Phuong; Pham, Huyen K.; Ho, Nguyen Thi Thao
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1068

Abstract

The global advancement of information and communication technology has had a significant impact on faculty exchange programs, among other areas of higher education institutions. Using the virtual method in faculty exchange programs between a higher education institution and its foreign partnerships is one way to adapt to the current state of development in the teaching and learning environment. Through an analysis of the program's implementation in a Vietnamese institution, this paper aims to illustrate how virtual faculty exchange programs’ organization has evolved. The case study and action research approach are used to analyzed a Vietnamese higher education institution (HEI)’s faculty exchange programs with its international partners from 2019 to 2023, seeking to ascertain the most suitable institutional adjustment for overseeing and growing such endeavors. Although this study is restricted to the viewpoint of a Vietnamese university, it offers an illustration of how faculty exchange programs are implemented and promoted in numerous higher education establishments worldwide.
Leveraging Smart Campus Data to Improve Teaching Quality: Insights on Teaching Evaluations Zhang, Ao; Chen, Zhizhen; Liao, Ruizhi
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1069

Abstract

In higher education, student evaluations play a crucial role in assessing teaching quality. However, these evaluations areofteninfluenced byextraneous factors, e.g., false high-grade expectations indicated by course instructors. While previous research has extensively examined the long-term implications of grade inflation, the immediate impact of students' expectations for higher grades on their teaching evaluations has been less explored. This paper leverages smart campus data from The Chinese University of Hong Kong, Shenzhen, coveringthe periodfrom 2018 to 2020, to addressthis gap. By selecting four representative indicators, we investigate their potential to enhance teaching quality through student evaluations. Our analysis reveals that integrating additional data on student life and academic performance from Smart Campus systems can help identify key factors influencing students’ expected grades. This, in turn, allows for more precise adjustments to teaching evaluation results, pave the way to develop AI models aimed at enhancing the accuracy and reducing the incredibility of student evaluation of teaching.
Application of Mixed Reality Technology in Vocational Education: A Bibliometric Analysis Li, Wang; Zhang, Tianyu; Li, Na; Thomason, Stuart; Zhang, Xiaojun
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1070

Abstract

Mixed reality (MR) technology, which integrates virtual reality (VR) and augmented reality (AR), has emerged as a transformative tool in vocational education by enabling immersive and interactive learning environments. This study aims to analyze the application status, research hotspots, and future development trends of MR technology in vocational education through a bibliometric approach. Data were collected from Scopus and Web of Science databases, resulting in 47 relevant publications after screening. Bibliometric analysis was conducted using Biblioshiny to evaluate publication trends, keyword co-occurrence, influential authors, and collaboration networks. The results indicate a significant increase in research activity following the release of major MR devices such as HoloLens and Vision Pro. Keyword analysis reveals that “mixed reality,” “augmented reality,” and “professional training” are dominant themes, highlighting the strong focus on immersive learning and skill development. MR applications are widely implemented in engineering, medical training, and professional education, providing safe and efficient simulation-based learning environments. Future research directions emphasize the integration of MR with artificial intelligence, personalized learning systems, and cross-platform applications, as well as improvements in usability and accessibility. This study provides valuable insights for researchers, educators, and policymakers to support the effective and sustainable implementation of MR technology in vocational education.
A Preliminary Study of Leadership and Innovation in Curriculum Change at Pre-University Programs in Malaysia Chai, Wei How Delon; Phua, Siew Huei Michelle; Chiong, Choo Wee Raymond
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1074

Abstract

In the rapidly evolving landscape of higher educa- tion, the integration of Education 4.0 principles necessitates a transformative approach to curriculum development. This paper investigates the pivotal roles of curriculum leaders in manag- ing curriculum changes within pre-university programs at two Malaysian higher education institutions. Employing a qualitative research methodology, this project involves in-depth interviews with key curriculum leaders, mainly the head of departments to explore their experiences and strategies in implementing innovative curriculum practices. The study aims to understand the differences in the roles that curriculum leaders play in leading and managing curriculum change and innovation specifically within pre-university level programs. The findings reveal that effective leadership is crucial in fostering a culture of innovation and continuous improvement. Curriculum leaders emphasised the importance of clear communication, comprehensive training, and a collaborative decision-making to address staff resistance and ensure successful implementation of changes to curriculum. Additionally, the study highlights the need for alignment between curriculum objectives and current educational trends, specifically in the context of digital marketing and critical thinking skills. This research underscores the significance of adaptive leadership in navigating the complexities of curriculum change, providing valuable insights for educational leaders and policymakers. Through embracing innovative practices and fostering a sup- portive environment for educators, institutions can enhance the relevance of effectiveness of their curricula, ultimately preparing students for the challenges of the modern workforce.
A Bibliometric Analysis of AI-supported Teacher Education Zhang, Tianru; Li, Wang; Li, Na; Thomason, Stuart; Zhang, Xiaojun
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1115

Abstract

Teacher education has undergone substantial transformation in recent decades, particularly with the rapid integration of artificial intelligence (AI)–driven educational technologies into training and professional development programs. These advancements have reshaped pedagogical approaches, instructional design, and the overall structure of teacher preparation. To provide a comprehensive understanding of the scientific development in this domain, this study systematically examines the application of AI in teacher education over the past 25 years. A total of 107 peer-reviewed articles were carefully screened and selected from two major academic databases, Scopus and the Web of Science (WoS) Core Collection. Using bibliometric analysis, this study identifies key publication trends, influential authors, collaborative networks, and emerging research themes. The findings reveal a consistent and significant increase in scholarly attention toward AI-assisted teacher education, particularly in the last decade. Moreover, the impact of AI is no longer confined to pre-service teacher training but has expanded to support continuous, lifelong professional development. AI technologies such as intelligent tutoring systems, adaptive learning platforms, and data-driven decision-making tools, are increasingly being utilized to enhance teachers’ instructional competencies, reflective practices, and personalized learning pathways. Importantly, the analysis highlights a recent surge in the adoption of generative AI within teacher education, especially over the past two years. This development signals a paradigm shift, where AI is not only used as a supportive tool but also as a co-creator of educational content and pedagogical strategies. As a result, teacher training models appear to be entering a new phase characterized by innovation, personalization, and increased reliance on human–AI collaboration. Overall, this study provides valuable insights into the evolving landscape of AI in teacher education and underscores its growing significance in shaping the future of teaching and learning.
Virtual Reality-based Game Development for Musical Instrument Training Wang, Yuqin; Ma, Yucheng; Bu, Qinglei; Zhang, Quan; Ma, Fei; Zhang, Xiaojun; Sun, Jie
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1120

Abstract

The experience and duration of musical instrument training are often constrained by several practical and pedagogical limitations, including restricted physical space, high costs of instrument acquisition and maintenance, and reliance on traditional, instructor-centered teaching methods. These challenges can limit accessibility, reduce practice opportunities, and hinder learner motivation, particularly for beginners and individuals without access to formal music education environments. This study explores the potential of VR to enhance musical instrument experience and training by providing users with interactive, virtual environments where multiple instruments can be accessed and practiced without the need for physical resources. Through VR, learners are able to engage in diverse training scenarios, experiment with different instruments, and receive immediate feedback in a controlled and customizable setting. Furthermore, VR-based musical training integrates elements of gamification such as challenges, rewards, and progression systems, which can significantly increase learner engagement, motivation, and persistence. By transforming practice into an interactive and enjoyable experience, VR has the potential to address common barriers associated with repetitive and monotonous training routines. In addition, VR platforms can support self-paced and individualized learning pathways, accommodating users with varying skill levels and learning preferences. The findings of this study suggest that VR-based musical training not only enhances user engagement but also contributes to improved learning outcomes, particularly in terms of skill acquisition, retention, and confidence building. The immersive and interactive features of VR enable learners to develop motor skills, auditory perception, and performance techniques in a more intuitive and experiential manner. This research highlights the transformative potential of VR in redefining musical education by making it more accessible, cost-effective, and engaging. It underscores the role of emerging technologies in overcoming traditional barriers and expanding opportunities for music learning across diverse populations.

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