DUTIES: Education and Humanities International Journal
DUTIES: Education and Humanities International Journal focuses on publishing original, high-quality research and scholarly work in the broad fields of education and the humanities. The journal provides a platform for educators, researchers, and practitioners to engage in critical dialogue and share insights that shape the future of teaching, learning, and humanistic studies. The scope of the journal includes, but is not limited to: -Educational Research: Teaching methodologies, curriculum development, instructional strategies, assessment and evaluation, digital and inclusive education, teacher education, and education policy. -Pedagogical Innovations: Explorations of novel approaches to teaching and learning, including interdisciplinary and learner-centered practices. -Humanities Studies: Literary criticism and analysis, linguistics, philosophy, cultural and cross-cultural studies, ethics, and the intersection of humanities with other disciplines. -Interdisciplinary Research: Studies that bridge education with the humanities or integrate multiple disciplines to address contemporary educational and cultural challenges. The journal encourages submissions from a global perspective and values diversity in research approaches, theoretical frameworks, and cultural contexts.
Articles
20 Documents
<![CDATA[Deciding When and How to Use AI in EFL Speaking Instruction: Evidence from Surveys and Teacher Interviews ]]>
<![CDATA[Samikshya Bidari]]>;
<![CDATA[Muhammad Aulia Taufiqi]]>
<![CDATA[ DUTIES: Education and Humanities International Journal Vol. 2 No. 1 (2026): DUTIES: Education and Humanities International Journal ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.70152/duties.v2i1.309
<![CDATA[The integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) instruction has expanded rapidly, yet little is known about how teachers make pedagogical decisions regarding AI use in speaking classrooms. This study investigates how EFL teachers explain and justify their decisions about when and how to use AI tools in speaking instruction, employing a convergent mixed-methods design. Quantitative data were collected through a survey of 24 teachers, analyzed using descriptive statistics, while qualitative insights were obtained from semi-structured interviews with 12 teachers, analyzed thematically. Findings reveal that teachers adopt a selective, context-sensitive approach, prioritizing AI for pronunciation practice and fluency exercises, where immediate feedback and structured practice are most effective. Teachers exercise professional judgment to balance AI affordances with pedagogical objectives, contextual constraints, and ethical considerations, ensuring that AI supplements rather than replaces human interaction. The study highlights the multidimensional nature of teacher agency in AI-supported speaking instruction and provides practical implications for professional development and curriculum design. Future research could examine AI integration across other language skills, diverse educational contexts, and longitudinal impacts on learners’ speaking proficiency and autonomy.]]>
<![CDATA[When Feedback Must Be Human: Pedagogical Resistance to AI in EFL Speaking Classrooms ]]>
<![CDATA[Ega Nur Fadillah]]>;
<![CDATA[Uwaimir Ahad]]>
<![CDATA[ DUTIES: Education and Humanities International Journal Vol. 2 No. 1 (2026): DUTIES: Education and Humanities International Journal ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.70152/duties.v2i1.314
<![CDATA[The rapid advancement of artificial intelligence (AI) has intensified debates about its role in language education, particularly in providing automated feedback. While existing research has largely focused on teachers’ acceptance and use of AI tools, limited attention has been given to teachers’ deliberate decisions not to use AI in specific pedagogical contexts. This qualitative study investigates EFL teachers’ pedagogical resistance to AI-mediated oral feedback in speaking classrooms. Drawing on in-depth semi-structured interviews and reflective accounts from EFL teachers, the study employs thematic analysis to explore how teachers explain their resistance and the pedagogical values underlying their decisions. The findings reveal that resistance is grounded in teachers’ concerns about interactional immediacy, learner affect, dialogic engagement, and ethical responsibility. Oral feedback is viewed as a relational practice that requires human sensitivity to timing, tone, and emotional cues, which teachers perceive as inadequately addressed by current AI technologies. Rather than signaling technological reluctance, pedagogical resistance emerges as an enactment of teacher agency and professional judgment. The study contributes to critical discussions on AI integration in education by reframing non-use as a principled pedagogical choice and highlighting the need for context-sensitive, human-centered approaches to AI use in EFL speaking instruction.]]>
<![CDATA[AI Game-Based Learning in Low-Resource Classrooms: Teachers’ Innovation Under Constraint ]]>
<![CDATA[Mochamad Rizqi Adhi Pratama]]>;
<![CDATA[Nur Karmila Maisara]]>
<![CDATA[ DUTIES: Education and Humanities International Journal Vol. 2 No. 1 (2026): DUTIES: Education and Humanities International Journal ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.70152/duties.v2i1.317
<![CDATA[Abstract: The integration of artificial intelligence into game-based learning has been widely promoted as a means of enhancing engagement and personalization in education. However, existing research largely assumes well-resourced classroom conditions, offering limited insight into how such approaches are enacted in constrained contexts. This qualitative multiple case study explores how teachers design and implement AI-supported game-based learning in low-resource classrooms and how contextual constraints shape their pedagogical reasoning and innovative practices. Drawing on interviews, classroom observations, teaching artifacts, and stimulated recall, the study foregrounds teachers’ agency in mediating AI use under conditions of limited infrastructure, device access, and institutional support. The findings reveal that teachers adopt selective and hybrid approaches to AI game-based learning, combining AI-generated content with offline activities and teacher-led scaffolding. Contextual constraints function not merely as barriers but as catalysts for reflection, improvisation, and ethical decision-making related to fairness and inclusivity. This study contributes to AI in education research by reframing innovation as a situated, teacher-driven process and by highlighting the importance of context-sensitive approaches to AI-supported pedagogies, particularly in underrepresented low-resource educational settings.]]>
<![CDATA[AI as a Metacognitive Mirror: How Students Use AI to Monitor and Repair Reading Comprehension Breakdowns ]]>
<![CDATA[Admiral Indra Supardan]]>;
<![CDATA[Ma. Wilma Capati]]>
<![CDATA[ DUTIES: Education and Humanities International Journal Vol. 2 No. 1 (2026): DUTIES: Education and Humanities International Journal ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.70152/duties.v2i1.320
<![CDATA[The increasing availability of artificial intelligence (AI) tools has transformed how EFL students engage with academic reading, yet little is known about how AI shapes learners’ metacognitive processes during reading. This qualitative study conceptualizes AI as a metacognitive mirror and investigates how EFL students use AI to monitor and repair reading comprehension breakdowns. Data were collected from undergraduate EFL students at a public university through academic reading tasks, screen recordings, think-aloud protocols, AI interaction logs, and stimulated recall interviews. Thematic analysis revealed that students used AI to externalize comprehension monitoring by confirming interpretations and articulating sources of confusion. AI also supported comprehension repair through strategy-specific and iterative regulation, enabling learners to request paraphrases, examples, and simplified explanations in response to perceived difficulties. However, the findings also indicate tensions between productive metacognitive support and uncritical reliance on AI, particularly when learners accepted AI-generated explanations without verification. The study contributes to AI-assisted reading research by shifting attention from learning outcomes to metacognitive processes and learner agency. Pedagogical implications highlight the importance of guiding students toward reflective and responsible AI use to support academic reading comprehension.]]>
<![CDATA[Teachers’ Beliefs and Decisions Regarding Artificial Intelligence Use in Education ]]>
<![CDATA[Muhammad Abdul Azis]]>;
<![CDATA[Muhammad Numan]]>
<![CDATA[ DUTIES: Education and Humanities International Journal Vol. 2 No. 1 (2026): DUTIES: Education and Humanities International Journal ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.70152/duties.v2i1.323
<![CDATA[The increasing integration of artificial intelligence (AI) into educational settings has raised important pedagogical and ethical questions, particularly regarding how teachers understand and decide to use AI in their instructional practices. This qualitative study explores teachers’ beliefs about AI use in education and examines how these beliefs shape their instructional decisions. Drawing on semi-structured interviews and thematic analysis, the study reveals that teachers hold nuanced and evaluative beliefs about AI, viewing it as a supportive pedagogical tool while expressing concerns about overreliance, learning quality, and professional responsibility. Rather than adopting AI uncritically, teachers exercise agency through selective integration and pedagogical regulation of AI use, particularly in relation to assessment and student accountability. Teachers’ decisions are shown to be context-sensitive and grounded in humanistic values that emphasize ethical judgment and meaningful teacher–student interaction. The findings suggest that AI use in education is best understood as a belief-driven and value-laden practice rather than a purely technical innovation. This study contributes to educational and humanities-oriented discussions by foregrounding teachers’ professional judgment in shaping responsible and pedagogically sound AI integration.]]>
<![CDATA[Supporting Low-Proficiency Learners in EFL Classrooms: Strategies for Inclusive Teaching ]]>
<![CDATA[Edidiong Emmanual Akpan]]>;
<![CDATA[Wildan Nurul Aini]]>
<![CDATA[ DUTIES: Education and Humanities International Journal Vol. 2 No. 2 (2026): DUTIES: Education and Humanities International Journal ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.70152/duties.v2i2.361
<![CDATA[This study investigated the instructional strategies employed by EFL teachers to support low-proficiency learners in inclusive classroom settings and examined the extent to which these strategies influenced learners’ participation and language achievement. Employing a mixed-methods approach with an exploratory sequential design, the study combined qualitative and quantitative data to provide a comprehensive understanding of inclusive teaching practices. Qualitative data were collected through semi-structured interviews with six EFL teachers and focus group discussions with students, while quantitative data were obtained from structured questionnaires and classroom-based assessments. The qualitative findings revealed that teachers implemented various inclusive instructional strategies, including scaffolding, peer collaboration, simplified and contextualized instruction, and differentiated tasks to accommodate learners’ diverse needs. The quantitative findings demonstrated that these strategies positively influenced students’ classroom participation and language achievement, particularly in vocabulary mastery, grammar accuracy, reading comprehension, and writing performance. The study further highlighted that supportive and flexible instructional practices contributed to increased learner confidence and engagement in classroom activities. Overall, the findings emphasize the importance of inclusive pedagogy in creating equitable and participatory EFL learning environments. The study also offers pedagogical implications for teachers, curriculum developers, and educational institutions in supporting low-proficiency learners more effectively.]]>
<![CDATA[Who Am I as a Learner in the Age of Artificial Intelligence?: Exploring University Students' Identity Construction in AI-Mediated Learning ]]>
<![CDATA[Roy Venketsamy]]>;
<![CDATA[Naelul Rohmah]]>
<![CDATA[ DUTIES: Education and Humanities International Journal Vol. 2 No. 2 (2026): DUTIES: Education and Humanities International Journal ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.70152/duties.v2i2.362
<![CDATA[The rapid integration of artificial intelligence (AI) into higher education has transformed how students access information, engage with learning tasks, and construct knowledge. While previous studies have primarily focused on the adoption, effectiveness, and ethical implications of AI-assisted learning, limited attention has been given to how AI influences students’ identities as learners. This study explores how university students construct their learner identities in the era of artificial intelligence. Employing a qualitative phenomenological design, the study involved six higher education students who regularly used generative AI technologies to support their academic learning. Data were collected through semi-structured interviews and a focus group discussion and analyzed using inductive thematic analysis. The findings revealed four interconnected themes: becoming an AI-enhanced learner, negotiating independence and dependence in learning, redefining competence and expertise, and envisioning future-ready learner identities. Participants perceived AI as a learning companion that enhanced their capabilities while simultaneously requiring them to negotiate issues of autonomy, responsibility, and authenticity. The findings further indicated that students increasingly defined competence in terms of critical evaluation and effective human-AI collaboration rather than information acquisition alone. Moreover, participants’ engagement with AI was strongly connected to their aspirations for future academic and professional participation. The study contributes to the growing literature on AI in higher education by highlighting the identity-related dimensions of AI-mediated learning and offering insights into what it means to be a learner in an increasingly AI-driven educational landscape.]]>
<![CDATA[Loneliness and Social Connection in Online Higher Education: A Mixed-Methods Study of University Students’ Experiences ]]>
<![CDATA[Norazmie Yusof]]>;
<![CDATA[Akbar Fauzan]]>
<![CDATA[ DUTIES: Education and Humanities International Journal Vol. 2 No. 2 (2026): DUTIES: Education and Humanities International Journal ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.70152/duties.v2i2.367
<![CDATA[The rapid expansion of online higher education has transformed not only instructional practices but also students’ social and emotional learning experiences. This study explores university students’ experiences of loneliness and social connection in online higher education contexts through a convergent mixed-methods design grounded in Social Presence Theory. Quantitative and qualitative data were collected concurrently from university students who had experienced online learning for at least one academic semester. The quantitative phase involved an online survey administered to 102 students, while the qualitative phase consisted of semi-structured interviews with 12 purposively selected participants. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed through thematic analysis. The findings revealed that students experienced moderately high levels of loneliness alongside moderate levels of social connection, peer interaction, instructor interaction, and sense of belonging in online learning environments. Qualitative findings further demonstrated that students frequently perceived online learning as emotionally distant and socially limited due to reduced interpersonal interaction, limited visibility, and minimal emotional engagement. However, meaningful social connection remained possible through collaborative activities, instructor responsiveness, and active participation. The integration of findings suggests that loneliness and social connection coexist dynamically within digitally mediated educational environments. The study highlights the importance of social presence, interpersonal responsiveness, and interaction quality in fostering emotionally supportive online higher education experiences.]]>
<![CDATA[Fostering Social Connectedness Through Discussion-Based Pedagogy: Evidence from University Virtual Learning Environments ]]>
<![CDATA[Yasmin Pascual-Dormido]]>;
<![CDATA[Nida Ankhofiyya]]>
<![CDATA[ DUTIES: Education and Humanities International Journal Vol. 2 No. 2 (2026): DUTIES: Education and Humanities International Journal ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.70152/duties.v2i2.378
<![CDATA[The increasing prevalence of virtual learning environments has highlighted the importance of fostering students’ social connectedness to support meaningful educational experiences. This study examined the relationship between discussion-based pedagogy and university students’ social connectedness in virtual learning environments and identified the pedagogical dimensions that contribute most significantly to this outcome. Employing a quantitative cross-sectional survey design, data were collected from 286 undergraduate students enrolled in virtual courses at a public university. A structured questionnaire measuring discussion-based pedagogy and social connectedness was administered, and the data were analyzed using descriptive statistics, simple linear regression, and multiple regression analyses. The findings revealed a significant positive association between discussion-based pedagogy and social connectedness, with discussion-based pedagogy explaining a substantial proportion of the variance in students’ social connectedness. Among the pedagogical dimensions examined, peer interaction emerged as the strongest predictor, followed by instructor facilitation, collaborative dialogue, and active participation. In contrast, knowledge sharing did not significantly predict social connectedness when the dimensions were analyzed simultaneously. The findings suggest that discussion-based learning enhances students’ social experiences by promoting meaningful interaction, collaboration, and engagement. The study highlights the importance of interaction-rich pedagogical practices in cultivating socially connected virtual learning communities.]]>
<![CDATA[University Students' Use of AI Chatbot Companions for Academic Help Seeking: Benefits and Challenges ]]>
<![CDATA[Naufal Fidha Sulaeman]]>;
<![CDATA[Kurnihayati Kurnihayati]]>
<![CDATA[ DUTIES: Education and Humanities International Journal Vol. 2 No. 2 (2026): DUTIES: Education and Humanities International Journal ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.70152/duties.v2i2.432
<![CDATA[The increasing adoption of generative artificial intelligence (AI) has transformed the ways university students seek academic support, yet little is known about how AI chatbot companions are integrated into students' academic help-seeking behaviours. This qualitative study explored how university students use AI chatbot companions as part of their academic help-seeking processes and examined their perceptions of the benefits and challenges associated with their use. Guided by Karabenick and Dembo's (2011) academic help-seeking process model, the study employed a qualitative descriptive design. Data were collected through semi-structured interviews with university students who had experience using AI chatbot companions for academic purposes. The interview data were analysed using reflexive thematic analysis through a hybrid deductive-inductive approach. The findings revealed that students incorporated AI chatbot companions into a dynamic help-seeking process by recognizing learning difficulties, strategically selecting AI as an academic help source, engaging in iterative dialogue, and critically evaluating AI-generated assistance before applying it to their learning. Participants perceived AI chatbot companions as accessible, personalized, and psychologically safe learning partners that supported self-regulated learning. However, they also expressed concerns regarding the reliability of AI-generated information, the need for information verification, and the potential risk of overreliance. The study extends Karabenick and Dembo's academic help-seeking process model by positioning AI chatbot companions as an emerging academic help source within higher education. The findings further highlight the importance of fostering AI literacy, critical evaluation skills, and responsible AI use to maximize the educational value of AI chatbot companions.]]>
