Jul 2026· Journal of Education and Training Studies· 0 citations· 31 references
TL;DR
This study examined multi-level factors influencing GenAI-supported experiential learning behavior in nursing education to highlight the importance of building AI confidence, fostering peer collaboration, and strengthening institutional readiness for the effective integration of GenAI into nursing education.
Abstract
Generative artificial intelligence (GenAI) is increasingly explored as a cognitive tool with the potential to reshape learning practices in higher education. In professional disciplines such as nursing education, where experiential learning is essential, GenAI has the potential to enhance knowledge creation, interaction, reflection, and active engagement. Guided by Kolb’s experiential learning theory and organized by the Triple I Framework, we conceptualize individual factors with the Technology Acceptance Model (TAM) and Bandura’s self-efficacy theory, interpersonal factors with social support theory and Vygotsky’s social constructivism, and institutional factors with Rogers’ diffusion of innovations. While adopting a digital communication lens that treats GenAI as a communicative medium, this study examined multi-level factors influencing GenAI-supported experiential learning behavior. A cross-sectional survey was conducted with 300 undergraduate nursing students using the developed questionnaire. The data were analyzed using descriptive statistics, Pearson’s correlations, and multiple regression analysis. Results indicated that perceived usefulness, AI usage confidence, peer support, and institutional readiness significantly predicted this learning behavior, which together explained 67.1% of the variance. In contrast, perceived ease of use, family support, instructor support, and curriculum integration were not significant predictors. Theoretically, this study extends Kolb’s experiential learning theory by positioning GenAI technologies as cognitive tools in the experiential learning cycle. Practically, the findings highlight the importance of building AI confidence, fostering peer collaboration, and strengthening institutional readiness for the effective integration of GenAI into nursing education. Together, these insights advance educational communication scholarship by illustrating how emerging AI technologies are reshaping the communicative ecology of experiential learning.
Self-efficacy - the belief in one’s ability to complete a task effectively - is a key determinant of academic success and graduate outcomes in higher education. While active learning enhances engagement and self-efficacy in neurotypical students, little is known about how neurodiverse students experience its social and sensory demands. Grounded in Bandura’s social cognitive theory of self-efficacy, this pilot study explored how active learning impacts the self-efficacy of neurodiverse students in the BSc Medical Biosciences and MSc Genomic Medicine programmes at Imperial College London. An explanatory sequential mixed methods design was employed: a self-efficacy questionnaire provided quantitative breadth, with findings informing subsequent semi-structured interviews that explored the conditions under which self-efficacy was built or undermined. Three themes emerged: connection, control, and balance, corresponding to Bandura’s sources of self-efficacy (vicarious learning and social persuasion, mastery experience, and physiological and emotional states respectively). Participants valued peer and instructor connection and thrived when adequately prepared and in control of their learning. However, self-efficacy was fragile and dynamic, vulnerable to sensory overload and negative feedback. The findings demonstrate that active learning can support neurodiverse students’ self-efficacy, but only when environments are designed to promote psychological safety, predictability, and autonomy. Practical recommendations for neuroinclusive active learning design are offered.
L. Collopy· The journal of the Internati...· 0 citations
The rapid shift to online learning has profoundly changed higher education, offering increased flexibility and access, but also with new challenges that may impact students' mental health. The purpose of this concept paper is to suggest a conceptual framework for exploring the relationship between online learning factors and mental health issues of Universiti Teknologi Mara (UiTM) students. This study explored how academic load, internet connectivity, learning environment, time management, emotional and social support impact students' stress and anxiety in an online learning context. The proposed framework is grounded in the transactional theory of stress and coping and General Adaptation Syndrome (GAS) that provides insights into the students viewpoint, coping and responses to academic and environmental stress over a prolonged period. The study utilized quantitative research methodology which was carried out by using a structured questionnaire and sent to the students of UiTM who have experienced online learning. Data will be analysed using descriptive statistics and inferential analyses using the Statistical Package for the Social Sciences (SPSS). This concept paper builds upon the existing literature by bringing together a number of online learning factors, as they relate to the larger picture of understanding students' mental health in higher education. The proposed study should yield valuable lessons for university leadership, teachers and policy makers when designing interventions, enhancing students support resources, and establishing a healthy supportive online learning environment.
Hairunnisa Ma’amor, Nur Idayu Badrolhisam, Norhidayah Mohd Rashid et al.· International journal of res...· 0 citations
This study investigated the structural relationship between Cultural Intelligence (CQ), metacognition, and readiness for inclusive education among pre-service teachers. Utilizing a descriptive-correlation quantitative research design, data were collected from a sample of 100 final-year teacher-trainees (N=100) who had completed at least one semester of practical teaching internship. Data collection was executed using standardized electronic instruments, including the Cultural Intelligence Scale (CQS), the Metacognitive Awareness Inventory (MAI), and the Inclusive Education Readiness Scale (IERS). The data were analyzed using descriptive statistics, Pearson Correlation Coefficient, and Multiple Linear Regression Analysis via SPSS. The empirical findings revealed a significant positive correlation between a pre-service teachers’ CQ and their self-efficacy in inclusive settings, supporting (H1). Furthermore, linear regression analysis confirmed that metacognitive awareness is a potent and statistically significant predictor of a teacher's behavioral ability to adapt instructional strategies for diverse learners, supporting (H2). Crucially, multiple regression models demonstrated that the joint integration of CQ and metacognitive awareness explains a substantial percentage of variance in overall inclusive education readiness (H3) The study concludes that metacognition acts as a critical cognitive catalyst; while CQ provides the necessary cross-cultural knowledge, metacognitive monitoring allows future educators to actively dismantle implicit biases and dynamically operationalize their teaching methods in real time. Based on these findings, it is recommended that teacher-education programs pivot away from purely theoretical models of inclusion. Instead, institutions must intentionally embed reflective practicums, mandatory cultural journaling, and simulated cross-cultural case studies into the core curriculum to cultivate highly adaptive, culturally intelligent, and inclusive future educators.
Savitri Karayat, Pawas Kumar Mandal· International Journal of Eco...· 0 citations
Student Evaluation of Teaching (SET) is essential for educational development; however, it increasingly suffers from survey fatigue and perfunctory responses, particularly among medical students facing high academic stress and cognitive loads. Traditional behavioral theories often overlook the psychological appraisal of “cost–benefit” in students’ decision-making processes. To address this gap, this study constructed an Extended Theory of Planned Behavior incorporating Perceived Value (Extended TPB) model, introducing “Perceived Value” as a central psychological mediator to explore the cognitive and motivational mechanisms driving students’ intentions to participate in SET.
A cross-sectional survey was conducted among 3,365 undergraduate medical students at a medical university in China. Data were collected using validated scales measuring attitude, subjective norm, perceived behavioral control, perceived value, and behavioral intention. Structural Equation Modeling (SEM) was utilized to test the theoretical model, and a Bootstrapping approach with 5,000 resamples was applied to examine mediating effects.
The Extended TPB model demonstrated an excellent fit and high explanatory power, accounting for 95.9% of the variance in SET behavioral intention. Perceived value exerted a strong positive predictive effect on behavioral intention (
β
= 0.979,
p
< 0.001). Attitude (
β
= 0.498), perceived behavioral control (
β
= 0.333), and subjective norm (
β
= 0.141) significantly and positively influenced perceived value. Furthermore, perceived value served as a crucial partial mediator between the three TPB antecedents and behavioral intention. Notably, senior students facing clinical rotations exhibited the lowest intention to evaluate.
Perceived value acts as a critical psychological “gatekeeper” in behavioral decision-making. Stimulating intrinsic motivation (attitude) and reducing cognitive load (perceived behavioral control) are far more effective than imposing external Controlled motivation (subjective norm). To mitigate survey fatigue, educational institutions must foster “student agency” by establishing transparent closed-loop feedback systems, thereby rebuilding the perceived psychological utility of evaluations.
This study examined the influence of students' e-learning readiness on their satisfaction, as well as the moderating role of socio-demographic characteristics on this relationship among postgraduate distance education students at three Ghanaian universities: Kwame Nkrumah University of Science and Technology, the University of Ghana, and the University of Cape Coast. The study was underpinned by social cognitive theory. Using a stratified sampling technique, the study selected 500 postgraduate students enrolled in distance education programs. It utilized partial least squares structural equation modeling, specifically the disjoint two-stage method in the reflective-reflective hierarchical component model. The analysis revealed that students’ readiness for e-learning has a positive and significant effect on student satisfaction. Most socio-demographic characteristics, such as academic field, sex, age, institution, and platform skills, exert an insignificant effect on students' satisfaction, except for skill tools, which have a significant influence. Additionally, socio-demographic factors like academic fields, institutions, and skill tools significantly moderate the relationship between students’ readiness for e-learning and their satisfaction. These findings suggest that tool-specific training and readiness assessments are essential to enhance e-learning satisfaction and promote equity. Universities should prioritize skill development over demographic profiling to reduce barriers, improve retention, and increase post-COVID satisfaction.
Kenneth Kitson, M. Sedio· International Journal of Edu...· 0 citations