Augmented Reality (AR) and Virtual Reality (VR) are poised to revolutionize education by offering immersive and interactive learning experiences. This research comprehensively evaluates the educational applications of AR and VR, specifically emphasizing their impact on student motivation, learning outcomes, engagement, and overall learning experiences. The analysis explores how AR and VR can improve student learning, knowledge retention, and skill acquisition by systematically reviewing existing the literature from diverse educational domains, including K-12 education, higher education, STEM education, professional training, and lifelong learning. Additionally, the research investigates the pivotal role of AR and VR in fostering immersive and interactive learning environments, unveiling how these technologies promote active learning, collaboration, and critical thinking through simulations and interactive experiences. The evaluation considers the potential of AR and VR beyond traditional classroom settings in distance education and assesses the feasibility of virtual classrooms, web-based learning environments, and Massive Open Online Courses (MOOCs). A significant aspect of the study involves understanding student attitudes toward AR and VR technologies and their influence on intrinsic motivation, interest, and enthusiasm for the learning material. Based on a thorough analysis of relevant literature, the research aims to provide practical recommendations for educators to effectively incorporate AR and VR into education practices. The recommendations prioritize a pedagogically sound design, educator training, and accessibility consideration to ensure equitable access for all learners. In summary, this extensive research reveals the significant impact of AR and VR on education by understanding the strengths, limitations, and challenges of making informed decisions on utilizing these technologies to create engaging, impactful learning experiences, fostering a generation of technologically proficient and knowledge-driven learners.

Recently, scientific theories on career satisfaction (CS) have been promoted worldwide. Research on the subject has become more and more popular, especially during the COVID-19 pandemic. This study adds to the existing literature by investigating the impact of organizational support on career satisfaction through the mediation role of job crafting and work engagement among Chinese teachers. A diverse sample of teachers (n = 3147) was drawn from various schools in Zhejiang province (P.R. China), from June to September 2021. SPSS 26 software with PROCESS macro and JASP was used to analyze the data. The findings demonstrate that perceived organizational support (POS), job crafting (JC), and work engagement (WE) have a significant and positive relation with teachers’ career satisfaction. POS was serially associated with JC (b = 0.34, p = 0.001), CS (b = 0.40, p = 0.001), and WE (b = 0.49, p0.001). The residual direct pathways for JC → CS (b = 0.55, p = 0.001, 95% CI = [0.51, 0.60]) and for WE → CS (b = 0.47, p = 0.001, 95% CI = [0.44, 0.50]) were significant. Sequentially, JC and WE mediated the relation between POS and CS. The multiple mediation model supported our general hypothesis that JC and WE mediate the relationship between POS and CS.

Although there has been some progress, the integration of artificial intelligence into higher education remains far from sufficient. The demand for teachers will persist for some time; however, with the introduction of AI-based robots into classrooms, the role of teachers has reduced to a minimum. The purpose of the current study was to evaluate Chinese higher education students’ intentions to adopt AI-based robots for educational purposes. Based on the TAM3 model, the current study proposes 14 hypotheses to evaluate students’ intention to adopt AI-based robots in education. The students’ data were collected and analyzed using PLS-SEM. The study findings revealed that 12 hypotheses were accepted and two were rejected. The results indicate that students are willing to accept AI-based robots in their education. However, the findings revealed an insignificant influence of job relevance and robot anxiety on perceived usefulness and ease of use, respectively. The findings of this study will provide insight into university administrations regarding the significance of AI-based robots in education. Moreover, the findings will help robot developers, policy makers, and university administrators design and implement AI-based robots that fulfill contemporary education needs.

Nowadays, teaching and learning methods are constantly changing with the development and popularization of information technology. Many teaching activities are exploring the integration of virtual technology. However, the specific effects of VR are challenging to verify. In this paper, “teaching in VR environment” and “traditional teaching” were designed to carry out a series of teaching comparison practices between two groups of a primary school. By analyzing the experimental data of the experimental group and the control group, the research found that it is easier to enter mental flow in virtual reality, and the introduction of virtual reality technology is positively correlated with learning engagement. What is more, compared with traditional teaching and learning methods, virtual reality technology and related software can help individuals give full play to their creativity.

Background: The COVID‐19 has accelerated the transition to blended learning (BL) in higher education, prompting a need for further investigation into the efficacy of self‐regulated learning strategies (SRLS) in these new educational environments. Objective: The primary goal of this research is to assess the effectiveness of SRLS in BL in higher education over the past five years, with a focus on trends, theoretical underpinnings, methodologies, and their impact on learning outcomes. Methods: This paper used the PRISMA 2020 review process for multiple rounds of screening, encompassing identification, screening, eligibility determination, and final inclusion. Following rigorous screening procedures, a total of 15 SSCI articles were ultimately chosen for analysis. The study design incorporated a comprehensive six‐part coding scheme, with the selected articles focusing on SRLS in BL environments within higher education. Results and Conclusions: From 2019 to 2023, research on SRLS in BL environments in higher education has primarily focused on resource management, motivational beliefs, and metacognitive strategies, with a relatively limited emphasis on cognitive strategies. These studies have utilized a diverse range of theoretical frameworks, predominantly employing quantitative and mixed methods. Out of the 15 articles reviewed, 14 clearly indicate that SRLS have a positive impact on learning outcomes. Furthermore, this paper underscores the importance of interdisciplinary research and emphasizes the crucial role played by educators in supporting the implementation of SRLS. Future studies should delve deeper into exploring the effects of individual differences and environmental factors on SRLS.

Teachers’ job satisfaction is a prominent aspect that determines workplace well-being and job performance. With the outbreak of COVID-19, changes in the teaching process have emerged (e.g., the shift to online classes and an increase in teaching hours), which might be affecting job satisfaction. A closer look at predictors of teachers’ job satisfaction and the level to which they have influenced teaching satisfaction during the period of COVID-19 pandemic is very important. This survey involved a sample of 2886 Chinese teachers to examine the effects of teachers’ work values on their job satisfaction through the mediating role of work engagement. The analysis by SPSS 25 and PROCESS for SPSS software was run, and the results showed a strong effect of teachers’ work values on job satisfaction (β = 0.203, SE = 0.203, p < 0.01) and of work values on job satisfaction through the mediating role of work engagement (β = 0.204, SE = 0.017, p < 0.01). From the correlation analysis, work values strongly correlated with work engagement (r = 0.499, p < 0.01) and job satisfaction (r = 0.360, p < 0.01). Teachers’ work values and work engagement played a predicting role on job satisfaction among Chinese teachers during this period of the COVID-19 pandemic.