Immersive technologies have been shown to significantly improve learning as they can simplify and simulate complicated concepts in various fields. However, there is a lack of studies that analyze the recent evidence-based immersive learning experiences applied in a classroom setting or offered to the public. This study presents a systematic review of 42 papers to understand, compare, and reflect on recent attempts to integrate immersive technologies in education using seven dimensions: application field, the technology used, educational role, interaction techniques, evaluation methods, and challenges. The results show that most studies covered STEM (science, technology, engineering, math) topics and mostly used head-mounted display (HMD) virtual reality in addition to marker-based augmented reality, while mixed reality was only represented in two studies. Further, the studies mostly used a form of active learning, and highlighted touch and hardware-based interactions enabling viewpoint and select tasks. Moreover, the studies utilized experiments, questionnaires, and evaluation studies for evaluating the immersive experiences. The evaluations show improved performance and engagement, but also point to various usability issues. Finally, we discuss implications and future research directions, and compare our findings with related review studies.

This study explores and explains teachers’ perceptions and practices in using a reflective practice model to teach STEM education in a blended learning environment. The study was conducted before the COVID-19 lockdown and continued after the quarantine till the end of the semester. The transformative learning and the experiential learning theories are used as combined conceptual frameworks to form a reflective practice model that guided this study. The participants are middle school teachers (n=18) in a private school in the United Arab Emirates UAE. A sequential mixed-method approach using quantitative and qualitative data was used. An online survey with closed-ended items was adopted to collect quantitative data from teachers. The qualitative data was collected through teachers’ semi-structured interviews using Zoom conference meeting. The study’s results reveal that teachers’ perceptions and practices about learning and skills needed in the future will be different from before COVID-19.

The purpose of this study is to explore the role of prompt engineering in utilizing GenAI tools like EduAid, Magic School, and ChatGPT to enhance lesson planning efficiency and content relevance. Additionally, it highlights the need for AI literacy and continuous professional development to align AI outputs with diverse student needs. A qualitative case study was used to collect data from 17 high school teachers from private and governmental schools. Document analysis, written reflections, and focus group talks were used as data sources to get detailed information about how the teachers used and thought about GenAI tools. The results show that effective prompts helped teachers use GenAI tools better, which makes lesson planning and material more relevant. Teachers emphasized that AI‐generated material needed to be constantly improved to better meet the needs of all of their students. This study highlights the importance of developing AI literacy through continuous professional training to effectively enable teachers to integrate AI tools into their teaching practices.

Aim/Purpose: This study investigates the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing preservice teachers’ digital competencies. The social/emotional engagement can be illustrated with actions associated with learning, such as excitement, interest, and motivation. Cognitive engagement is the active process of learning and is the most essential form of learning. Finally, behavioral engagement is the physical behavior associated with doing the work and following the rules. Background: Teachers’ digital competencies are essential in creating an active e-learning environment that ensures students’ engagements and reduces learners’ sense of isolation. Due to the lockdown of COVID-19 in March 2020, schools and universities shifted toward e-learning, where higher education in the United Arab Emirates (UAE) experienced a digital transformation. Many questions have been raised about life after COVID-19, competencies needed for the new demands of jobs that do not yet exist, social/emotional development of students, and their engagements in online classes. Methodology: An explanatory sequential mixed-method approach was utilized, using a quantitative data method followed by a qualitative data method. An online survey was used to collect the quantitative data from participants. The convenient research population is female preservice teachers who are considered learners enrolled in semesters 3-8 and learning online. Focus group discussions were used to collect the qualitative data from selected participants. Contribution: The findings of the study contribute toward a deeper understanding of the relationship between social/emotional, cognitive, and behavioral engagements and their positive impact on developing learners’ digital competencies. The results can be leveraged during or after the pandemic to design strategies and pedagogies that enhance learners’ engagements and develop their digital competencies based on the conceptual framework of the study. Findings: The study’s results reveal a significant positive correlation between social/emotional, cognitive, and behavioral engagements that lead to the development of preservice teachers’ digital competency. The relationship between social/emotional and cognitive engagements is stronger than between cognitive and behavioral engagements, while the relationship between social/emotional and behavioral engagements is balanced. Recommendations for Practitioners: Instructors need to consider students’ well-being and avoid the sense of isolation among students through designing strategies and pedagogies using the framework of the study that enhance learners’ engagements. More focus is needed on training instructors and educators in using different interactive applications that enhance learners’ and educators’ digital competency. Recommendation for Researchers: The findings provide theoretical evidence of the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing learners’ digital competencies. However, this study was conducted in an early childhood education program in higher education where all the participants were females. It is highly recommended that future research repeats the study with male and female participants, as well as implement the study with different age groups from k-12 students. Impact on Society: This research highlights the importance of considering the social/emotional, cognitive, and behavioral engagements in developing learners’ digital competencies. It is interestingly important to reinforce the teaching, cognitive and social presence among all instructors and teachers due to the positive impact on students’ online learning. Future Research: Future research on measuring the impact of transforming students’ design thinking mindset after using interactive technology is recommended. In addition, it is highly recommended to consider measuring how the students’ learning is influenced by the teaching presence of their instructors. Also, it is recommended that future research considers measuring the instructors’ digital competencies and their impact on planning instructional activities.