Although previous studies have highlighted the problematic artificial intelligence (AI) usage behaviors in educational contexts, such as overreliance on AI, no study has explored the antecedents and potential consequences that contribute to this problem. Therefore, this study investigates the causes and consequences of AI dependency using ChatGPT as an example. Using the Interaction of the Person-Affect-Cognition-Execution (I-PACE) model, this study explores the internal associations between academic self-efficacy, academic stress, performance expectations, and AI dependency. It also identifies the negative consequences of AI dependency. Analysis of data from 300 university students revealed that the relationship between academic self-efficacy and AI dependency was mediated by academic stress and performance expectations. The top five negative effects of AI dependency include increased laziness, the spread of misinformation, a lower level of creativity, and reduced critical and independent thinking. The findings provide explanations and solutions to mitigate the negative effects of AI dependency.

Cooperative learning in physical education not only promotes the overall development of students, but also lays the foundation for lifelong learning and sustainable development from the perspectives of cultural integration and social responsibility. This study examined students’ physical, social, emotional, and cognitive outcomes on the one hand. On the other hand, it focuses on the potential of cooperative learning to promote cultural diversity and personal responsibility. A systematic literature review of 50 articles selected according to the PRISMA guidelines revealed that the focus of CL applications varied according to the age of the students and multicultural contexts. At the micro level, physical and social domains were emphasized, while cognitive domains received less attention. CL was found to benefit motor skills (coordination, flexibility, strength) in students of different ages, to reduce negative emotions while promoting social skills and teamwork, and to improve cognitive skills and memory in junior students. At the macro level, CL can help students to improve self-reflection, reduce negative behaviors, and increase personal responsibility and cultural integration. The focus of researchers from different countries reflects educational philosophies and cultural differences, increasing the flexibility and universality of CL.

Education for Sustainable Development (ESD) plays a key role in addressing global challenges. This study highlights the key role of collaborative, cooperative and reflective learning in enhancing students' ability to promote sustainable development. In this study, narrative analysis techniques were used to analyse 172 manuscripts with the core keywords ‘reflective learning’ or ‘cooperative learning’ or ‘collaborative learning’ and ‘sustainability’ or ‘sustainable development’ and ‘education’ that resulted from the search in SCOPUS and Web of Science for the period 1994 to 2023 and the paper selection process. These articles provide a comprehensive overview of collaborative and reflective learning in the context of sustainable development. This study demonstrates how critical it is to identify and deal with students' limits in terms of reflection and cooperation. To genuinely contribute to sustainable development, students must not only possess the necessary knowledge, but also embody values and global awareness, thus enabling them to reflect on and evaluate their practical experiences within complex contexts. Despite potential obstacles of individual differences and cooperation challenges, the review emphasises the importance of innovative pedagogical strategies in providing students with engaging educational opportunities that inspire a commitment to advocating for sustainable development. This study highlights the potential of diverse pedagogical programmes in cultivating sustainable competencies and underscores the significance of recognising and overcoming constraints for the effective implementation of education in sustainable development.

The shift toward cooperative learning has highlighted the growing advantages of individual learning modes during the transition. Nevertheless, a systematic compilation of the precise classification and developmental dynamics of cooperative learning in PE has been absent. This study aimed to organize the existing progress and significance of collaborative learning. The study entailed a meticulous systematic review process, examining 169 articles in this domain with the aid of visualization software. The results of the study indicate that the overall use of cooperative learning in physical education is on the rise and will reach its highest level in 2021; Second, the keywords, major core scholars, journals, countries, and major research topics; the visual knowledge map reveals the major research topics of intrinsic motivation, cooperative learning, motor skills, self-learning, written expression, and pedagogical models. The research primarily centers on primary and secondary education, followed by teacher training and higher education. At the primary and secondary school levels, there is a specific focus on aspects such as motivation, teacher-student relationships, and the group atmosphere. This research also explores sustainable development and training for PE teachers, model integration, and its influence on students’ intrinsic motivation; and finally, the future directions of cooperative learning in PEare summarized. This study provides meaningful and valuable information on how cooperative learning models can be used and developed in various teaching and learning environments, physical education teacher education, and overall student development.

Driven by the wave of artificial intelligence, the educational practice and application of robots have become increasingly common. Despite extensive coverage in the literature on various aspects of educational robots, there are still unexplored avenues, particularly regarding robotic support, robotic personality, and challenges in their applications. This study presented a systematic review of high-quality empirical research on the use of physical robots in educational settings. A total of 92 relevant papers from the Web of Science database were analyzed. Employing the technological pedagogical content knowledge (TPCK) framework, we investigated research questions across seven components, including the learning domain, teaching strategy, robot types, learning results, problems with using robots, robotic support, and robotic personality. The findings revealed that robots are most prevalently employed in language learning applications. When opting for teaching strategies, educators tend to favor those that incorporate physical interaction. Concurrently, humanoid robots emerge as the preferred choice among many. These robots, in human–robot interaction scenarios, often exhibit an agreeable personality. In terms of evaluating learning results, cognitive aspects like thinking, creativity, self-regulation, and inquiry ability are especially emphasized. Such results are frequently influenced by the informational and emotional support provided by robots. Nonetheless, challenges encountered by teachers, learners, and robots in this process are not to be overlooked. The findings of this study contributed to future applications of robotics in education.