The integration of Generative Artificial Intelligence (GenAI) into higher education represents a paradigm shift from static skill acquisition to dynamic, human–AI collaboration. However, the psychological mechanisms governing students’ adoption—specifically the interplay between pedagogical novelty, ethical awareness, and habit formation—remain underexplored. To address this, this study develops and implements a dynamic practical curriculum incorporating AI and ethical awareness, aiming to foster responsible behavioral patterns in computer programming education. Employing a quasi-experimental design, we implemented a 16-week dual-track instructional intervention (incorporating AI-integrated pedagogy and ethical scaffolding) for 148 computer science students. Structural Equation Modeling (SEM) was applied to test an extended UTAUT2 framework. The findings reveal three critical theoretical insights that redefine GenAI adoption: (1) The eclipse of utility: contrary to established models, traditional utilitarian drivers of performance expectancy (β = 0.076, p = 0.39) and effort expectancy (β = 0.125, p = 0.13) yielded non-significant effects on behavioral intention. This suggests that for digital natives, algorithmic efficiency has devolved into a baseline hygiene factor, losing its motivational power. (2) The dominance of pedagogical novelty: hedonic motivation emerged as the paramount predictor of both habit (β = 0.457, p < 0.001) and behavioral intention (β = 0.336, p = 0.001). This confirms that adoption is driven by the situational interest and interactional novelty inherent in the human–AI partnership. (3) The cognitive brake mechanism: ethical awareness exhibited a divergent regulatory role. While it significantly legitimized conscious behavioral intention (β = 0.166, p = 0.011), it showed a non-significant, negative association with habit (β = −0.032, p = 0.653). This demonstrates that ethical reasoning functions as a cognitive brake (system 2) and actively disrupts the formation of mindless, automated dependency (system 1). These results provide empirical evidence for a dual regulation model of AI adoption and suggest that sustainable education requires leveraging pedagogical novelty to drive engagement while utilizing ethical awareness to prevent blind habituation.

This chapter explores Generative AI (artificial intelligence) in higher education regarding students' creativity. By utilising the quantitative content analysis approach, the chapter explored the impact of generative AI in higher education to understand its transformative effects on students' creative thinking processes and its outcomes. Current literature reveals the latest thinking on how AI enables or disrupts students' creativity. Generative AI is a potent tool in higher education which generates original content like text, images, music, and videos based on input data or predefined models. The adoption of generative AI led to the need to understand how these advancements may shape the educational experience to develop essential skills like creativity. Since creativity is crucial in today's digital age, generative AI raises questions about its potential impact on the imagination. The aspect of creativity, which is fundamental in higher education, offers students opportunities to enhance critical-thinking, problem-solving, and innovation; however, a balance is necessary between the utilisation of AI tools and the human element of creativity.

This paper reports a study conducting an in-depth analysis of the impacts of ethical training on the adoption of AI tools among computer science students in higher vocational colleges. These students will serve as the pivotal human factor for advancing the field of AI. Aiming to explore practical models for integrating AI ethics into computer science education, the research seeks to promote more responsible and effective AI application and therefore become a positive influence in the field. Employing a mixed-methods approach, the study included 105 students aged 20–24 from a vocational college in Guangdong Province, a developed region in China. Based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model, a five-point Likert scale was used to evaluate the participants’ perceptions of AI tool usage based on ethical principles. The Structural Equation Modeling (SEM) results indicate that while participants are motivated to adopt AI technologies in certain aspects, performance expectancy negatively impacts their intention and actual usage. After systematically studying and understanding AI ethics, participants attribute a high proportion of responsibility (84.89%) to objective factors and prioritized safety (27.11%) among eight ethical principles. Statistical analysis shows that habit (β = 0.478, p < 0.001) and hedonic motivation (β = 0.239, p = 0.004) significantly influence behavioral intention. Additionally, social influence (β = 0.234, p = 0.008) affects use behavior. Findings regarding factors that influence AI usage can inform a strategic framework for the integration of ethical instruction in AI applications. These findings have significant implications for curriculum design, policy formulation, and the establishment of ethical guidelines for AI deployment in higher educational contexts.

The advancement of technology over the past two decades has provided various tools and platforms that facilitate and optimize the language-teaching-learning process using diverse teaching methods that help learners to acquire and understand new knowledge interactively. Despite extensive research highlighting the intersection between education and artificial intelligence technologies, many language teachers are unaware of innovative learning approaches at their disposal. As a result, the potential to transform classroom learning is yet to be realized. The chapter aims to close this gap by providing an overview of the transformation of language teaching experiences in the artificial intelligence age and exploring the opportunities and challenges associated with immersive and gamification technologies. The chapter argues that incorporating innovative technologies in teaching significantly contributes to language learning experiences. The chapter provides insight, more understanding and adds to the body of literature of the study area. Request access from your librarian to read this chapter's full text.

This study explored learning which occurred when mature distance education students co-developed an open educational resource (OER) with their lecturers using Smith’s critical reflection as a method to guide reflection on their learning. This study is significant since student learning on the co-development of an open educational resource could not be found in the literature. Within an interpretative paradigm, we used questionnaires with mainly open-ended questions to determine a particular group of students’ learning. Findings indicate learning about themselves, their interactions, and their contexts. The study puts forward specific implications to improve future practices based on the findings. The specific contribution is that students who engage in critical self-reflection change their perspectives, allowing them to self-examine and reflect on future actions. This learning experience assists students, lecturers and institutions of higher education in their approach toward critical reflection and the co-development of OER.

This narrative literature review explores language as a precursor for developing children’s psychosocial skills in war-torn areas. By utilising Bronfenbrenner’s ecological theory, this study aimed to understand the lifelong consequences of early childhood language deprivation in war-stricken zones, thus suggesting intervention strategies to mitigate its harmful effects. People often look at physical injuries and infrastructure damage after a war, thus forgetting the psychological and educational effects. Since language acquisition is critical during early childhood, conflict in regions often leads to psychosocial deprivation and language deficits. The correlation between early childhood language development and the psychosocial impact of war is a critical area of study that should expose the traumatic effects of war that hinder the successful acquisition of language skills during early childhood.Hence, language development is critical for promoting children’s academic success, involving effective social interaction for general well-being, which must remain unimpeded. The study explored language development in war contexts by exposing children’s immediate challenges while suggesting strategic interventions and support systems that address unique language needs. The study concluded that there is a bidirectional relationship between language and psychosocial skills. Since psychosocial deprivation obstructs the acquisition of language abilities, which proceeds into late adolescence, this study recommends expeditious interventions in conflict-ridden areas to eliminate the adverse effects of early language deprivation to promote enhanced longterm outcomes for young children. Therefore, the study suggests the need for integrative therapy that blends music, play, language learning, and therapy aspects. Therefore, this study proposes a new play-music language intervention framework, which fosters the blended therapeutic approach