The current study examined university students’ insights into generative AI writing tools regarding their familiarity with, perceived concerns about, and perceived benefits of these tools in their academic work. The study used a cross-sectional descriptive research design, and data were collected using a questionnaire instrument. The participants were ninety-five undergraduate and graduate students from a College of Education at a university in Jordan. The results show that university students show moderate familiarity with generative AI writing tools (M = 3.14, SD = 0.81), especially in engagement but lacking technical knowledge. They also have moderate concerns (M = 3.35, SD = 0.85), particularly about misinformation and data security. Despite these concerns, students recognize the benefits (M = 3.62, SD = 0.81), especially regarding the capabilities of these tools in simulating creativity and fostering innovation. In addition, the results showed that gender and educational level appear to have little effect on familiarity, concerns, and perceived benefits regarding these tools. Based on the findings, the study recommends enhancing students’ familiarity with generative AI tools through providing technical training, hands-on opportunities, and ethical discussions. In addition, the study recommends addressing students’ concerns regarding generative AI writing tools by improving data security related to generative AI, providing ethical guidelines regarding the use of these tools, and boosting AI literacy. Finally, it is recommended to enhance students’ perceptions of the benefits of generative AI writing tools by highlighting the creative potential of these tools within the educational setting, using these tools to offer personalized learning experiences that adapt to individual learning styles, and promoting collaboration through generative AI writing tools.

Flipped Learning (FL) inverts traditional teaching by delivering content online outside the classroom, allowing class time for interactive, hands-on activities. This approach enhances student engagement and understanding. The integration of AI in education has revolutionized traditional teaching methods. Enhancing FL with AI has led to the emergence of what was labeled in this research paper as Flipped Interactive Learning (FIL), which integrates AI-driven tools to support and enrich interactive, personalized learning experiences. This study aimed to examine the impact of the FIL instructional model based on Chat Generative Pre-Trained Transformer (ChatGPT) on students’ programming skills in an undergraduate course. The participants in this study were 74 students. This study used a semi-experimental research design; the control group consisted of 36 students, while the experimental group consisted of 38 students. The experimental group received instruction using the FIL method while the control group received instruction using the conventional FL method. The analysis of the collected data showed that using FIL-based ChatGPT contributed significantly to improving students’ programming skills. Based on the findings of this study, educational institutions should adopt the FIL instructional model in academic settings in general and programming courses in particular, as it significantly improves student learning outcomes compared to conventional FL methods. In addition, institutions should also evaluate the FIL model’s scalability and allocate necessary resources, such as technology infrastructure and support staff, for successful implementation. Further research should identify the most effective components of the FIL model to refine it for broader use. Moreover, continuous student feedback is essential for iterative improvements to meet their needs.

Generative Artificial Intelligence (AI) has become popular and has changed how we do things. Generative AI has an impact on educational systems. One of the popular types of Generative AI is ChatGPT. Using ChatGPT presents both benefits and challenges for students. It is important to understand how our students are using this technology. This study examines Jordanian education students' use of ChatGPT for personal and academic purposes and the differences in usage based on gender and academic level. The study followed a descriptive research design in which 134 participants completed an online questionnaire. The results showed that students' use of ChatGPT for personal and academic purposes was generally moderate, with tasks such as generating translations and writing prompts to generate short, creative ideas or themes for writing assignments being the most frequently used features. Students' use of ChatGPT for personal purposes slightly exceeded their academic use of the tool, but no significant differences were observed based on gender or academic level. Despite the proven benefits of ChatGPT, the findings highlight that ChatGPT is not yet fully integrated into students' routines. Tailored training and awareness initiatives could enhance its adoption for personal and academic purposes among university students.

This study examined the concerns of faculty members regarding the adoption of a Learning Management System (LMS) employing the Concerns-Based Adoption Model (CBAM). Forty-seven faculty members from a university in Jordan completed the Stages of Concern Questionnaire (SoCQ). The SoCQ was used to...

This study aimed to investigate college of education students’ level of computational thinking proficiency and the differences in their level based on their demographic characteristics, i.e., gender, program, and age. The study used a descriptive research design in which 190 students in the College of Education completed a computational thinking questionnaire. The computational thinking scale consisted of five dimensions, i.e., creativity, algorithmic thinking, cooperativity, critical thinking, and problem-solving. The results showed that the level of computational thinking among students was diverse and fell within a moderate range. Gender-based analysis indicated a significant difference in only one dimension of computational thinking, i.e., algorithmic thinking, with females scoring lower than males. In addition, based on students’ academic program, significant variations were observed in algorithmic thinking and overall computational thinking levels, particularly between Bachelor and PhD programs, with PhD students scoring higher than Bachelor students. Additionally, the age-based analysis highlights significant differences, with older students consistently outperforming younger ones across various computational thinking dimensions. Based on the findings a set of recommendations was provided.

There is increasing interest in integrating various forms of Information and Communication technologies (ICT) into education. Well-established theoretical guidelines should guide the integration of these technologies. A flipped classroom is an example of an educational approach that integrates ICT and is guided by an active learning philosophy. The current study aims to evaluate participants’ acceptance of the flipped learning instructional model using six indicators—perceived usefulness, ease of use, hedonic motivation, attitude, self-efficacy, and educational quality—and to assess overall satisfaction. Additionally, it examines how these factors relate to overall satisfaction with this approach. The study utilized a descriptive cross-sectional research design with an exploratory and correlational orientation. The target population for this study included undergraduate students enrolled in the “Computer Applications in Education” course offered by the College of Education over three consecutive semesters: the second semester of the 2023/2024 academic year and the first and second semesters of 2024/2025. All students in this course experienced the flipped learning model as part of their instructional activities. Out of the 180 students, 137 completed the data collection tool, which was a questionnaire. The results showed that participants’ acceptance of the flipped learning approach was generally positive, ranging from moderate to high across all measured dimensions. The majority reported high levels of hedonic motivation, positive attitudes, perceived educational quality, and ease of use of the flipped learning requirements. Students found the flipped learning experience enjoyable, effective, and manageable. They believed it enhanced their learning and reported moderate self-efficacy and perceived usefulness. While satisfaction with flipped learning was moderate overall, it was strongly associated with enjoyment, positive attitudes, self-efficacy, and perceived educational quality, as evident in the results of the correlation analysis. Regression analysis revealed that these four factors were significantly associated with students’ satisfaction, whereas perceived usefulness and ease of use were not significantly associated when considered alongside other variables. These results suggest that emotional engagement, confidence, and perceived educational value are key contributors to students’ satisfaction with flipped learning.