As GenAI technologies become more pervasive in higher education (HE), scholars call for guidance on AI governance. To meet this need, a Delphi technique and collective writing was used in gathering expert perspectives from across 22 countries/locations and six continents. This resulted in the development of a HE GenAI policy/guidelines framework with eight core areas: (1) academic integrity, (2) ethical use and responsible use, (3) privacy and protection, (4) equitable access, (5) GenAI literacy, (6) integration strategy, (7) human oversight and accountability, and (8) institutional support and infrastructure. In addition, a six-part framework was developed to ensure that policies remain current and relevant: (1) creating a dedicated GenAI Committee, (2) conducting regularly scheduled policy reviews, (3) providing ongoing professional development and support, (4) communicating with all stakeholders, (5) evaluating the effectiveness and impact of GenAI, and 6) monitoring external developments. By providing a robust, eight-part framework for policy and guidelines, alongside a six-part mechanism for continued review, this study offers faculty, students, administrators, educational leaders, policymakers, and funders a responsible, adaptable, and consensus-driven blueprint for navigating the integration of GenAI in HE, ensuring that technological innovation serves pedagogical excellence.

Note-taking is one of the more common and ever-present learning activities that form an important part of all students’ daily lives. The potential of using technology to enhance note-taking activities has recently come under the spotlight. However, while mobile technologies may be applauded for their mobility and the value they can add to students’ learning experience, they could easily become a distracting factor, rather than the improvement they were intended to be. In this qualitative study, eight students volunteered to experiment with various mobile devices for a period of 6 weeks, and to share their experiences in a series of five group interviews. Information found in the literature about note-taking, combined with the students’ feedback on their experiences, provided insight into how students record and process information. The affordances of mobile devices for cognitively demanding note-taking that are regarded as useful in a teaching and learning environment were also discussed in the group interviews. All the students agreed that they would not commit themselves to using only one application or device. They emphasised the fact that they used more than one device, and in some cases multiple applications on those devices, depending on their educational setting. This article gives students, lecturers and software developers insight into the affordances of mobile devices and note-taking applications (apps), in order to support cognitively demanding note-taking.

Background: Globally, artificial intelligence (AI) is expanding in healthcare and public health and AI education for students in these fields will be essential. It is therefore important that future public health professionals are aware of opportunities and challenges linked to AI. Aim: The aim of the study was to assess the perceptions and attitudes regarding AI among one such group of future public health professionals – Postgraduate Diploma in Public Health students – in South Africa. Methods: An online survey was sent to students enrolled for the Postgraduate Diploma in Public Health programme from 13 June 2022 to 17 June 2022. Results: Six hundred and eighteen respondents completed an online survey (81.5% response rate). Generally, respondents thought AI would be capable of performing various tasks that did not provide direct care to individuals. Most (69%) agreed that introduction of AI could reduce job availability in public health fields. Respondents agreed that AI in public health could raise ethical (84%), social (77%) and health equity (77%) challenges. Relatively few respondents (52%) thought they were being adequately trained to work alongside AI tools, and the majority (76%) felt training of AI competencies should begin at an undergraduate level. Conclusion: Respondents expect AI to eventually carry out specific functions in public health and had reservations that AI may cause ethical challenges and increase unemployment in the country. Further exploration is needed regarding the perceptions about AI and its integration into the health system and the implications for undergraduate and postgraduate curricula.

The use of digital technologies in the classroom has escalated, especially during the COVID-19 pandemic. Although technology and teacher development centres are available for teachers to use, they are often not optimally utilised. This study used explorative qualitative case study methodologies to understand Grade 9 teachers’ use of digital technologies as they integrate it into their lessons and classrooms. Seven teachers were purposely selected to be sources of data collection. Framed by the Technological Pedagogical and Content Knowledge (TPACK) framework, data was generated using semi-structured interviews to explore the Grade 9 teachers’ experiences and views on the integration of digital technology post the outbreak of the COVID-19 pandemic. To analyse the data, a thematic analysis was conducted. Although the findings show limited digital technology integration, some teachers are found to be using videos, projectors, and laptop computers in their classrooms. Inadequate infrastructure and lack of support contribute and impact teachers’ experience of integrating digital technology in the Grade 9 classroom.

Academics often develop software for teaching and learning purposes with the best of intentions, only to be disappointed by the low acceptance rate of the software by their students once it is implemented. In this study, the focus is on software that was designed to enable veterinary students to record their clinical skills. A pilot of the software clearly showed that the program had not been received as well as had been anticipated, and therefore the researchers used a group interview and a questionnaire with closed-ended and open-ended questions to obtain the students’ feedback. The open-ended questions were analysed with conceptual content analysis, and themes were identified. Students made valuable suggestions about what they regarded as important considerations when a new software program is introduced. The most important lesson learnt was that students cannot always predict their needs accurately if they are asked for input prior to the development of software. For that reason student input should be obtained on a continuous and regular basis throughout the design and development phases.

Aim/Purpose: The current study explored how Technological Pedagogical Knowledge (TPK) influences teachers’ delivery of subject content. Background: The potential value of Fourth Industrial Revolution (4IR) devices is lost if teachers do not integrate them into their instructional practices. Technological Pedagogical Knowledge is one of the components of Technological Pedagogical and Content Knowledge (TPACK), and it can assist teachers in providing learners with the best classroom learning environment while integrating digital devices in the delivery of lessons. Methodology: The descriptive qualitative multiple case study was conducted at five secondary schools in the rural Bojanala District. Five teachers from five schools voluntarily participated in semi-structured interviews and a document analysis. The thematic analysis of the collected data informed the results of this study. Contribution: This study contributes to the identification and exploration of the role of TPK in enhancing the integration of 4IR devices into rural secondary schools’ instructional practices. Findings: The study reveals the limited integration of digital devices in teaching due to a lack of infrastructure, a lack of comprehensive understanding of TPK, and the absence of information and communication technologies (ICT) policies at the school level. By analyzing existing policies (or the lack thereof), the study could explain the disconnect between the integration of TPK. Recommendations for Practitioners: Teachers need to be capacitated through follow-up intervention professional development to bridge the gap between understanding TPK and the integration of different digital devices in delivering subject content. Prior to integrating digital devices into teaching and learning practices, teachers must develop or have access to ICT policies and guidelines. Recommendation for Researchers: The results indicate that even a limited understanding of TPK can motivate teachers to incorporate different strategies brought by 4IR in delivering their lessons, and this needs to be explored further. Impact on Society: Targeted TPK training and follow-up sessions can further equip teachers with the necessary 4IR transformative skills to design and deliver lessons that effectively prepare learners for the 21st-century real-world work environment. The efforts would assist learners from rural areas schools to benefit from the available technology. Future Research: The study emphasizes the need for further research to expand the global understanding of strategies for enhancing teachers’ TPK, thus contributing to the broader academic discourse on technology integration in education.