Artificial intelligence (AI) has revolutionized different aspects of society, including higher education. This paper investigates faculty members' perceptions of using artificial intelligence, chatbots, and generative AI in teaching and learning in Uzbeki's higher education contexts. The researchers employed a qualitative study using semi-structured interviews to collect the data. Purposeful sampling was employed to select participants in this study, and the interviews were conducted face-to-face at the university campus. The study's underlying theory is the Unified Theory of Acceptance and Use of Technology (UTAUT) model, including effort expectancy, performance expectancy, social influence, and facilitating conditions, which were employed as a lens to direct the research. The data were transcribed and analyzed using the deductive approach for the thematic analysis. The findings revealed that lecturers have a positive attitude to adopt and use AI for content creation, assessment and feedback, and doing research in their institution. Some instructors may see it as a valuable tool for generating creative content and aiding student learning. In contrast, others may have concerns about its potential to replace human creativity or biases in generated materials. Lecturers also view AI as a technology to achieve accessibility and equity after overcoming the challenges. Findings revealed that some measurements should be taken about the facilitating conditions and the perceived risks of using AI.

Successful teaching and learning are highly dependent on assessment as it provides necessary information for making informed decisions in a higher education program. University lecturers should be equipped with skills and knowledge on different methods of evaluation to assess their students effectively. Only few researchers have investigated the assessment methods employed by lecturers in universities in Malaysia. Traditional class-based assessments are the most common mode of assessment although this form of assessment fails to measure students’ learning adequately. This qualitative study aims to determine the level of lecturers’ awareness of the different kinds of assessments at the University Puta Malaysia (UPM). The study sampled 48 lecturers from various faculties at UPM. They responded to a self-reporting questionnaire that required them to indicate their perceived competence in alternative and formative assessments. The result of the thematic analysis revealed that lecturers were utterly aware of formative assessment practices. However, despite the significance of alternative assessments in the learning process, some lecturers were not aware of alternative assessment practices. The implication is that the literacy level of lecturers in alternative assessment methods should be improved. https://doi.org/10.26803/ijlter.19.5.23

More efficient instructional models that encourage students to engage more actively in their education are essential in today’s world. How information can be found and exchanged, as well as how explanations are delivered, have been shaped by technology. The outcomes demonstrate that mobile learning (m-learning) has enhanced collaboration among instructors and learners, provided immediate feedback, increased student participation and engagement, allowed for authentic learning and evaluation, and supported learning communities in higher education institutions. There was also a change in the teachers’ instructional methods. Students will benefit from simple learning activities, convenient communication, and coaching provided through mobile devices. This study recommends using a learning-based convolutional neural network (CNN) technique to improve students’ English-speaking fluency. In addition, communication between teachers and children in remote areas becomes easier through an interactive system, making both sides more accessible. As a result, it is advisable that educational institutions continually develop innovative teaching techniques that bridge face-to-face and formal-informal learning in the educational setting. The article discusses the background of mobile learning and how it might enhance e-learning as a whole. The m-learning approach is described in this paper as a future version of e-learning. In comparison to the next generation of educational systems, it will be extensively offered and simple to operate for any individual interested in learning. The article also discusses the benefits and potential drawbacks of mobile learning in current educational institutions.

This article aimed to investigate the factors that may impact the adoption of digital finance within Small and Medium Enterprises (SMEs). Using the Technology-Organization-Environment (TOE) Theory and the Net Valence (NV) Model, the study categorizes predictors into technological, environmental, and organizational factors. Findings highlight the significant effects of perceived benefits and risks, environmental factors, and organizational characteristics, notably human resource quality. The study collected data via a questionnaire survey from 313 Malaysian SMEs engaged in exporting, employing Partial Least Squares Structural Equation Modelling (PLS-SEM) for analysis. The implications of this study extend to policymakers, industry practitioners, and researchers, offering insights for policy formation, acknowledging the main factors that might affect digital finance adoption, assisting in the creation of tailored financial models to boost the companies' performance, providing SMEs with strategic understanding regarding the benefits of embracing digital finance for enhanced competitiveness, and aiding developers of digital finance solutions in addressing adoption barriers, thus tailoring solutions to meet SMEs' specific needs.