This study aimed to investigate how AI impacts students’ intrinsic motivation and learning experiences in various cultural and academic settings. An analysis of the effects of AI-powered learning tools on intrinsic motivation and learning enhancement was conducted in early 2024. The study recruited 455 students (192 males and 263 females) from Egypt, Saudi Arabia, Spain, and Poland who were studying diverse majors in educational faculties. Using a 5-point Likert scale, the validated instrument included three dimensions with a total of 10 items: intrinsic motivation and AI, AI and enhancing learning, and overall perception of AI in education. Significant differences were found by nationality and major, with Polish students and education technology majors showing the highest motivation levels. As a result of enhancing learning experiences, autonomy, and critical thinking skills, AI tools were found to positively influence motivation. Motivation, however, was not significantly influenced by academic level. Despite ethical concerns, students held a moderately positive view of artificial intelligence in education. Further research on optimal AI implementation and ethical considerations in education is necessary based on these findings.

This mixed-methods study explored the attitudes of 199 English as a Foreign Language (EFL) special education teachers towards using ChatGPT for language learning. The survey questionnaire, consisting of 21 items, examined attitudes, effectiveness, barriers, and the future use of ChatGPT. The results revealed that participants held moderate attitudes, perceiving ChatGPT as moderately effective with moderate barriers. While no significant differences were found between male and female teachers in attitudes and effectiveness, significant gender differences emerged in the future use of ChatGPT, with female teachers exhibiting a greater willingness to embrace it. Follow-up email interviews with five participants provided valuable insights into strategies, effectiveness, challenges, and inclusivity when using ChatGPT in language instruction for special education students. These findings contribute to implementing and developing ChatGPT as a language learning tool for EFL special education students, emphasizing the importance of gender-inclusive approaches and practical considerations to enhance its efficacy.

The use of artificial intelligence (AI) applications, including ChatGPT, within the educational field opens disruptive potentials of personalized education and improved administration. Nonetheless, complex ethical and governance concerns are also involved and need to be studied systematically. This paper is based on a systematic literature review (SLR) based on the PRISMA 2020 framework, in which the conceptualization and operationalization of ethical principles and governance mechanisms in the context of the educational setting are examined through a thematic synthesis of 42 peer-reviewed studies. Results show that there are five prevailing ethical and governance areas, namely privacy and data protection, algorithmic fairness and bias, transparency and explainability, student well-being, and accountability through human oversight. The gap in the current literature, recognized in the review, is the absence of combined ethical frameworks and unequal global representation, especially by low- and middle-income nations. This review was carried out in order to unify scattered knowledge adhocracy and offer a logical basis of responsible implementation of AI in education. It is unique in tracing the application of ethical principles in governance practices in the various learning environments. This research finds that it is essential to promote transparency, equity, and stakeholder involvement, and, therefore, to make sure that AI systems can support inclusive educational purposes. Such results can be used in policy design as well as future research in responsible AI innovation.

Educational games play an essential role in the life of the new generation. Although there are many criticisms, many studies focus on the importance of educational games in improving EFL vocabulary learning of early childhood students with learning disabilities in the target language. Researchers have begun to research how games are used in class to enhance vocabulary learning. This paper investigates the effects of educational games on EFL vocabulary learning of early childhood students with learning disabilities based on a literature review. Many studies focus on educational games' effect on various aspects of education. This concept paper aims to shed light on some of the benefits of games and the challenges teachers and early childhood children face in using educational games. This paper's results show that games are used not only for the success of early childhood students with learning disabilities in EFL classes but, more importantly, to motivate them and increase cooperation between children. Additionally, the results indicate that there are advantages and disadvantages of using games to learn English vocabulary.