Due to the COVID-19 pandemic, there has been a rapid shift from traditional classroom-based education to sustainable online classrooms. This has brought attention to the importance of comprehending the intricacies of students’ engagement during virtual learning. Drawing upon the concept of community of inquiry in cognitive, social, and teaching presence, a mixed-methods approach involved data collected via a structured questionnaire administered to 452 university students to identify the factors that influence students’ participation during online classes. Through the application of the CHAID (Chi-Squared Automatic Interaction Detection) decision tree algorithm, the quality of course content is identified as a cognitive predictor of students’ engagement. It is worth mentioning that a significant proportion of students, specifically 61.7%, demonstrated a considerable degree of engagement with faculty content due to its high quality. With respect to the role of social presence, possession of a designated private space boost (69.2%) and requiring students to use their webcams are found to be critical for students’ engagement. Lastly, teaching presence as a factor in enhancing students’ engagement is demonstrated by promoting interactive classrooms and providing rapid feedback to students by teachers. The findings demonstrate the importance of teachers’ quality course material, interactive classes, and the benefits of a physical environment free from distractions for optimizing students’ engagement.

Objective: The objective of this study is to investigate the transformative potential of generative AI in advancing Sustainable Development Goal 4 (SDG 4), with the aim of enhancing equity, accessibility, and quality in higher education through the integration of AI-driven systems and practices. Theoretical Framework: This research is underpinned by the AI Academic Convergence (AIAC) Framework, which aligns with theories such as constructivism, Vygotsky’s cultural-historical theory, and Bloom’s Taxonomy. These frameworks provide a solid basis for understanding the interplay between personalized learning, cognitive engagement, stakeholder collaboration, and ethical governance in educational ecosystems. Method: The methodology adopted for this research comprises a Literature-Driven Conceptual Framework Development approach, synthesizing peer-reviewed studies across key themes: personalized learning, operational efficiency, collaborative learning, and ethical AI governance. Data collection involved systematic literature reviews of scholarly articles, books, and conference proceedings within the past decade. Results and Discussion: The results reveal that the AIAC Framework promotes tailored, adaptive learning pathways, enhances faculty roles as AI-enabled mentors, and optimizes administrative workflows through predictive analytics. The discussion contextualizes these findings within existing theories, emphasizing the framework's ability to mitigate challenges such as algorithmic bias, equity gaps, and data privacy concerns. Limitations include the need for empirical validation and addressing resource disparities in underprivileged contexts. Research Implications: The practical and theoretical implications of this research are significant for higher education institutions, policymakers, and AI practitioners. These include fostering innovative teaching practices, advancing equitable access to AI-enhanced tools, and aligning educational strategies with labor market demands through predictive analytics and collaborative governance. Originality/Value: This study contributes to the literature by introducing the AIAC Framework, an innovative and scalable model for integrating generative AI into education. Its value lies in bridging the digital divide, fostering lifelong learning, and positioning higher education institutions as leaders in ethical and sustainable AI integration, ultimately advancing the mission of SDG 4.

To demonstrate the potential of the fifth edition of the Headway EFL textbook as a means to cultivate sustainability awareness and competence in Education for Sustainable Development (ESD), this study aims to identify themes related to the Sustainable Development Goals (SDGs) within the textbook. The secondary objective is to identify grammatical concept exercises that can function as a means of augmenting sustainability competencies. Drawing on constructivism research philosophy, this study utilized a content analysis approach to identify themes and patterns of SDGs in the textbook. This involved connecting language skill development (reading, listening, writing, and speaking) within every topic unit of the textbook with each of the 17 Sustainable Development Goals (SDGs). Furthermore, we focused on identifying and correlating different grammatical tasks that have the potential of enhancing students’ anticipatory, system-thinking, normative, strategic, and interpersonal sustainability competencies. The findings indicated that, with the exception of SDGs 6 and 1, all of the remaining 15 Sustainable Development Goals (SDGs) are depicted throughout the six levels of the textbook. In addition, it was revealed that exercises pertaining to grammatical concepts, including passive voice, pronouns, conjunctions, adjectives, and emphatic language, simple future tense, serve as significant predictors and enhancers of the five core competencies of sustainability. The present study sheds more light on the current understanding of sustainability awareness and competencies that are crucial for advancing Education for Sustainable Development (ESD) initiatives across various levels of the educational system.

This study explores factors influencing female engagement in STEM (Science, Technology, Engineering, and Mathematics) fields in Mozambique, Nigeria, and Uganda through Urie Bronfenbrenner’s Ecological Systems Theory. The research collected qualitative data from 81 women across these countries through open-ended surveys. Using content analysis, the results demonstrate the critical role of personal interests nurtured by family, showing how direct interactions with family influence STEM engagement at a microsystem level. The mesosystem level reveals the supportive influence of community and school interactions, emphasizing the importance of relationships between different microsystems, such as family–school collaborations, in fostering female participation in STEM. The exosystem level identifies the impact of positive media portrayals and role models, illustrating how external environments indirectly affect perceptions and aspirations in STEM through media and societal influences. The macrosystem level underscores the persistent cultural norms shaping gender roles, reflecting broader societal and cultural values that influence gender diversity in STEM fields, with 63% of respondents in Mozambique, 57% in Nigeria, and 67% in Uganda indicating that societal views on gender roles discouraged participation. Lastly, the chronosystem level captures the temporal changes and progress in gender diversity in STEM, highlighting the need for targeted interventions and policy reforms to address longstanding gender imbalances. Despite progress, significant gender imbalances remain, necessitating targeted interventions and policy reforms. The study proposes a sustainable, collaborative model to foster early interest and sustained participation of females in STEM, emphasizing the importance of seamless cooperation among families, educational institutions, communities, and government bodies. The findings aid in creating supportive environments for sustaining female STEM participation, promoting economic and social development in Sub-Saharan Africa.

This study examines the integration level of the three dimensions of the Sustainable Development Goals (SDGs) (social, economic, and environmental) in Chilean citizenship education textbooks for third and fourth grades’ students in high schools, aiming to identify gaps and propose a comprehensive model for thematic instruction. Utilizing the citizenship education student textbook designed by the Faculty of Educational Sciences at the San Sebastián University in Chile, this research employs thematic analysis to assess the representation of the SDGs within the educational content. The results reveal a positive aspect: the textbooks showcase all three SDG dimensions, highlighting their potential to foster comprehensive SDG comprehension. However, the emphasis predominantly lies on social inclusion, with economic and environmental dimensions receiving less attention. This imbalance could impede the provision of holistic sustainability education, especially as critical ecological issues and certain goals (SDGs 2, 7, 12, 14, and 15) remain under-represented. The proposed thematic instruction model merges sustainability with citizenship education through concept mapping, structured lesson plans, and active collaboration, enhancing SDG literacy. This research contributes to Education for Sustainable Development (ESD) by providing a comprehensive framework that transforms sustainability education globally, cultivating knowledgeable and proactive individuals prepared to address and resolve pressing global challenges.

The purpose of this study is to conduct an in-depth needs analysis in order to create a sustainable business English course. Drawing critical insights from the development and implementation of a sustainable curriculum, a mixed-methods approach was carried out that involved data collected via a structured questionnaire administered to 117 university students of business administration and accounting. The findings indicated that a substantial majority of respondents perceived their level of English language proficiency to be low, with merely 25% evaluating their English skills as either “good” or “excellent”. Several language skills such as speaking, listening, and writing were recognized as communicative needs for effective business communication and studies, with over 86% interested in registering for the course. Regarding pedagogical needs, the emergence of preferences for face-to-face teaching, making the course mandatory, varying perspectives regarding the frequency and duration of courses, and inclination towards small group learning were established. For the sustainability of the business English course, this study suggests an integrated, responsive, and adaptive course that emphasizes interactive learning and curriculum alignment with global business trends.