In today’s globalized world, 21st century skills, such as communication and collaboration, are essential for success. For EFL (English as a foreign language) learners in Pakistan, acquiring these skills can be challenging due to the unique linguistic and cultural barriers they face. Web 2.0 tools, such as Padlet, can provide a platform for EFL learners to improve their communication and collaboration skills in a collaborative and engaging manner. The present study explores the potential of using Padlet to improve the 21st century skills of EFL learners in Pakistan. A quasi-experiment is conducted to compare the effectiveness of using Padlet versus traditional language-learning methods to improve EFL learners’ communication and collaboration skills. Learners’ perceptions of using Padlet in a collaborative learning context are also investigated. The findings indicated that the use of Padlet has a significant and positive effect on learners’ collaboration and communication skills, and that learners have a positive perception of using this tool in a collaborative learning context. The study provides preliminary and context-specific novel insights for language educators and learners on the potential of using Padlet to enhance the 21st century skills of EFL learners in Pakistan.

The Covid-19 pandemic has triggered a universal disruption over the past year, and has caused unforeseen and formidable changes, but simultaneously has also enthused a digital transformation for educational institutions of all levels. With the upsurge in the usage of digital technologies, some potential caveats should be addressed, in particular, the speculative effective methods, course design and structure. A prodigious deal of reappraising and reimagining the philosophy of what is deemed to be the most familiar is imperative, not only to promote student-centred learning, but also encourage online engagement. Considering the suspension of all face-to-face classes due to the rapid spread of the global pandemic, the purpose of this study was to assess the usability and adoption of the jigsaw method on the web-based platform, Microsoft (MS) Teams for both synchronous and asynchronous teaching and learning. A pre-experimental research design was utilised with one post-test dataset obtained from the post-experiment learning analytics. Subsequently, the usability and adoption of the jigsaw method in MS Teams were evaluated based on the reciprocity of students’ responses towards the design. It is postulated that MS Teams stand out as a promising technological tool to facilitate the integration of the jigsaw method into an online learning environment. It advocates better students engagement and collaboration, and thus leads to the positive impact on students’ performance and enhanced comprehension of course content, specifically the availability of customized MS Teams features; channel and synchronous chat, which are recommended to support an engaged learning ecology.

Artificial Intelligence (AI) is rapidly transforming education, yet many institutions lack a comprehensive framework to integrate AI effectively. This paper develops an AI Education Competency Framework to guide the integration of AI in educational settings through a systematic literature review. Methodologically, a rigorous systematic literature review (SLR) was conducted following PRISMA guidelines, ensuring methodological rigor and empirical grounding. Key databases (e.g., Google Scholar, IEEE Xplore, SpringerLink) were searched for studies on AI frameworks in education, yielding 21 relevant sources. The analysis resulted in a novel framework which is built on four pillars—Foundation, Integration, Innovation, and AI Citizenship, encompassing fundamental AI knowledge, curricular and administrative integration, AI-driven innovation in pedagogy, and ethical AI use. The proposed framework informed by findings from these studies, addressing gaps such as the lack of unified approaches that combine technical, pedagogical, and ethical dimensions. The framework provides a holistic strategy for AI integration in education, including for open and distance education contexts, bridging theoretical and practical aspects. In discussion, we highlight the framework’s contributions in filling identified gaps, its potential implementation challenges, and recommendations for educators and policymakers. The study concludes that the AI Education Competency Framework offers significant contributions by aligning AI advancements with educational competencies, ensuring stakeholders are prepared to navigate AI’s complexities responsibly and effectively.

This study explores the perceptions, intentions, and perceived barriers of academics regarding the integration of Artificial Intelligence (AI) in higher education. Utilizing qualitative data from structured online interviews, sentiment analysis was employed to determine the polarity and subjectivity of responses. The findings indicate a generally neutral to slightly positive outlook on AI's potential to enhance teaching and learning, particularly through personalized learning experiences and increased student engagement. However, significant challenges were identified, including technical and access issues, gaps in training and knowledge, data privacy concerns, and risks to academic integrity. Respondents provided constructive suggestions emphasizing the need for regular training, heightened ethical awareness, and robust institutional support. These results underscore the necessity for a balanced approach to AI integration, which leverages its benefits while addressing the associated challenges. Future research should focus on longitudinal studies to monitor changes in perceptions and barriers over time, assess the effectiveness of targeted training programs, and develop comprehensive AI policies that promote ethical and effective use in education.

COVID‐19 has immensely disrupted tertiary education ecosystem. The crisis has compelled numerous unprecedented and accelerated changes. The traditional and conventional way of teaching and learning has completely shifted to fully online. Nonetheless, the trend of integrating technology in the classrooms is not new. This has led to numerous questions and arguments of the existing concepts and theories of traditional education. This phenomenon also provides new opportunities for educational institutions to explore and leverage on the prospects of online modalities, fashioning unique inquiries. Thus, the key purpose of this research paper is to identify the challenges and opportunities encountered by lecturers during the Covid-19 pandemic. The results of the interviews showed that there are some challenges that the lecturers faced; for example, unpreparedness to tackle the new norm of online teaching and learning process, internet connection, and online engagement. The findings from the interview showed that there are opportunities which have emerged from the Covid-19 pandemic such as experimenting with numerous digital tools and platforms, employing different online teaching and learning modalities, and commissioning online assessments to support the students’ needs and engagement. It is postulated that the findings of the research although may be preliminary, are able to facilitate vital discussions on fashioning best practice guidelines for asynchronous or synchronous modalities post the COVID-19 pandemic.