This study aims to review the existing literature on using ChatGPT in academic writing and its implications regarding plagiarism. Various databases, including Scopus, Google Scholar, ScienceDirect, and ProQuest, were searched using specific keywords related to ChatGPT in academia, academic research, higher education, academic publishing, and ethical challenges. The review provides an overview of studies investigating the use of ChatGPT in academic writing and its potential association with plagiarism. The results of this study contribute to our understanding of the use and misuse of ChatGPT in academic writing, considering the growing concern regarding plagiarism in higher education. The findings suggest that ChatGPT can be a valuable writing tool; however, it is crucial to follow responsible practices to uphold academic integrity and ensure ethical use. Properly citing and attributing ChatGPT’s contribution is essential in recognizing its role, preventing plagiarism, and upholding the principles of scholarly writing. By adhering to established citation guidelines, authors can maximize ChatGPT’s benefits while maintaining responsible usage.

Many universities offer Distance Education (DE) courses and programs to address the diverse educational needs of students and to stay current with advancing technology. Some Institutions of Higher Education (IHE) that do not offer DE find it difficult to navigate through the steps that are needed to provide such courses and programs. Investigating learners’ perceptions, attitudes and willingness to try DE can provide guidance and recommendations for IHEs that are considering expanding use of DE formats. A survey was distributed to undergraduate students in Portugal, UAE and Ukraine. The results of this pilot study showed that in all three countries, students’ major concerns about such programs were time management, motivation, and English language skills. Although students were somewhat apprehensive many indicated they were interested in taking DE courses. Six recommendations informed by interpretation of students’ responses and the literature, are offered to assist institutions who want to offer DE as part of their educational strategy.

This study tried to ascertain a possible relationship between the number of student moderators (1, 2, and 3), online interactions, and critical thinking of K-12 educators enrolled in an online course that was taught from a constructivist approach. The course topic was use of technology in special education. Social network analysis (SNA) and measures of critical thinking (Newman, Webb, & Cochrane, 1995) were used to research and assess if there was a difference in interaction and critical thinking between 1, 2, or 3 student moderators who facilitated a forum discussion of an assignment in an online course. The same course was repeated over three years. Each year either 1, 2, or 3 students moderated. The analysis indicated more discussion per non-moderating student with the three student moderated group. Using SNA we found that there was only one noticeable difference among the three groups which was in the value of network centralization. Using critical thinking measures the three student moderator group scored higher in five of the eight critical thinking categories. Variations in instructor presence in the online courses may have influenced these findings.

This chapter explores the transformative use of Artificial Intelligence (AI) and Distance Education (DE) in the context of lifelong learning. Traditional classrooms give way to dynamic, technology-enabled education transcending age, time, and place. The shift from fixed curricula to adaptive learning experiences is presented in this chapter, emphasizing education as a continuous journey rather than a static destination. The use of technology in lifelong learning, particularly AI and DE, emerges as a catalyst for change, breaking the confines of rote memorization and routine tasks. It empowers individuals to direct their educational paths, promoting self-directed learning aligned with personal interests. The integration of AI and DE not only redefines education but also fosters global connectivity, collaboration, and cross-cultural understanding. This chapter delves into how these technologies reshape attitudes toward education. Innovative practices, success stories, and emerging challenges in the use of AI and DE will be shared as tools to shape a future where education promotes curiosity, adaptability, and continual exploration.

This research was conducted to explore whether students enrolled in graduate level courses found some Universal Design for Learning (UDL) strategies useful and if they actually used them. The strategies we investigated were presenting course information in alternative formats including PowerPoints with voiceover, screencasts, and videos as an alternative to text resources. In addition, students were invited to submit assignments in alternative formats as well as text. To examine these strategies, we used a student questionnaire, analytics from Blackboard, and assignment formats students used. The results indicate that text was the preferred format for accessing course information and resources as well as assignment submission. However, a substantial number of students acknowledged the benefits of using alternative formats and a smaller percentage used them. We suggest that instructors take advantage of UDL strategies that were examined since a sufficient number of students used them and because learning styles differ. We can reach more students by using these strategies.

The COVID-19 pandemic has brought about an unprecedented reliance on digital technologies in education, regardless of the pre-existing attitude of teachers. This study explores elementary school teachers’ perceptions about teaching mathematics through distance education. Using a quantitative approach, an online questionnaire was administered to primary teachers in the UAE during the spring semester of 2020-2021. The results show teachers’ readiness to adopt digital technology in teaching against increased workload. Difficulties emerged in optimizing student performance in online environments. While the institution supports digital integration, teachers prefer traditional in-person classroom instruction. Therefore, the research would inform some educational systems and curriculum planning worldwide on the best way to integrate digital technology within elementary mathematics education. The study aims to close the gap in mathematics education within a digital context to solve the emerging educational demands.