Multidisciplinary Journal for Education, Social and Technological Sciences Vol. 13, Núm. 1 (2026)
Tabla de contenidos
- Transforming Language Teaching With AI: An Investigation of Opportunities, Challenges, and Ethical Imperatives
- From Chalkboards to Online Platforms: Experiences, Motivations and Challenges of Filipino Teachers Transitioning to Freelance ESL Teaching
- Language Teachers in the Digital Era: Addressing Emotional and Pedagogical Challenges in Technology-Enhanced Learning Environments
- Harnessing AI for EFL Learning: A Mixed-Methods Exploration of Learner Strategies and Teacher Perspectives
- Assessing the impact of Teaching Innovation Projects on university quality indicators and employer expectations: a case study in the Spanish university
- Comprehensive Evaluation System of Postgraduates’ Sense of Learning-Life Attainment
URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/234534
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Item type: Artículo , Access status: Abierto , From Chalkboards to Online Platforms: Experiences, Motivations and Challenges of Filipino Teachers Transitioning to Freelance ESL Teaching(Universitat Politècnica de València, 2026-03-24) Condino, Jewel A.; Ortega-Dela Cruz, Ruth A.[EN] This study explores the experiences, motivations, and challenges of licensed Filipino teachers transitioning to freelance English teaching. Interviews with six teachers revealed key motivators: financial incentives, flexibility, and autonomy, especially for those with family responsibilities. Challenges included unstable income and unreliable internet, leading many to use multiple platforms. Access to reliable technology improved productivity and reduced stress. Older teachers adapted more easily; younger ones focused on financial gains. Gender and marital status influenced motivations women prioritized work-life balance, while men emphasized income. Teachers with advanced degrees pursued formal development; others relied on self-learning. Many aimed to expand services and seek international opportunities. The study offers insights and recommendations to support this career transition.Item type: Artículo , Access status: Abierto , Harnessing AI for EFL Learning: A Mixed-Methods Exploration of Learner Strategies and Teacher Perspectives(Universitat Politècnica de València, 2026-03-24) Bara, Nesma; Dou, Abdelbasset[EN] As artificial intelligence (AI) rapidly integrates into academic life, its application in English as a Foreign Language (EFL) education remains underexplored, particularly within specific sociocultural contexts, This study addresses a critical gap in the literature: the lack of empirical research on the self-regulated learning (SRL) strategies employed by Algerian EFL students when using generative AI, and the extent to which these strategies align with instructor perspectives . The study was guided by two research questions: (1) What SRL strategies do Algerian Master s students use when integrating AI into their academic writing tasks? (2) How do EFL teachers perceptions of AI s role and associated ethical concerns compare with students reported practices? The qualitative phase involved semi-structured interviews with 15 Master s students, selected based on their self-reported use of AI for academic work multiple times per week. The quantitative phase surveyed 49 EFL university teachers on their attitudes and pedagogical approaches to AI. The findings reveal that students are not passive users; instead, they employ sophisticated SRL strategies such as adaptive goal-setting and critical self-evaluation to use AI as a scaffolding partner. This practice contrasts with teachers prevalent cautious optimism, which focuses more on abstract ethical concerns like plagiarism rather than on students emergent agentic strategies. The study concludes that students strategic AI use offers a foundation for developing pedagogical models centered on critical AI literacy and proposes that institutional policies should focus on guiding, rather than prohibiting, AI integration.Item type: Artículo , Access status: Abierto , Transforming Language Teaching With AI: An Investigation of Opportunities, Challenges, and Ethical Imperatives(Universitat Politècnica de València, 2026-03-24) Almusharraf, Norah[EN] This research examines the potential of Artificial Intelligence (AI) to transform language education in post-secondary education. This study focused on personalized learning, virtual tutoring, and personalized education, curriculum design, and student engagement. This study utilized a mixed-methods approach based on the Active and Transformative Learning (ATL) framework (Lytras, 2023). The data included a systematic literature review (2019 2024) and survey data from 80 participants (44 educators and 36 students) in language and education faculties. The ATL framework was used to make sense of how AI tools facilitated reflective, participatory, and learner-centered practices. The results showed that perceived AI use suggested stronger benefits with respect to pedagogical efficiency and personalized instruction, while there were still ethical issues surrounding data privacy, algorithmic bias, and academic integrity. The study recommended the use of institutional protections, transparent governance of AI use, and discipline-appropriate professional development to ensure ethical and effective implementation. While linking AI adoption to human mentorship, pedagogical intent, and planning, this study provided a meaningful conversation about the dynamic nature of AI in language education.Item type: Artículo , Access status: Abierto , Comprehensive Evaluation System of Postgraduates Sense of Learning-Life Attainment(Universitat Politècnica de València, 2026-03-24) Zeng, Shouzhen; Wu, Jingjing[EN] With the rapid expansion of graduate education, the traditional evaluation model centered on academic output has become inadequate for meeting the demands of the new era. The aim of this study is to establish a scientific quality evaluation system to ensure the effectiveness of cultivating high-level talent. Firstly, a system encompassed five primary indicators, namely mentor-student relationship, school assets, personal learning state, academic achievements, and mental state, is established. Subsequently, the Analytic Hierarchy Process (AHP) is utilized to ascertain the relative importance of each indicator. Empirical evaluation is conducted using a sample of 163 valid questionnaires from five universities in Zhejiang Province. The findings of the research indicate that the overall sense of gain in graduate students academic and life experiences is at a slightly above average level. Relatively favorable evaluations are recorded for guiding relationships, school assets, and personal learning state. Conversely, relatively poor evaluations are recorded for academic achievements and mental state. The index system outlined in this article has been demonstrated to exhibit a certain degree of scientific rigor and practicality. It provides a theoretical basis and practical tools for the evaluation of the quality of graduate education, as well as for the optimization of related policies.Item type: Artículo , Access status: Abierto , Language Teachers in the Digital Era: Addressing Emotional and Pedagogical Challenges in Technology-Enhanced Learning Environments(Universitat Politècnica de València, 2026-03-24) Pentón Herrera, Luis Javier; Hussain, Yasir[EN] The rapid integration of digital platforms in education has reshaped language teaching and learning, intertwining technology with emotional dynamics. In this paper, we explore the critical competencies language teachers need to navigate the digital era, addressing the guiding question: What knowledge and skills do language teachers need to thrive in an age of rapid digital transformation? We propose that educators must master a trifecta of competencies: (1) technological proficiency to effectively integrate tools like virtual reality (VR), gamified learning, and interactive platforms; (2) emotional intelligence to foster authentic connections in digital spaces; and (3) content knowledge to deliver accurate, contextually relevant language instruction. The discussion is organized into five interconnected sections. First, we define and explore digital pedagogy, emphasizing its potential to transform language education. Second, we examine digital stress and burnout and offer strategies to foster sustainable teaching practices. Third, we highlight the importance of EI, particularly digital EI (dEI), in building effective teacher-student relationships. Fourth, we investigate the interplay of innovation and emotion in technology-enhanced learning environments (TELEs). Finally, we provide actionable recommendations to ensure language education remains human-centered and equitable. We conclude this paper by underscoring the need for teacher preparation programs to integrate social-emotional learning (SEL) practices into digital pedagogies to equip educators for the complexities of education in the present world.Item type: Artículo , Access status: Abierto , Assessing the impact of Teaching Innovation Projects on university quality indicators and employer expectations: a case study in the Spanish university(Universitat Politècnica de València, 2026-03-24) Díaz, Eva; Ordóñez, Salvador[EN] This work analyses the influence of teaching innovation projects in the field of Chemical Engineering at the University of Oviedo (Spain) on both institutional quality indicators and employers expectances. The projects were classified into three groups: related to the Chemical Engineering programs, those with scientific or technological relevance, and those focused on learning methodologies. Many projects focus on active methodologies and PBL, and assessment, and although a positive relationship was observed with teaching satisfaction and some quality indicators, we noted that several important aspects were not adequately reflected there. Likewise, little alignment was observed between the skills demanded by employers and those developed in the teaching innovation projects. A bibliometric analysis suggests that the proliferation of highly segmented teaching innovation projects in Spanish universities could be due to faculty promotion criteria. Efforts should focus on coordinated program-level actions, rigorous content, thoughtful AI integration, and effort-based learning.