ABSTRACT: Despite growing interest in digital learning tools, limited research has examined how educational memes function as meaning-making resources rather than as general engagement devices. Existing studies often treat memes as informal or motivational content, leaving unclear how students themselves interpret their role in learning and where their educational value begins and ends. This study addresses this gap by examining how undergraduate students perceive and experience educational memes within academic settings. Data were collected through in-depth interviews with a purposively selected group of five (5) students enrolled in higher education courses where memes were used as part of instruction. The transcripts were analyzed using a structured thematic analysis to identify patterns in how students described engagement, understanding, emotional support, and perceived limitations. The findings show that students do not view memes as instructional substitutes but as context-dependent supports that aid comprehension, ease academic pressure, and foster connection when clearly aligned with lesson goals. At the same time, students express clear boundaries regarding overuse, misalignment, and loss of academic focus. These results contribute a student-centered account of how memes operate within formal learning, offering guidance for educators and curriculum designers on when and how culturally familiar digital forms can support learning without weakening instructional depth.

ABSTRACT: This study examined the relationship between AI-powered learning tools, student engagement, and academic performance in higher education, with a focus on differences across academic disciplines, age groups, and gender. The study employed a quantitative, correlational, and causal-comparative research design, involving undergraduate students from both STEM and non-STEM disciplines through a multi-stage sampling approach. Data were obtained from AI-generated learning metrics, specifically Time-on-Task, Interaction Frequency, and Knowledge Mastery, alongside a structured questionnaire measuring behavioral, cognitive, and emotional aspects of student engagement, as well as students’ self-reported academic performance. The findings revealed that student engagement varied according to the type of AI learning tool utilized. Tools designed to support knowledge mastery were associated with higher levels of engagement compared to those focused primarily on interaction frequency or time spent on tasks. Students in STEM-related disciplines generally demonstrated stronger engagement than those in non-STEM fields, although the pattern of association between AI tool use and engagement was consistent across disciplines. Knowledge Mastery also emerged as the most influential factor in predicting academic performance across different age groups, with older students tending to achieve better academic outcomes. Additionally, gender differences were observed in how students benefited from specific AI tools, suggesting varying learning preferences and responses to AI-supported instruction. Overall, the study highlights the significant role of AI-powered learning tools in shaping student engagement and academic performance. It emphasizes the need for mastery-oriented, learner-sensitive, and discipline-responsive AI interventions to optimize learning outcomes in higher education.

ABSTRACT: This study examines the relationship between digital learning inclination and lifelong learning participation among Korean adults through generational and educational level analysis. Using data from the Korean Educational Development Institute's 2024 Individual Survey on Lifelong Learning (N = 30,829, ages 25-79), this research analyzed relationships between age, educational attainment, digital learning preferences, and participation rates through an ecological analysis approach using aggregated cross-sectional survey data. Digital learning inclination was operationalized using proxy indicators including learning media preferences, informal digital learning participation patterns, and information access pathways. Korea's overall lifelong learning participation rate was 33.1% in 2024, declining from 44.6% (ages 25-29) to 24.1% (ages 70-79). Educational attainment emerged as a critical moderating variable, with university graduates showing participation rates (40.4%) that were 17.8 percentage points higher than those with middle school education or less (22.6%). The Digital Learning Inclination Index revealed a five-fold difference between the youngest (81.2) and oldest (16.1) age groups, with age 50 emerging as a critical threshold. Statistical analysis revealed significant associations between age and educational level (χ² = 1,847.3, p < .001) and moderate correlations between digital learning inclination and participation rates (r = .52, p < .001). The findings highlight the necessity for digital literacy support policies tailored to specific generational and educational characteristics. This study provides a replicable methodological framework for contexts where comprehensive digital competency assessments are unavailable, offering valuable insights for policymakers and educators in nations facing similar demographic transitions and digital transformation challenges in adult education systems.

ABSTRACT: This study profiles the knowledge and utilisation of evidence-based practices (EBPs) among basic school teachers in the Effutu Municipality, with a particular focus on their application in inclusive classrooms. A total of 480 teachers participated, responding to a carefully developed questionnaire that assessed both their understanding and instructional use of EBPs. The results indicated that, on average, teachers possessed a high level of knowledge of EBPs, with mean scores for all EBPs exceeding the criterion mean of 2.50. Furthermore, a relatively even distribution was observed between teachers reporting low (50.2%) and high (49.8%) usage of EBPs in their instructional methods. The independent sample t-test results revealed no statistically significant difference between male and female teachers’ knowledge of EBPs and their reported use of EBPs. The findings suggest that basic school teachers use EBPs in inclusive classrooms. However, the distribution of usage levels highlights the need for tailored professional development programmes, peer collaboration, monitoring mechanisms, and resource allocation to enhance the quality and consistency of inclusive education practices.

ABSTRACT: Students today learn mathematics in a world full of digital tools and instant access to information, yet many still find the subject difficult and overwhelming. This situation raises important questions about how learning is affected when technology becomes both a support and a source of confusion. The study used a structured, quantitative approach to examine how students experience mathematics in a digital learning environment, drawing on responses from first-year college students collected through a validated questionnaire. The study found that students showed strong engagement with technological and AI-based tools. However, their mathematical competence was weakened by high anxiety, low motivation, and limited confidence. Significant differences across eight dimensions revealed that emotional, environmental, and identity-related factors were the most vulnerable areas, compared to cognitive and technological strengths. These results show that improving mathematical readiness requires not only access to digital resources but also stronger support for students’ emotional well-being and learning environments.