Keyword: policy

ABSTRACT: GenAI has brought rapid, multidimensional changes to many domains. However, there are uncertainties regarding the disruptive technology and its ripple effects, particularly in higher education. The purpose of this research is to understand the current approaches and strategies of GenAI in universities. To answer the research question, “What approaches are currently applied to incorporate ChatGPT usage into higher education,” this research conducted twenty interviews with executives, managers, and staff who worked in change and IT/IM capacities at a Canadian university and reviewed GenAI policies and guidelines from 22 Canadian universities. The findings helped identify underexplored areas in the literature and promoted innovative thinking about real problems in higher education and next steps in GenAI adoption. 

ABSTRACT: The development of artificial intelligence in education has outpaced the institutionalisation of policies governing its use, accountability, and implementation. Cross-national scholarship remains dominated by discussions of adoption, pedagogical opportunities, and ethical risks, while variation in policy enactment across national education systems remains underexplained. This study examines artificial intelligence policy enactment in Indonesia, Finland, and South Korea through a comparative qualitative policy analysis of 22 core and supporting policy documents. The analysis focused on policy orientation, the locus of enactment authority, regulatory-ethical institutionalisation, and implementation mode. The findings show that the main differences across the three systems do not lie in technology adoption itself, but in the logic through which policy is enacted. Indonesia demonstrates capacity-led enactment shaped by gradual implementation and teacher capacity building. Finland demonstrates regulatory-literacy enactment mediated by education providers and structured through regulation, ethics, and AI literacy. South Korea demonstrates scaled rollout enactment driven by state direction, infrastructure support, and personalised learning reform. The study proposes a three-part typology comprising capacity-led enactment, regulatory-literacy enactment, and scaled rollout enactment, and argues that cross-national variation in artificial intelligence policy in education is best explained through the arrangement of authority, regulatory-ethical institutionalisation, and implementation instruments.

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: Teacher burnout has become a critical issue in education, threatening the sustainability of schools by diminishing the well-being and effectiveness of educators. This qualitative study explores the causes, consequences, and potential interventions for teacher burnout through in-depth discussions with eleven participants. The study draws on thematic analysis to uncover key stressors, including excessive workload, lack of administrative support, and systemic pressures. Our findings highlight the impact of burnout on classroom management, teacher-student relationships, and institutional cohesion. The discussion underscores the importance of strategic planning by school districts, emphasizing the need for well-paced, teacher-friendly programming to support educators. The study concludes that reducing administrative burdens and fostering a supportive work environment is essential to mitigating burnout and ensuring a sustainable education system.

ABSTRACT: This longitudinal study examines the volatility and crisis resilience of adult lifelong learning participation in South Korea over an 18-year period, elucidating complex dynamics that transcend simple linear growth patterns. Drawing on nationally representative data from the Korean Survey of Lifelong Learning Individual Participation (KEDI, 2007-2024) covering 99,327 adults, this study applied crisis-response analytical frameworks to elucidate participation fluctuations. Empirical analysis revealed significant volatility with participation rates fluctuating from 29.8% (2007) to 33.1% (2024), experiencing peaks of 41.7% (2019) and dramatic declines during the COVID-19 pandemic (40.0% to 28.5%, 2020-2022). While generational and regional disparities demonstrated convergence during stable periods, they exhibited expansion during crises, revealing differential vulnerability patterns. These findings challenge prevailing assumptions about linear progress in lifelong learning development and underscore the critical importance of building crisis-resilient adult education systems.

ABSTRACT: This study compares the preprimary education systems of Singapore and Ethiopia, two nations with contrasting socioeconomic and legislative environments. Using a comparative analysis that integrates both quantitative and qualitative data, the research identifies discrepancies in accessibility, curriculum, teacher training, infrastructure, and policy efficacy. It fills a research gap by comparing ECE in a developed and developing nation, contextualizing global best practices for resource-limited settings. Ethiopia’s gradual progress (20% to 60% coverage, 2016–2025) reflects external collaboration and bottom-up approaches, but it lacks structural changes. The findings reveal significant gaps in essential resources, particularly textbook shortages, which hinder learning outcomes, and concerns about teacher expertise, highlighting the need for improved professional development programs. In contrast, Singapore’s coordinated curricula and nearly universal enrollment demonstrate astute investment and efficient regulation. Key findings reveal divergent long-term effects, values, and resource investments. While Singapore’s model offers insights into standards and technology utilization, recommendations emphasize Ethiopia’s need for additional funding and teacher professional development. The report underscores the importance of policy convergence with Sustainable Development Goal 4 to ensure inclusive early childhood care and education (ECCE) worldwide.