“Mriia. Post-Education”: The Major EdTech Event of the Year Organised by the Ministry of Digital Transformation and the Ministry of Education and Science (8 April 2025) - IEA (2025)
KerkoCite.ItemAlsoKnownAs: 2339240:S44KS2H3 2405685:CRUD29HZ

Ukraine ITU DataHub - International Telecommunication Union (ITU DataHub, 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:ETMUE48X 2405685:PS5WI3DG

An analysis of the impact of digital therapeutic interventions on attention and working memory in children with attention-deficit/hyperactivity disorder: A randomized controlled trial - Kim, Seon-Chil; Lee, Hojun (Applied Sciences, 2025)
Previous research has investigated non-pharmacological digital therapeutic interventions to improve compliance and reduce side effects in attention-deficit/hyperactivity disorder (ADHD) medication treatments for children. This study focuses on validating the effects of game-based intervention content for enhancing working memory and concentration. It tracks quantitative changes to evaluate improvements in concentration and working memory when digital game-based content is used as adjunct therapy alongside medication for children with ADHD. Thirty children participated; one group received digital therapeutic intervention based on game content alongside medication (experimental) and the other group received conventional treatments (control). The study results show that children with ADHD in the experimental group, who use digital game-based content, exhibit a reduction of 8.13 ± 6.71 points in the K-ARS total score at the fourth week compared to baseline, while the control group shows a reduction of 7.14 ± 8.73 points. Inattention decreases by 36.84% in the experimental group and 28.56% in the control group, while hyperactivity–impulsivity decreases by 50.71% in the experimental group and 34.00% in the control group. All the results are analyzed using a paired t-test between baseline and the fourth week. Significant decreases in the K-CBCL total problem behavior score and internalizing and externalizing behaviors are consistently observed at 28 days compared with baseline. The FAIR attention–concentration test results show significant differences between the experimental and control groups in the Q-percentile and Q-standard scores, with repeated measures ANOVA results showing p = 0.006 and p = 0.007, respectively. Digital content was shown to influence digital therapeutic intervention—a non-pharmacological treatment for ADHD.
KerkoCite.ItemAlsoKnownAs: 10.3390/app15020788 2339240:CV2NHMF4 2405685:8E9DPKGR

Diaa Ecosystem - Kyiv Global Government Technology Centre (2025)
KerkoCite.ItemAlsoKnownAs: 2339240:NGPUZV38 2405685:JSCC5WU4

Embedding gender equality and social inclusion (GESI) in research with teachers: A self-assessment framework. - Lynch, Ingrid (Foundation for Information Technology Education and Development and Fundación SUMMA., 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:44YHK9R3 2405685:SEBR6ZNM

Digital Ukrainian credentials accessible via Diia digital application - McKenna, Tatiana (National Association of Credential Evaluation Services, 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:W4YR8UGC 2405685:PPPUZV9M

National Digital Learning Strategy for the Sierra Leone Ministry of Basic and Senior Secondary Education & Teaching Service Commission 2025–2030 - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2025)
Sierra Leone launches first-ever National Digital Learning Strategy The Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC) are pleased to announce the launch of Sierra Leone’s first-ever National Digital Learning Strategy (NDLS) — a groundbreaking framework aimed at leveraging educational technology to improve teaching and learning in Sierra Leone. Developed through a collaborative and consultative process with representatives from the MBSSE, TSC, Ministry of Tertiary and Higher Education (MTHE), Presidential Delivery Unit (PDU), and Ministry of Communications, Technology, and Innovation (MoCTI) and shaped by insights from students, teachers, district leaders and officials, the NDLS outlines key priorities related to addressing the digital divide in Sierra Leone; improving teachers’ digital capabilities; strengthening learners’ access to technology; improving access to localized content, and improving coordination mechanisms between all EdTech stakeholders. EdTech Hub is a proud partner of this work alongside the UK Foreign, Commonwealth and Development Office (FCDO), UNICEF, the World Bank, and other collaborators. This collaboration included technical guidance and support throughout the process. The NDLS represents a collective commitment to transforming education and building future-ready learners and educators.
KerkoCite.ItemAlsoKnownAs: 2405685:WVVB6PCG

National Digital Learning Strategy for the Sierra Leone Ministry of Basic and Senior Secondary Education & Teaching Service Commission 2025–2030 - Ministry of Basic and Senior Secondary Education (MBSSE) (Government of Sierra Leone, 2025)
Published by the Government of Sierra Leone KerkoCite.ItemAlsoKnownAs: 2339240:BTQMS8DZ 2405685:7W2HXMY3

500 laptops delivered to Ukrainian schools through the Device Coalition - Ministry of Education and Science of Ukraine (2025)
The global children’s charity Theirworld and the Olena Zelenska Foundation, in cooperation with the Ministry of Education and Science of Ukraine, have delivered 500 laptops to general secondary education institutions across the country
KerkoCite.ItemAlsoKnownAs: 2339240:DTYGAAL6 2405685:XCYU92FC

How to organize learning for Ukrainian children abroad: Q&A - Ministry of Education and Science of Ukraine (2025)
KerkoCite.ItemAlsoKnownAs: 2339240:7XNSVGP6 2405685:HXY9RCYK

Ukraine Country Profile on School Network Optimisation - Ministry of Education and Science of Ukraine (2025)
KerkoCite.ItemAlsoKnownAs: 2339240:EE6TBD8U 2405685:ZIR8PIPX

Ukraine: Recognition of schoolchildren’s learning outcomes acquired abroad is now regulated - Ministry of Education and Science of Ukraine (2025)
KerkoCite.ItemAlsoKnownAs: 2339240:Q8G2BPYS 2405685:J9LPY999

Zavgorodnii Dmytro - Ministry of Education and Science of Ukraine (2025)
KerkoCite.ItemAlsoKnownAs: 2339240:HAYS57VN 2405685:ALR3UDMV

Role of Artificial Intelligence in enhancing school digital twins - Nalayini, C. M.; Arunkumar, Shailesh (Journal of Artificial Intelligence and Capsule Networks, 2025)
A School Digital Twin system powered by AI has been deployed to make educational spaces more responsive and intelligent through real-time monitoring, self-governing decisionmaking, and decentralized participation. Utilizing cameras, IoT sensors, artificial intelligence, and blockchain-powered smart contracts, the system monitors and interprets real-time data from classrooms to build a dynamic virtual replica of every learning environment. This virtual twin enables timely, data-driven interventions intended to maximize classroom conditions. While AI oversees environmental adaptations, blockchain guarantees transparency and verifiability of decision-making processes. By coupling advanced technological infrastructure with pedagogical goals, the system aims to facilitate more adaptive, resource-effective, and learner-centred education practices. Finally, it aims to enhance learning conditions, promote evidence-informed governance, and increase academic achievement through personalization and intelligent adaptation.
KerkoCite.ItemAlsoKnownAs: 10.36548/jaicn.2025.2.008 2339240:JZBFYRY6 2405685:3PPFQDBV

Inclusive education through technology: A systematic review of types, tools and characteristics - Navas-Bonilla, Carmen del Rosario; Guerra-Arango, Julio Andrés; Oviedo-Guado, Daniel Alejandro; Murillo-Noriega, Daniel Eduardo (Frontiers in Education, 2025)
KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2025.1527851 2339240:3GVABJL7 2405685:T6NA6YTM

Ukraine's Education Policy as a Pillar for Successful Rebuilding - Nazarenko, Y (Foundation for European Progressive Studies, 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:YN3T358C 2405685:IDAP767S

Looking Forward: The alliance of Ukrainian CSOs - Nicholas Noe (Refugees International, 2025)
The Alliance’s experience offers valuable insights for how locally led coalitions can drive power-shifting efforts as humanitarian aid diminishes.
KerkoCite.ItemAlsoKnownAs: 2339240:XYF8RNGU 2405685:HYPX5UQX

AI User Manual: For teachers, students, schools, and parents in Thailand 2025 - Office of Academic Affairs and Educational Standards; Office of the Basic Education Commission (OBEC) (Government of Thailand, 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:TRCCWJEY 2405685:VW67FTL4

Three years of war in Ukraine: Education disruptions deepen mental health crisis for children - Plan International (Plan International EU Liaison Office, 2025)
Five consecutive years of disrupted schooling in Ukraine is having devastating consequences for children’s development and mental wellbeing, child rights NGO Plan International warns as the war enters its fourth year, calling for more support for pupils to continue their studies.
KerkoCite.ItemAlsoKnownAs: 2339240:GF6MUAEC 2405685:6GGQ629Q

Emotional trauma piles up for Ukraine's children three years after invasion - Reuters (2025)
KerkoCite.ItemAlsoKnownAs: 2339240:7UGQIB8G 2405685:WBP4MSFL

BLP App: Feel Better Learn Better - Right to wellbeing (Right to Wellbeing 2025, 2025)
Developed by the Norwegian Refugee Council, the BLP (Better Learning Programme) App helps teachers, parents and caregivers understand the effects of trauma on children.
KerkoCite.ItemAlsoKnownAs: 2339240:UJXMEK2F 2405685:K4RLC3U2 5911999:997HNEMH

Lost Lessons Due to Air Raid Alerts: How Many — and What Can Be Done? - Savisko, Myroslava; Karakai, Antonii (Vox Ukraine, 2025)
How many hours of classroom time have Ukrainian students lost due to air raid alerts? Which regions have experienced the...
KerkoCite.ItemAlsoKnownAs: 2339240:AMEXYGKY 2405685:QQFH8BEY

How the state provides Ukrainian children abroad with access to education: Results of the accounting chamber of Ukraine audit - The Accounting Chamber (2025)
KerkoCite.ItemAlsoKnownAs: 2339240:BT4JNB8A 2405685:YDRLUS2N

Remedial Education Programmes in Ukraine: Best practices and practical recommendations - Ukraine Education Cluster (2025)
Manual and Guideline in English on Ukraine about Education; published on 1 May 2025 by Education Cluster and UNICEF
KerkoCite.ItemAlsoKnownAs: 2339240:7X4KFMX7 2405685:69SEZ9BI

Minutes of NSC Meeting 30.04.25 - Ukraine Shelter Cluster (2025)
KerkoCite.ItemAlsoKnownAs: 2339240:8U98L7SQ 2405685:ZWLQ4I6Z

About Us | UCEQA - Ukrainian Center for Educational Quality Assessment (2025)
The Ukrainian Center for Educational Quality Assessment (UCEQA) is a state institution that delivers external independent evaluation of students’ learning outcomes at a certain educational level, and conducts monitoring studies of the quality of education in Ukraine.
KerkoCite.ItemAlsoKnownAs: 2339240:4QX8X7Y7 2405685:NN3NTJ3W

Education for Ukrainian refugee learners in European host countries - UNESCO (2025)
KerkoCite.ItemAlsoKnownAs: 2339240:7DBKVBLZ 2405685:AWPQYLE4

Education in emergencies: what you need to know - UNESCO (2025)
What UNESCO does where crises and attacks affect education
KerkoCite.ItemAlsoKnownAs: 2339240:I8US35UR 2405685:CTFVW3PE

Project: GPE System Capacity Grant for Strengthening Education Sector Capacity to Facilitate Access to Quality Education Service Delivery in Afghanistan details | Core Data Portal - UNESCO (2025)
Strengthening Education Sector Capacity to Facilitate Access to Quality Education Service Delivery in Afghanistan is funded by the Global Partnership for Education through its System Capacity Grant. UNESCO leads the overall program design, implementation, M&E and reporting as the Grant Agent. USAID and FCDO are the Coordinating Agencies. Key outputs of the project include an updated Afghanistan Education Sector Transitional Framework for 2024-2025, improved coordination mechanism between humanitarian and development partners for information sharing, joint programming and emergency responses, M&E and reporting, improved operational capacity of national sub-national partners.
KerkoCite.ItemAlsoKnownAs: 2339240:AVN322T4 2405685:EG6CJLAS

Public–private partnerships to bridge gaps in education continuity in times of crises: the Ukraine case study - UNESCO (2025)
The report developed by UNESCO's Global Education Coalition in collaboration with KPMG International, highlights the enriching collaborative experience between the public and the private sector in Ukraine, showcasing the positive and sustainable impact of its initiatives on the national education system and the additional opportunities that can be unlocked through partnership.
KerkoCite.ItemAlsoKnownAs: 2339240:J4XIF7VV 2405685:EC5FBRLD

Understanding the needs of Ukrainian Teacher Training Institutions - UNESCO (2025)
KerkoCite.ItemAlsoKnownAs: 2339240:ZENPX7ZL 2405685:G8HHDH2H

New data insights reveal both progress and challenges for Ukrainian refugee students’ education in Europe - UNHCR (UNHCR Europe, 2025)
UNHCR, the UN Refugee Agency, in collaboration with members of the Regional Technical Hub on Refugee Education (including UNHCR, UNESCO, UNICEF, the EU, OECD, and Council of Europe), has launched a data dashboard that consolidates key data, policy and support measures, and evidence on education for Ukrainian refugees in European host countries.
KerkoCite.ItemAlsoKnownAs: 2339240:8X2IYVH6 2405685:DABUFJDP

4.6 million children in Ukraine face ongoing educational barriers as fourth academic year during war begins - UNICEF (2025)
Children start another school year during wartime and ahead of the coming freezing winter months, but despite challenges they are determined to learn with support from dedicated educators across the country.
KerkoCite.ItemAlsoKnownAs: 2339240:M9YU7EWP 2405685:8M7TXQM9

Catch-up classes help conquer barriers to education in Ukraine - UNICEF (2025)
Eight-year-old Liana, from Ukraine’s Dnipro region, eagerly attends catch-up lessons at her local digital learning centre.
KerkoCite.ItemAlsoKnownAs: 2339240:NAAQWTI4 2405685:38KYTEJG

Disability Inclusion in UNICEF Activities in Ukraine 2022-2024 - UNICEF (2025)
From 2022 to 2024, as part of the humanitarian response to the war in Ukraine, all United Nations Children’s Fund (UNICEF) sections implemented projects and led activities that impacted families with children with disabilities.
KerkoCite.ItemAlsoKnownAs: 2339240:3579IFBT 2405685:M3CZ2ZLV

Ukraine Humanitarian Situation Report No. 49 - UNICEF (2025)
KerkoCite.ItemAlsoKnownAs: 2339240:GHZTSQ6L 2405685:GHEJTXSF

Diia.Education launches updated digital map with Digital Education Hubs - United Nations Development Programme (UNDP, 2025)
From now on, members of the public will be able to quickly find the nearest hub where they can master essential digital skills.
KerkoCite.ItemAlsoKnownAs: 2339240:LSUHX26Z 2405685:GA5ALX4J

State Digital Transformation in Ukraine: 2019–2024 Review - Vyhovska, Viktoriia; Sholudko, Viktor; Balytska, Mariia (Vox Ukraine, 2025)
Digital transformation in Ukraine is a systemic process that has encompassed nearly all areas of public administration. The innovation behind...
KerkoCite.ItemAlsoKnownAs: 2339240:KFFQSPB6 2405685:LUFR546N

Ukraine - Fourth Rapid Damage and Needs Assessment (RDNA4) : February 2022 - December 2024 - World Bank; Government of Ukraine; European Union; United Nations (World Bank Group, 2025)
Ukraine - Fourth Rapid Damage and Needs Assessment (RDNA4) : February 2022 - December 2024 (English)
KerkoCite.ItemAlsoKnownAs: 2339240:IJ96WCZ9 2405685:KC4WLEL9

Artificial Intelligence in educational management: Current research - Yılmaz, Ayhan; Koç, Abdullah; Tekin, Murat Ziya; Altun, Raşit; Aydın, Mehmet (International Journal of Eurasian Education and Culture, 2025)
Han Yazılım Dergi Yönetim Sistemi
KerkoCite.ItemAlsoKnownAs: 10.35826/ijoecc.2867 2339240:ZZZTWBZH 2405685:CS26STWG

EdTech and minoritized mother-tongue-based learning: Current practices and future directions in low- and middle-income countries - Zhao, Annette; Koomar, Saalim; Barnes, Katrina; Mitchell, Joel; Gasanabandi, Gentille; Ullah, Noor (NORRAG Special Issue: Multilingualism and language transition: Innovations and possibilities, 2025)
KerkoCite.ItemAlsoKnownAs: 2405685:NV858V55
Keywords: ⛔ No DOI found

Key Policy Developments in Education, Training and Employment: Ukraine - European Training Foundation (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:YX24NPBH 2405685:VGE6PA9G

Colombia Appeal - UNICEF (2024)
Humanitarian Action for Children
KerkoCite.ItemAlsoKnownAs: 2339240:9246H8FC 2405685:BHZHW7YV 5911999:9ZQDJ8QN

From algorithm outputs to classroom impact: A conversation with Marian Abu, director of teacher management at the Teaching Service Commission - Frazer, Madleen (EdTech Hub, 2024)
This blog features a conversation between Marian Abu, Director of Teacher Management at the Teaching Service Commission, and Madleen Frazer from EdTech Hub, discussing the use of data in teacher deployment decisions in Sierra Leone.
KerkoCite.ItemAlsoKnownAs: 2339240:KD7MWZKG 2405685:MW5BTZQ9

2024 Southeast Asia EdTech 50 - HolonIQ (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:BCPFIBD2 2405685:PVYHNTSM

Global Humanitarian Overview 2025: As local as possible? Progress remains incremental - Humanitarian Action (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:BNEQKVDR 2405685:Q9LZVETL

Mother tongue-based education in a diverse society and the acquisition of foundational skills: Evidence from the Philippines - Igarashi, Takiko; Maulana, Sandy; Suryadarma, Daniel (Labour Economics, 2024)
The Philippines is an ethnolinguistically diverse country with 180 languages spoken. In 2012, the government massively expanded the language of instruction (LoI) options, a shift from a bilingual Filipino-English education to mother tongue-based education using 19 languages targeting students in kindergarten to grade 3. The policy intended to create a closer link between the school instructional language and students’ mother tongue in the early stage of formal schooling, which would improve foundational skills and increase the students’ ability to acquire proficiency in additional languages. We use nationally representative data to evaluate the policy's impact on foundational reading and mathematics skills, exploiting a variation between student cohorts and the variation in the instructional languages before and after the policy. We find that the policy reduced the mean linguistic distance between children's mother tongue and school LoI by between 43 % to 76 %. However, we find a statistically significant and negative effect on foundational reading skills when tested in Filipino or English. The magnitude is not negligible given the Philippines’ flat learning profiles. We find the policy also negatively impacted the foundational mathematics skills of the first cohort fully exposed to the policy. Our findings imply that governments need to reconsider the mother tongue-based education policy as a tool to improve foundational skills in a diverse society.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.labeco.2024.102641 2339240:KIKHU54W 2405685:BDVMQI9B
Keywords: Mathematics; Mother tongue-based multilingual education; Philippines; Reading; School instructional language

Artificial Intelligence for Education in Bangladesh: Insights from the First Small-Scale Artificial Intelligence Needs Assessment and Training for Primary Education Teachers - Kong, Byeongjo; Li, Zhigang; Ratner, Sara; University of Oxford; Hemberg, Erik; AnyScale Learning For All; Haque, A. K. M. Shamsul (Asian Development Bank, 2024)
Bangladesh, with one of the largest education systems in the world, has started to lay the foundation for reskilling its youth in preparation for an automated world of work. The country has thus looked to using artificial intelligence (AI) in the education sector, recognizing its promise to transform the teaching–learning landscape while acknowledging the challenges inherent in its adoption. This paper presents results of an AI needs assessment survey and training workshop conducted among primary education teachers from 2023 to 2024, to gather opinions on pedagogies that could benefit from AI-enabled automation, as well as understand respondents’ perceptions of integrating AI and automation into their teaching tasks.
KerkoCite.ItemAlsoKnownAs: 10.22617/WPS240575-2 2339240:AI447E4V 2405685:GFCNWNN6

The future of learning: The impact of EdTech on learning outcomes in the Philippines - Deshpande, Tanvi; White, Lauren (GSMA, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LXNLXZK4 2405685:ARHGXQTI

The impact of digital twin technology on the policy lifecycle in government agencies and the role of value-sensitive design in guiding its ethical development - van Meerten, John; Smit, Koen (Proceedings of the 2024 8th International Conference on Software and e-Business, 2024)
The rise of Digital Twin Technology (DTT) in spatial planning practices could transform how governmental agencies develop and manage policies. This paper conceptually explores the influence of DTT on the policy lifecycle, examining how it enhances decision-making, governance efficiency, and service delivery, but doing so in a Value-Sensitive manner using Value-Sensitive Design (VSD) theory. VSD can be employed to ensure the ethical development and implementation of DTT, which is important as spatial planning affects many human values of individuals over a prolonged period. Drawing the state-of-the-art on the central topics of this work, this research provides a comprehensive understanding of DTT's implications for governance and the potential of VSD to shape its ethical design and implementation.
KerkoCite.ItemAlsoKnownAs: 10.1145/3715885.3715891 2339240:BU4DQ9IB 2405685:E6X5PIZD

aprendIA - International Rescue Committee (Airbel Impact Lab, 2024)
The Airbel Center is the innovation team at the International Rescue Committee. We develop products, services, and systems to improve humanitarian response—creating lasting impact for people affected by conflict and crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:569ZDLTL 2405685:QHV2VYFT

Low-connectivity Educational Technology: A Case Study of Supporting Learning during Covid-19 via SMS with ‘Keep Kenya Learning’ - Jordan, Katy; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia (Journal of Learning for Development, 2024)
The use of Short Messaging Service (SMS) for education has grown in recent years, drawing particular attention to supporting school-level learners, due to the Covid-19 pandemic. This renewed interest has prompted questions about how this form of educational technology could be used in the longer term. However, despite being used in many Covid-19 responses, there are few documented examples of innovative applications in this field during the pandemic, which represents a gap in the literature. As a medium for education, SMS offers potential benefits such as being cost-effective and having positive impacts on learning. In this paper, we present a case study of an educational programme rapidly implemented during the pandemic as part of the ‘Keep Kenya Learning’ program, to support learners remotely in terms of literacy, numeracy, and social and emotional learning topics. Through the case study, we describe the innovative process used to rapidly develop content for SMS, and draw upon usage statistics, quiz scores and user feedback to gain insights into its implementation with learners and caregivers in Kenya. The case study demonstrated that educational television content can be effectively adapted to mobile delivery. Furthermore, we present practical reflections on the development and implementation of SMS educational technology which will help inform future initiatives. These include considering timing in relation to school terms when planning a supporting intervention, and designing content in a modular way to allow flexibility for learners in navigating through courses.
KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v11i3.1066 2405685:BWBWSFY4

Learning for an uncertain future: Artificial intelligence a challenge for Pakistani education system in the era of digital transformation - Khurshid, Saba; Khurshid, Shumaila; Toor, Hafsa Khalil (Qualitative Research Journal, 2024)
The rapid advancement of AI in education brings both significant challenges and opportunities. In Pakistan, where the educational system is facing numerous issues, AI integration has raised significant concerns. Therefore, this study aims to explore the challenges AI poses to the Pakistani education system in the era of digital transformation.,A focus group was conducted with 13 participants, including educators and heads of departments from universities located in Rawalpindi and Islamabad. Thematic analysis was used to generate themes from the data.,The study findings indicated that AI integration in education can provide personalized and adaptive learning and teaching experiences by bridging the educational divide through easy access to quality education. Participants also highlighted the anxieties related to the digital divide as a great challenge for Pakistan. The integration of AI and automation in education is also raising concerns about job displacement for educators.,It highlighted that the integration of AI into the educational system can also bring both challenges and opportunities. To tackle these issues, potential strategies such as professional development and training programs to develop AI literacy among educators need to be introduced.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/QRJ-02-2024-0045 2339240:I72XLUAG 2405685:XTHZTMER

Why East Africa’s education systems must build climate resilience now: Three takeaways from a conference - Mbugua, Ciku; Simmons, Hannah; Barretto, Johnpaul; Barretto, Hannah Simmons and Johnpaul, Ciku Mbugua (EdTech Hub, 2024)
How can education systems build resilience to climate change? EdTech Hub explored this critical question at the inaugural East African Community Education Conference, held in Arusha this August. Discover our key insights in this blog.
KerkoCite.ItemAlsoKnownAs: 2339240:8JH5JWWD 2405685:3697CB4V

Making knowledge accessible - Futurum (2024)
How is Bibliothèques Sans Frontières (Libraries Without Borders) facilitating access to education, culture and information to under-resourced communities around the world?
Section: Career Guide KerkoCite.ItemAlsoKnownAs: 2339240:9IN36BUQ 2405685:XYMK68P7

Supporting equitable access to learning via SMS in Kenya: Impact on engagement and learning outcomes - Jordan, Katy; Myers, Christina; Damani, Kalifa; Khagame, Phoebe; Mumbi, Albina; Njuguna, Lydia (British Journal of Educational Technology, 2024)
Abstract The use of SMS messaging for education has grown in recent years, with particular attention recently during the Covid‐19 pandemic. Mobile phones often have high levels of ownership in low‐income contexts compared to computers, and lower connectivity requirements, which arguably make this a more equitable medium than data‐heavy online instruction, for example. However, given that gender can be a factor to influence mobile device access and use, it is also important to consider educational applications through a gender lens, to avoid further exacerbating digital divides. In this paper, we present an analysis of server log and evaluation data in relation to a literacy‐focused initiative for primary‐aged learners carried out in Kenya as part of the Tusome programme and through the SMS‐based M‐Shule education platform, which does not require an Internet connection or smartphone to run. The extent of engagement with the platform varies according to gender and location within the country. The data also demonstrate a positive impact on learning outcomes regardless of learners' gender and location. Furthermore, the learning gains are shown to be relatively cost‐effective in comparison with educational technology interventions in similar contexts. The findings show that this low‐connectivity adaptive model has a positive impact on learning outcomes. It is a scalable approach to support a range of learners in Kenya, providing more support to learners who need it, and leading to increased foundational learning outcomes overall. As such, the findings will also be of highly relevant to other low‐connectivity contexts. Practitioner notes What is already known about this topic Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low‐connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes. Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low‐income contexts. Software applications which adapt to the learners' level have shown good potential for gender‐equitable learning outcomes in low‐income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on. What this paper adds There is a lack of contextually relevant evidence of the impact of SMS‐based mobile learning applications in low‐resource and low‐connectivity contexts upon learning outcomes. Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS‐based educational platform—M‐Shule—can have a positive impact upon learning outcomes. Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya. Implications for practice and/or policy Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low‐connectivity environments. Learning gains using M‐Shule are evidenced as significant and relatively cost‐effective. Existing high‐quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out‐of‐school or during periods of educational disruption.
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13533 2405685:JQREWVZC

Artificial intelligence and education governance - Filgueiras, Fernando (Education, Citizenship and Social Justice, 2024)
Artificial intelligence (AI) and big data methodologies have provided a vast possibility of applications in different public policy sectors. AI and big data provide essential innovations in school teaching and learning practices, curriculum, and management in education, transforming the entire formulation and implementation of education policy. The possibilities of AI in education present a high potential for improvement but a series of new risks and threats that question the benefits of adopting AI in education. This article discusses the possibilities and limits of artificial intelligence in education, observing the institutionalization of new governance practices in education that emerge with digital technologies. To discuss these new governance practices, we deal with the Beijing Consensus on artificial intelligence in education and the challenges of building new education governance. In addition, we discuss potential impacts of AI on education, with a special focus on social justice.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/17461979231160674 2339240:W5U38W6A 2405685:TDMAZBBZ

Out-of-School Children and Youth in Southeast Asia: A Rapid Scoping Study - Afzal, Nimra; Barnes, Katrina; Hayat, Amal; Mazari, Haani; Jayasinghe, Neema; Sentillas, Emil (2024)
This rapid scoping study has been conducted by EdTech Hub and the Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat through the ASEAN-UK Supporting the Advancement of Girls Education (ASEAN-UK SAGE) programme. Through the ASEAN-UK SAGE programme, secondary research has been conducted on the current situation of out-of-school children and youth (OOSCY) in Southeast Asia by Dabrowski et al. (2024) and Barnes et al. (2024). Building on these efforts, this study provides an updated and nuanced overview of the reasons for children and youth in the region being out of school and the policies and programmes that support them. The study used new primary data generated by surveys with education actors and interviews with OOSCY, their caregivers, and teachers, combined with a review of existing documentation. It is important to note that this study is deliberately high level, as it seeks to provide a snapshot of the OOSCY situation in the region as a whole. The findings should therefore be considered indicative rather than comprehensive, and deeper, country-specific profiling, analyses and targeted recommendations will be provided through forthcoming country case studies and thematic papers.
KerkoCite.ItemAlsoKnownAs: 2339240:P48KHC6J 2405685:5F5HC2M4

Scaling Fundamentals: A Framework for Understanding and Managing the Scaling Process - Cooley, Larry; Linn, Johannes (Scaling Community of Practice, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:9JPT3YY8 2405685:WVTW9RUI

A Review on the Feasibility of AI-Supported Education Platforms in Afghanistan: Addressing Barriers to Women and Girls' Education - Karimy, Aziz Ullah; Rasuli, Juma; Reddy, P Chandrasekhar; Joya, Musa; Hamdard, Ali Juma; Ghulami, Hassan Rahnaward (2024 IEEE Global Humanitarian Technology Conference (GHTC), 2024)
KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC62424.2024.10771581 2339240:74LBYNX7 2405685:IZ57YAR9

Global Education Monitoring Report 2024: Pacific: Technology in education – A tool on whose terms? - UNESCO (GEM Report UNESCO; Commonwealth of Learning, 2024)
KerkoCite.ItemAlsoKnownAs: 10.54676/FILL2531 2339240:DXBAKU7K 2405685:ZBSTNVNC

Using ChatGPT as a lesson planning assistant with preservice secondary mathematics teachers - Gurl, Theresa J.; Markinson, Mara P.; Artzt, Alice F. (Digital Experiences in Mathematics Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1007/s40751-024-00162-9 2339240:CE2H6K4T 2405685:XF4QTDPC

The quality of translated children's literature in the Let’s Read application: Evaluating source text meaning accuracy using Angelelli's scoring rubric - Setiajid, Harris; Krisnarani, Natalia; Nirwinastu, Diksita (ResearchGate, 2024)
PDF | This study evaluates the translation quality of a children's story, "Dive", in the Let’s Read app using Angelelli's scoring rubric. The focus is... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 10.32996/ijllt.2023.6.7.11 2339240:5ND24LNE 2405685:3N28MXZ4

Prospective Artificial Intelligence (AI) applications in the university education level: Enhancing learning, teaching and administration through a PRISMA base review systematic review - Hossain, Rashed; Sohag, Hossain Jaman; Hasan, Farhatul; Ahmed, Shainjida; Amin, Al-; Islam, Md Mominul (Pakistan Journal of Life and Social Sciences, 2024)
Artificial Intelligent (AI) has been trying to improve education systems by enabling personalized learning, improving administrative efficiency and supportin
KerkoCite.ItemAlsoKnownAs: 10.57239/pjlss-2024-22.2.00694 2339240:43ZZRH2Q 2405685:C7I9GWGU
Keywords: Adaptive Learning Technology; Artificial Intelligence; Data Privacy; Educational Technology; Higher Education; Intelligent Tutoring Systems (ITS); Personalized Learning; University Education

What explains teachers’ trust in AI in education across six countries? - Viberg, Olga; Cukurova, Mutlu; Feldman-Maggor, Yael; Alexandron, Giora; Shirai, Shizuka; Kanemune, Susumu; Wasson, Barbara; Tømte, Cathrine; Spikol, Daniel; Milrad, Marcelo; Coelho, Raquel; Kizilcec, René F. (International Journal of Artificial Intelligence in Education, 2024)
With growing expectations to use AI-based educational technology (AI-EdTech) to improve students’ learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers’ willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers’ trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede’s cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers’ trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers’ trust in AI-EdTech. Efforts to raise teachers’ understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40593-024-00433-x 2339240:LIX7WIFY 2405685:4TWQY3P8
Keywords: Artificial Intelligence; Artificial intelligence; Computers and Education; Culture; Digital Education and Educational Technology; Education; Education Science; Educational Research; Ethnicity in Education; Survey; Teachers; Trust

Artificial intelligence in education: A systematic literature review - Wang, Shan; Wang, Fang; Zhu, Zhen; Wang, Jingxuan; Tran, Tam; Du, Zhao (Expert Systems with Applications, 2024)
Artificial intelligence (AI) in education (AIED) has evolved into a substantial body of literature with diverse perspectives. In this review paper, we seek insights into three critical questions: (1) What are the primary categories of AI applications explored in the education field? (2) What are the predominant research topics and their key findings? (3) What is the status of major research design elements, including guiding theories, methodologies, and research contexts? A bibliometric analysis of 2,223 research articles followed by a content analysis of selected 125 papers reveals a comprehensive conceptual structure of the existing literature. The extant AIED research spans a wide spectrum of applications, encompassing those for adaptive learning and personalized tutoring, intelligent assessment and management, profiling and prediction, and emerging products. Research topics delve into both the technical design of education systems and the examination of the adoption, impacts, and challenges associated with AIED. Furthermore, this review highlights the diverse range of theories applied in the AIED literature, the multidisciplinary nature of publication venues, and underexplored research areas. In sum, this research offers valuable insights for interested scholars to comprehend the current state of AIED research and identify future research opportunities in this dynamic field.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.eswa.2024.124167 2339240:P3L93X79 2405685:ZENKWUFS
Keywords: Artificial intelligence; Bibliometric analysis; Content analysis; Education; Literature review

LessonPlanner: Assisting novice teachers to prepare pedagogy-driven lesson plans with Large Language Models - Fan, Haoxiang; Chen, Guanzheng; Wang, Xingbo; Peng, Zhenhui (Proceedings of the 37th Annual ACM Symposium on User Interface Software and Technology, 2024)
Preparing a lesson plan, e.g., a detailed road map with strategies and materials for instructing a 90-minute class, is beneficial yet challenging for novice teachers. Large language models (LLMs) can ease this process by generating adaptive content for lesson plans, which would otherwise require teachers to create from scratch or search existing resources. In this work, we first conduct a formative study with six novice teachers to understand their needs for support of preparing lesson plans with LLMs. Then, we develop LessonPlanner that assists users to interactively construct lesson plans with adaptive LLM-generated content based on Gagne's nine events. Our within-subjects study (N=12) shows that compared to the baseline ChatGPT interface, LessonPlanner can significantly improve the quality of outcome lesson plans and ease users' workload in the preparation process. Our expert interviews (N=6) further demonstrate LessonPlanner's usefulness in suggesting effective teaching strategies and meaningful educational resources. We discuss concerns on and design considerations for supporting teaching activities with LLMs.
arXiv:2408.01102 [cs] KerkoCite.ItemAlsoKnownAs: 10.1145/3654777.3676390 2339240:HBQBW8FG 2405685:VB65TT97
Keywords: Computer Science - Human-Computer Interaction

Fathers’ engagement in a parenting program primarily intended for female caregivers: An early qualitative process evaluation in Western Kenya - Jeong, Joshua; McCann, Juliet K.; Bhojani, Alina; Maguet, Zane; Uyehara, Malia; Ochieng, Michael (PLOS Global Public Health, 2024)
Parenting programs predominantly target one caregiver of the child or most commonly the child’s mother. However, fathers are also important caregivers whose engagement in interventions can benefit child health, nutrition, and development. In August 2023, a qualitative process evaluation was conducted during the first quarter of implementation to assess initial fidelity, quality, and outcomes of a parenting program in rural Western Kenya. In-depth interviews were conducted with female and male caregivers along with in-depth interviews and focus group discussions with program delivery agents. This secondary analysis specifically focused on stakeholders’ perceptions of father involvement in the program and aimed to identify barriers and facilitators to fathers’ participation, initial program impacts when fathers were involved, and recommendations for increasing father inclusion. Thematic content analysis was conducted, and data were triangulated across stakeholder groups. Overall, relatively few fathers participated in the program. Nevertheless, for the rare cases of participating fathers, stakeholders highlighted positive changes in fathers’ caregiving attitudes and practices. Key barriers to fathers’ program engagement included restrictive gender norms and perceived opportunity costs. Stakeholders suggested several strategies for better reaching fathers, including providing financial incentives and flexible scheduling of sessions. Overall, we found that fathers’ participation and program experiences were starkly different from those of mothers. Gender-responsive program adaptations and father-targeted implementation strategies are likely to increase the fathers’ engagement in parenting programs, which in turn may facilitate greater program impacts on family caregiving and child outcomes. Future evaluations of parenting programs should combine qualitative and quantitative approaches to more comprehensively assess program impacts on fathers and over time.
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pgph.0003520 2339240:8R2DVCB5 2405685:2Y29773R

Supply of Interactive Flat Panels for UNRWA Schools - (Only Jordan Local Vendors) - UNRWA (United Nations Global Marketplace, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:E3V6C5UD 2405685:LNI7HHW3

AI‐driven adaptive learning for sustainable educational transformation - Strielkowski, Wadim; Grebennikova, Veronika; Lisovskiy, Alexander; Rakhimova, Guzalbegim; Vasileva, Tatiana (Sustainable Development, 2024)
Abstract This paper scrutinizes how adaptive learning technologies and artificial intelligence (AI) are transforming today's education by making it personalized, accessible, and efficient as well as leading people to accepting, addressing, and mitigating sustainable development. Recently, education witnessed a remarkable technological surge driven by various advances in technology, which can be demonstrated by the increase of the number of scientific publications on this topic from just 1 in 1990 to 636 in 2023. Ongoing digitalization and technological revolution in education together with the novel approach to respect each student's unique learning style and abilities paved the way for adaptive learning technologies represented by the innovative tools that personalize educational experiences to cater to individual learners. All of that contributes to preparing more educated and informed citizens, drives innovation, and supports economic growth necessary for achieving a sustainable future. Our bibliographic study employs VOSviewer to conduct a bibliometric analysis of a total number of 3518 selected publications using the keywords “adaptive learning” and “AI” (represented by articles, proceeding papers, and book chapters) indexed in the Web of Science (WoS) database from 1990 to 2024. Our results demonstrate that recent technological changes played a key role in transforming adaptive learning, which was rather reinforced by the “digital surge” in education brought about by the COVID‐19 pandemic. Our findings can be useful for further development in the field of adaptive education where they can be employed by the relevant stakeholders and policymakers as well as by the scholars and researchers.
KerkoCite.ItemAlsoKnownAs: 10.1002/sd.3221 2339240:ZTJR5YUP 2405685:YPYVX9BP

Cluster randomized controlled trial of a phone-based caregiver support and parenting program for Syrian and Jordanian families with young children - Rafla, Joyce; Schwartz, Kate; Yoshikawa, Hirokazu; Hilgendorf, Dennis; Ramachandran, Anaga; Khanji, Mohammad; Seriah, Rawan Abu; Al Aabed, Mohammad; Fityan, Ragheb; Sloane, Phoebe; Al Aqra, Ayat; Mousa, Razan; et al. (Early Childhood Research Quarterly, 2024)
For refugee caregivers who may live in remote areas or be a highly mobile population, creating parenting programs that fit their needs and accommodate their mobility can be highly beneficial. In this article, we evaluate a 6-month, audio-only early childhood development (ECD) intervention delivered via phone (3 calls per month) to caregivers of Syrian and Jordanian backgrounds in Jordan. A sample of stipended community health volunteers (CHVs; N = 99) and their caseloads of caregivers (n = 2,298) was randomized to calls with health and nutritional content (control group) or calls with health, nutritional, and added parenting and caregiver-focused content (including content adapted from the Reach Up and Learn model). Hypothesized outcomes included reduced caregiver depressive and anxiety symptoms, parenting stress, and harsh discipline; increased parent-child learning activities and parenting self-efficacy. Exploratory outcomes (all caregiver-reported) included child development; and caregiver engagement in activities related to health and child learning following the calls. Exposure to the treatment condition resulted in a statistically significant reduction in caregivers’ depressive symptoms (d=-0.11). No other statistically significant impacts were found. Implications of these findings for caregiver interventions are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2024.07.004 2339240:99S5X8FD 2339240:N58IQRFZ 2405685:GYHRMQS2
Keywords: Ahlan Simsim; Arab caregivers; Caregiver mental health; Home-visiting; Impact evaluation; Reach up and learn; Refugees

Decolonising Educational Technology - Koole, Marguerite; Smith, Matt; Traxler, John; Adam, Taskeen; Footring, Shri (Education Sciences, 2024)
Educational technology (EdTech) has become commonplace in modern educational practice [...]
Number: 10 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci14101070 2405685:43J4KYUB
Keywords: n/a

Making Digital Learning Work: Lessons from the UNICEF-Akelius Digital Learning Initiative in 12 countries - UNICEF Innocenti (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3QBS5M3Y 2405685:W898XFVR

The role of e-learning during martial law: The Ukrainian experience - Kaminskyy, Valery (E-Learning Innovations Journal, 2024)
The research aim is to reveal the role of e-learning during Martial law by the example of Ukrainian experience. It focuses on the following objectives: to outline the advantages and challenges of e-learning; to describe the peculiarities of implementation of e-learning at the different levels of education; to analyse teaching methods used to integrate e-learning; and to develop the recommendations to implement e-learning. The systemic literature review was carried out to provide an objective summary of the current topic. All sources were published between March, 2022 and May, 2024. The literature focused on e-learning in Ukraine or similar conflict-affected areas. All articles were available in English or Ukrainian. To analyse the data, the synthesis method was applied. The findings proved that e-learning became an important tool during emergencies, providing continuity in education. It was explained that e-learning is introduced at primary, secondary, and higher levels of education. It includes synchronous and asynchronous models. Certain teaching methods are used to implement e-learning effectively. They relate to interactive simulations, multimedia content, gamification, discussion forums, and personalized learning. These methods, combined, create a dynamic e-learning environment that enhances students’ educational outcomes, particularly during emergencies. The implementation of e-learning in Ukraine during Martial law requires careful consideration of the recommendations: enhancement of digital infrastructure, adoption of flexible learning, formation of digital literacy, support of mental health, using interactive methods, increase of content quality, regular assessment, encouragement of positive teacher-student interaction, implementation of adaptive learning tools, and protection of students and educators' data. The research outcomes on the role of e-learning during Martial law can be used for the development of strategic plan of implementation of e-learning tools within the learning process in the regions affected by war or other emergencies. Also, the study can contribute to future educational practices, encouraging the development of more innovative learning solutions.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.57125/ELIJ.2024.09.25.04 2339240:W6UQW8S3 2405685:ZN2HPSG7
Keywords: e-learning tools; learning process; level of education; teaching method; virtual environment

Imagine Worldwide Launches Commitment to Action at CGI 2024 - Imagine Worldwide (Imagine Worldwide, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CNJTD9HE 2405685:R7FEXP64

Asia and the Pacific: Weekly Regional Humanitarian Snapshot (17–23 September 2024) - ReliefWeb (2024)
Infographic in English on Viet Nam and 3 other countries about Food and Nutrition, Health, Flood, Land Slide and more; published on 24 Sep 2024 by OCHA
KerkoCite.ItemAlsoKnownAs: 2339240:35Q9KKUF 2405685:2JMFZ6RZ

Getting ahead of climate hazards: Education cannot wait and strategic partners accelerate anticipatory action - Education Cannot Wait (2024)
As world leaders gather for the United Nations General Assembly and Summit of the Future, Education Cannot Wait (ECW) announced two ground-breaking anticipatory action pilots in Pakistan and Somalia.
KerkoCite.ItemAlsoKnownAs: 2405685:IH22KLHS

AI products: What AI EdTech products are out there? - AI for Education (2024)
Explore our landscape mapping of AI-powered EdTech solutions in Sub-Saharan Africa, India and Pakistan. This snapshot focuses on these key regions, offering a
KerkoCite.ItemAlsoKnownAs: 2405685:33LQGNFR

Ukraine: Protection Cluster National meeting minutes: 14 August 2024 - UNHCR (2024)
Other in English on Ukraine about Coordination and Protection and Human Rights; published on 14 Aug 2024 by Protection Cluster and UNHCR
KerkoCite.ItemAlsoKnownAs: 2339240:QFNZMREI 2405685:RR8PIH4K

Perpetual emergency education: Urban refugee education in Thailand is disrupted during the COVID-19 - Akhtar, Sheraz; Keeney, Patrick (Policy Futures in Education, 2024)
This study examines the impact of the COVID-19 pandemic on the education of Pakistani refugees in Bangkok, Thailand. It also assesses the effectiveness of emergency education (i.e., education in emergencies) provided by international non-governmental organizations (INGOs) in meeting the educational needs of refugees. The research focuses on the intersection of the refugee situation and COVID-19 restrictions, exploring how INGOs’ emergency education programs have addressed the needs of refugee children. The study also discusses the challenges faced by refugee children, the ethical implications of INGOs’ emergency education interventions, and the long-term educational prospects of refugee children. It highlights the concept of “perpetual emergency education,” which has created a significant gap between policies and practices. As a result, the study suggests that a more sustainable approach to refugee education is needed, recommending the integration of human rights and development-based education strategies into emergency education. This approach aims to narrow the gap and create a more resilient education system, particularly for urban refugees.
KerkoCite.ItemAlsoKnownAs: 10.1177/14782103241283143 2339240:7WEUEHNJ 2405685:JCURVHFZ

Barriers to inclusive education of children with autism: Ghanaian teachers’ perspective - Senoo, Eyram Juliet; Oti-Boadi, Mabel; Senoo-Dogbey, Efua Vivian; Bampoe, Ohenewa Josephine; Laari, Luke (Discover Education, 2024)
Autism Spectrum Disorder (ASD), a neurodevelopmental condition, has become a major concern for both developed and underdeveloped countries since the condition is associated with significant caregiver, family, and financial burdens. Approaches to educating these children, especially in their preschool years, are burdensome and demanding for both parents and teachers. Although it is recommended that children with ASD receive inclusive, age-appropriate education in mainstream school settings, there are barriers in Ghana. This study explored barriers faced by preschool teachers in implementing and adhering to inclusive education for children with ASD.
KerkoCite.ItemAlsoKnownAs: 10.1007/s44217-024-00242-3 2339240:LN252HXC 2405685:Y79ADQIM

Can AI transform education? - Kazmi, Asyia (Gates Foundation, 2024)
An expert reveals what learning may look like in the future—and how to ensure that all students benefit equally.
KerkoCite.ItemAlsoKnownAs: 2405685:6VJG4B8Y

Berlin edtech pioneer EIDU open sources code to boost global learning - Lawrence, Cate (Tech.eu, 2024)
EIDU partners with governments in low- and middle-income countries (LMICs) to sustainably and affordably digitise public education systems.
Section: Energy KerkoCite.ItemAlsoKnownAs: 2405685:I4CJMAUQ

Choosing our future: Education for climate action - Sabarwal, Shwetlena; Venegas Marin, Sergio; Spivack, Marla; Ambasz, Diego (The World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1596/42098 2339240:LSKSTZZW 2405685:PHS8IJFG

A justice-oriented conceptual and analytical framework for decolonising and desecularising the field of educational technology - Adam, Taskeen (Education Sciences, 2024)
Education systems globally are increasingly being shaped by the logics, assumptions and pedagogical underpinnings of educational technology (EdTech) products, services, programmes, policies, and systems. These often promote rationalistic, secular, universal, objectivist, (post)modernist, written, behaviourist, and individualistic ways of being, marginalising religious, spiritual, oral, subjective, critical, and communitarian ways of being. Given that technological ways of being have been propagated globally, these logics are no longer predominantly promoted by those in the Global North, but by techno-solutionists globally, although the core-to-periphery flows of ideology and funding are still prominent. This article develops a conceptual and analytical framework for decolonising and desecularising the field of EdTech. Concepts are drawn from various discourses: the desecularisation of knowledge to set the ontological framing; embodied cognition to set the epistemological framing; and social justice and decolonial discourses to set the axiological framing. From this, the article develops the Dimensions of Human Injustice Analytical Framework—covering material, ontological and epistemic, and (geo)political injustices—to assist policymakers, educators, EdTech developers, and international development practitioners in identifying and confronting coloniality in their EdTech. Acknowledging the complexity and contentions within decolonial thought, this article does not claim a unified stance on achieving justice but aims to offer a tool for deconstructing and questioning injustices.

Neurodiversity in practice: A conceptual model of autistic strengths and potential mechanisms of change to support positive mental health and wellbeing in autistic children and adolescents - Cherewick, Megan; Matergia, Michael (Advances in Neurodevelopmental Disorders, 2024)
Neurodiversity affirming frameworks are a paradigm shift from a deficit-focused approach to autism to recognizing autism as a heterogeneous constellation of differences in abilities and strengths. This article completed a literature review and data synthesis to (1) identify autistic strengths used in the design of psychosocial interventions, (2) propose mechanisms of change that explain strength-based psychosocial intervention effects on mental health and wellbeing outcomes, and (3) integrate findings in a conceptual model for testing in future research studies.
KerkoCite.ItemAlsoKnownAs: 10.1007/s41252-023-00348-z 2339240:RHZY4BVI 2405685:CJW37VZG

The role of Artificial Intelligence in enhancing administrative and learning efficiency in higher education: Insights from Abia State University, Uturu - Ufomba, Eberechi; Judith, Ezichi-Obasi; Daniel, Obasi C (International Academy Journal of Administration, Education and Society, 2024)
PDF | On Sep 15, 2024, Eberechi R Ufomba and others published The Role of Artificial Intelligence in Enhancing Administrative and Learning Efficiency in Higher Education: Insights from Abia State University, Uturu | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 2339240:8ADJKIST 2405685:MR85BRYP

AI-driven leadership: A conceptual framework for educational decision-making in the AI era - Langeveldt, Dean Collin (E-Journal of Humanities, Arts and Social Sciences, 2024)
This article aimed to examine how artificial intelligence is used in leadership in education.
KerkoCite.ItemAlsoKnownAs: 10.38159/ehass.20245812 2339240:PU74W5WE 2405685:C4LYYEVI

OpenAI says usage has doubled in the last year - Fried, Ina (Axios, 2024)
ChatGPT now has more than 200 million weekly active users.
KerkoCite.ItemAlsoKnownAs: 2405685:I7Q865FU

Who on Earth Is Using Generative AI ? - Liu, Yan; Wang, He (Washington, DC: World Bank, 2024)
The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-10870 2405685:I8H6PPHV

The Potential Impact of Artificial Intelligence on Equity and Inclusion in Education - OECD (2024)
Series: OECD Artificial Intelligence Papers Volume: 23 KerkoCite.ItemAlsoKnownAs: 10.1787/15df715b-en 2339240:UJMT6222 2405685:QLNZMBT5

Teachers’ use of data from digital learning platforms for instructional design: A systematic review - Hase, Alina; Kuhl, Poldi (Educational technology research and development, 2024)
Data-based decision-making is a well-established field of research in education. In particular, the potential of data use for addressing heterogeneous learning needs is emphasized. With data collected during the learning process of students, teachers gain insight into the performance, strengths, and weaknesses of their students and are potentially able to adjust their teaching accordingly. Digital media are becoming increasingly important for the use of learning data. Students can use digital learning platforms to work on exercises and receive direct feedback, while teachers gain data on the students’ learning processes. Although both data-based decision-making and the use of digital media in schools are already widely studied, there is little evidence on the combination of the two issues. This systematic review aims to answer to what extent the connection between data-based decision-making and the use of digital learning platforms has already been researched in terms of using digital learning data for further instructional design. The analysis of n = 11 studies revealed that the use of data from digital learning platforms for instructional design has so far been researched exploratively. Nevertheless, we gained initial insights into which digital learning platforms teachers use, which data they can obtain from them, and how they further use these data.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-024-10356-y 2339240:CFUKSAWU 2405685:PH6W4J46
Keywords: Data-based decision-making; Digital Education and Educational Technology; Digital learning platforms; Instructional design; K-12-Teachers; Systematic review

Digital mental health interventions for the mental health care of refugees and asylum seekers: Integrative literature review - Mabil-Atem, Jacob Mabior; Gumuskaya, Oya; Wilson, Rhonda L. (International Journal of Mental Health Nursing, 2024)
This study aimed to provide a critical analysis of the current literature on the use of digital mental health interventions (DMHIs) for the management and treatment of mental health disorders among refugees and asylum seekers. These groups are among the most disadvantaged compared to the general population in terms of health and socio-economic status, due to conflicts and wars. The number of refugees fleeing their home countries is growing exponentially, and refugees experience trauma, torture, persecution and human right abuses, which have a profound effect on their mental health and overall well-being. The researchers conducted an integrative literature review from electronic databases Medline, CINAHL and Google Scholar, selecting articles published in English from 2010 to 2023. The thematic analysis of the 10 articles identified in the review revealed four main themes and two sub-themes: (1) types of digital health intervention/apps used; (2) barriers encountered in digital health intervention; (3) user experience of the digital health intervention and (4) mapping gaps. Two sub-themes were identified located in Theme 2: (2.1) Language and demographic barriers and (2.2) Structural barriers. The study showed that the use of DMHIs was associated with positive experiences among refugees and asylum seekers. Limited mental health care is offered to refugees and asylum seekers due to a range of logistical, political, economic, geographical, language, cultural and social barriers. DMHIs have the potential to overcome and/or moderate these barriers. The study concludes that the scaled implementation of effective DMHIs holds the possibility to improve the wider distribution of mental health care among refugees and asylum seekers. However, further research is needed to confirm the effectiveness of DMHIs and to scale up studies for their utilisation among this group. In summary, this study highlights the potential of DMHIs in improving the mental health care of refugees and asylum seekers. The results of this study have important implications for mental health service providers, policymakers and researchers to address the mental health needs of this vulnerable/priority group.
KerkoCite.ItemAlsoKnownAs: 10.1111/inm.13283 2339240:T74BWP2Z 2339240:WVWARRMJ 2405685:WZ97388H 5911999:9CXUUHGA 5911999:XF9HIE6L
Keywords: Humans; Mental Disorders; Mental Health Services; Refugees; Telemedicine; asylum seekers; digital health; displaced person; mental health; migrant; refugee; smartphone technology

Incloodle-Classroom: Technology for inclusive joint media engagement in a neurodiverse kindergarten classroom - Sobel, Kiley; Das, Maitraye; Behbakht, Sara; Kientz, Julie A. (ACM Transactions on Computer-Human Interaction, 2024)
Enabling opportunities for young children with disabilities to co-engage in learning activities alongside their non-disabled peers is essential for promoting equity in early childhood education. We investigate how collaborative technology can be designed to support young neurodivergent and neurotypical children in playing together. By integrating theories and methods from design, HCI, and the learning sciences, we iteratively designed, developed, and evaluated a novel tablet application called Incloodle-Classroom (Incloodle in short), that takes into account the needs of neurodiverse groups of children and the adults who support them during play. We deployed Incloodle in a kindergarten classroom of 15 neurodivergent and 16 neurotypical children over a 10-week period. Using interaction analysis, we present rich empirical understandings of how children interacted with each other, with adults, and with Incloodle. In doing so, we contribute new theoretical underpinnings to collaborative and accessible technology design, extending joint media engagement to encompass inclusivity and equity.
Place: New York, NY, USA Publisher: Association for Computing Machinery KerkoCite.ItemAlsoKnownAs: 10.1145/3674506 2339240:6BBIUJBJ 2405685:3AH7QHM6
Keywords: Inclusive play; child-computer interaction; children; inclusive classroom; joint media engagement; kindergarten; neurodiversity

Empowering Educators: Early Lessons from the EdTech Enabled Targeted Instruction Program in Pakistan - Collins, Julia Ladics; Noor, Maryam (Harvard Center for International Development, 2024)
Despite rising school enrollment, global learning levels are stagnant. In 2024, we find ourselves over the halfway mark towards the 2030 Sustainable Development Goal (SDG) number 4 of Quality Education. Yet, the most recent Sustainable Development Goals Report from July 2023 predicts that, unless something changes, 300 million students globally will lack basic numeracy and literacy skills by 2030.
KerkoCite.ItemAlsoKnownAs: 2339240:ZCIJIART 2405685:5MSCVMEC

Vietnam - Britannica (Britannica, 2024)
Vietnam, country occupying the eastern portion of mainland Southeast Asia. It has a long coastline, much of which fronts on the South China Sea to the east and south. The country is bordered by the Gulf of Thailand to the southwest, Cambodia and Laos to the west, and China to the north. Its capital is Hanoi.
KerkoCite.ItemAlsoKnownAs: 2339240:R6DNXE6V 2405685:A8B9FEGZ

Educating in the context of ‘Dispersal’: Rural schools and refugee-background students - Brown, Jennifer L. (International Journal of Inclusive Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2022.2041112 2339240:MPLMQ3UJ 2405685:R8CKMV6W

Vietnam - Unemployment rate 2023 - Statista (2024)
In 2023, the unemployment rate in Vietnam increased by 0.1 percentage points (+6.54 percent) since 2022.
KerkoCite.ItemAlsoKnownAs: 2339240:Z8Z9EVDR 2405685:HSGQVAJH

EdTech for Smartphones: Building Teacher Capacity in Low-resource Environments - Raheem, Mariam; Macdonald, Isabel (EdTech Hub, 2024)
This blog describes initial findings from two research projects in Pakistan: Technology to Empower Actors Across the Learning Ecosystem and Can Digital Technology Accelerate Learning and Skills? The team comprises researchers from Harvard University, University of Chicago, Pomona College, University of California, Berkeley and The World Bank.
KerkoCite.ItemAlsoKnownAs: 2339240:Q6WRN8IH 2405685:DA8D7LXX

Asia and the Pacific Regional Trends - Forced Displacement and Statelessness 2023 - UNHCR (UNHCR, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:YMMHKGHH 2405685:8DVY5UN2

Hunger numbers stubbornly high for three consecutive years as global crises deepen: UN report - World Health Organization (2024)
Around 733 million people faced hunger in 2023, equivalent to one in eleven people globally and one in five in Africa, according to the latest State of Food Security and Nutrition in the World (SOFI) report published today by five United Nations specialized agencies.
KerkoCite.ItemAlsoKnownAs: 2405685:XPPNEB7W

Generative AI Can Harm Learning - Bastani, Hamsa; Bastani, Osbert; Sungu, Alp; Ge, Haosen; Kabakcı, Özge; Mariman, Rei (Social Science Research Network, 2024)
Generative artificial intelligence (AI) is poised to revolutionize how humans work, and has already demonstrated promise in significantly improving human productivity. However, a key remaining question is how generative AI affects learning, namely, how humans acquire new skills as they perform tasks. This kind of skill learning is critical to long-term productivity gains, especially in domains where generative AI is fallible and human experts must check its outputs. We study the impact of generative AI, specifically OpenAI's GPT-4, on human learning in the context of math classes at a high school. In a field experiment involving nearly a thousand students, we have deployed and evaluated two GPT based tutors, one that mimics a standard ChatGPT interface (called GPT Base) and one with prompts designed to safeguard learning (called GPT Tutor). These tutors comprise about 15% of the curriculum in each of three grades. Consistent with prior work, our results show that access to GPT-4 significantly improves performance (48% improvement for GPT Base and 127% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17% reduction for GPT Base). That is, access to GPT-4 can harm educational outcomes. These negative learning effects are largely mitigated by the safeguards included in GPT Tutor. Our results suggest that students attempt to use GPT-4 as a "crutch" during practice problem sessions, and when successful, perform worse on their own. Thus, to maintain long-term productivity, we must be cautious when deploying generative AI to ensure humans continue to learn critical skills. * HB, OB, and AS contributed equally
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4895486 2339240:KFKIM6JA 2405685:DK3GMRT9
Keywords: Education; Generative AI; Human Capital Development; Human-AI Collaboration; Large Language Models

Teacher-AI Collaboration in Content Recommendation for Digital Personalised Learning among Pre-primary Learners in Kenya - Sun, Chen; Major, Louis; Daltry, Rebecca; Moustafa, Nariman; Friedberg, Aidan (Proceedings of the Eleventh ACM Conference on Learning @ Scale, 2024)
Research on teacher-AI collaboration is limited despite AI's growing role in education, especially in low- and middle-income countries (LMICs). To address this gap, this study investigates how teacher agency in a digital personalised learning (DPL) tool can affect behavioural changes and learning outcomes in Kenya. Teachers in the experimental group could apply their pedagogical judgement to override system-generated content for learners to practise, whereas teachers in the control group were limited to system-generated content. Teacher agency was assessed by measuring the diversity of unique choices made and the frequency of changes in their choices. The nine-week A/B test involved 562 learners from 45 pre-primary classes, each led by a different teacher, with classes randomly assigned to a control or an experimental group. The results demonstrate that teacher agency in content recommendation significantly impacted learner device usage, but not teacher usage of digitised lesson plans. Learners in the experimental group achieved significantly higher digital scores on learning units than the control group. Additional analysis of the experimental group revealed that the degree of teacher agency significantly influenced learner device usage, but not lesson plan usage or digital scores. The study highlights the importance of further research to enhance teachers-AI synergy, to improve learning outcomes in LMICs and beyond.

Advancing AI Ethics in Bangladesh - UNESCO (UNESCO, 2024)
Artificial Intelligence (AI) has become essential in our daily lives, influencing sectors such as healthcare, education, and governance. However, with its immense capabilities comes the responsibility to use it sensibly. Ensuring that AI is developed and deployed ethically is crucial to prevent harm and ensure it benefits society positively. Recognizing this importance, UNESCO (United Nations Educational, Scientific and Cultural Organization) has taken significant steps to address AI ethics through its Recommendation on the Ethics of AI, which provides guidelines to promote the responsible use of AI, safeguarding human rights, and promoting societal well-being.
KerkoCite.ItemAlsoKnownAs: 2339240:S287ZCV8 2405685:TLPU79WH

Ukraine: 2024 Digital Public Administration Factsheet - Interoperable Europe (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:YB9GLGYM 2405685:IIAXGR5H

Teacher agency in the age of generative AI: Towards a framework of hybrid intelligence for learning design - Frøsig, Thomas B.; Romero, Margarida (arXiv, 2024)
Generative AI (genAI) is being used in education for different purposes. From the teachers' perspective, genAI can support activities such as learning design. However, there is a need to study the impact of genAI on the teachers' agency. While GenAI can support certain processes of idea generation and co-creation, GenAI has the potential to negatively affect professional agency due to teachers' limited power to (i) act, (ii) affect matters, and (iii) make decisions or choices, as well as the possibility to (iv) take a stance. Agency is identified in the learning sciences studies as being one of the factors in teachers' ability to trust AI. This paper aims to introduce a dual perspective. First, educational technology, as opposed to other computer-mediated communication (CMC) tools, has two distinctly different user groups and different user needs, in the form of learners and teachers, to cater for. Second, the design of educational technology often prioritises learner agency and engagement, thereby limiting the opportunities for teachers to influence the technology and take action. This study aims to analyse the way GenAI is influencing teachers' agency. After identifying the current limits of GenAI, a solution based on the combination of human intelligence and artificial intelligence through a hybrid intelligence approach is proposed. This combination opens up the discussion of a collaboration between teacher and genAI being able to open up new practices in learning design in which they HI support the extension of the teachers' activity.
arXiv:2407.06655 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2407.06655 2339240:YT72CHXD 2405685:H9XQHRH3
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computers and Society

Proceedings of the Eleventh ACM Conference on Learning @ Scale - Joyner, David; Kim, Min Kyu; Wang, Xu; Xia, Meng (Proceedings of the Eleventh ACM Conference on Learning @ Scale, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:37W5943X

Internet usage in Vietnam - Statista (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:8EK8QNF7 2405685:DRCMBYLD

Sierra Leone: Historic bill to end child marriage passed - sustained efforts to raise community awareness must now follow - Amnesty International (Amnesty International, 2024)
Reacting to the signing into law of the Prohibition of Child Marriage Act 2024 on 2 July by President Julius Maada Bio, Samira Daoud, Amnesty International Regional Director for West and Central Africa, said: “We welcome this historic law banning child marriage in Sierra Leone. This legislation, in criminalizing marriage for anyone under the age […]
KerkoCite.ItemAlsoKnownAs: 2339240:SPWEDJ65 2405685:Z8IWGGN8

Concept Paper on AI prepared for first time in Nepal - Rastriya Samachar Samiti (The Himalayan Times, 2024)
The government has for the first time prepared a Concept Paper on the use and practice of Artificial Intelligence (AI).
Section: Science and Tech KerkoCite.ItemAlsoKnownAs: 2405685:8P5E6Y7X

Unlocking Educational Opportunities : The Role of EdTech in Enhancing Access to Education for Rohingya Refugee Children - Ehlers, Henning (University of Twente, 2024)
The impact of ICT and especially EdTech within the Rohingya refugee camps remains poorly understood. The study investigates whether EdTech can serve as a scalable solution for mass education in the camps, considering current limitations. The ongoing conflict and the resulting humanitarian crisis have forced hundreds of thousands of Rohingya to flee, resulting in extremely limited educational opportunities for the children affected. Limited infrastructure hinders effective deployment of technological devices, exacerbated by unreliable power and internet access. Due to their stateless status, the Rohingya lack legal rights and protections, exposing them to exploitation, including human trafficking, child labor, child marriage and gender-based violence. The research is based on a combination of content analysis, a comparative case study analysis and an expert interview. Particular attention is paid to the factors that influence the successful use of EdTech, including infrastructure, culture and sustainability of initiatives. The work identifies both the opportunities and challenges associated with the implementation of EdTech in refugee camps. This study contributes to the current debate on innovative education strategies in humanitarian crises and offers recommendations to improving access to education for some of the world's most disadvantaged children.
Publisher: University of Twente KerkoCite.ItemAlsoKnownAs: 2339240:LD4WIWAV 2405685:3TAITHI6

Universal Design for Learning and Artificial Intelligence in the digital era: Fostering inclusion and autonomous learning - Saborío-Taylor, Silvia; Rojas-Ramírez, Fabián (International Journal of Professional Development, Learners and Learning, 2024)
In the digital era, the convergence of universal design for learning (UDL) principles and artificial intelligence (AI) stands as a transformative force shaping education. This article explores their intersection, emphasizing their combined impact on fostering inclusion and autonomous learning through the lens of UDL’s multiple means of representation, engagement, and expression. UDL, committed to inclusivity by providing various ways for students to access, engage with, and demonstrate understanding of content, synergizes with AI’s transformative capabilities. The article presents three practical applications illustrating how the integration of UDL and AI, employing multiple means, enhances autonomous learning, eliminates barriers, and cultivates inclusive educational spaces. This collaboration not only addresses immediate challenges but also serves as a catalyst for systemic change, paving the way for a more just and equitable educational landscape in the digital era. Continuous reflection, ethical considerations, and purposeful integration of UDL principles and AI are essential for refining these approaches and ensuring a responsive educational system that promotes inclusion and autonomy.
Publisher: Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/ijpdll/14694 2339240:4458SAWT 2405685:ZEH5MPYZ

Smart solutions for smarter schools: Leveraging artificial intelligence to revolutionize educational administration and leadership - Abdallah, Asma Khaleel; Abdallah, Rasha Khalil (Encyclopedia of information science and technology, 2024)
PDF | At an alarming rate, artificial intelligence (AI) and its application is developing and has become an integral part of people's daily lives. AI... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-6684-7366-5.ch078 2339240:4ALMKJNT 2405685:NVE5B7GC

Education Budget of Bangladesh: Investing resources for improved learning outcomes - Khatun, Fahmida; Saadat, Syed Yusuf; Mahbub, Afrin (Centre for Policy Dialogue, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6WNIRJWT 2405685:YSFHX6BB
Keywords: ⛔ No DOI found

Brazil’s Data Protection Authority opens public consultation on data processing for children and adolescents - Fernandes, Angélica (Mattos Filho, 2024)
The consultation will be open until July 17, 2024, aiming to gather input for future regulatory actions by the authority
KerkoCite.ItemAlsoKnownAs: 2405685:CJRE5RF4

Record levels of displacement amid global conflict and environmental disasters - UN News (UN News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:5AXE2WU9 2405685:9YYPRAHC

Record levels of displacement amid global conflict and environmental disasters | UN News - UNESCO (UN News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IXQN4NE4 2405685:I9QSFWZ8

Education Under Occupation: Forced Russification of the School System in Occupied Ukrainian Territories - Esveld, Bill Van (Human Rights Watch, 2024)
The 63-page report “Education under Occupation: Forced Russification of the School System in Occupied Ukrainian Territories,” documents violations of international law by the Russian authorities in relation to the right to education in formerly occupied areas of Ukraine’s Kharkivska region, and other regions that remain under Russian occupation. Russian authorities have forced changes to the curriculum and retaliated against school staff who refused to make such changes with threats, detention, and even torture. Human Rights Watch also found that occupying authorities threatened parents whose children were learning the Ukrainian curriculum online.
KerkoCite.ItemAlsoKnownAs: 2339240:VCIQ4XX4 2405685:G9PWAL96
Keywords: ⛔ No DOI found

Kenya: Heavy Rains and Flooding Update #7 (19 June 2024) - OCHA (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LFKG7X8C 2405685:Z6TCBWCR

Nigeria Learning Passport Reaches One Million Subscribers: A Milestone in Educational Access - UNICEF (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:VNVGXZW4 2405685:NZ3N4VF3

African higher education network forms interdisciplinary action group to maximize ethical use of AI - Honoris United Universities (2024)
Honoris United Universities recently concluded its two-day Annual Academic Summit for 2024 in Tunis,
KerkoCite.ItemAlsoKnownAs: 2405685:4LFP8964

Revolutionizing EFL instruction: Jordanian teachers' perspectives on interactive whiteboards for word identification enhancement - Alhumsi, Mohammad Husam (Journal of Intercultural Communication, 2024)
KerkoCite.ItemAlsoKnownAs: 10.36923/jicc.v24i2.562 2339240:VFV9XKF8 2405685:56L26WQV 6018420:ANPPKW5L

Radically transforming education systems: What signals can we pay attention to? - Salzano, Carmela; Perrier, Janne Kjaersgaard (Global Partnership for Education, 2024)
As countries embark on, accelerate or scale up their strategies for education system transformation, certain behaviors and actions may signal a profound shift in countries’ efforts to radically improve learning outcomes for all.
KerkoCite.ItemAlsoKnownAs: 2405685:2NBMAFFC

Unlocking Futures: A global overview of education in emergencies financing - Geneva Global Hub for Education in Emergencies (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:L66336QY

AI Literacy: A Framework to Understand, Evaluate, and Use Emerging Technology - Mills, Kelly; Ruiz, Pati; Lee, Keun-woo; Coenraad, Merijke; Fusco, Judi; Roschelle, Jeremy; Weisgrau, Josh (Digital Promise, 2024)
To enable all who participate in educational settings to leverage AI tools for powerful learning, this paper describes a framework and strategies for educational leaders to design and implement a clear approach to AI literacy for their specific audiences (e.g. learners, teachers, or others) that are safe and effective. The first part of the paper describes a framework that identifies essential components of AI literacy and connects them to existing initiatives that districts have been implementing for decades. The second part of the paper identifies strategies and illustrative examples as guidance for educational leaders to integrate AI literacy in PK–12 education and adapt to their unique contexts.
KerkoCite.ItemAlsoKnownAs: 2339240:WEUB46HQ 2405685:7DBFX59E

OpenAI x International Rescue Committee: Leveraging AI to Scale Ed-Tech in Crisis Affected Settings | International Rescue Committee (IRC) - International Rescue Committee (2024)
Ahead of the AI for Good Summit, the International Rescue Committee (IRC) is announcing a new humanitarian partnership with OpenAI leveraging cutting-edge AI technology to improve learning outcomes and reduce disruptions in learning for children in crisis-affected communities.
KerkoCite.ItemAlsoKnownAs: 2339240:BBVYRKVP 2405685:QE4SGVDS

Disclosable Version of the ISR - Ghana Accountability for Learning Outcomes Project - P165557 - Sequence No : 08 - Ackwerh, Eunice (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IGWA749T 2405685:V4CT8B9E

Ukraine Humanitarian Situation Report No. 39 - UNICEF (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:AEEWED7V 2405685:Q8WUE95F

Unlocking Literacy: Navigating Parental Engagement with Worldreader’s BookSmart in Kenya - Smith, Wendy; Nicolai, Susan; Kartha, Ashwati; Kimani, Olivia (EdTech Hub, 2024)
Globally, just one-third of 10-year-olds can read and understand basic written stories. Can EdTech and parental engagement change this? Read on to learn more.
KerkoCite.ItemAlsoKnownAs: 2339240:IVVWJ3JN 2405685:9GPPW9T2

Education in times of war: Device Coalition and UNICEF provide schoolchildren with 39,000 laptops - EU4Digital (2024)
UNICEF has organised the delivery of almost 39,000 laptops to schoolchildren in Ukraine in cooperation with the Device Coalition.
KerkoCite.ItemAlsoKnownAs: 2339240:MZPXZNYA 2405685:RBUXNCJR

Effective and scalable math support: Evidence on the impact of an AI-Tutor on math Achievement in Ghana - Henkel, Owen; Horne-Robinson, Hannah; Kozhakhmetova, Nessie; Lee, Amanda (arXiv, 2024)
This study evaluates the impact of Rori, an AI powered conversational math tutor accessible via WhatsApp, on the math performance of approximately 1,000 students in grades 3-9 across 11 schools in Ghana. Each school was assigned to a treatment group or control group; the students in the control group continued their regular math instruction, while students in the treatment group engaged with Rori, for two 30-minute sessions per week over 8 months in addition to regular math instruction. We find that the math growth scores were substantially higher for the treatment group with an effect size of 0.37, and that the results were statistically significant (p < 0.001). The fact that Rori works with basic mobile devices on low-bandwidth data networks gives the intervention strong potential to support personalized learning on other low-and-middle-income countries (LMICs), where laptop ownership and high-speed internet - prerequisite for many video-centered learning platforms - remain extremely limited. While the results should be interpreted judiciously, as they only report on year 1 of the intervention, and future research is necessary to better understand which conditions are necessary for successful implementation, they do suggest that chat-based tutoring solutions leveraging artificial intelligence could offer a costeffective approach to enhancing learning outcomes for millions of students globally.
arXiv:2402.09809 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2402.09809 2405685:L2LGL5QE
Keywords: Computer Science - Human-Computer Interaction

Kaduna State Government, Google, DSN Launch First Hausa-Language AI Learning Series – Independent Newspaper Nigeria - Adejumoh, Justus (2024)
Independent.ng - Nigeria News - Top Nigerian newspapers - Breaking news - Top news headlines from Nigeria and World.
KerkoCite.ItemAlsoKnownAs: 2339240:6ZI64LEJ 2405685:7QTFBJ7M

Towards cool cities and communities: Preparing for an increasingly hot future by the development of heat-resilient infrastructure and urban heat management plan - Cui, Yi; Yin, Mingqiang; Cheng, Xiang; Tang, Junqing; He, Bao-Jie (Environmental Technology & Innovation, 2024)
Planning for extreme heat challenges is an urgent task for urban planners, designers, and managers because urban heat is a new normal climate-related challenge for many cities. However, how to integrate existing scientific outcomes and achieve the transformation from research to practice is a critical question. This study aims to frame a heat-resilient infrastructure system and an urban heat management plan (UHMP) to better promote heat solution implementation. This study analyses heat-related challenges, with China as a typical nation with highly urbanized and urbanizing cities, to demonstrate the urgency of preparing for an extreme heat era. This study then elucidates the fundamentals and methods for heat-resilient infrastructure and UHMP development, with a structure of prevention, preparation, mitigation, adaptation, and co-benefits approaches. Heat–resilient infrastructure was framed to ensure that society withstands, responds to, and recovers from heat–related impacts through actions of planning, design, construction, and operation, considering structural measures, non–structural measures, and a co-benefits approach. Furthermore, a UHMP framework was developed by determining the key mission, critical components, and associated agencies. Overall, this study provides planners, designers, and managers with theoretical and methodological frameworks to comprehensively understand heat solutions and increase their implementation capacity.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.eti.2024.103568 2339240:RXVRKFX2 2405685:VB3C5JJS
Keywords: Challenges and opportunities; Heat-resilient infrastructure; Information technology and telecommunication; Preparation; mitigation and adaptation; Structural and non-structural measures; Urban heat management

Design and development of cognitive skills enhancement for neurodivergent children using CNN - Ganju, Gaurav; Kumar, Aryan; Uma, M. (2024 International Conference on Advances in Computing, Communication and Applied Informatics (ACCAI), 2024)
Addressing the unique challenges faced by neurodivergent individuals, especially young children, this paper introduces CogniQuest-an iOS application designed to enhance basic cognitive skills from an early age. CogniQuest offers three difficulty levels of cognitive tests focusing on memory, object identification, and word processing. The app employs a handwriting recognition CNN (Convolutional Neural Network) model trained on a local dataset from Kaggle using Keras, TensorFlow framework, Open CV and flask for deploying the model using an API. Swift UI is used for processing user input and for rating the handwriting correctness we use the SSIM score. With a minimalistic and neurodivergent-friendly design, CogniQuest ensures accessibility and ease of use. The paper explores the app’s design principles, development process, and the effectiveness of its cognitive enhancement features for the young neurodivergent community.
KerkoCite.ItemAlsoKnownAs: 10.1109/ACCAI61061.2024.10601914 2339240:NE33D63S 2405685:YT39YTCZ
Keywords: CNN; CogniQuest; Convolutional neural networks; Focusing; Handwriting recognition; Informatics; Keras; Object recognition; Open CV; Text processing; iOS

The impact of the COVID-19 pandemic in the inclusion of refugee students in Greek schools: Pre-service teachers’ views about distance learning - Samsari, Eleni; Palaiologou, Nektaria; Nikolaou, Georgios (Societies, 2024)
Over the last two years, the prolonged massive school closure due to COVID-19 has provoked significant constraints for refugee children. The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece. The results showed that the prevalence of distance education affected pre-service teachers’ perceptions. The access to devices with internet capability as well as the cultural barriers was considered to be crucial factors for the school attendance of refugee children. Participants’ perceptions of the level of teacher preparation in a distance learning environment were related to their level of self-efficacy for supporting refugee students. The findings suggest that in the aftermath of COVID-19 pandemic, the international community should make efforts to ensure the school attendance of all refugee students.
KerkoCite.ItemAlsoKnownAs: 10.3390/soc14050060 2339240:FYZC4CR9 2405685:25BNVPTC

EdTech from the Perspective of Edtech Firms and Investors - Shi, Lulu (NORRAG Blog, 2024)
In this blogpost, Lulu Shi presents some takeaways from the edtech summit EdTechX, which provided an opportunity to gain insights into the edtech sector. She notes that EdTech firms conceptualise education as a market rather than as a common good. A part of NORRAG’s digitalisation of education blog series, this blogpost is the first in... Read More
KerkoCite.ItemAlsoKnownAs: 2339240:5EYGJQJ6 2405685:U8KAAUGX

Open Knowledge Repository - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:HYSSGDDV 2405685:4JEU3QWZ
Keywords: ⛔ No INSPIRE recid found

The World Bank in Vietnam - World Bank (World Bank, 2024)
Vietnam’s shift from a centrally planned to a market economy has transformed the country from one of the poorest in the world into a lower middle-income country. Vietnam now is one of the most dynamic emerging countries in East Asia region.
KerkoCite.ItemAlsoKnownAs: 2339240:IJRUZTDP 2405685:CPHL6EHT

Introducing Meta Llama 3: The most capable openly available LLM to date - Meta (Meta AI, 2024)
Today, we’re introducing Meta Llama 3, the next generation of our state-of-the-art open source large language model. In the coming months, we expect to share new capabilities, additional model sizes, and more.
KerkoCite.ItemAlsoKnownAs: 2405685:NB5CKG83

Neurodiversity and cognitive load in online learning: A focus group study - Le Cunff, Anne-Laure; Giampietro, Vincent; Dommett, Eleanor (PLOS ONE, 2024)
It is widely accepted that cognitive load plays a crucial role in online learning. However, despite neurodevelopmental conditions being the largest category of qualifying disabilities in education, and the rise of online learning, there is little understanding of the factors impacting cognitive load in online learning for neurodivergent students and how these factors differ from those affecting neurotypical students. This study used qualitative comparison groups with neurotypical and neurodivergent students to examine their experiences of cognitive load in online learning. A sample of 26 university students (14 neurotypical and 12 neurodivergent) participated in focus group discussions. While neurodivergent students reported many similar experiences of cognitive load in online learning compared to their neurotypical peers—such as confusion in navigating the content and technical issues—some difficulties were more present for neurodivergent students—such as transcripts including mistakes and inaccessible content presentation—creating additional barriers in effectively engaging with the educational content. The results suggest that neurotypical and neurodivergent students experience similar challenges, albeit to differing degrees of intensity, and that more research is needed to explore the relationship between neurodiversity and cognitive load in online learning.
Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0301932 2339240:2UB26FYS 2405685:F9SW75A8

UNICEF delivers another 39,000 laptops for Ukrainian schoolchildren - UNICEF (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TPIL3RCW 2405685:5FHZ2IBY

Assisting in Writing Wikipedia-like Articles From Scratch with Large Language Models - Shao, Yijia; Jiang, Yucheng; Kanell, Theodore A.; Xu, Peter; Khattab, Omar; Lam, Monica S. (arXiv, 2024)
We study how to apply large language models to write grounded and organized long-form articles from scratch, with comparable breadth and depth to Wikipedia pages. This underexplored problem poses new challenges at the pre-writing stage, including how to research the topic and prepare an outline prior to writing. We propose STORM, a writing system for the Synthesis of Topic Outlines through Retrieval and Multi-perspective Question Asking. STORM models the pre-writing stage by (1) discovering diverse perspectives in researching the given topic, (2) simulating conversations where writers carrying different perspectives pose questions to a topic expert grounded on trusted Internet sources, (3) curating the collected information to create an outline. For evaluation, we curate FreshWiki, a dataset of recent high-quality Wikipedia articles, and formulate outline assessments to evaluate the pre-writing stage. We further gather feedback from experienced Wikipedia editors. Compared to articles generated by an outline-driven retrieval-augmented baseline, more of STORM's articles are deemed to be organized (by a 25% absolute increase) and broad in coverage (by 10%). The expert feedback also helps identify new challenges for generating grounded long articles, such as source bias transfer and over-association of unrelated facts.
arXiv:2402.14207 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2402.14207 2405685:TYQUGGVR
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computation and Language

Ministry’s Artificial Intelligence Strategy Workshop to Attract 120 Experts from Across the World - Federal Ministry of Communications, Innovation and Digital Economy (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TP2SEDX4 2405685:N8H96K5P

Electrification in post-conflict Timor-Leste: Opportunities for energy services to enhance rural agricultural development - Heynen, Anthony P.; MacGinley, Tamara J.; Aguilar, Luis E. (Energy Research & Social Science, 2024)
Timor-Leste, in Southeast Asia, emerged from decades of conflict in the late 20th century to become an independent nation in 2002. A key focus for the new nation has been to improve energy access via the rapid roll-out of an electricity network. However, Timor-Leste has seen little improvement in its (predominantly subsistence) agricultural sector, and its food security situation remains precarious. This Perspective paper aims to elucidate the influence of Timor-Leste's improvements in electricity access on its national development outcomes and how these may be enhanced, with a particular focus on rural agricultural development. Semi-structured interviews with key institutional stakeholders revealed that the electrification program was implemented through a ‘top-down’ approach, focussed on improving social cohesion rather than engaging rural landholders to modernise agricultural practices. Using the Energy Services Cascade framework, several mechanisms have been recommended to enhance energy services used in irrigation, agricultural mechanisation and post-harvest processing. These include the establishment of village energy committees; providing lending and subsidies for agricultural equipment; and supporting women's involvement in agriculture and energy services. In addition, the wider use of the Multi-Tier Framework should be considered to better understand the community-level energy access situation. More broadly, the findings emphasise that electrification programs in post-conflict reconstruction should have strong community engagement to fulfil the potential of electrification to enhance development outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.erss.2024.103433 2405685:ZH8YYR84
Keywords: Agriculture; Development; Electrification; Energy services; Post-conflict; SDG 7; Timor-Leste

Data-driven decision-making in education: Leveraging AI for school improvement - Alsbou, Majida Khalaf Khaleel; Alsaraireh, Ra’Ed Abdalhafed Ibrahim (2024 International Conference on Knowledge Engineering and Communication Systems (ICKECS), 2024)
In the ever-evolving landscape of education, the integration of Artificial Intelligence (AI) stands as a transformative force, poised to revolutionize traditional approaches to decision-making. This paper addresses the imperative of harnessing AI to inform data-driven strategies for school improvement. Our comprehensive framework navigates the multifaceted realm of educational data, offering stakeholders a sophisticated toolset for insightful decision-making. By leveraging AI algorithms, we empower educators and administrators to decipher intricate patterns within student performance data, assess teaching methodologies, and optimize resource allocation. This model not only responds to the growing importance of data in education but also aligns with the broader movement towards smart, adaptive educational systems. Through an extensive literature survey, we contextualize our work within the existing body of knowledge, emphasizing the transformative potential of AI in educational settings. Our proposed model intricately intertwines data collection, preprocessing, analysis, and visualization, employing machine learning techniques to predict student outcomes and refine teaching strategies. Ethical considerations underscore our commitment to responsible AI usage, ensuring data privacy and safeguarding against biases. The implementation model details the practical deployment of our framework, emphasizing scalability and real-world applicability. The results section showcases tangible improvements in student outcomes and institutional efficiency through the application of our model to diverse educational datasets. In conclusion, our research underscores the capacity of AI-driven decision-making to catalyze substantial advancements in education, marking a pivotal moment in the ongoing journey towards data-driven educational excellence.
KerkoCite.ItemAlsoKnownAs: 10.1109/ICKECS61492.2024.10616616 2339240:HYA27CFK 2405685:7FNIVEDQ
Keywords: Analytical models; Artificial Intelligence in Education; Data privacy; Data visualization; Data-driven decision-making; Decision making; Education; Educational Analytics; Ethics; Machine Learning in Education; Predictive models; School Improvement

Brief on the Implementation of System-Wide Policies in the Education Sector - Federal Ministry of Education (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IC5XH9Z3 2405685:ZXPRF8F4

How to maintain education during wars? An integrative approach to ensure the right to education - Tlili, Ahmed; Salha, Soheil; Shehata, Boulus; Zhang, Xiangling; Endris, Awol; Arar, Khalid; Mishra, Sanjaya; Jemni, Mohamed (Open Praxis, 2024)
It is widely acknowledged that the relationship between education, security, and stability is bidirectional. In times of war, access to quality education becomes compromised, and conversely, the absence of proper education constrains individuals to a life under constant threat, disrupting education provision. War, viewed as a "lifetime and life-wide status," evolves into a self-fulfilling prophecy, both at an individual and collective level, making it challenging to break free from, particularly within the broader context of education provision. Although, scant information exists about how education is maintained during wars, hindering the right to education in such contexts. This study therefore addresses this gap by synthesizing the literature to identify and present 14 educational scenarios and teaching strategies on how education was maintained from different war contexts over time. The findings reveal that education during wars can be digital-based (i.e., facilitated by technology) and non-digital based (without technology). Additionally, various teaching strategies are applied during wars, including inspirational, hands-on and practical, fun-based, among others. Finally, teaching during wars is not limited to teachers only, but it could also involve parents, neighbors, etc. The findings of the literature can help to ensure the right to education in crises like wars and reveal the importance of open education in such crises. They can also contribute to enriching the ongoing theoretical and practical debate on how to maintain education in crises like wars. This can help to better be prepared for future education in crises, which is the focus of several international organizations.
Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.3316/informit.T2024041000014090856799422 2339240:ZGVPDHG5 2405685:D68RANSP
Keywords: Education–Curricula–Evaluation; Human rights–Study and teaching–Activity programs; Open plan schools–Planning; War–Causes

Protocol for a systematic review with meta-analysis: Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher; Huntington, Bethany; Bhutoria, Aditi (Open Development & Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1077 2405685:HXRIT9HX

The Routledge handbook of postcolonial disability studies - Chataika, Tsitsi; Goodley, Dan (Routledge, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:GKUK9KHZ 2405685:F3G2YBFX

Teacher Professional Development in Africa: A Critical Synthesis of African Research Evidence - Mitchell, Rafael; Ayinselya, Roger A.; Barrett, Angeline M.; Cortez, Artemio; David, Opanga; Imaniriho, Dan; Nwako, Zibah; Reda, Nigusse Weldemariam; Singh, Marcina (Zenodo, 2024)
This study is an original synthesis of African research evidence on teacher professional development (TPD) provision in the sub-Saharan region. It provides a critical appraisal of the evidence base and identifies patterns in the actors and agendas involved in TPD initiatives; the modes and modalities of provision; and teachers’ experiences and outcomes. The study takes the form of a critical interpretive synthesis (CIS) and is informed by theoretical work on decolonising education (Ndlovu-Gatsheni 2013) and promoting Gender Equality and Social Inclusion (GESI). It draws primarily on publications by African-based researchers, where our research team is largely based. The findings point to the prevalence of one-size-fits-all provision can which often undermine, rather than strengthen, the situated professional knowledge and agency of teachers. Additionally, despite the emphasis given to inclusive education and gender-responsive pedagogy as a substantive focus of TPD initiatives, we find that dominant modalities of TPD provision continue to exclude historically marginalised groups, and largely reproduce existing social inequalities along the lines of gender, rurality, dis/ability and other dimensions. Alongside these negative findings, the study also finds fertile ground for more inclusive, generative and empowering TPD in the region.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.12731754 2339240:EG93FIXN 2405685:WRI9SIYF
Keywords: Educational sciences

Applicants can register for NMT through Diia: How to do it - Ukrainian National News (Ukrainian National News (UNN), 2024)
УНН Society ✎ Applicants to higher education institutions of Ukraine can now register for participation in the national multi-subject testing (NMT) through the Diia…
KerkoCite.ItemAlsoKnownAs: 2339240:IET56KMN 2405685:8EAZ43CL

AI in education: Enhancing learning experiences and student outcomes - Xu, Zhiyi (Applied and Computational Engineering, 2024)
This research article makes an attempt to investigate the potential of Artificial Intelligence (AI) in enhancing the learning experiences, as well as student outcomes. As a result, it has developed a study that will be able to understand how the different AI tools, including machine learning, data learning, virtual reality (VR) and augmented reality (AR), automation, and so forth can be used to develop learning experiences and outcomes. Subsequently, a case study involving a mathematics classroom was used to collect data and confirm whether indeed AI led to improved learning experiences and study outcomes. The study confirms that AI resulted in positive outcome with positive performance measure sin academic performance, motivation and engagement, learning progression, and so forth.
KerkoCite.ItemAlsoKnownAs: 10.54254/2755-2721/51/20241187 2339240:VP5WELWN 2405685:R3ERLE4S

AI’s excessive water consumption threatens to drown out its environmental contributions - Bosch, Hilmer; Gupta, Joyeeta; Vliet, Luc van (The Conversation, 2024)
Artificial intelligence promises revolutionary solutions to global challenges, but the water costs to produce and power AI hardware and infrastructure may exceed the benefits.
KerkoCite.ItemAlsoKnownAs: 2405685:4ESLYJN2

The content analysis of the lesson plans created by ChatGPT and Google Gemini - Baytak, Ahmet (Research in Social Sciences and Technology, 2024)
Following the emergence of chatbots, especially ChatGPT, researchers have begun to examine their capabilities, credibility, and reliability in educational context. In this study, ChatGPT and Google Bard are used as technological tools to create 7th-grade lesson plans for mathematics, science, literature, and social studies classes. Using prompts, these chatbots were asked to create lesson plans for the desired course, subject, and level. The data source of this study is the content produced by these chatbots. We analyzed 18 lesson plans to identify patterns and variations within the context of learning theories and models by using the Taguette qualitative analysis program. The results show that the lesson plans created by both chatbots are strongly resemblance to human-written educational content such as sentence structures, lesson activities, and assessments. Although the activities in all lesson plans defined teachers as facilitators and offered partially constructive lesson plans, it was found that the technology-integrated activities were very limited. The findings of this study provide a practical implication of chatbots for teachers and highlights educational considerations when integrating these tools into lessons.
KerkoCite.ItemAlsoKnownAs: 10.46303/ressat.2024.19 2339240:JXRB5YP2 2405685:KS3P8MYU

‘Digital Her’ conference calls time on the gender-gap in Sierra Leone’s digital boom - Forna, Memuna (2024)
The tech sector is growing faster in Africa than any other region. The Digital Her Conference (21 March 2024) asks how can we ensure Sierra Leonean women share fully in the opportunities facilitated by the digital economy as creators, consumers and beneficiaries? Sierra Leone is on the brink of a tr
KerkoCite.ItemAlsoKnownAs: 2339240:J2EGIFZZ 2405685:J59CRUWS

Survey confirms devastating impact of digital divide on children’s learning during COVID-19 - UNICEF (UNICEF, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:22NKJTCV 2405685:3MTM4PCZ

Reforming data regulation to advance AI governance in Africa - Okolo, Chinasa T. (Brookings, 2024)
Chinasa Okolo explains how data protection is foundational to robust regulation of artificial intelligence in Africa.
KerkoCite.ItemAlsoKnownAs: 2405685:BGPNHFPH

Why has the government issued an AI advisory? - Deep, Aroon (The Hindu, 2024)
What does the March 1 advisory on Artificial Intelligence signal to tech firms? Will they need to seek government permission before putting out ‘under-tested’ Artificial Intelligence models? Why do some in the industry feel this move will hinder innovation?
KerkoCite.ItemAlsoKnownAs: 2405685:TUKD9EQE
Keywords: Advisory on Artificial Intelligence; ChatGPT; Google Gemini; Government permission for Artificial Intelligence models; “Is Modi a fascist?” query to Gemini

Teachers' perspectives on artificial intelligence in education - Uygun, Derya (Advances in Mobile Learning Educational Research, 2024)
Artificial intelligence (AI) is rapidly transforming various aspects of society, including education. Understanding teachers' perspectives on this disruptive technology is essential, given its potential to revolutionize the teaching and learning process. A comprehensive study involving 74 educators utilized the Opinion Scale on Artificial Intelligence in Education to gather valuable insights. The research outcomes reveal a predominantly favourable view of AI in education, albeit accompanied by significant apprehensions regarding ethical and privacy-related issues. This study contributes significantly to the ongoing discourse on the role of AI in education, emphasizing the necessity for a balanced approach that maximizes the benefits of AI while ensuring the protection of the rights and interests of all stakeholders.
KerkoCite.ItemAlsoKnownAs: 10.25082/AMLER.2024.01.005 2339240:AZR5I6MM 2405685:7KLHUQ97

World Bank Gender Data Portal - World Bank (2024)
Gender indicators for Lao PDR
KerkoCite.ItemAlsoKnownAs: 2339240:LPNDNKG6 2405685:IK77DS5W
Keywords: ⛔ No INSPIRE recid found

Learning losses during the COVID-19 pandemic: Understanding and addressing increased learning disparities - Alejo, Anna; Jenkins, Robert; Yao, Haogen (Future in Educational Research, 2024)
Abstract A growing body of evidence has revealed the negative effects of COVID-19-induced school closures on learning, with the largest losses often observed among the most vulnerable children. Learning disparities widened due to six potential reasons related to marginalized children, who (a) were already behind even before the pandemic, (b) were more likely to experience longer school closures, (c) had limited access to and support on remote learning, (d) were less likely to receive supervision and learning support at home, (e) face greater obstacles to return to school, and (f) return to school systems that are less able to provide for their needs. To ensure all children?especially the most vulnerable?can catch up on missed learning, five urgent actions are needed for a RAPID learning recovery and acceleration: (a) Reach every child and keep them in school, (b) Assess learning levels regularly, (c) Prioritize teaching the fundamentals, (d) Increase the efficiency of instruction, and (e) Develop psychosocial health and wellbeing. Implementation of RAPID actions must be strengthened and supported by enabling systems to address the widening disparities in learning.
Publisher: John Wiley & Sons, Ltd KerkoCite.ItemAlsoKnownAs: 10.1002/fer3.21 2339240:86NCUMAX 2405685:9T6USH3H
Keywords: COVID-19; education; learning recovery; policy; school reopening

Ukraine Humanitarian Needs and Response Plan 2024 - Office for the Coordination of Humanitarian Affairs (United Nations, 2024)
Appeal in English on Ukraine about Camp Coordination and Camp Management, Coordination, Technological Disaster and more; published on 3 Jan 2024 by OCHA
KerkoCite.ItemAlsoKnownAs: 2339240:8IZSAX2J 2405685:QALKY7QX

Learning Loss and Recovery from the COVID-19 Pandemic: A Systematic Review of Evidence - Dela Cruz, Nina Ashley; Adona, Ann Jillian; Molato-Gayares, Rhea; Park, Albert (Asian Development Bank, 2024)
This systematic review covers 56 studies that measure the effects of school closures on learning outcomes during the coronavirus disease (COVID-19) pandemic and 20 studies that evaluate the impact of measures to reduce learning loss. It restricts attention to evaluations with credible control groups and provides the first meta-analysis of learning losses that covers more developing countries (21) than developed ones (15). We find that a year of school closure is associated with learning loss equivalent to 1.1 years’ worth of learning and that school reopening mitigates these losses down to 0.5 years. With regard to measures to reduce learning loss, we find that tutoring delivered either in-person or through mobile phones has positive, statistically significant effects on mitigating learning loss.
KerkoCite.ItemAlsoKnownAs: 2339240:ELPHCPI9 2405685:8URQDXZG

Employment rate in Vietnam 2019-2022, by gender - Nguyen, Minh-Ngoc (Statista, 2024)
In the fourth quarter of 2022, the female employment rate was at around 61.1 percent while the male employment rate was at around 73.1 percent.
KerkoCite.ItemAlsoKnownAs: 2339240:TSD3SYVW 2405685:CBPRDY4M

Human Development Summary- Cambodia - UNDP (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LPS6AL6Z 2405685:WYRBIC2U

Laos – Trade Agreements - International Trade Administration (2024)
Describes trade agreements this country is a party to. Includes resources where U.S. companies can get information on how to take advantage of these agreements.
KerkoCite.ItemAlsoKnownAs: 2339240:6JMUJ4WE 2405685:PMJASRFZ
Keywords: ⛔ No INSPIRE recid found

Educating Ukraine’s children is critical to its future - Brown, Sarah (Financial Times, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:RN9ECZYR 2405685:DP846JS6

Multilingual education: A key to quality and inclusive learning - Giannini, Stefania (UN Chronicle, 2024)
The potential of multilingual education is enormous, but realizing its full benefits requires a commitment to lifelong learning and a deeper appreciation of the value of linguistic diversity.
Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2339240:4K55XKEC 2405685:XCDQRLPH

Tailoring education with GenAI: A new horizon in lesson planning - Karpouzis, Kostas; Pantazatos, Dimitris; Taouki, Joanna; Meli, Kalliopi (arXiv, 2024)
The advent of Generative AI (GenAI) in education presents a transformative approach to traditional teaching methodologies, which often overlook the diverse needs of individual students. This study introduces a GenAI tool, based on advanced natural language processing, designed as a digital assistant for educators, enabling the creation of customized lesson plans. The tool utilizes an innovative feature termed 'interactive mega-prompt,' a comprehensive query system that allows educators to input detailed classroom specifics such as student demographics, learning objectives, and preferred teaching styles. This input is then processed by the GenAI to generate tailored lesson plans. To evaluate the tool's effectiveness, a comprehensive methodology incorporating both quantitative (i.e., % of time savings) and qualitative (i.e., user satisfaction) criteria was implemented, spanning various subjects and educational levels, with continuous feedback collected from educators through a structured evaluation form. Preliminary results show that educators find the GenAI-generated lesson plans effective, significantly reducing lesson planning time and enhancing the learning experience by accommodating diverse student needs. This AI-driven approach signifies a paradigm shift in education, suggesting its potential applicability in broader educational contexts, including special education needs (SEN), where individualized attention and specific learning aids are paramount
arXiv:2403.12071 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2403.12071 2339240:HPBKA7JW 2405685:6A5CLBVW
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computers and Society

Children’s personal data and compliance with Digital Personal Data Protection Act, 2023: Not a Child’s Play - Nanda, Akshay S. (ETGovernment.com, 2024)
Digital Personal Data Protection Act 2023 Children: The digital personal data protection legislation places a strong emphasis on protecting the privacy and rights of children in the digital landscape. Adhering to these compliances is not only a legal requirement but also a moral obligation.
Section: blog KerkoCite.ItemAlsoKnownAs: 2405685:P9NK3FTB

Young children’s development after forced displacement: A systematic review - Bernhardt, Katharina; Le Beherec, Saskia; Uppendahl, Jana R.; Fleischmann, Melia; Klosinski, Matthias; Rivera, Luisa M.; Samaras, Georgia; Kenney, Martha; Müller, Ruth; Nehring, Ina; Mall, Volker; Hahnefeld, Andrea (Child and Adolescent Psychiatry and Mental Health, 2024)
To examine the impact of displacement experiences on 0- to 6-year-old children’s social-emotional and cognitive development, as well as influencing factors on reported outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13034-024-00711-5 2339240:JZQ76RU6 2405685:CLSQSHXD
Keywords: Child; Cognitive development; Displacement; Preschool; Refugee; Social-emotional development

Are LLMs useful in the poorest schools? TheTeacher.AI in Sierra Leone - Choi, Jun Ho; Garrod, Oliver; Atherton, Paul; Joyce-Gibbons, Andrew; Mason-Sesay, Miriam; Björkegren, Daniel (arXiv, 2024)
Education systems in developing countries have few resources to serve large, poor populations. How might generative AI integrate into classrooms? This paper introduces an AI chatbot designed to assist teachers in Sierra Leone with professional development to improve their instruction. We describe initial findings from early implementation across 122 schools and 193 teachers, and analyze its use with qualitative observations and by analyzing queries. Teachers use the system for lesson planning, classroom management, and subject matter. Usage is sustained over the school year, and a subset of teachers use the system more regularly. We draw conclusions from these findings about how generative AI systems can be integrated into school systems in low income countries.
arXiv:2310.02982 [cs] version: 2 KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2310.02982 2405685:WTRDUD84
Keywords: Computer Science - Computers and Society

Can Using ChatGPT for Lesson Planning Cut Teacher Workload? - Education Endowment Foundation (Education Endowment Foundation, 2024)
New EEF trial to see if generative AI can reduce workload and maintain lesson quality
KerkoCite.ItemAlsoKnownAs: 2339240:6B5VYNAU 2405685:7RL4L55C

Acting Now for Tomorrow: Addressing Climate Mobility Challenges in Southeast Asia - Ysmael Arriola, Sarah Lou (The ASEAN, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DUNS8MBH 2405685:IW2LPLIA

Introduction to Gilgit-Baltistan: Geographical, Cultural, and Historical overview – North Times - Aziz, Baqir (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:M8N7SV9F 2405685:CTXM6PDE

Sierra Leone: Price for 1GB mobile data 2023 - Galal, Saifaddin (Statista, 2024)
One gigabyte of mobile internet in Sierra Leone cost, on average, 0.67 U.S.
KerkoCite.ItemAlsoKnownAs: 2339240:BB8CTHX7 2405685:QH66APIU

Country Office Annual Report 2023: Vietnam - UNICEF Viet Nam (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LH3W4B4H 2405685:FR7FMVEI

Perspectives of teachers on the employ of educational artificial intelligence tools in education: The case of the Gaza Strip, Palestine - Abdelmoneim, Rania; Jebreen, Kamel; Radwan, Eqbal; Kammoun-Rebai, Wafa (Human Arenas, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1007/s42087-024-00399-1 2339240:DZJPT2V6 2405685:2W4M58TN

UNESCO to implement new phase of Actions of ASEAN Declaration for Out-of-School Children and Youth - UNESCO (UNESCO, 2024)
With the financial support of POSCO 1% Foundation, UNESCO will facilitate access to vocational and transferable skills for out-of-school children and youth in Viet Nam.
KerkoCite.ItemAlsoKnownAs: 2339240:237AQC5Y 2405685:PL5S2AUF

Use of Artificial Intelligence in Education Delivery and Assessment - Felix, Juri; Webb, Laura (UK Parliament, House of Commons Library, 2024)
This POSTnote considers how artificial intelligence (AI) technologies can be used by educators and learners in schools, colleges and universities.
KerkoCite.ItemAlsoKnownAs: 2339240:RH9VUW2D 2405685:VR67TM3T

Advancing technology for learning in Chad - GPE KIX (GPE KIX, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:NFG5XXJI 2405685:9NUS6ZAP

Global Humanitarian Overview 2023 - Office for the Coordination of Humanitarian Affairs (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:2TYZT6IF 2405685:XBHRXIDU

Ahlan Simsim Impact Report - Sesame Workshop (Sesame Workshop, 2024)
A critical need, historic response, profound impact
Running Time: 205 KerkoCite.ItemAlsoKnownAs: 2339240:2AXQENUB 2339240:GFDTJEXP 2405685:CDPTN6WB 5911999:VX4EHUUV

Emergency Handbook: Mental Health and Psychosocial Support (MHPSS) - United Nations High Commissioner for Refugees (UNHCR, 2024)
Mental health and psychosocial support (MHPSS) in refugee emergencies requires action in health, education, community-based protection, child protection and GBV
KerkoCite.ItemAlsoKnownAs: 2339240:894LQ8Z3 2339240:IR4ZWFC8 2405685:TQ45GZ25 5911999:HYSHL3U9

Understanding the pricing of the ChatGPT API - API (OpenAI Developer Forum, 2024)
Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at $1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/...
Section: API KerkoCite.ItemAlsoKnownAs: 2405685:WK8YCRCC 2486141:YJVMBKUH

Scopus AI Beta: functional analysis and cases - Aguilera Cora, Elisenda; Lopezosa, Carlos; Codina, Lluís (2024)
Academic databases are a fundamental source for identifying relevant literature in a field of study. Scopus contains more than 90 million records and indexes around 12,000 documents per day. However, this context and the cumulative nature of science itself make it difficult to selectively identify information. In addition, academic database search tools are not very intuitive, and require an iterative and relatively slow process of searching and evaluation. In response to these challenges, Elsevier has launched Scopus AI, currently in its Beta version. As the product is still under development, the current user experience is not representative of the final product. Scopus AI is an artificial intelligence that generates short synthesis of the documents indexed in the database, based on instructions or prompts. This study examines the interface and the main functions of this tool and explores it on the basis of three case studies. The functional analysis shows that the Scopus AI Beta interface is intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an overview of a problem, as well as to identify authors and approaches, in a more agile search session than conventional search. Scopus AI Beta is not a substitute for conventional search in all cases, but it is an accelerator of academic processes. It is a valuable tool for literature reviews, construction of theoretical frameworks and verification of relationships between variables, among other applications that are actually impossible to delimit.
Accepted: 2024-01-09T15:30:03Z KerkoCite.ItemAlsoKnownAs: 2405685:ELXBVWUQ 2486141:2DKDU6LF
Keywords: ⛔ No DOI found

Designing for Social Justice: A Decolonial Exploration of How to Develop EdTech for Refugees - Barnes, Katrina; Emerusenge, Aime Parfait; Rabi, Asma; Ullah, Noor; Mazari, Haani; Moustafa, Nariman; Thakrar, Jayshree; Zhao, Annette; Koomar, Saalim (Education Sciences, 2024)
This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement. We offer a broad decolonial commentary on issues related to the design and development of EdTech initiatives for refugees, noting some of the historical trends prevalent in the education and emergencies sector. We are guided by questions such as: Why EdTech to start with? Who designs the products? Where are they designed? How are they designed? And, which power dynamics are at play during the design process? From this, we draw on qualitative data generated through three focus groups, where we explore young refugees’ experiences of EdTech. The focus group included a creative element inviting participants to imagine what a liberatory EdTech practice would look like. We aim to illustrate the practical implications of design choices taken by EdTech developers and, from this, recommend a set of justice-centred design principles for developers of EdTech in refugee contexts. These insights relate specifically to the experiences of refugees in Rwanda and Pakistan, though we also discuss the implications of these learnings for other contexts.
KerkoCite.ItemAlsoKnownAs: 10.3390/educsci14010077 2405685:W4XV3TFZ

Enabling technology integrated learning for autistic children using augmented reality based cognitive rehabilitation - Abdullah, A. Sheik; Karthikeyan, J.; Gomathi, V.; Parkavi, R.; Rajarajeswari, P. (SN Computer Science, 2024)
Augmented reality (AR)-based rehabilitation is an excellent teaching tool (ICT tool) for simulating daily activities for autistic children. Children with autism may become more mentally capable with this type of AR-based rehabilitation. It is intended to observe the children's performance in terms of concentration, attention, and identification. The observation has been done through placards as a target image to display the 3D objects on a mobile phone or tablet. In this project, observations are made for 21 autism children in the age group of 7–14, out of whom 17 are boys and 5 are girls. Those 21 children are given practice identifying 15 different objects in an augmented reality environment. Their performance was initially evaluated using conventional instructional techniques. The majority of the kids were having more difficulty identifying things during that observation. Then, with an Augmented Reality environment, the identical observation has been made once more. Using a mobile device or tablet, the 3D objects from the provided placard photos are produced in an augmented reality environment with animation and voice in the languages of English and Tamil. Children with autism are able to recognize and also grasp the behaviors of those objects while viewing them in 3D. Their efforts are measured using a two-point scale (0, 1, 2). The pre-assessment and post-assessment reports for the above observations are tabulated. All the observations are made in the presence of the special education teacher (therapist). However, the children observed in this project fall into three different categories: mild, moderate, and severe. In the Mild category, statistical significance is evident with p values of 0.002 in pre-assessment and 0.014 in post-assessment. Likewise, in the Moderate category, where p values are 0.023 in pre-assessment and 0.033 in post-assessment, significance is observed, as all p values fall below the chosen significance level of 0.05. This leads to rejecting the null hypothesis and concluding a significant difference. Children under the categories of mild and moderate are easily adaptable to the AR environment, and children under the category of severe are still in need of some practice in order to improve their performance.
KerkoCite.ItemAlsoKnownAs: 10.1007/s42979-023-02495-5 2339240:WH2QGU6A 2405685:M35KCLEA

ijmarshall/robotreviewer - Marshall, Iain (2024)
Automatic synthesis of RCTs
original-date: 2016-07-21T19:23:35Z KerkoCite.ItemAlsoKnownAs: 2405685:PQL34IN7 2486141:K5QNVJ2N
Keywords: bias; clinical-trials; cochrane; icasr; rcts; systematic-reviews; trial

Distance learning in Ukraine in Covid-19 emergency - Shevchenko, Viktoriya; Malysh, Nataliia; Tkachuk-Miroshnychenko, Olena (Open Learning: The Journal of Open, Distance and e-Learning, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2021.1967115 2339240:GPSUAPCH 2405685:J4GBLPK3

Helping families help themselves: The (Un)intended impacts of a digital parenting program - Amaral, Sofia; Dinarte-Diaz, Lelys; Dominguez, Patricio; Perez-Vincent, Santiago M. (Journal of Development Economics, 2024)
Parenting practices play a crucial role in child development. We evaluate the impact of a free digital stress management and positive parenting intervention designed to improve caregiver’s mental health and positive caregiver–child interactions in El Salvador. Drawing on the prior success of in-person interventions, we study the effects of digital intervention delivery and examine differential treatment effects by caregiver’s sex. Using an individual-level experiment, we find that the intervention increased stress and anxiety and lowered caregiver–child interactions among male caregivers. In contrast, among female caregivers, we did not detect changes in mental health and observed a decrease in the use of physical violence against children. We also find that family structure and the severity of economic deprivation greatly moderated the intervention’s impact, especially among male caregivers. Our findings indicate that one-size-fits-all digital parenting interventions may not serve all caregivers effectively, emphasizing the need for thorough evaluations prior to extensive implementation.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103181 2339240:NAASZWJX 2405685:V5FU4M64
Keywords: Child maltreatment; Mental health; Parental stress; Positive parenting

Artificial Intelligence in school administration in the post-basic education and career development (PBECD) in Nigeria - Galadima, Farida; Abdullahi, Muhammad Yakub (International Journal of Learning Development and Innovation, 2024)
This paper assessed the impact of Artificial Intelligence on school administration and teachers job performance in post-basic education and career development (PBECD) in Nigeria. Secondary data were used in the paper. The data were collected from print and online publications. The paper established that Artificial Intelligence aids effective school administration such as Data analysis and Decision Making, Automation of Administrative task, Resource Optimization, Student Support and intervention among others. It also identify some challenges and ethical considerations in schools such as Ethical Use of Student Data, Data Privacy and Security Concerns, Potential Bias in AI Decision Making. The studies also suggest that School administrators have to periodically inspect AI systems for bias and take actions to mitigate any found flaws. Additionally, varied and representative datasets should be used to train AI systems in order to reduce biases in decision making. Based on this findings, the paper concludes that government should increase investment on Artificial Intelligence infrastructure facilities in post-basic education and career development (PBECD) in Nigeria.
KerkoCite.ItemAlsoKnownAs: 2339240:FFGKKY65 2405685:JJZS2ANP
Keywords: ⛔ No DOI found

Psychological interventions for children with emotional and behavioral difficulties aged 5–12 years: An evidence review - Brown, Felicity L.; Lee, Catherine; Servili, Chiara; Willhoite, Ann; Ommeren, Mark Van; Hijazi, Zeinab; Kieselbach, Berit; Skeen, Sarah (Cambridge Prisms: Global Mental Health, 2024)
In low- and middle-income countries (LMICs), children and families face a multitude of risk factors for mental health and well-being. These risks are even further exacerbated in humanitarian emergencies. However, access to effective mental health services in such settings is severely limited, leading to a large mental health treatment gap. Middle childhood (5–12 years) is a crucial period for human development during which symptoms of emotional distress often emerge, with one in three mental disorders developing prior to age 14. However, there is little evidence of effective psychological interventions for children in this developmental stage, and suitable for implementation within LMICs and humanitarian emergencies. We conducted this evidence review to inform the development of a new intervention package based on existing best practice for this age group, drawing insights from both global and LMIC resources. Our review synthesizes the findings of 52 intervention studies from LMICs and humanitarian settings; 53 existing systematic reviews and meta-analyses covering both LMICs and high-income countries, and 15 technical guidelines. Overall, there is limited high-quality evidence from which to draw recommendations for this age group; however, some promising intervention approaches were identified for children experiencing externalizing and internalizing symptoms, traumatic stress and a combination of difficulties. Several effective interventions utilize cognitive-behavioral techniques for children, in either group or individual format, and incorporate caregiver skills training into treatment, although the findings are mixed. Most evaluated interventions use specialists as delivery agents and are lengthy, which poses challenges for scale-up in settings where financial and human resources are scarce. These findings will inform the development of new psychological interventions for children in this age group with emotional and behavioral difficulties.
KerkoCite.ItemAlsoKnownAs: 10.1017/gmh.2024.57 2339240:2KD8ZWB3 2405685:37QZSX76 5911999:DIGQW8MT
Keywords: child and adolescent; literature review; low- and middle-income countries; mental health; psychological interventions

Psychological interventions for children with emotional and behavioral difficulties aged 5–12 years: An evidence review - Brown, Felicity L.; Lee, Catherine; Servili, Chiara; Willhoite, Ann; Ommeren, Mark Van; Hijazi, Zeinab; Kieselbach, Berit; Skeen, Sarah (Cambridge Prisms: Global Mental Health, 2024)
In low- and middle-income countries (LMICs), children and families face a multitude of risk factors for mental health and well-being. These risks are even further exacerbated in humanitarian emergencies. However, access to effective mental health services in such settings is severely limited, leading to a large mental health treatment gap. Middle childhood (5–12 years) is a crucial period for human development during which symptoms of emotional distress often emerge, with one in three mental disorders developing prior to age 14. However, there is little evidence of effective psychological interventions for children in this developmental stage, and suitable for implementation within LMICs and humanitarian emergencies. We conducted this evidence review to inform the development of a new intervention package based on existing best practice for this age group, drawing insights from both global and LMIC resources. Our review synthesizes the findings of 52 intervention studies from LMICs and humanitarian settings; 53 existing systematic reviews and meta-analyses covering both LMICs and high-income countries, and 15 technical guidelines. Overall, there is limited high-quality evidence from which to draw recommendations for this age group; however, some promising intervention approaches were identified for children experiencing externalizing and internalizing symptoms, traumatic stress and a combination of difficulties. Several effective interventions utilize cognitive-behavioral techniques for children, in either group or individual format, and incorporate caregiver skills training into treatment, although the findings are mixed. Most evaluated interventions use specialists as delivery agents and are lengthy, which poses challenges for scale-up in settings where financial and human resources are scarce. These findings will inform the development of new psychological interventions for children in this age group with emotional and behavioral difficulties.
KerkoCite.ItemAlsoKnownAs: 10.1017/gmh.2024.57 2405685:JPZQM2WD
Keywords: child and adolescent; literature review; low- and middle-income countries; mental health; psychological interventions

Ghana Country Brief - International Institute of Capacity Building in Africa, UNESCO (2024)
This brief provides data and references to the literature on issues that matter for education in Ghana. It is part of a series that provides a brief introduction to the state of education systems in Africa. The work was prepared for country pages on IICBA’s website and a digital repository of resources at the country, sub-regional, and continental level. The brief series also informs work conducted in the context of (i) the European Union’s Africa Regional Teachers’ Initiative and (ii) the KIX (Knowledge and Innovation eXchange) Africa 19 Hub for anglophone countries that promotes the use of evidence for policy making and benefits from funding from the Global Partnership for Education and Canada’s International Development Research Center. This brief and its associated webpage are meant to be updated as new information becomes available, at least on a yearly basis.
KerkoCite.ItemAlsoKnownAs: 2339240:VJ7KX5IJ 2405685:Y6GFHR56

Timor-Leste Country Brief - World Food Programme (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:2CZWEQVR 2405685:55FVC264

Proceedings of the Eleventh ACM Conference on Learning @ Scale (Association for Computing Machinery, New York, NY, United States, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:6MLTGVP7

The unmasking of autism in South Africa and Nigeria - Adam, Skye (Neuropsychiatric Disease and Treatment, 2024)
KerkoCite.ItemAlsoKnownAs: 10.2147/NDT.S461650 2339240:S8AK7CL8 2405685:UMSWR2HE

Continental Artificial Intelligence Strategy: Harnessing AI for Africa’s development and prosperity - African Union (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:W46B72NI

Impact of technology integration on education in emergency (EiE): An analysis of emergency remote education at K-12 level for girls in Afghanistan since 2020 - Ahmadi, Sima (Research Highlights in Technology and Teacher Education Special Edition, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TTJ8NHX2 2405685:WNXNUQ2D