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PurposeThe study aims to reflect on past research, uncover current trends and propose a future research agenda in the field of artificial intelligence (AI) for competency-based personalised learning.Design/methodology/approachThe study followed the SPAR-4-SLR protocol to retrieve 855 articles related to the field indexed in the Scopus database. Performance analysis, network analysis and science mapping were then performed using VOSviewer and the Biblioshiny app.FindingsThe analysis identified nine clusters of intellectual structure (healthcare, competencies, learning systems, digital transformation, AI literacy, computer-aided education, AI ethics, e-learning and active learning) and twelve themes (including motor, basic, emerging and niche).Originality/valueFollowing an extensive review of the literature, this would appear to be the first study to provide a panoramic view of AI for competency-based personalised learning based on the Scopus database. The core gaps in the current literature have been identified and the corresponding future agenda will be instrumental in shaping future research directions in the field.

Instructional feedback has the power to enhance learning. However, learners do not always feel satisfied with their feedback experience. Simultaneously, little attention has been paid on investigating how feedback is implemented in online competency-based learning (CBL). CBL is an approach under which learning activities are organized in a non-linear manner to help learners achieve pre-defined competencies. This study applied a multiple case study method, and 17,266 pieces of the coded feedback text, given by instructors for three learning tasks from a blended undergraduate course, were analyzed. The results showed that instructors implemented 11 types of feedback. Feedback that was used to give praise was less effective, but was frequently used. Regulative feedback and emotional feedback can be very effective, but they were actually rarely used. Feedback for diagnosis, suggesting improvements, and praise was frequently and consistently used across tasks with different complexity. In contrast, feedback used for complementary teaching and time management, as well as emotional feedback were rarely used. Based on the obtained findings, the potential causes and suggestions for improving feedback implementation were discussed.

Instructional design (ID) plays a critical role in enhancing learning by systematically developing educational experiences based on established standards and competencies. The International Board of Standards for Training, Performance, and Instruction (IBSTPI) provides a comprehensive framework of competencies that guide professionals in the ID field across multiple domains. This study aims to assess how effectively an undergraduate educational technology program incorporates ID competencies and to explore the impact of a reconstructed project-based evaluation course on students’ development of competencies within the Evaluation & Implementation domain. Using pre- and post-course IBSTPI competency surveys, open-ended questions, and semi-structured interviews, this mixed-methods study analyzed both quantitative and qualitative evidence. Results indicated that students generally perceived themselves as competent across all domains, with the highest self-ratings in Planning & Analysis and Design & Development. Statistical analysis revealed significant improvements in all domains, including Evaluation & Implementation, underscoring the integrative role of the reconstructed project-based course in reinforcing and applying prior knowledge. Interviews further highlighted the importance of iterative learning processes fostered by sequential coursework and practical experiences, although some gaps were identified in the Management domain proficiency. Plain Language Summary How an Undergraduate Program Develops Students’ Instructional Design Skills: Insights from Courses and Job Experiences This study explores how well an undergraduate educational technology program prepares students for professional roles in instructional design (ID), focusing on the alignment between course content and the essential competencies outlined by the International Board of Standards for Training, Performance, and Instruction (IBSTPI). Instructional design is a field that aims to improve learning experiences by carefully designing educational materials and experiences. To succeed, professionals must develop a wide range of competencies across areas such as planning, analysis, design, development, evaluation, and implementation. Using a combination of surveys and interviews, this research examined students’ perceptions of their competency levels before and after completing a key last-semester course, which focuses on evaluation and implementation strategies. Findings show that students generally felt confident in their abilities, especially in the areas of planning, analysis, design, and development. The CET 472 course notably played an important role in strengthening students’ competencies, with significant improvements observed in the evaluation and implementation domain, the primary focus of the course. Additionally, students’ job experiences contributed meaningfully to their development, particularly in professional foundations, planning and analysis, and management competencies. Interviews revealed that both the sequence of courses and practical experiences helped students build their skills over time, though some students still reported gaps in their management abilities. These results suggest that while the program effectively supports student growth in many areas, there is an opportunity to place greater emphasis on developing management-related competencies. Overall, this study highlights the value of integrating targeted coursework with hands-on experiences to better prepare future instructional design professionals for the demands of the workplace.

The purpose of this study was to offer an inside look at the coexistence of different ways of conceiving and organising the knowledge of social sciences in current schools. To this end, the methods of autoethnography and critical discourse analysis were used in a case study focused on the teaching experience of one of the authors. The system of categories constructed allowed us to empirically verify the existence of a conflict between two major epistemological paradigms, competency and disciplinary, in clear correspondence with a gap between innovative educational discourses and traditional school practices. In the case analysed, this conflict led to a curricular over-dimensioning, which aimed to expand the elements to be worked on by teachers and their students qualitatively and quantitatively. The causes of this phenomenon are related to neo-liberal pedagogical parameters and allowed us to conclude that we should not conceive of competency-based learning either as an educational change by itself or as a strategy that guarantees change.

Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear. This study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program. The economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost. The incremental cost-effectiveness ratio indicated that it costs 24% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD $40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a break-even point is achieved within its third iteration and relative savings in the subsequent years. The sensitivity analysis indicates that approaches with higher transition costs, or staffing requirements over that of a traditional method, are likely to result in negative value propositions. Under the study conditions, a blended learning approach was more cost-effective to operate and resulted in improved value for the institution after the third year iteration, when compared to the traditional face-to-face model. The wider applicability of the findings are dependent on the type of blended learning utilized, staffing expertise, and educational context.

This paper describes the long-term re-development of an introductory graduate research methods course. The initial design is presented, followed by the two re-design phases. Phase 2 introduced additional inquiry-based strategies such as concept mapping and multiple levels of peer collaboration. Phase 3 incorporated competency-based techniques as well as additional technical, social, and instructional support. Assessment results, student feedback, moderate to strong relationships between scores on key assessments, and design principles support the assertion that the Phase 3 course is an improvement over the Phase 1 version. Limitations and further research are presented.

The key issue discussed in the article is the main challenges in developing inclusive education. Most European countries have acknowledged inclusive education as a means to secure equal educational rights for all persons. However, the definitions and implementations of inclusive education vary immensely. They are discussed in relation to a narrow and a broad definition of inclusive education, distinguishing between a horizontal and a vertical dimension of the concept. The article also goes into students' learning outcomes in inclusive education as well as teacher competencies for inclusive pedagogy. No country has yet succeeded in constructing a school system that lives up to the ideals and intentions of inclusion, as defined by different international organizations. Placement seems to be the most frequent criterion of inclusive education, to avoid segregation. The quality of teaching and learning processes in inclusive education has lower priority.

This paper argues that micro-credentials are gig credentials for the gig economy. Micro-credentials are short competency-based industry-aligned units of learning, while the gig economy comprises contingent work by individual ‘suppliers’. Both can be facilitated by (often the same) digital platforms, and both are underpinned by social relations of precariousness in the labour market and in society. They are mutually reinforcing and each has the potential to amplify the other. Rather than presenting new opportunities for social inclusion and access to education, they contribute to the privatisation of education by unbundling the curriculum and blurring the line between public and private provision in higher education. They accelerate the transfer of the costs of employment preparation, induction, and progression from governments and employers to individuals. Micro-credentials contribute to ‘disciplining’ higher education in two ways: first by building tighter links between higher education and workplace requirements (rather than whole occupations), and through ensuring universities are more ‘responsive’ to employer demands in a competitive market crowded with other types of providers. Instead of micro-credentials, progressive, democratic societies should seek to ensure that all members of society have access to a meaningful qualification that has value in the labour market and in society more broadly, and as a bridge to further education. This is a broader vision of education in which the purpose of education is to prepare individuals to live lives they have reason to value, and not just in the specifics required of particular jobs.

Personalized learning has the potential to transfer the focus of higher education from teacher-centered to learner-centered environments. The purpose of this integrative literature review was to provide an overview of personalized learning theory, learning technology that supports the personalization of higher education, current practices, as well as case studies of implementing technology models to support personalized learning. The review results revealed the following: three technological models that support personalized learning within blended learning environments in higher education, an increase in personalized learning implementation in higher education with the support of the referenced technology models and platforms, and a lack of data-driven and independent research studies that investigate the effectiveness and impact of the personalized learning and technology models on student learning. The article informs educators and higher education administrators of the emerging models, platforms, and related opportunities to implement personalized learning in higher education settings. The review discusses the barriers, challenges, and theoretical and practical implications of implementing a personalized learning approach in higher education. Finally, recommendations for future research are discussed.

Implementing social emotional learning (SEL) programs in school settings is a promising approach to promote critical social and emotional competencies for all students. However, there are several challenges to implementing manualized SEL programs in schools, including program cost, competing demands, and content that is predetermined and cannot be tailored to individual classroom needs. Identifying core components of evidence-based SEL programs may make it possible to develop more feasible approaches to implementing SEL in schools. The purpose of this study was to systematically identify the core components in evidence-based elementary school SEL programs, using the five interrelated sets of competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as an organizing framework. We present the components that were identified, and the rates at which each component was included in the sample of evidence-based SEL programs. The core components that occurred most frequently across programs were Social Skills (100% of programs), Identifying Others’ Feelings (100% of programs), Identifying One’s Own Feelings (92.3% of programs), and Behavioral Coping Skills/Relaxation (91.7% of programs). These findings illustrate the feasibility of systematically identifying core components from evidence-based SEL programs and suggest potential utility of developing and evaluating modularized SEL programs.