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The primary aims of environmental education and courses at universities are for students to develop an environmental mentality and to be able to apply that mindset to solving real-world issues. In this study, pre-service elementary students participated in active learning environments through creating educational radio program activities by researching scientific information on seven topics: water, air soil, global warming, population, green chemistry and artificial intelligence. Presentations of their radio programs were followed by construction of mind maps to exhibit knowledge of the environmental concepts they had learned. This approach demonstrated useful knowledge for future classroom applications for teaching about environmental issues. Mind maps were used to help university students establish patterns between concepts and thoughts, understand cause-effect relationships, and organize and systematize their complex knowledge about environmental issues. A case study design was implemented. Participants were second-year students enrolled in a public university's Elementary Teaching Program in Izmir, Turkey. Results indicated that the incorporation of educational radio activities with mind maps to consider the most prominent environmental education issues and their alternative solutions raised students' awareness of how lesser-known issues are related to the environment. Students concentrated on a cognitive and affective process; learning to look at multidimensional environmental issues from many viewpoints by adding new concepts to those they previously knew.

Randall Davidson provides a comprehensive history of the innovative work of Wisconsin's educational radio stations. Beginning with the first broadcast by experimental station 9XM at the University of Wisconsin, followed by WHA, through the state-owned affiliate WLBL, to the network of stations that in the years following WWII formed the Wisconsin Public Radio network, Davidson describes how, with homemade equipment and ideas developed from scratch, public radio became a tangible example of the Wisconsin Idea, bringing the educational riches of the university to all the state's residents. Marking the centennial year of Wisconsin Public Radio, this paperback edition includes a new foreword by Bill Siemering, National Public Radio's founding director of programming.

Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers’ and students’ points of view in both secondary and higher education.

In service of the goal of examining how cognitive science can facilitate human–computer interactions in complex systems, we explore how cognitive psychology research might help educators better utilize artificial intelligence and AI supported tools as facilitatory to learning, rather than see these emerging technologies as a threat. We also aim to provide historical perspective, both on how automation and technology has generated unnecessary apprehension over time, and how generative AI technologies such as ChatGPT are a product of the discipline of cognitive science. We introduce a model for how higher education instruction can adapt to the age of AI by fully capitalizing on the role that metacognition knowledge and skills play in determining learning effectiveness. Finally, we urge educators to consider how AI can be seen as a critical collaborator to be utilized in our efforts to educate around the critical workforce skills of effective communication and collaboration.

Background In High-income countries, many academic institutions are using E-learning during COVID 19 Pandemic. However, in limited-resource countries, like Sudan, shifting towards E-learning requires many adjustments to be made to make sure the E-learning is held in a proper manner, as best as possible. This study was undertaken to assess medical students’ perception towards implementing E-learning during COVID 19 Pandemic and to highlight for E-learning implementation in Sudan as an example of a limited-resource setting. Methods A cross-sectional survey was conducted between 10 and 25 of May 2020 among the undergraduate medical students at the Faculty of Medicine, University of Gezira, Sudan. The study used self-administered online-based questionnaire. E-mail and social media platforms such as Facebook and WhatsApp were utilized to disseminate the questionnaire. Results The total numbers of 358 undergraduate medical students responded to the online survey questionnaire. The majority (87.7 %) of students agreed that the closure of the university is an essential decision to control the spread of the COVID-19 infection. Approximately two-thirds (64 %) of students perceived that E-learning is the best solution during COVID 19 lockdown. The level of medical students (Pre-clerkship and Clerkship) and place of residence had significant correlation ( p -value < 0.05) with medical students opinion regards starting the E-learning. Internet bandwidth and connectivity limitation, unfamiliarity with E-learning system, technical support limitation and time flexibility in case of technical problems during online exams, and lack of face-to-face interaction were the factors considered by medical students to be against the E-learning implementation. Conclusions Most medical students had a positive perception of E-learning. However, there are many challenges considered as an inhibitory factor for utilizing electronic technologies for medical education. We recommend that challenges of E-learning in our limited-resource setting should be systematically evaluated and that effective strategies should be developed to overcome their inhibitory effects.

This study looked at titles of research papers on educational technology that were published between 1927 and 2023 using computational text analysis. To map research trends, metrics for technology terminology use, network complexity, and knowledge updating rates were used. The findings showed that, despite some fluctuations, titles have become more technologically diverse and interconnected over time, indicating a greater emphasis on technology and interdisciplinarity. Escalating title complexity was visualized using network analysis. Citation patterns revealed that science/engineering and educational technology both update knowledge at comparable rates. This computational analysis shows how the fields of education and technology have been evolving together over time, giving historical context to understand current trends. The study shows how to use data science techniques to map the dynamics of research within a practical domain that connects technology and practice.

Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research.

Starting his career in Cardiff University School of Social Sciences (UK), Neil has also worked at the UCL Knowledge Lab (UK) and Monash University Faculty of Education (Australia). Neil Selwyn (NS): While I was convinced at the time that it made some important points, that 2013 book is definitely one of my lowest-selling and least-cited books of all time. [...]looking at the ways in which different regions and countries coped with the first wave of school shutdowns, there have been marked local variations and straightforward differences that confound such discussion – even if we only focus on the experience of countries in the global North. Remote schooling has taken all sorts of forms there – from a resurgence in educational radio and television, through to preloaded mobile devices, text messaging, bundles of books and paper worksheets.

La presente investigación tiene por objeto analizar la incursión de la radio educativa en España a través de la revista Vida Escolar desde 1958 hasta 1984. Para ello, en primer lugar, se realiza una radiografía histórica, sistematizando en etapas la revista Vida Escolar y reseñando para cada una de ellas su evolución ideológica. Posteriormente, se examina, a través de la citada fuente, la incardinación de los medios audiovisuales como recurso pedagógico, para finalmente investigar la inserción, función y posibilidades de la radio educativa como recurso de la “nueva pedagogía”. A pesar de las incertidumbres iniciales y las carencias de recursos y espacios, la perdurabilidad frente a otros medios, su instrumentalización como elemento formativo, su versatilidad en contenidos, la evolución metodológica donde el alumno va adquiriendo protagonismo, o su parcial instrumentalización ideológica son característica que definen la radio educativa. Se ofrece finalmente un anexo con las contribuciones sobre la radio educativa en Vida Escolar.

In this article, the authors examine the history, development, and current state of K-12 online learning, challenging the assertions that COVID-19-era distance education was unprecedented. Drawing on historical examples, the authors demonstrate how educational systems have repeatedly leveraged various technologies for remote instruction during disruptions, from correspondence courses to radio broadcasts to modern digital platforms. The analysis reveals persistent challenges in implementing effective online learning, including inadequate teacher preparation, inconsistent terminology, and limited theoretical frameworks. While K-12 online learning has shown promise for expanding educational access and flexibility, adoption remains relatively low globally. The article concludes that realizing the potential of K-12 online learning requires addressing fundamental issues in research, practice, and policy while learning from past experiences rather than treating each implementation as novel.