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Retrieval-Augmented Generation (RAG) overcomes the main barrier for the adoption of LLM-based chatbots in education: hallucinations. The uncomplicated architecture of RAG chatbots makes it relatively easy to implement chatbots that serve specific purposes and thus are capable of addressing various needs in the educational domain. With five years having passed since the introduction of RAG, the time has come to check the progress attained in its adoption in education. This paper identifies 47 papers dedicated to RAG chatbots’ uses for various kinds of educational purposes, which are analyzed in terms of their character, the target of the support provided by the chatbots, the thematic scope of the knowledge accessible via the chatbots, the underlying large language model, and the character of their evaluation.

Although many studies endorse the notion that the way students perceive support influences their engagement, very few have explored the possible mediator role of intention to learn between these variables. The present work provides new evidence to the existing literature because it analyses the work of intention to learn (measured with expectancy–value beliefs and achievement goals) as a mediating motivational variable in the relation between university students’ external support (teacher and family) and their engagement. The Educational Situation Quality Model (MOCSE, its acronym in Spanish) has employed as a theoretical framework to perform this analysis. A sample of 267 Spanish university students completed the questionnaires employed to measure the considered variables at three times. They answered teacher and family support scales when the course began (time 1), intention to learn scales halfway through the course (time 2), and engagement scales when the course ended (time 3). The obtained structural equation models showed a positive and significant effect for teacher and family support on the considered motivational variables (expectancy–value beliefs and achievement goals) and these, in turn, on student behavioral engagement. These results allow us to point out a series of recommendations for university teachers to improve their students’ involvement in their learning process.

This study investigated the characteristics of faculty perceptions of teaching support and teaching efficacy and the relationships between them in Shandong, a province in East China. The results from a sample of 2758 faculty members from 25 public institutions of higher education showed high levels of reported teaching support and teaching efficacy. Faculty members from key institutions scored higher on teaching resources and efficacy for course design but lower on administrative and peer support. Male faculty members scored higher on efficacy for course design, technology usage and classroom management. Teaching assistants scored higher on administrative and peer support but lower on efficacy for course design, instructional strategy, technology usage and classroom management. In addition to the positive relationship between teaching resources, peer support and all teaching efficacy factors, administrative support was negatively related to course design, technology usage, classroom management and learning assessment among faculty of provincial institutions but positively related to course design and technology usage among faculty of vocational institutions. No significant relationship was found between administrative support and teaching efficacy factors among faculty members from key institutions.

In 2019, the United Nations released “Education for Sustainable Development for 2030”, emphasizing that sustainable learning is an important component of education for sustainable development, as it can enable learners to master the knowledge and skills required to keep learning in a variety of circumstances. To better understand teachers’ sustainable learning within the context of education, this study used a comprehensive method combining quantitative analysis and qualitative analysis to examine the key factors that influence teachers’ reflective practice skill through educational practice for sustainable learning. A total of 349 teachers responded to the survey. Based on the quantitative results, 10 teachers were chosen for qualitative analysis. Results showed that teaching support service, peer feedback, teacher–student interaction, and personal goal orientation were found to have a significant impact on teachers’ reflective practice skill, which is beneficial for promoting sustainable learning. Interestingly, the direct impact of pedagogical self-efficacy on reflective practice skill was not observed. The following qualitative research yielded five topics on teaching support service, peer feedback, teacher–student interaction, pedagogical self-efficacy, and personal goal orientation. These topics helped to explain the results of the quantitative analysis. The findings of the proposed model were conducive to understanding the mechanism that affects teachers’ reflective practice skill as well as providing practical implications for teachers’ sustainable learning in educational practice.

In order to improve the quality of distance education and solve the problem of slow data processing of the teaching system, an intelligent distance education assistance system based on WEB is developed in this paper. After verification, students, teachers and administrators log into the distance intelligent teaching assistance system and transmit various information to the interface of the teaching and administration subsystems. The submitted information is merged using the Bayesian model for integrating educational resources in the digital cloud to create a distance education database that supports the system with data. At the same time, the evaluation of the business logic of the data is performed. After the data is converted to other formats in the subsequent convertible database, it returns to the user interface to provide browsing and consulting functions for users. The experimental results show that the designed system can realize the remote auxiliary function of intelligent education and effectively improve the quality of teaching. The real-time data acquisition rate of the system in this paper is always equal to the set value. The average acceleration of the system in this paper is 5.5 and the data processing efficiency is higher. The minimum safety factor of the system is between 7.8 and 8.5, and the system has high stability. The user satisfaction of the system is over 93%, and the accuracy of the collected data is relatively high. The auxiliary system designed in this paper can provide a stable and efficient application environment for distance education.

From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher’s supportive style, the students’ satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization.

The rapid shift to online education, accelerated by the COVID-19 pandemic, has fundamentally altered the landscape of teaching, and learning worldwide, making the exploration of factors influencing online teaching experiences increasingly vital. While existing research has examined the impact of instructional support on teaching efficacy and experience, a critical gap remains systematically exploring how personal, social, and organizational factors shape online teaching practices. This study aims to address this gap by investigating the relationships among social and organizational support, technological efficacy, innovation awareness, and online teaching effectiveness. Data collected from 3,154 university instructors across China were analyzed using structural equation modeling (SEM). The findings reveal that both technological efficacy and innovation awareness significantly mediate the relationship between social and organizational support and the online teaching experience. From the perspective of the standard total effect values, technological efficacy played a pivotal role in shaping the online teaching experience. These results contribute to the field by deepening our understanding of how support structures influence online teaching outcomes, providing empirical insights for strengthening support mechanisms that empower educators in technology-enhanced teaching environments. Plain language summary How support from others helps improve online teaching in China: Understanding the role of technological efficacy and innovation awareness The COVID-19 pandemic forced a rapid switch to online education, which has made teaching and learning very different for educators worldwide. While we know that support from colleagues, institutions, and technology can influence how teachers experience online teaching, we still don’t fully understand how different types of support shape their teaching effectiveness. This study looked at how support from social networks (like colleagues and peers) and organizations (like universities) influences online teaching, focusing on two important factors: technological efficacy and awareness of innovation. We surveyed over 3,000 university teachers across China and found that both technological efficacy and awareness of innovation play a key role in how social and organizational support influences online teaching. In particular, technological efficacy was very important in shaping how teachers feel about their online teaching experience. Our study shows that when teachers receive strong support-whether from colleagues, their school, or through improved technological tools-they are more likely to feel confident and effective when teaching online. This research offers useful insights for schools and policymakers to strengthen the support teachers need, so they can succeed in the increasingly digital world of education.

Educational technologies are often developed such that students work on specific social levels (e.g., individual, small group, whole class) at specific times. However, in the reality of the classroom, learning activities are not so cleanly divided, with transitions occurring between social levels for students at different times. To support these social transitions in a way that can promote student learning, we need to lower the teacher’s orchestration load around managing fluid social transitions. Co-orchestration, in which the orchestration decisions are shared between different parties, can help to lower the orchestration load when it is designed according to the teacher’s values and classroom culture. In this paper, we present a taxonomy of social transitions and investigate how the responsibilities of orchestration can be divided between primary school teachers and a co-orchestration system in order to support the extension from rigid social transitions to fluid transitions in technology-enhanced classrooms. Across two studies, we used a design process involving co-design and prototyping with teachers. We uncovered and refined co-orchestration design desires that balance teachers’ orchestration loads while providing them with a sense of control. We present six design desires for maintaining a balance between teacher and system responsibilities regarding the orchestration of social transitions that can be implemented, such as in our mid-fidelity prototype, to support the range of social transitions. The list of desires contributes to co-orchestration research and more broadly technology design for classrooms by highlighting the changing balance of teacher control depending on what is the focus of the orchestration support.

Personal academic agency - the thoughts, actions, and emotions that impact individual functioning at school - is central for academic success. On average, students from low socio-economic status (low-SES) backgrounds report lower levels of personal academic agency than their more advantaged peers, but there are also many who achieve academic success. Identifying different personal academic agency profiles among students from low-SES backgrounds may assist in targeting efforts to boost these factors within that population - and to identify students who are faring well, as well as those who might require additional support. This study examined five factors of personal academic agency (perceived competence, school belonging, perseverance, academic buoyancy, and conduct problems) among 20,125 secondary school students from low-SES backgrounds at 421 Australian schools. We identified profiles of students that vary in patterns of personal academic agency, and examined teaching support predictors and achievement differences associated with profile membership. Latent profile analysis revealed five student profiles: Vulnerable (9% of sample), Resigned (27%), Precarious (28%), Average (32%), and Flourishing (14%) profiles. Students' perceptions of teaching support predicted membership in more adaptive profiles (i.e., Average and Flourishing profiles) - with the most consistent teaching support predictors being emotional support, classroom management, and instructional relevance. In addition, the Flourishing profile displayed the highest achievement. [Author abstract]