World Journal on Educational Technology: Current Issues

Digital personas: A multimodal discourse analysis of Algerian star teachers’ identity on social media

2025-04-06T12:19:08+03:00

Over the past two decades, social media has profoundly reshaped educational communication and professional identity. The expansion of digital platforms has enabled teachers to extend their presence beyond traditional classrooms; however, limited research has critically examined how teachers influence authority and negotiate professional identity within commercialized digital environments. This study addresses this gap by analyzing the social media practices of a prominent teacher influencer through multimodal and critical discourse analysis. The research explores how educators balance their dual roles as instructors and content creators while shaping public perceptions of teaching and learning. The findings reveal a reconfiguration of teacher identity in which personal branding, visibility, and market orientation become central to professional legitimacy. Authority is increasingly performed through strategic self-presentation and audience engagement rather than institutional affiliation alone. The emergence of star teachers signals broader transformations in educational values, professional boundaries, and the commodification of knowledge. This study contributes to understanding how digital culture influences educational practice and highlights implications for teacher professionalism, ethical standards, and the future positioning of education within media-driven societies.

Keywords: Digital identity; discourse analysis; educational commercialization; social media; teacher influencers

A framework of personalized learning practice for modern higher education: Towards education 4.0

2025-05-27T10:19:47+03:00

The Fourth Industrial Revolution has fundamentally transformed higher education by reshaping pedagogical approaches, knowledge acquisition processes, and the pursuit of sustainable educational goals. Outcome-based education has emerged as a dominant paradigm; however, limited research has critically examined how structured outcome-based pedagogy enhances cognitive development and informed decision-making in higher education contexts. This study addresses this gap by investigating the design and implementation of an outcome-based pedagogical framework that predefines learning outcomes aligned with knowledge application and educational decision-making. Using a structured pedagogical design approach, the study explores how clearly articulated outcomes influence teaching strategies and learner engagement. Findings indicate that personalized learning practices embedded within outcome-based pedagogy strengthen learners’ cognitive skill development and deepen their understanding of disciplinary knowledge. The results further suggest that intentional alignment between learning outcomes, instructional design, and assessment enhances meaningful learning experiences. This study contributes to contemporary discourse on pedagogical transformation by offering a structured framework that supports sustainable educational development and adaptive learning environments.

Keywords: Cognitive development; higher education; outcome-based education; personalized learning; sustainable education

Educational leadership readiness gap for artificial intelligence in Sub-Saharan Africa

2025-06-24T04:33:42+03:00

The rapid integration of Artificial Intelligence into education presents significant opportunities for enhancing instructional quality, personalizing learning, and improving administrative efficiency. Despite its transformative potential, successful adoption remains contingent upon leadership readiness, particularly in contexts where digital transformation is still emerging. Existing scholarship has largely focused on technological infrastructure and pedagogical applications, while insufficient attention has been given to the preparedness of school leadership to guide Artificial Intelligence implementation. This paper addresses this gap by critically examining the current state of school leadership and the implications of leadership unpreparedness for effective technology integration. Drawing on conceptual analysis and a review of contemporary educational leadership discourse, the study explores how limited digital competence, policy alignment, and strategic vision constrain Artificial Intelligence adoption. The findings underscore the necessity of targeted leadership development initiatives that strengthen digital literacy, ethical governance, and data management capabilities. The study further highlights the importance of evaluating how leadership readiness shapes the sustainability and effectiveness of Artificial Intelligence integration. These insights contribute to policy and practice by emphasizing leadership capacity as a central determinant of responsible and effective technological transformation in education.

Keywords: Artificial intelligence; digital leadership; educational technology; leadership readiness; school governance

Enhancing students’ understanding of quadrilateral properties through GeoGebra-based instruction

2025-06-30T17:25:32+03:00

Understanding geometric properties is fundamental to mathematical reasoning, yet persistent misconceptions in students’ classification of quadrilaterals remain a significant concern. Although physical manipulatives and dynamic geometry software have been widely examined, limited research has investigated their integrated use within a structured pedagogical framework to promote inclusive classification and deeper conceptual understanding. This study addresses this gap by exploring the impact of combining physical manipulatives with dynamic geometry software on students’ understanding of quadrilateral properties. An eight-hour intervention was implemented using a quasi-experimental pretest-posttest design with a single group of students. The instructional sequence consisted of an initial phase involving hands-on exploration with physical artefacts, followed by digital investigation through dynamic representations. Findings revealed a statistically significant improvement in students’ ability to classify and reason about quadrilaterals, indicating enhanced conceptual understanding and active engagement. The study demonstrates that integrating tangible and digital tools strengthens geometric reasoning and supports inclusive mathematical thinking. These findings offer important implications for the design of technology-enriched geometry instruction and highlight the need for more rigorous experimental research.

Keywords: Conceptual understanding; dynamic geometry; geometry education; manipulatives; quadrilaterals

Developing a self-paced online learning platform for computer servicing using Google Sites

2025-07-02T11:24:34+03:00

The increasing demand for flexible and accessible technical education has intensified the need for innovative digital learning solutions in computer servicing. Although online platforms are widely used in general education, limited research has examined the design and effectiveness of structured self-paced environments specifically tailored to technical skill development. This study addresses this gap by developing and evaluating a self-paced online learning platform for computer servicing using Google Sites. The platform was designed for learners of all levels and incorporates structured modules, video tutorials, interactive quizzes, hands on exercises, discussion forums, and peer support to promote practical competence in hardware fundamentals and troubleshooting. An iterative design process guided by usability testing and user feedback informed continuous refinement of the platform. Findings indicate that the platform strengthens practical skill acquisition and facilitates the integration of theoretical knowledge with applied tasks. High levels of usability and learner engagement were observed. The study contributes to digital technical education by demonstrating how thoughtfully designed self-paced platforms can broaden access, support workforce skill development, and enhance experiential learning outcomes.

Keywords: Computer servicing; digital learning; instructional design; online education; technical skills

Corporate Policy Integration for Cybersecurity in Education: A Model Structure for Higher Education Institutions

2026-04-09T13:02:12+03:00

Higher education institutions, standing at the forefront of digital transformation, have become primary targets for cyber attackers on a global scale due to the massive personal data, strategic academic research, financial records, and large-scale network infrastructures they host. Unlike traditional corporate structures, the fact that higher education institutions are founded on the principles of “academic freedom” and “open access to information” brings unique challenges to the construction of cybersecurity architecture. Viewing cybersecurity merely as a technical IT issue in these institutions remains insufficient in today’s complex threat landscape. Therefore, integrating technical measures into corporate governance processes, legal requirements, and academic culture is a necessity. The primary objective of this research is to develop a sustainable and holistic “Cybersecurity in Education” model structure suitable for the dynamic nature of higher education institutions. The study centers on the perspective of Cybersecurity Program students who are in the process of professionalization and are being cultivated within the technical core of this field. Synthesizing the students’ technical vision with institutional needs will ensure that the proposed model is both technologically valid against current threats and practically applicable. The methodological framework of the research is built upon the “case study” design, a qualitative research method. Data was collected through a semi-structured interview form divided into three main categories. As a result of the content analysis of the collected data, it was determined that the greatest risk factor threatening corporate security is “user unawareness.” To ensure the balance between academic freedom and security and to manage BYOD (Bring Your Own Device) risks, the necessity of “Network Access Control (NAC),” “isolated research networks (Sandbox),” and anomaly detection systems was emphasized. Within the scope of emergency and business continuity, redundant server architectures and DDoS protection systems stood out; while it was determined that to spread the cybersecurity culture throughout the institution, policies must be supported by gamification, phishing simulations, and practical laboratory training. In light of these findings, a three-dimensional model proposal consisting of technical, administrative, and human layers has been developed. This model, in which legal obligations such as the KVKK (Personal Data Protection Law) are transparently integrated into technical processes, is expected to guide decision-makers, IT departments, and strategy development units in higher education institutions. This study not only provides a security guide but also presents an original theoretical framework for making cybersecurity an integral part of educational processes.

Keywords: Cybersecurity in Education, Higher Education Institutions, Corporate Policy, Cybersecurity Model, Cyber Resilience.