World Journal on Educational Technology: Current Issues

Algerian teachers’ perceptions on AI-powered evaluation: Case study of EFL university teachers

Imane Fersaoui, Hadil Dahia — Thu, 30 Apr 2026 00:00:00 +0300

This study embarks on the possibility of using artificial intelligence (AI) tools to automate the evaluation and assessment processes. It investigates Algerian EFL university teachers’ awareness, trust, readiness, usage, and perceptions of AI-enabled evaluation. A mixed-methods research approach was employed, combining quantitative data collected through a structured questionnaire analyzed using IBM SPSS Statistics Version 31, and qualitative data obtained from an online survey administered to the same sample of 100 university EFL teachers. The collected findings demonstrate a significant gap between awareness and actual implementation, which is largely influenced by issues of trust, readiness, and practical competence. One major conclusion of this research is that AI-powered evaluation tools have promising prospects for teachers, but they need to be chosen and utilized cautiously, in the presence of human supervision. Therefore, technological availability, professional development, targeted training, trust-building measures, and clear guidelines before integrating AI tools in evaluation are recommended.

Keywords: Artificial intelligence (AI); AI-driven evaluation and assessment; AI-powered tools; human evaluation; teacher perceptions.

Perceptions of secondary school teachers on classroom communication and integration of ICT (information and communication technologies)

Shekhar Pasaragonda, T. Vijaya Kumar — Thu, 30 Apr 2026 00:00:00 +0300

The present study aims to determine secondary school teachers' perceptions of classroom communication and the integration of ICT (Information and Communication Technologies) in secondary school classrooms in Sircilla Rajanna district, Telangana, India. This is a descriptive research study in which 300 teachers were selected through simple random sampling from 36 secondary schools. The data was collected by administering the perception scale, which was analyzed using descriptive statistics. The results indicate that secondary school teachers’ perceptions of the integration of ICT into classroom communication are moderate. The female teachers’ perceptions were slightly higher than those of male teachers regarding classroom communication and ICT integration. Teachers across different subjects perceive classroom communication and ICT integration at the same level, and they noticed no difference in their perceptions.

Keywords: Secondary School Teachers, Integration of ICT in Classroom Communication and Perceptions

Critical success factors of the alternative learning system eSkwela project

Edmarlyn M. Porras — Thu, 30 Apr 2026 00:00:00 +0300

The eSkwela project is one of the major technological advancements in the Alternative Learning System (ALS) through its Information technology, reducing the digital divide and enhancing the capacity of the ALS students to be successful participants in a global and knowledge-based economy. This paper intends to examine the critical success factors of the eSkwela project as perceived by mobile teachers and students. The factors were tested by surveying 16 mobile teachers and 53 students of ALS. The results revealed that learners’ characteristics, teachers' characteristics, educational institution support, and information quality are the most critical success factors of the eSkwela project.

Keywords: Critical success factors, Alternative Learning System, Computer-based e-learning, ICT, technology

Sociology of education and the national education policy (NEP) 2020: A sociological analysis of inclusion, functionality, and social transformation in India

Ganesh Shrirang Nale (Satarkar) — Thu, 30 Apr 2026 00:00:00 +0300

The sociology of education provides a critical lens for examining how education, as a social institution, functions within broader social structures. It analyzes the interconnections between education, culture, power, and inequality, highlighting how educational systems simultaneously reproduce and transform social realities. This paper explores the sociological foundations of education with special reference to India’s National Education Policy (NEP) 2020, which marks a paradigm shift toward equity, inclusion, and holistic learning. Drawing on classical and contemporary sociological theories—Durkheim’s functionalism, Marxist and Althusserian conflict perspectives, Bourdieu’s theory of cultural reproduction, and symbolic interactionism—the paper examines how education both sustains and reshapes social order. The analysis situates NEP 2020 within this theoretical framework, illustrating its alignment with global objectives such as the United Nations Sustainable Development Goal 4 (SDG 4) on inclusive and equitable education. The paper further discusses the school as a social system, the processual dimensions of schooling, and the sociological significance of inclusive education in transforming the Indian socio-educational landscape. Ultimately, it argues that NEP 2020 embodies a shift from a utilitarian view of education toward a sociological and humanistic understanding that integrates cultural heritage, critical reasoning, and social transformation

Keywords: Sociology of Education, NEP 2020, Functionalism, Social Inclusion, Cultural Reproduction, Educational Equity, India, Social Change.