GPH-International Journal of Educational Research

Fostering Critical Thinking for Natural Science Students in the AI Era: A Case Study at Thai Nguyen University of Education

Pham Van Tien — 2025-11-05

In the context of the Artificial Intelligence (AI) revolution reshaping higher education, critical thinking (CT) has become a vital skill for students, especially those in the Natural Sciences. This study investigates the current state of CT perception and AI usage behavior among Natural Science students at Thai Nguyen University of Education to propose pedagogical implications. The study employed a quantitative cross-sectional survey design. An online questionnaire was administered to a sample of 100-150 second and third-year students from the faculties of Mathematics and Physics. Data were analyzed using descriptive statistics, T-tests, and Pearson correlation analysis to address the research objectives. The hypothetical results indicate that students highly value the importance of CT but rate their own proficiency modestly, particularly in skills such as evaluating the credibility of sources and identifying fallacies. Although a majority of students (over 80%) frequently use AI, their usage is primarily for basic tasks like quick information retrieval rather than for tasks requiring deep thinking. Importantly, the study found no statistically significant correlation between the frequency of AI use and the self-assessed level of CT competency. The widespread use of AI does not automatically translate to an improvement in students' critical thinking. The study highlights the necessity for deliberate pedagogical strategies that integrate AI into active learning methods to guide students in using technology as a tool to enhance their thinking, rather than merely as an instant answer provider.

Challenges for Lecturers at Thai Nguyen University of Information and Communication Technology (ICTU) in Adjusting Pedagogy and Assignment Design to Adapt to Generative AI

Huong Thi Thu Duong — 2025-11-05

The emergence of Generative Artificial Intelligence (GenAI) has presented profound pedagogical and academic challenges to global higher education. This study employs a qualitative case study design to explore the specific challenges faced by lecturers (N=15) at the University of Information and Communication Technology (ICTU), Vietnam, in adjusting their pedagogy and assignment design to adapt to GenAI. Data was collected through semi-structured interviews and analyzed using Thematic Analysis. The results reveal two primary groups of challenges: (1) Pedagogical Challenges, encompassing a crisis of professional role and competence , pedagogical disorientation , and classroom management difficulties ; and (2) Assessment Challenges, highlighted by a crisis in academic integrity (i.e., "AI-giarism") , a significant time and creative burden in designing "AI-proof" assignments , and the lack of clear institutional policies ("policy vacuum"). The study confirms a "professional paradox" at a technology-focused university, where lecturers face dual pressures regarding technical expertise and AI pedagogical competence. Urgent recommendations are made for the university to establish clear AI policies and invest in pedagogical professional development , and for lecturers to proactively develop AI Literacy and transition towards authentic assessment.

Mechanisms of Social Cohesion Reconstruction and the Recomposition of Social Bonds in a Post-Crisis Context in Duékoué (Côte d’Ivoire)

DOTE Chantal — 2025-11-19

This article analyzes the issue of recovery in relation to the social fabric in a post-conflict environment. It aims to describe the mechanisms implemented to rebuild cohesion in the Duékoué department, a locality that experienced the disintegration of its social bonds following various socio-political crises. Using a purely qualitative approach—which reflects the complexity of social relations and community dynamics and highlights the depth of discourse, representations, and social interactions—the study is based on semi-structured interviews and focus groups conducted with a purposive sample of 35 participants, selected according to social position and community affiliation. The results show that social and economic assistance initiatives, the rehabilitation of socio-community infrastructure, and community interaction activities are strategies that have contributed, to varying degrees, to improving weakened social bonds. However, major challenges remain for the effective and sustainable consolidation of social cohesion.

TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE

Nnajiofor Henry Uzochukwu — 2025-11-21

Artificial intelligence (AI) is redefining pedagogical practice globally, offering teachers tools to personalize learning, assess performance efficiently, and make data-informed instructional decisions. However, the application of AI-driven technologies in Nigerian secondary schools remains in its infancy, with limited empirical evidence from Anambra State. This study investigated the relationship between teachers’ application of AI tools and students’ academic performance in secondary schools in Anambra State. Four research questions guided the study and four null hypotheses were tested. The study adopted a descriptive survey research design using a population of 4,562 teachers and 89,740 students across 266 public secondary schools. A sample size of 380 teachers and 720 students was selected using a multi-stage sampling technique. A structured questionnaire developed by the researchers was used for data collection. Cronbach Alpha method was used to establish the reliability which yielded coefficient values of 0.82, 0.79, 0.85 and 0.83 for the four clusters. Out of 380 teacher questionnaires distributed, 367 were completed and returned, giving a 96.6% return rate. Data collected were analyzed using both descriptive and inferential statistics: Descriptive statistics (mean and standard deviation) were used to answer the research questions. Inferential statistics such as Pearson Product Moment Correlation (PPMC) and Multiple Regression Analysis were employed to test the hypotheses at a 0.05 level of significance. The result s showed that teachers’ in Anambra State moderately apply adaptive learning platforms, automated assessment systems and intelligent tutoring systems in instructional delivery. There is a strong positive and significant relationship between teachers; application of AI tools and students’ academic performance. The study concluded that teachers’ effective application of AI tools enhances instructional quality, student engagement and learning outcomes. Therefore, it was recommended among others that educational authorities and ministries should organize continuous professional development workshops to enhance teachers’ competencies in using adaptive learning platforms and intelligent tutoring systems.