This study examined the effectiveness of assessment techniques applied in an online language learning context in a Sri Lankan university on the improvement of English as a Second Language (ESL) learning of a group of undergraduates. With the increasing integration of technology in education, traditional assessment methods are being replaced or supplemented by digital tools that offer interactive, flexible, and immediate feedback. This study investigated the assessment methods used in online ESL classes and undergraduates’ perception of the effectiveness of the assessment methods. It employed a qualitative case study approach to investigate this contemporary phenomenon using two data sources: semi-structured interviews with twelve undergraduates and the first author's reflective journal. Various digital assessment tools, such as online quizzes, discussion forums, e-portfolios, and gamified platforms like Kahoot!, were used in the assessments. The data were analyzed using thematic analysis, and the first theme includes the positive impact of the online examinations that contributed in terms of increased student engagement, motivation, and participation. The second theme included the impact of formative assessment methods, including instant feedback quizzes and peer evaluation, which were found to be highly effective in improving language skills. The third theme included challenges faced by the undergraduates including technical issues, limited digital literacy, and concerns regarding academic integrity. Some undergraduates reported difficulties in adapting to fully online assessments, while others expressed concerns about the fairness and reliability of them. Despite these challenges, the majority of participants preferred digital assessment methods over traditional approaches due to their flexibility and accessibility. This research suggests that digital assessment strategies are an important part of contemporary ESL teaching as they contribute to lifelong learning and skills acquisition. It suggests that the educators should implement a balanced approach between the formative and summative digital assessments, with sufficient training and support given to students.

Artificial intelligence (AI) is rapidly reshaping architectural practice, yet its pedagogical integration remains uneven, especially in contexts where digital infrastructure, faculty training, and curriculum reform are still developing. Focusing on Bangladesh, this paper examines how AI-powered design tools can be incorporated into undergraduate architecture education in ways that expand learning while protecting foundational design competencies. The study adopts a structured literature review, analyzing scholarship on AI in architectural practice, architecture and design education, and technology-enhanced learning. Sources were selected for their relevance to four themes: types of AI tools used in design, pedagogical opportunities, educational risks, and models for curriculum integration. The review shows that tools such as Midjourney, DALL-E, Grasshopper, Dynamo, and Autodesk Forma can support broader creative exploration, faster iteration, early exposure to contemporary professional workflows, and engagement with computational and performance-driven design. At the same time, the Bangladeshi context presents significant challenges, including over-reliance on machine-generated outputs, possible weakening of freehand and spatial reasoning skills, unresolved authorship and academic integrity questions, uneven faculty preparedness, and inequitable access to hardware, internet, and paid platforms. In response, the paper proposes a four-phase pedagogical framework: foundational manual skill development in Year 1; supervised AI-assisted ideation and image critique in Year 2; performance-based generative and parametric applications in Year 3; and ethically reflective, professionally oriented AI integration in senior studios. By framing AI adoption as a pedagogical and institutional issue rather than a purely technical one, the paper offers a context-sensitive model for balancing innovation, equity, and disciplinary values in architecture education.

In recent decades, schools have ceased to be mere educational institutions and have become key nodes for territorial cohesion, especially in rural and peripheral areas. In these territories, schools are often the only center of public infrastructure, fulfilling functions such as internet access points, state services, and community meeting places. This phenomenon has given rise to the concept of the "connected school," which integrates spatial, social, technological, and educational factors to contribute to territorial cohesion, a particularly relevant challenge in Argentina, given the fragmentation in physical and digital accessibility.

Although progress has been made in the role of schools as agents of local development, research that comprehensively addresses the interaction between school infrastructure, digital connectivity, and territoriality is still lacking. Educational and technological planning has been sectoral, without considering schools as organizers of territory, especially in rural and peri-urban areas, where problems such as population seasonality and inequality in access to services limit educational quality and territorial coverage.

This project focuses on a case study in rural areas and small towns to understand how schools can promote territorial and digital equity. The research combines quantitative and qualitative approaches, using Geographic Information Systems (GISs) to map school distribution and surveys of teachers and community members about digital connectivity and its social and educational impact.

The results are expected to contribute to improved school infrastructure planning, its role in territorial cohesion, and equitable access to educational and digital resources. Preliminary findings suggest that schools with greater digital connectivity have a positive impact on educational quality and community resilience, reducing territorial and social inequalities.

The integration of artificial intelligence (AI) into English for Academic Purposes (EAP) instruction marks a substantial transformation in technology-enhanced education, especially for postgraduate students in need of advanced linguistic and critical thinking abilities. This study investigates the integration of an AI-driven adaptive learning platform within a compulsory postgraduate public English course at Harbin Engineering University, China, aiming to enhance personalized learning experiences and improve educational outcomes. The platform employs natural language processing to offer tailored feedback on academic writing and speaking tasks, focusing on aspects such as argumentation, lexical accuracy, and disciplinary discourse norms. Utilizing a mixed-methods approach that incorporates pre- and post-assessment scores, platform analytics, and semi-structured student interviews, the research assesses the platform's effectiveness in supporting academic English proficiency. Initial results from a semester-long study (N = 85) reveal statistically significant improvements in students' academic writing proficiency (p < .05, Cohen's d = 0.62), particularly in writing coherence and disciplinary vocabulary breadth. Qualitative data indicate that immediate, personalized feedback alleviated speaking anxiety and prompted more frequent attempts at using complex language structures. Nevertheless, students with lower initial proficiency continued to face challenges, highlighting the necessity for additional instructor support. The study suggests that AI-powered tools, when integrated pedagogically, can complement traditional instructional models by providing scalable, personalized support. This may enhance linguistic proficiency while also cultivating metacognitive awareness in academic communication. The paper concludes by presenting a framework for incorporating adaptive technology into EAP curricula, highlighting the indispensable role of teachers in promoting critical digital literacy and ensuring equitable learning experiences.

Lichens are sensitive bioindicators for environmental disturbances and air pollution [1]. This research investigates the synergy between digital tools and the Parco del Pineto naturalistic site in Rome [2], grounded in Maria Montessori’s pedagogy and inclusive, student-centred outdoor education [3]. The study involved 43 third- and fourth-year students from High School L.A. Seneca in Rome. The methodology followed a multi-phase scientific approach: field observation, photographic documentation, and specimen collection. Students utilised Pl@ntNet, an AI-based identification tool [4], alongside expert guidance to foster Citizen Science [5]. Google Earth served as the primary mapping base for recording positions via .kml files, enabling the management of three-dimensional geospatial data. Using open-source GIS software, students plotted coordinates and associated each location with specific data sheets and original photographs for laboratory-based species classification. Educational outcomes were documented through group dynamics observations and a qualitative survey evaluating the efficacy of merging outdoor education with technological resources. The primary outcome was a comprehensive GIS-based mapping system documenting the territory’s ecological recovery following the 2022 fire, particularly within wetland areas. Beyond scientific findings, the results indicate that students significantly strengthened their teamwork and rigorous scientific working methods. This project bridges the gap between scientific theory and environmental protection, providing a scalable model for urban heritage management and illustrating that technology is a vital ally in cultivating a deeper respect for our planet.

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