naeemeh zarif ghasemian; sima elyaspoor
Volume 2, Issue 3 , October 2026, Pages 1-11
Abstract
The growing use of artificial intelligence (AI) in education has made information literacy a fundamental teacher competency for responsible AI use. This conceptual study aimed to clarify the role of information literacy in the effective use of AI and in developing teachers’ professional competencies, ...
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The growing use of artificial intelligence (AI) in education has made information literacy a fundamental teacher competency for responsible AI use. This conceptual study aimed to clarify the role of information literacy in the effective use of AI and in developing teachers’ professional competencies, and to present a conceptual framework for improving teaching and learning quality. An integrative literature review with thematic synthesis was conducted, searching and analyzing studies published between 2020 and 2026 in Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar. Core themes were extracted, compared, and synthesized to build the framework. The findings showed that information literacy underlies responsible AI use in education. By strengthening critical evaluation of information, validation of AI-generated outputs, and informed decision-making, it supports the development of AI literacy and teachers’ professional competencies. The framework also showed that information literacy, responsible AI use, professional competency development, and educational quality are linked in a chain-like, process-oriented relationship. Information literacy is therefore a prerequisite for developing smart education. Revising teacher education programs, strengthening instruction in information literacy and AI literacy, and formulating policies that support responsible AI use are essential for improving educational quality in the age of AI.
Mohammad Reza Falsafinejad
Volume 2, Issue 3 , October 2026, Pages 12-25
Abstract
Academic motivation and engagement are critical factors influencing students’ academic achievement, and understanding students’ perspectives and lived experiences can provide insights for improving educational outcomes. This study aimed to explore academic engagement among male lower secondary ...
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Academic motivation and engagement are critical factors influencing students’ academic achievement, and understanding students’ perspectives and lived experiences can provide insights for improving educational outcomes. This study aimed to explore academic engagement among male lower secondary school students in Tehran, Iran. Ten male students were purposively selected during the 2024-2025 academic year, and semi-structured interviews were conducted to capture detailed accounts of their experiences and perceptions. The data were analyzed using Corbin and Strauss’s (2015) thematic analysis approach, which enabled the identification of key patterns, themes, and subthemes related to academic engagement. The analysis revealed four main themes, eight subthemes, and thirty-two initial codes, indicating that academic engagement is a multidimensional and dynamic process shaped by internal, social, environmental, and practical factors. Academic disengagement was found to extend beyond the classroom, involving broader social, familial, and individual contexts. Students’ attitudes and behaviors were strongly influenced by teachers, parents, peers, and life experiences, while a sense of self-efficacy and confidence in their abilities enhanced active participation and further strengthened engagement. These findings suggest that academic engagement plays a vital role in students’ learning, fostering constructive participation and improving performance. Schools should therefore implement programs that simultaneously enhance self-regulation, self-efficacy, and belief in personal abilities, while providing a supportive social environment for students.
