The Editorial Board of International Journal of Research in E-learning (IJREL) is privileged to present a new volume 11(1) 2025. The content of the current issue was divided into four chapters and include eight articles. The first is devoted to Methodological and Technological aspects Innovational Approach in Education”, contains two articles. The second contains articles concerned with E-learning in COVID and Post-COVID-19 time. The third include research results on Immersive technologies in education. The fourth chapter devoted Theoretical and Practical Aspects Uning Artificial Intelligence (AI) in Education.

In recent years, xMOOC, one-way knowledge transfer have been replaced by cMOOCs which allow users to co-create knowledge. Substantive discussion forums are mainly used for this purpose. However, students use forums for more than just this type of collaboration. The aim of the study was to analyze the purpose and extent to which students enrolled in 208 MOOC courses posted on the Polish “Navoica” platform use discussion forums and how MOOC authors encourage or discourage students from participating in substantive forums. Introductory and organizational forums were excluded from this study. Discussion forums user activity on substantive issues was low. Findings of this study support findings included in the research conducted in other regions of the world. 11% of studied courses did not include discussion forums; in 31% of forums there were no posts; in 15% of forums there were a few to a dozen of posts; and in 28% of MOOCs there were entries predominantly about organizational matters. In only 15% forums there were more than 25 posts. Students, including those enrolled in language learning courses, rarely posted on forums. Number of posts did not correspond to number of participants, number of certificates issued, or popularity of the course. Participants’ activity was usually triggered by question inspiring expression of their opinion, self-promotion, commenting on colleagues’ entries, and also by course coordinator’s participation in the discussion. Participation of Polish MOOCs platform users in discussion forums deserves further research to promote development off first and second key competences, i.e., Literacy competence and Multilingual competence. The main results may be generalized to the entire MOOC-user population.

Higher education institutions face increasing pressure to equip students with the competencies needed to address complex sustainability challenges. Game-based learning (GBL) offers a promising approach to engaging students and fostering the development of knowledge, skills, and attitudes required for sustainable development. This study examines the potential of the SEED simulation game, designed using the Octalysis Framework, to improve sustainability education. A mixed-methods study was conducted with 45 university students who participated in the SEED game and completed a post-game evaluation questionnaire. Quantitative analyses included descriptive statistics, correlations, and principal component analysis of motivational factors. Qualitative feedback was also analysed thematically. The results indicate that the SEED game fostered moderate to high levels of student engagement, motivation, and perceived sustainability knowledge gains. Development & Accomplishment and Social Influence & Relatedness emerged as the most effective motivational drivers. A strong positive correlation was found between engagement and motivation. Students particularly valued the game’s realism, personalization, and opportunities for social interaction. The findings underscore the value of integrating well-designed simulation games into sustainability education, especially for new generations who have specific learning preferences. They also highlight key considerations for future game design and educational practice, including the importance of transparent feedback mechanisms and addressing diverse learner expectations. This study contributes to ongoing efforts to leverage gamification to support transformative learning for sustainable development, highlighting benefits for students in terms of engagement and motivation, and for teachers who gain an innovative tool to explain complex sustainability issues. These findings are in line with similar experiences reported at European universities.

This research aims to explore blended learning (basic requirements and knowledge) and accounting students’ success after COVID-19 among graduating students in Oman. Furthermore, this study examines how blended learning (BL) effectiveness acts as a mediator between the BL basic requirements and the success of accounting students, as well as between the BL basic knowledge and the success of accounting students. A quantitative research methodology was employed to collect data for this study, using a questionnaire distributed through WhatsApp and email to students attending various universities in the Sultanate of Oman. Following that, the researcher analyzed the data using partial least squares structural equation modeling (PLS-SEM). The study found that the BL basic requirements have a positive impact on accounting students’ success. It also showed that BL basic knowledge has no significant relation to accounting students’ success after COVID-19. The findings also show that there is a mediating effect of BL effectiveness between BL basic requirements and accounting students’ success after COVID-19. Limited generalizability exists because the respondents were restricted to Oman. Future research could expand the sample by including participants enrolled in non-accounting courses. The study highlights the importance of delivering both online and face-to-face learning and a range of online activities. This study emphasizes how students engage with and participate in a BL accounting course.

The study presents a comprehensive analysis of e-learning course activity on the Moodle platform at the Faculty of Science and Technology, University of Silesia. The primary objective was to evaluate the structure, engagement, and digital resource usage of online courses across various academic disciplines. The dataset, collected prior to the platform’s archiving process, included variables such as student enrollment, instructor login frequency, and the size of uploaded teaching materials. Descriptive statistics and non-parametric tests (Kruskal–Wallis, Mann–Whitney U) were employed to assess differences between fields of study and the impact of course visibility on instructor engagement. Additionally, time series analysis using linear regression was conducted to identify trends in course creation and instructor participation from 2012 to 2024.The findings reveal significant disparities in course activity across disciplines, with some fields showing high student numbers and resource intensity, while others exhibited prolonged instructor inactivity. Contrary to expectations, course visibility did not significantly influence instructor engagement. A positive, though marginally significant, trend was observed in both the number of courses and instructor involvement over time, with a notable increase in 2020 due to the COVID-19 pandemic. These insights underscore the need for customised strategies in digital course management, supporting institutional efforts to enhance the quality and sustainability of e-learning environments.

The current research focuses on the effects of Avatar-Based Storytelling within a metaverse-type environment on the learning performance, engagement, and emotional-social experience of primary school students within science education. In Poland, a quasi-experimental pre-test post-test control group design was used with 50 students aged between 8 and 12. Because it was conducted on an experimental basis, the first group experienced a two-week intervention, in which avatars used interactive science scripts, while the second group interacted with the same content via conventional digital media. The results of pre- and post-tests, as well as the engagement survey, showed that learning and engagement in the experimental group improved significantly (p < .001). Data from the focus group interviews in the form of qualitative results showed that the participants perceived avatars positively as credible and relatable characters that evoked emotions. The findings contribute to the positive view that short-term avatar-based narratives can support improvements in cognitive performance, motivation, and emotional bonding of virtual learning contexts. Discussions on the implications of immersive pedagogy and directions for future longitudinal research are provided.

Recent laboratory-based research increasingly explores the use of virtual reality (VR) technology in education. While these studies confirm the potential of VR tools, they often overlook the challenges educators encounter in real-world implementation, potentially hindering the broader adoption of VR. Our study employs collaborative and analytic autoethnography of five educational event organizers in social VR to address this gap. We identified limitations in the use of social VR related to discomfort and low accessibility of head-mounted displays, the non-inclusivity of platform features, the risk of reduced educational content quality, and the need to acquire new digital skills. Organizers experienced significant responsibility and stress from managing technical and formal issues, impacting their well-being and increasing workload. Nevertheless, they also reported a strong sense of purpose and personal development, which reinforced their academic identity. Despite the challenges of organizing events in this immersive environment, organizers experienced significant professional growth. Their involvement not only enhanced their skills but also fostered valuable collaborations across academic institutions, cultivated community, and promoted inclusivity in education. To address social VR limitations in higher education and mitigate negative impacts on organizers, the authors provide recommendations for educators.

This pilot study investigates the use of ChatGPT by university students in the context of foreign language learning. Drawing on a mixed-methods approach, the research examines how English and Romance Philology students incorporate the AI tool into their academic routines, both within and beyond the classroom. Quantitative data collected via questionnaire reveal that students most frequently use ChatGPT in out-of-class contexts, particularly for writing, vocabulary development, and grammar correction. Statistical analysis shows a significant preference for autonomous use over classroom-based application. Qualitative responses further indicate that while students appreciate the tool’s versatility and efficiency, they remain critically aware of its limitations, including occasional factual inaccuracies, mechanical style, and ethical concerns. The findings are interpreted through the lenses of Self-Directed Learning Theory, the Technology Acceptance Model, and Constructivist Learning Theory, suggesting that ChatGPT functions primarily as a complementary learning-support tool. The study concludes with pedagogical recommendations and proposes directions for future research, highlighting the need for AI literacy and teacher guidance in contemporary language education.

The aim of the research study was to examine the subjective feelings of Polish and Czech teachers regarding the introduction of artificial intelligence in school. The partial goal of the research study was to find out whether there is a difference between the views of Czech and Polish teachers on the introduction of the use of artificial intelligence in schools. To achieve the research goal, we decided to use a qualitative research. The semi-structured interview method was used with Czech and Polish primary and secondary school teachers. As part of the research, it was found that Czech teachers fear the advent of artificial intelligence and its use in education, especially that students will “abuse” AI to cheat and plagiarize. This phenomenon was not detected among Polish teachers. They rather perceived artificial intelligence as a help for teachers; respondents from the ranks of Polish teachers already had their first experience with the use of artificial intelligence. Among Czech teachers, there are also those who work with chatbots and perceive them as a tool that helps them reduce their workload and make their work more efficient. Most Czech teachers see the introduction of artificial intelligence in schools as inevitable and realize that their task is to teach pupils to use AI effectively. Also, Polish teachers believe that with the advent of artificial intelligence, the role of the teacher is changing; the teacher is expected to be a guide for the student to learn about the effective use of artificial intelligence. Teachers, both Czech and Polish, are also aware that the teaching system will also have to change with the arrival of AI in schools. Pupils will need to be assigned different types of tasks than before, i.e., ones that AI will not create for them.