Indented text of the summary in Spanish. Las instituciones de educación superior enfrentan una presión creciente para dotar a los estudiantes de las competencias necesarias para abordar los complejos desafíos de la sostenibilidad. El aprendizaje basado en juegos (Game-Based Learning, GBL) representa un enfoque prometedor para involucrar a los estudiantes y fomentar el desarrollo de conocimientos, habilidades y actitudes orientadas a la sostenibilidad. Este estudio examina el potencial del juego de simulación SEED, diseñado con base en el modelo Octalysis, para mejorar la educación en sostenibilidad. Se llevó a cabo una investigación con métodos mixtos con 45 estudiantes universitarios que participaron en el juego SEED y completaron un cuestionario de evaluación posterior al juego. Los análisis cuantitativos incluyeron estadísticas descriptivas, correlaciones y análisis de componentes principales de los factores motivacionales. Los comentarios cualitativos fueron también analizados temáticamente. Los resultados indican que el juego SEED promovió niveles de compromiso, motivación y percepción de aprendizaje en sostenibilidad de moderados a altos. “Desarrollo y Logro” e “Influencia Social y Relación” emergieron como los impulsores motivacionales más eficaces. Se observó una fuerte correlación positiva entre compromiso y motivación. Los estudiantes valoraron especialmente el realismo del juego, la personalización de la experiencia y las oportunidades de interacción social. Los hallazgos destacan el valor de integrar juegos de simulación bien diseñados en la educación para la sostenibilidad, especialmente para las nuevas generaciones con preferencias de aprendizaje específicas. También subrayan consideraciones clave para el diseño de juegos educativos y la práctica docente, incluyendo la importancia de mecanismos transparentes de retroalimentación y la atención a la diversidad de expectativas del alumnado. Este estudio contribuye a los esfuerzos actuales por aprovechar la gamificación como herramienta de apoyo al aprendizaje transformador para el desarrollo sostenible.

Las investigaciones recientes en laboratorio exploran cada vez más el uso de la tecnología de realidad virtual (VR) en la educación. Si bien estos estudios confirman el potencial de las herramientas de VR, a menudo pasan por alto los desafíos que enfrentan los educadores en la implementación en el mundo real, lo que podría dificultar la adopción más amplia de la VR. Nuestro estudio emplea una autoetnografía colaborativa y analítica de cinco organizadores de eventos educativos en VR social para abordar esta brecha. Identificamos limitaciones en el uso de la VR social relacionadas con el malestar y la baja accesibilidad de los visores de realidad virtual, la falta de inclusividad de las funciones de las plataformas, el riesgo de reducción en la calidad del contenido educativo y la necesidad de adquirir nuevas habilidades digitales. Los organizadores experimentaron una responsabilidad significativa y estrés al gestionar cuestiones técnicas y formales, lo que afectó su bienestar e incrementó su carga de trabajo. Sin embargo, también reportaron un fuerte sentido de propósito y desarrollo personal, que reforzó su identidad académica. Para abordar las limitaciones de la VR social en la educación superior y mitigar los impactos negativos en los organizadores, los autores ofrecen recomendaciones para los educadores

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.

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.

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.