مطالب

Education in the 21st century is experiencing a steady and continuous shift. Learning is no longer confined to classrooms or outdated traditions; instead, it is shaped by technology, globalization, and the demands of modern society. Today, education is less about memorizing facts and more about helping students grow into adaptable, emotionally intelligent, and globally conscious individuals. As an educator, I have seen how digital tools, when used thoughtfully, can inspire creativity and make learning more inclusive. Yet, while technologies like artificial intelligence offer enormous potential, they also raise serious ethical concerns. This means we must prepare students not only to use these tools but also to think critically and act responsibly. The teacher’s role has also transformed. We are no longer simply transmitters of information but mentors and guides who help students navigate complexity. Emotional resilience, ethical awareness, and cultural sensitivity are now central to the learning process, not optional extras. Education today must go beyond preparing students for jobs. It should equip them with the mindset and skills needed to manage uncertainty and contribute meaningfully to their communities. In a rapidly changing world, schools and universities must serve as both a compass and a foundation, supporting personal growth and collective progress. This article, taking a descriptive approach, explores education from multiple perspectives, including curriculum, identity, technology, and the roles of teachers, students, and families. It also reflects on the strengths and weaknesses of past and present approaches, highlighting insights from well-known scholars to better understand the challenges and possibilities of modern education.

The tripartite V3SK model, integrating values, skills, and knowledge, has been explored in various educational contexts but remains underutilized in English language teaching. This study aimed to investigate the effect of the V3SK model on Iranian high school students’ grammar achievement using an explanatory mixed-methods design. Participants included 43 high school teachers and 452 pre-intermediate level students, selected based on standardized placement tests. Teachers were randomly divided into groups of experimental (N = 22) and control (N = 21). The experimental group participated in 15 training sessions focused on the V3SK model dimensions. Subsequently, students from both groups completed a researcher-designed grammar pretest and received 20 sessions of instruction over three months, followed by a posttest. Quantitative data were analyzed using Mann-Whitney U tests, revealing significantly higher grammar achievement in the experimental group. Qualitative thematic analysis of interviews with 15 experimental group teachers identified 11 themes that explain the model's contributions, including enhanced motivation, innovative teaching, and differentiated instruction. These findings underscore the V3SK model's potential for improving grammar instruction in English as a Foreign Language (EFL) settings, offering valuable insights for teacher education and curriculum development.

Extensive research has been conducted on the intersection of digital games and AI, exploring how it impacts the diverse variables of education, such as proficiency, vocabulary, and motivation. However, there is a lack of studies that have comprehensively assessed the combined impact of digital games and AI applications on enhancing six aspects of vocabulary. This study focused on finding the possible effect of using the combination of digital games and the Artificial Intelligence Chat GPT application technique (AIGames) on developing the 7th-grade EFL learners’ vocabulary acquisition and their attitude toward such a technique. Based on an experimental and descriptive design, a quantitative approach was used. The participants were assigned to two groups randomly: the experimental group, which studied using this technique, and the control group, which was taught using the regular instruction method. The study used two instruments: a pre-posttest and an attitude scale (questionnaire). The findings revealed statistically significant differences between the experimental and control groups in vocabulary learning due to using the AIGames technique in favor of the experimental group. The post-test results (Table 2) revealed significant improvements across all six vocabulary aspects, with the largest gains in denotation (experimental group: M=7.82 vs. control: M=4.56) and spelling (M=7.59 vs. 5.38). Pronunciation showed the slightest improvement (M=5.41 vs. 3.69), suggesting that the AIGames technique was less effective for this aspect. The study also showed that most participants in the experimental group had a positive attitude towards using the new technique in learning vocabulary. Moreover, the study revealed no correlation between the experimental students’ achievement in vocabulary and their perception of using the AIGames technique.