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Research Article
Investigating Early Warning Signs of Delinquency and the Role of Educators in Identifying At-risk Students
Neha Tanwar*
Issue:
Volume 14, Issue 3, June 2025
Pages:
80-87
Received:
23 January 2025
Accepted:
17 February 2025
Published:
14 May 2025
DOI:
10.11648/j.edu.20251403.11
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Abstract: Adolescents and young people have a natural inclination toward exploration and self-assertion through various activities, which can marked in both positive ways—such as art and creativity—and destructive behaviors, including criminal activity, drug abuse, and sexual deviation. Understanding this contrast is crucial in addressing juvenile delinquency and fostering positive youth development. The growth in juvenile delinquency poses significant challenges to society, particularly within educational settings, which are intended to be safe and nurturing but can also facilitate negative behaviours. This study seeks to identify the key factors within educational environments that contribute to juvenile delinquency and explore how social, psychological, and educational influences interact to shape youth behaviour. Employing a mixed-methods approach, the research gathers empirical evidence through surveys and interviews with educators, students, and juvenile counsellors, revealing a complex relationship between educational environments and delinquency characterized by a lack of supportive relationships with educators, poor school climate and safety perceptions, socioeconomic challenges faced by students, and limited access to creative and constructive extracurricular activities. In the long run, the paper concludes that addressing juvenile delinquency requires a holistic approach that integrates educational, social, and psychological perspectives; by fostering supportive educational environments and implementing effective prevention strategies, we can promote positive youth development and mitigate criminal activities among the youth.
Abstract: Adolescents and young people have a natural inclination toward exploration and self-assertion through various activities, which can marked in both positive ways—such as art and creativity—and destructive behaviors, including criminal activity, drug abuse, and sexual deviation. Understanding this contrast is crucial in addressing juvenile delinquenc...
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Research Article
Integrating Generative AI in Higher Education: Practical Applications and Institutional Guidelines
Zhihua Zhang*
Issue:
Volume 14, Issue 3, June 2025
Pages:
88-102
Received:
25 March 2025
Accepted:
30 April 2025
Published:
14 May 2025
DOI:
10.11648/j.edu.20251403.12
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Abstract: The rapid advancement of Generative AI (GenAI) presents both opportunities and challenges for higher education. Traditional educational methods often struggle with processing large datasets and facilitating real-time interactions, areas where AI offers potential solutions. This paper examines the development, application, and evaluation of a custom GPTs-based AI teaching assistant, the DS-ASST app, specifically designed for Data Science education within a university liberal arts context. Leveraging Retrieval-Augmented Generation (RAG) technology integrated with course-specific materials, the system aims to enhance both instructor efficiency and student learning experience. The study evaluates the AI assistant's impact across four key areas: teaching preparation efficiency, active learning support, data analysis process enhancement, and the promotion of advanced learning activities. Findings indicate significant improvements in instructor workflow, allowing for more focus on pedagogical refinement rather than routine content creation. For students, the tool provided on-demand concept clarification, guided problem-solving, and personalized learning path suggestions, fostering self-directed learning and engagement, particularly with complex data analysis tasks. The system also aided in developing practical data analysis skills through workflow guidance and interpretation support. Technical challenges inherent in using Large Language Models (LLMs), such as optimizing prompt design for educational relevance and mitigating the risk of AI "hallucinations," were addressed through systematic experimentation and the integration of RAG with a verified knowledge base. Furthermore, the paper discusses the broader implications of GenAI in education, including the redefinition of instructor roles and the evolution of assessment methods. At the same time, based on the implementation experience and existing frameworks, the study proposes practical institutional guidelines and checklists for the ethical and effective use of GenAI by both faculty and students in university settings, emphasizing academic integrity, critical thinking, and AI literacy.
Abstract: The rapid advancement of Generative AI (GenAI) presents both opportunities and challenges for higher education. Traditional educational methods often struggle with processing large datasets and facilitating real-time interactions, areas where AI offers potential solutions. This paper examines the development, application, and evaluation of a custom...
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Research Article
Technologies in the Classroom: Catalysts for Change and Potential Obstacles
Issue:
Volume 14, Issue 3, June 2025
Pages:
103-110
Received:
26 March 2025
Accepted:
30 April 2025
Published:
14 May 2025
DOI:
10.11648/j.edu.20251403.13
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Abstract: This article examined how digital and socioeconomic gaps affect the implementation of technologies in education. Unequal access to these tools influences academic performance, especially among low-income students. Studies highlight that students from higher-income families have easier access to devices and the internet, which enhances their educational outcomes. In contrast, those in disadvantaged contexts face limitations that affect their learning. Furthermore, the adaptation of Information and Communication Technologies (ICTs) has fostered innovative methodologies such as the flipped classroom, which promotes collaborative learning. However, resistance to change, especially among older educators, hinders their adoption. A lack of teacher training and adequate resources perpetuate these inequalities. The research specifically addresses the digital divide through multiple perspectives, including device accessibility, connectivity infrastructure, and digital competency development among students and teachers. Our findings indicate that the implementation of ICTs in educational settings varies significantly between urban and rural areas, with rural communities experiencing pronounced disadvantages in technological infrastructure. These disparities are further amplified by socioeconomic factors, as evidenced by research showing that low-income households have significantly less internet access compared to middle and high-income households. The study also explores pedagogical innovations enabled by ICTs, such as constructivist and connectivist approaches that promote student autonomy and active knowledge construction. However, our analysis reveals that these innovations are not equally accessible across different socioeconomic contexts, potentially exacerbating existing educational inequalities. Age-related resistance to technological adoption among educators represents another significant barrier, with research showing that teachers over 50 years old demonstrate greater reluctance to incorporate ICTs into their teaching methods. This research contributes to the ongoing discourse on educational technology by highlighting the complex interplay between technological implementation, socioeconomic factors, and pedagogical practices. In conclusion, although ICTs have the potential to improve educational quality and promote equity, digital and economic gaps limit their impact. It is essential to design inclusive policies and strengthen teacher training to ensure equitable access to digital resources and opportunities for all students, regardless of their socioeconomic background or geographical location.
Abstract: This article examined how digital and socioeconomic gaps affect the implementation of technologies in education. Unequal access to these tools influences academic performance, especially among low-income students. Studies highlight that students from higher-income families have easier access to devices and the internet, which enhances their educati...
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