Vol. 3 No. 2 (2025)

Open Access

Article

Article ID: 2379

Shaping success: How instructional leadership influences teaching practices and self-efficacy

by Heather Bianconi, Karen Larwin

Forum for Education Studies, Vol.3, No.2, 2025;

This study explores teachers’ perceptions of instructional leadership qualities that enhance self-efficacy and classroom practices through Q-methodology, using a snowball sample of state-certified teachers from Pennsylvania and Ohio. Key findings highlight leadership qualities such as positive reinforcement, support, constructive feedback, modeling, trust, autonomy, and collaboration as crucial for teacher growth and instructional effectiveness. Differences in perceptions between elementary and secondary teachers are also examined. The results are organized into five thematic profiles: Sculptors of Curiosity and Creativity, Orchestrators of Harmony and Growth, Champions of Potential and Possibility, Architects of Confidence and Curiosity, and Masterminds of Adaptability and Structure. The study provides valuable insights into leadership traits that foster teacher development and improve classroom outcomes.

Open Access

Article

Article ID: 1925

Learning recovery post-COVID-19 in Ohio’s Appalachian communities: A multivariate causal-comparative investigation

by Colleen Richardson, Cynthia J. Davenport, Karen H. Larwin

Forum for Education Studies, Vol.3, No.2, 2025;

This study investigates causal-comparative relationships between COVID-19 learning loss in reading and math for 3rd grade through 8th grade students and Appalachian status of schools across Ohio. This study further explored potential differences in learning recovery for Appalachian and non-Appalachian schools and potential factors that may impact recovery. Archival data was collected from the Ohio Department of Education and Workforce to support analysis of differences in average proficiency on Ohio State Testing results. The initial investigation occurred without adjustment or differentiation for socio-economic status, operationalized as eligibility for free or reduced-price lunch, and was then adjusted by this variable for enhanced analysis. The study analyzed additional information about Educational Services Center delivery models for interventions and staff support. The analysis revealed no significant difference in learning loss between Appalachian and non-Appalachian schools, although Appalachian schools demonstrated more negative decline on average over the study period. The study revealed statistically significant gains in reading in an Appalachian County with an Educational Service Center that utilizes a direct service delivery model for professional development and emphasizes targeted interventions. No significant gains were made in math from this same county. The analysis supports the need for future research into service model approaches and their potential impact on preventing learning loss and aiding in learning recovery.

Open Access

Article

Article ID: 2164

Impact of SEL intervention ‘Lead Well’ on teacher SEL development: Insights from a field study

by Asha B. S. Aradhya, Subbu Parameswaran, Nymisha Yadati

Forum for Education Studies, Vol.3, No.2, 2025;

Teachers’ social-emotional well-being is crucial for their quality of life. Their well-being is closely associated with the classroom practices, relationships and functioning with students. This study examines the impact of an intervention—‘Lead Well’ on the development of teacher SEL competencies. ‘Lead Well’ is a social-emotional learning (SEL) capacity-building program for teachers, developed by Learning Curve Life Skills Foundation, Hyderabad, India. The program aims to support, develop and promote social emotional well-being among teachers. A single group pretest and posttest design is adopted to conduct this study in Kasturba Gandhi Balika Vidyalaya (KGBV). KGBV schools provide educational facilities for girl students (grades 6–10) belonging to backward classes, minority backgrounds and families below the poverty line in Educationally Backward Blocks. The study was conducted with teachers in the KGBV schools of Vikarabad district. Teachers were provided with the SEL capacity-building program for their own well-being for an academic year. The training was imparted in phases and regular support was provided. An end-line assessment was administered at the end of the academic year. Analysis reported a significant level of improvement in teachers’ SEL competencies (Emotional Intelligence, Engaging the Child, Shaping Attitudes, Mentor Mindset and Learning and Adaptability). The findings provide the empirical evidence on the impact of teacher-focused SEL interventions. It underscores the need for building teachers social-emotional competencies to improve classroom practices.

Open Access

Article

Article ID: 2471

Giftedness in the picture: what do teachers believe is needed for gifted students to become and maintain engaged for learning at school?

by Saskia Snikkers-Mommer, Aziza Mayo, Alexander Minnaert

Forum for Education Studies, Vol.3, No.2, 2025;

Teachers often experience uncertainty regarding their learning support of gifted students, who can show strong task involvement but by no means self-evidently demonstrate engagement with school-task learning. Through inductive and deductive analyses of in-depth interviews with eight teachers, this study explores teachers’ understandings of the needs of gifted children in becoming and maintaining engaged with school learning as well as their own roles in this process. Teachers identify student- and context-related factors that matter for engagement. They describe substantial differences between students in what it takes to become and maintain engaged. For all students, becoming engaged seems to require an autonomy-supportive environment, while the provision of structure appears essential for them to maintain engaged. It is an ongoing challenge for teachers to find the best possible and fair balance between supporting autonomy and providing structure. It requires vigilance and constant monitoring to make it tailored to the child’s educational needs.

Open Access

Article

Article ID: 2501

Meta-analysis reveals the effectiveness evaluation of blended learning models across different academic disciplines

by Feng Shi, Yuqing Wu, Rufeng He

Forum for Education Studies, Vol.3, No.2, 2025;

With the rapid development of modern electronic information technology, blended learning has gradually gained attention and acceptance among universities and individuals. Most studies indicate that, due to the combination of teacher guidance and active student participation in blended learning models, their effectiveness often surpasses that of traditional, single-learning methods. However, different disciplines possess unique characteristics, and there is currently a paucity of research exploring the effectiveness of blended learning across various academic fields. This study aims to evaluate the effectiveness of blended learning models in different academic disciplines using meta-analysis methods, through a comprehensive quantitative synthesis of 18 relevant experimental and quasi-experimental studies. The results reveal that blended learning demonstrates a moderately high level of effectiveness in the humanities (g = 0.795, P < 0.01) and an exceptionally high level of effectiveness in science and engineering disciplines (g = 1.017, P < 0.01). Lastly, this study offers suggestions on effectively implementing blended learning, considering three aspects: discipline characteristics, learning resources, and evaluation criteria.

Open Access

Article

Article ID: 2727

Artificial intelligence in teacher education: Examining critical thinking and creativity through AI usage

by Xianfeng Li

Forum for Education Studies, Vol.3, No.2, 2025;

The integration of Artificial Intelligence (AI) in teacher education has raised important questions about its impact on higher-order cognitive skills, particularly critical thinking and creativity. This study investigates the mediating role of critical thinking in the relationship between AI usage and creativity among pre-service teachers. Grounded in Cognitive Load Theory (CLT) and Dual-Process Theory, the research conceptualizes critical thinking as a second-order reflective construct comprising adaptive exploration (AE) and systematic validation (SV). Using a cross-sectional survey design, data were collected from 107 pre-service teachers at a teacher training institution in Southwest China. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the relationships among AI usage, critical thinking, and creativity. Results indicate that AI usage significantly enhances critical thinking (β = 0.560, p < 0.001), which, in turn, has a strong positive effect on creativity (β = 0.707, p < 0.001). Moreover, critical thinking serves as a partial mediator, amplifying the effect of AI usage on creativity (β = 0.397, p < 0.001, VAF = 65.89%). These findings underscore the necessity of fostering AI-supported critical thinking skills in teacher education. As generative AI technologies become increasingly prevalent in digital learning environments, integrating adaptive exploration and systematic validation into pedagogical strategies is essential for cultivating both critical thinking and creativity. The study contributes to the discourse on digital learning innovations and teacher education by providing empirical evidence on AI’s role in enhancing cognitive development.

Open Access

Article

Article ID: 2622

Enjoyment and boredom in GenAI-mediated informal L2 speaking practices: The impact of gender, L2 proficiency, personal innovativeness, and GenAI competence

by Hanwei Wu

Forum for Education Studies, Vol.3, No.2, 2025;

The use of conversational GenAI tools for informal second language (L2) speaking practice has become increasingly popular, offering learners immersive interaction experiences. Enjoyment and boredom are key emotions influencing L2 performance and are closely tied to individual differences. This study examines how two traditional individual factors—gender and L2 proficiency—and two GenAI-related factors—personal innovativeness and GenAI competence—affect L2 learners’ enjoyment and boredom in GenAI-mediated informal speaking practices. A survey was conducted with 308 L2 majors from 18 Chinese universities who used conversational GenAI tools. The analysis, based on Partial Least Squares-SEM, revealed that male learners experienced higher levels of boredom, although gender did not affect enjoyment. Contrary to prior studies, L2 proficiency was found to have no impact on either enjoyment or boredom. Personal innovativeness positively predicted enjoyment and negatively predicted boredom, while GenAI competence only predicted enjoyment. These findings provide valuable pedagogical insights for L2 learners and teachers.

Open Access

Article

Article ID: 2262

Communication skill of agricultural graduates—A study conducted at UBKV, West Bengal

by Chandan Kumar Hui, Sanjay V. C., Subhajit Chakraborty, Birat Rai, Arindam Sarkar, Titiksha Sarkar, Debapriya Sarkar, Sabita Mondal

Forum for Education Studies, Vol.3, No.2, 2025;

Communication skill is an important component of soft skills. It is considered the “heart of soft skills” among all other components of soft skills. A survey by the Federation of Indian Chambers of Commerce and Industry (FICCI) in 2010 found that a majority of graduates lacked adequate “communication skills” required to get employed in any industry, and only about one-third of the employers were satisfied with the communication ability of their employees. Though the educational institutes are providing technical skills, somewhere the emphasis on communicational skills has taken a backseat. Research was thus undertaken to study the communication skill level of the graduates of UBKV, West Bengal, desirable for job placement. The educational institute (UBKV) was selected purposively. Data was collected through a structured interview schedule using a one-to-one physical interview method. A total of 90 students from various departments were selected with the stratified random sampling technique using the proportional allocation method. Communication skill level was taken as the dependent variable, whereas various personal, communicational and socio-psychological variables were considered as the independent variables. The data was statistically analyzed using the SPSS software, and statistical tools like frequency, percentage, mean, coefficient of correlation, etc., were used for analysis. It has been found that the majority of the respondents are 24–27 years old, belong to a rural background with low family income, and have done their schooling in a regional language. They possess a medium level of both written and verbal communication skills; however, they are found to have high academic motivation. The respondents had less exposure to personal interviews and group discussions and absolutely no exposure to any soft skill training or internships. However, they were found to have high aptitude skills. Variables like age, income and aptitude are found to be positively and significantly associated with the communication skill of students. The study recommends encouraging the students to develop a reading habit and not to provide them with short notes. In order to improve the written communication skill, the students need to read books/texts extensively from various authors. The lecture sessions should end with a small 10-minute quiz to improve the verbal communication skills of the students. 1 (one) week of training or a workshop may be arranged on the university campus, preferably in the last semester of the degree program, involving the successful seniors or alumni to train the outgoing students with mock interviews or motivational speeches. The suggestions given in the study, if practiced, would definitely improve the communication skills of the students to a great extent over a period of time.

Open Access

Article

Article ID: 2329

Human resource management professional talent development: A comparative analysis of undergraduate talent cultivation curricula at QS universities in China and north America

by Yu-Shen Fang

Forum for Education Studies, Vol.3, No.2, 2025;

The development of world-class universities is a key strategy for advancing higher education globally. Universities are increasingly focusing on designing and optimizing their curricula to cultivate talent that can meet the evolving demands of economic and social development. This study analyzes and compares the undergraduate curricula for Human Resource Management (HRM) at five QS-ranked universities in China and North America (the United States and Canada). The research highlights the following key findings: (1) In terms of total graduation credits, Sichuan University in China requires 155 credits, which is higher than the four North American universities; (2) the HRM curricula at these five universities are distinct, with Ohio State University, Michigan State University, and the University of Saskatchewan placing greater emphasis on core business courses related to HRM; (3) the HRM courses offered at the four North American universities are rarely found in HRM curricula at other Chinese universities, which may limit students’ international perspectives and their global competitiveness in the HRM field.

Open Access

Article

Article ID: 2458

System-level educational leadership as a resilience building mechanism: The case of Greece

by Victoria Konidari, Nikolaos Stathopoulos

Forum for Education Studies, Vol.3, No.2, 2025;

This paper explores the resilience of education systems in the face of the challenges that have arisen in the wake of the Covid-19 pandemic and emphasizes the urgent need for educational institutions to prepare for uncertainties and unforeseen challenges. The paper highlights the shortcomings of education systems in ensuring educational equity for disadvantaged students during the pandemic, emphasizes the limitations of current research on the resilience of education systems, and argues for the need to consider the resilience of the education system alongside the resilience of students and teachers. Drawing on the insights of the organizational and social-ecological approaches to resilience, this paper argues that the resilience of schools ultimately depends on their ability to ensure organizational learning. This study examines the barriers to organizational learning (OL) in Greek secondary schools using quantitative data from teachers. The research findings reveal structural, systemic and cultural barriers that hinder the promotion of OL and thus the resilience of schools. Building on previous research on nested systems and system leadership, the paper argues that schools are at the forefront of promoting resilience in the education system. It emphasizes the need for system-level educational leadership (SLEL) as a mediating governance mechanism that promotes interaction between schools and the wider education system to ensure the establishment of a meta-capability of learning at all levels. This research contributes to the discourse on educational leadership by emphasizing the importance of schools as resilience pillars capable of strengthening resilience across the education system.

Open Access

Article

Article ID: 2470

Enhancing classroom management support to improve learning effectiveness in history education: Evidence from public secondary schools in Kibaha, Tanzania

by Safi M. Nyange, Prospery M. Mwila

Forum for Education Studies, Vol.3, No.2, 2025;

This study addresses the research problem of understanding the influence of teacher-student interactions on learning effectiveness in history education, specifically among Form Two students in Kibaha District Council, Tanzania. The study aims to explore how interaction dimensions such as communication, feedback, and supportive environments shape students’ engagement, confidence, and academic outcomes in history. Employing Vygotsky’s Socio-Cultural Interaction Theory as a theoretical framework, the research utilizes a mixed-methods approach, gathering data from 322 participants, including 300 students and 22 history teachers. Quantitative analysis revealed a strong positive correlation (r = 0.672, p < 0.01) between teacher-student interaction and learning effectiveness, emphasizing the critical role of open dialogue, constructive feedback, and respectful relationships in fostering historical understanding. Qualitative insights underscored the importance of interactive and supportive classroom practices while highlighting systemic challenges such as insufficient teacher training and resource limitations. These findings suggest that targeted professional development, investment in teaching resources, and a shift toward interactive learning environments are essential for improving history education outcomes.

Open Access

Article

Article ID: 2061

Academic projects on SDGs and intercultural competence development in higher education

by Chess Emmanuel Briceño Nuñez

Forum for Education Studies, Vol.3, No.2, 2025;

Globalization and increasing cultural interconnectedness have highlighted the importance of fostering intercultural collaboration and global citizenship in higher education. This article explores how academic projects oriented to the Sustainable Development Goals (SDGs) facilitate the development of intercultural competencies and a greater understanding of global citizenship among students. A quantitative approach is used with a sample of 100 students in São Paulo who participated in collaborative projects related to the SDGs. The research, supported by Kolb’s experiential learning theory and Deardorff’s intercultural competence approach, highlights how participation in these projects enriches students’ perception of global citizenship and fosters practical intercultural skills. The results show a positive assessment of participation and engagement in these projects, with an overall perception of increased intercultural competence and global awareness. However, areas for improvement are also identified, such as variability in the level of student involvement. This study contributes to filling a gap in research on the specific impact of SDG-oriented projects on the development of global citizenship.

Open Access

Article

Article ID: 2709

Implementation of open science practices to enhance academic resilience in students: Case of Ukraine

by Iryna Simkova, Yuliana Lavrysh

Forum for Education Studies, Vol.3, No.2, 2025;

This paper explores how Open Science (OS) practices can help students build academic resilience, especially in light of the ongoing challenges in Ukraine due to the COVID-19 pandemic and the war. By incorporating OS principles—like Open Educational Resources (OER), collaborative efforts, and transparent assessment—the study illustrates how students cultivate adaptability, problem-solving abilities, and a sense of community. The authors analyze the principles of Open Science and resilient pedagogy strategies using theoretical and empirical methods. The study presents the results from observing the training and interviews with 54 Ukrainian students. Using a qualitative case study approach, the research examines students’ involvement with OS practices in an English for Specific Purposes (ESP) course. The findings suggest that OS contributes to resilience by lowering knowledge barriers, fostering collaborative learning, and enhancing inclusivity. Nonetheless, the study also points out the importance of balancing openness with privacy considerations. The paper wraps up with practical suggestions for integrating OS into education to foster more equitable and resilient learning environments.

Open Access

Article

Article ID: 2380

Grading for success: Career and technical education educators’ practices for evaluating employability skills

by Brandon Kushinski, Karen H. Larwin

Forum for Education Studies, Vol.3, No.2, 2025;

Employers consistently highlight a gap in essential employability skills among new hires, citing deficiencies in communication, critical thinking, professionalism, leadership, and problem-solving—all foundational to Ohio’s Career and Technical Education (CTE) curriculum. CTE educators are crucial in evaluating students’ proficiency in these key competencies, ensuring they are prepared for workforce demands. This study examines CTE teachers’ grading and assessment practices, exploring potential relationships between these methods and various demographic factors. A survey of 99 CTE educators across diverse career fields revealed that CTE teachers primarily assess employability skills through behavioral observations, work habits, and professionalism. Notably, 93% of respondents utilize authentic assessments, emphasizing real-world skill applications. However, significant inconsistencies in grading approaches emerged, particularly across career fields. These findings highlight the need for professional development initiatives to promote research-based grading practices. Standardizing assessment measures can enhance the reliability and effectiveness of evaluations, ensuring students are adequately prepared for the workforce.

Open Access

Article

Article ID: 2286

Coaches in the classroom: The impact of extracurricular activity impact on educators

by Joe Penno, Karen H. Larwin

Forum for Education Studies, Vol.3, No.2, 2025;

This study examines the impact of teachers’ participation in extracurricular activities (ECAs) on job satisfaction, organizational commitment, student rapport, and classroom management. It tests several hypotheses: Teachers involved in ECAs report higher job satisfaction, greater commitment to their school, stronger student relationships, and better classroom management. Research questions explore the correlation between ECA involvement and various teacher perceptions, including job satisfaction, organizational commitment, and classroom management. Utilizing social identity theory and organizational commitment theory, the study analyzes how engagement in ECAs influences teacher attitudes and behaviors. The research uses a mixed-methods approach, combining quantitative surveys and qualitative responses from high school teachers in southwest Ohio. Findings aim to inform school districts about teacher retention, burnout, and the benefits of ECA involvement.

Open Access

Article

Article ID: 2583

Narratives of black mothers: Experiences in advocating for mathematical success in public education

by Renee Gibert, Signe Kastberg

Forum for Education Studies, Vol.3, No.2, 2025;

This study employs an analysis of narratives method with interviews of three Black mothers whose children participate in a United States university-based Science, Technology, Engineering, and Mathematics (STEM) program. The findings reveal three themes that are as follows: Black mothers are (1) deeply committed to their children’s mathematics learning; (2) encounter epistemological barriers rooted in educational terminology; and (3) face systemic challenges advocating for advanced math placement and special education accommodations. While prior research has acknowledged racial disparities in education, this work demonstrates the role of Black mothers in dismantling discriminatory gatekeeping in educational pathways. The study highlights systemic barriers and the resilience of Black mothers in advocating for their children’s mathematical success, which can provide actionable insights for educators to improve transparency and equitable communication.

Open Access

Article

Article ID: 2332

Reimagining assessment: Exploring teachers’ motivations and practices in alternative grading

by Steve Verhoff, Karen H. Larwin

Forum for Education Studies, Vol.3, No.2, 2025;

This mixed-method study explored the motivations, sustainability, and implementation of alternative grading practices among high school teachers in Ohio. Findings revealed that teachers adopt student-centered feedback methods such as rubrics, conferences, and self-reflection to enhance learning and support skill development. Social interactions, professional development, and peer influence emerged as significant factors shaping grading practices. Teachers often face challenges, including traditional grading pressures and limited formal training. Key limitations included a small, region-specific sample and reliance on teacher-reported data. Future research should investigate teacher preparation programs, the impact of policy mandates, and strategies for fostering systemic change. By understanding these dynamics, educational institutions can better support the adoption of innovative grading approaches that align with meaningful student learning and long-term academic success.

Open Access

Article

Article ID: 1960

Rethinking secondary school education in the new media age: A consideration of the EdoBEST 2.0 programme in Edo State, Nigeria

by Osakue Stevenson Omoera, Emeke Precious Nwaoboli

Forum for Education Studies, Vol.3, No.2, 2025;

Eliminating illiteracy has been one of the Nigerian government’s top priorities since its independence in 1960. The ministries of education and communication in Nigeria believe that “literacy” and “numeracy” are pivotal for economic, academic, and all-round societal development in the new media age. To ensure that literacy and numeracy transcend all borders of Nigeria, the federal and state governments often strategize on providing students with well-designed learning environments, technologies, teachers, and academic resources that facilitate functional education. This, perhaps, explains why the Edo State Basic Education Board (ESBED), the World Bank and Bridge International Academies (BIA) formed a public-private partnership (PPP) to develop the Edo Basic Education Sector Transformation (Edo-BEST) 1.0 and 2.0 programmes that focus on promoting primary and secondary schools’ education respectively in Edo State, Nigeria. The EdoBEST@Home unimodal mobile-based remote learning programme offers interactive audio lectures, digital self-study activity packages, digital stories, mobile interactive quizzes, learning aids for parents, and virtual classrooms allowing teacher-student interaction. Moored in Marshall McLuhan’s Technological Determinism Theory (TDT), this study probes the effectiveness and degree of attainment of the objectives of the EdoBEST 2.0 programme. Using a survey as a research design and a questionnaire as an instrument of data collection, three secondary schools (Ogbe Boys Grammar School, Idia College and Asoro Grammar School) in Benin City, the capital of Edo State were examined. The study combined this with key person interviews (KPIs) and triangulated the methodology with a historical-analytic technique. The findings of the study showed that the EdoBEST 2.0 programme has not been able to enhance secondary school education via the new media because the purported and widely publicized new media gadgets disbursed by the Edo State government to secondary school students and teachers, are to a large extent, merely hypothetical as the students and teachers have no access to the gadgets. With a population of over 4 million individuals, half of whom are under 30, Edo State lacks the connection and technological access necessary for remote learning. The study, therefore, recommended that the EdoBEST 2.0 programme be revamped and all factors hampering its set goals be addressed to ensure a positive impact on the secondary school educational ecosystem in Edo State. The federal and state governments must also review the academic syllabi to factor in the compulsory utilisation of new media technologies in teaching and learning and gradually phase out old-fashioned traditional teaching and learning methods such as the use of chalk and blackboard and the use of lesson notebooks without any digital backup.

Open Access

Review

Article ID: 2177

Integrating real-world problems into chemistry curricula: Enhancing relevance and student engagement

by Ronald L. Reyes

Forum for Education Studies, Vol.3, No.2, 2025;

Chemistry education plays a pivotal role in fostering scientific literacy and addressing global challenges. However, traditional curricula often fail to connect abstract concepts to real-world applications, leading to disengagement among students. This study examines how integrating real-world problems into chemistry education enhances student engagement and prepares them to address pressing global challenges. Grounded in constructivist, contextual, and situated learning theories, the paper presents actionable teaching strategies, including problem-based learning and case studies. These strategies contextualize abstract chemical principles within pressing global issues such as climate change, sustainable energy, and public health. The paper also addresses practical challenges in implementation, including resource limitations, curricular rigidity, and assessment complexities, and offers mitigation strategies such as leveraging digital tools and fostering industry partnerships. Empirical evidence highlights the effectiveness of these methods in improving conceptual understanding, critical thinking, and interdisciplinary collaboration. By aligning chemistry education with contemporary scientific practices and global needs, this study advocates for a transformative shift in pedagogy, ensuring students develop critical thinking, interdisciplinary skills, and the capacity to navigate complex global challenges.

Open Access

Perspective

Article ID: 2730

Technology-enhanced learning in medical education in the age of artificial intelligence

by Kyong-Jee Kim

Forum for Education Studies, Vol.3, No.2, 2025;

This paper explores the transformative role of artificial intelligence (AI) in medical education, emphasizing its role as a pedagogical tool for technology-enhanced learning. This highlights AI’s potential to enhance the learning process in various inquiry-based learning strategies and support Competency-Based Medical Education (CBME) by generating high-quality assessment items with automated and personalized feedback, analyzing data from both human supervisors and AI, and helping predict the future professional behavior of the current trainees. It also addresses the inherent challenges and limitations of using AI in student assessment, calling for guidelines to ensure its valid and ethical use. Furthermore, the integration of AI into virtual patient (VP) technology to offer experiences in patient encounters significantly enhances interactivity and realism by overcoming limitations in conventional VPs. Although incorporating chatbots into VPs is promising, further research is warranted to enhance their generalizability across various clinical scenarios. The paper also discusses the preferences of Generation Z learners and suggests a conceptual framework on how to integrate AI into teaching and supporting their learning, aligning with the needs of today’s students by utilizing the adaptive capabilities of AI. Overall, this paper highlights areas of medical education where AI can play pivotal roles to overcome educational challenges and offers perspectives on future developments where AI can play a transformative role in medical education. It also calls for future research to advance the theory and practice of utilizing AI tools to innovate educational practices tailored to the needs of today’s students and to understand the long-term impacts of AI-driven learning environments.