Our study investigates the possibility of integrating ChatGPT, an AI text generative tool, as a didactic supporting tool within the Swedish upper-secondary school curricula. Particularly, it takes interest in the English foreign language teaching context and examines eight peer reviewed articles on the matter. The questions it aims to answer are: In light of existing research, 1) what are some of the implications of integrating ChatGPT as a didactic supporting tool in Sweden’s English as a Foreign Language (EFL) upper-secondary classroom and 2) how could this tool be incorporated successfully into the teaching process? In the results, the synthesis identifies ethical concerns, teacher beliefs and perspectives, and pros and cons of integration as the three primary themes and shows how 75% of the articles are concerned with the ethical implications of ChatGPT, hence requesting ethical frameworks and guidelines. Additionally, it identifies teachers' beliefs and attitudes on integration of AI as the biggest influencing factor on the integration of ChatGPT and that the dominant benefits of integration of ChatGPT are in student accessibility and reduced workload for teachers. Conversely, the concerns include those of unethical nature such as cheating, plagiarizing, and information security and accuracy. The discussion suggests that ChatGPT, as a didactic tool, is supported by the Swedish upper-secondary curricula. However, additional efforts are needed to ensure its safe and effective integration. The study concludes that ChatGPT, and other AI generative tools, could be implemented in the curricula, but before this is accomplished we require policies, guidelines, and ethical frameworks to ensure it can be done safely and effectively.

Ambientes e sistemas de apoio ao ensino e aprendizado estão sendo adotados como mecanismos facilitadores no processo de ensino e aprendizado. No entanto, uma limitação comum à maioria desses ambientes está relacionada ao fato de concentrarem-se apenas na criação da estrutura, armazenamento e controle de acesso ao material didático, sem oferecer qualquer tipo de suporte à atividade de modelagem do conteúdo. Nesse contexto, em trabalhos anteriores foi proposta a abordagem AIM-CID - uma abordagem integrada para modelagem de conteúdos educacionais. Dando continuidade às pesquisas já realizadas, este trabalho aborda o estudo de mecanismos de apoio à modelagem de conteúdos educacionais, propondo extensões às etapas de modelagem conceitual e instrucional da abordagem AIM-CID. A ideia é incorporar à abordagem aspectos relacionados ao reuso e compartilhamento de conteúdos educacionais. Além disso, também foi considerado no escopo deste trabalho o projeto e o desenvolvimento da AIM-Tool - uma ferramenta Web, de apoio à modelagem e geração automática de conteúdos educacionais, com ênfase na construção distribuída dos modelos estendidos da abordagem AIM-CID. A ferramenta fornece mecanismos para a geração automática dos conteúdos modelados em diferentes formatos, além de tratar aspectos relacionados ao compartilhamento do material gerado, por meio da adoção do padrão LOM / Learning environments and systems has been investigated in order to facilitate the learning processes in general. However, one common limitation of most of these environments is related to the fact that they focus only on the creation of the structure, storage and learning material access control, with no support to the content modeling activity in the educational process. In this regard, in a previous work we proposed the IMA-CID - an integrated approach for modeling educational content. Motivated by this scenario, in this work we investigate supporting mechanisms for educational content modeling, proposing extensions to the conceptual model and instructional model of the IMA-CID approach. The idea is to incorporate aspects of sharing and reuse for educational content creation. Moreover, we have also considered the development of IMA-Tool - aWeb tool that supports the modeling and automatic generation of educational content, emphasizing the distributed construction of the extended models of the IMA-CID approach. This tool provides mechanisms for the automatic generation in various formats, besides considering aspects related to content sharing through the adoption of the LOM pattern

Ambientes e sistemas de apoio ao ensino e aprendizado estão sendo adotados como mecanismos facilitadores no processo de ensino e aprendizado. No entanto, uma limitação comum à maioria desses ambientes está relacionada ao fato de concentrarem-se apenas na criação da estrutura, armazenamento e controle de acesso ao material didático, sem oferecer qualquer tipo de suporte à atividade de modelagem do conteúdo. Nesse contexto, em trabalhos anteriores foi proposta a abordagem AIM-CID - uma abordagem integrada para modelagem de conteúdos educacionais. Dando continuidade às pesquisas já realizadas, este trabalho aborda o estudo de mecanismos de apoio à modelagem de conteúdos educacionais, propondo extensões às etapas de modelagem conceitual e instrucional da abordagem AIM-CID. A ideia é incorporar à abordagem aspectos relacionados ao reuso e compartilhamento de conteúdos educacionais. Além disso, também foi considerado no escopo deste trabalho o projeto e o desenvolvimento da AIM-Tool - uma ferramenta Web, de apoio à modelagem e geração automática de conteúdos educacionais, com ênfase na construção distribuída dos modelos estendidos da abordagem AIM-CID. A ferramenta fornece mecanismos para a geração automática dos conteúdos modelados em diferentes formatos, além de tratar aspectos relacionados ao compartilhamento do material gerado, por meio da adoção do padrão LOM / Learning environments and systems has been investigated in order to facilitate the learning processes in general. However, one common limitation of most of these environments is related to the fact that they focus only on the creation of the structure, storage and learning material access control, with no support to the content modeling activity in the educational process. In this regard, in a previous work we proposed the IMA-CID - an integrated approach for modeling educational content. Motivated by this scenario, in this work we investigate supporting mechanisms for educational content modeling, proposing extensions to the conceptual model and instructional model of the IMA-CID approach. The idea is to incorporate aspects of sharing and reuse for educational content creation. Moreover, we have also considered the development of IMA-Tool - aWeb tool that supports the modeling and automatic generation of educational content, emphasizing the distributed construction of the extended models of the IMA-CID approach. This tool provides mechanisms for the automatic generation in various formats, besides considering aspects related to content sharing through the adoption of the LOM pattern

M. Tech. (Department of Information Communication Technology, Faculty of Applied and Computer Sciences), Vaal University of Technology. / The influence of Information and Communication Technology (ICT) in the education system has encouraged both students and educators to become more and more computer literate. With the increased use of portable devices (tablets, PDAs, Smartphones, iPads etc.), mobile learning (m-learning) has gained popularity as it is believed to be an effective and efficient tool for content presentation and knowledge acquisition in education sector. The realisation of the benefits depends on the effective adoption of m-learning technology. The superseding purpose of this study was to investigate the adoption of mobile learning at a University of Technology (UoT) in South Africa. A quantitative study was carried out at an UoT in South Africa, with respect to mobile learning perceptions; 64 valid questionnaires were received from the participants. The proposed research framework/model derived from Extended Technology Acceptance Model (ETAM) and Technology Acceptance Model 3 (TAM3) was used. The Statistical Package for the Social Sciences (SPSS), version 25.0. was used for analysing data. The findings revealed that perceived usefulness of mobile learning, attitude toward mobile learning, service and system quality as well as perceived ease of use are significant predictors of intention to use mobile learning application. Perceived mobility on mobile learning strongly influences perceived usefulness more than perceived ease of use of mobile learning application. The study concluded that it is necessary to measure perception of potential users using the variables in the model proposed before adoption of mobile learning application to ascertain an effective adoption of the technology in education.

M.. Tech. (Information Technology, Faculty of Applied and Computer Sciences), Vaal University of Technology) / The Green Paper for Post-School Education and Training states that higher education and training institutions are faced with the challenge of teaching underprepared students. Vaal University of Technology (VUT) Ekurhuleni has experienced an increase in the number of underprepared first year students from basic education to higher education, similar to other higher education institutions (HEIs) and training centres, and most of these students are familiar with messaging service applications. The purpose of this research is to determine if messaging service applications have a constructive role to play in supporting tertiary education. A variety of journals, books and other online materials were reviewed to learn and confirm the current information on messaging service applications and electronic communication interaction in higher education. A mixed methods research methodology has been adopted comprising of both qualitative and quantitative research. Data was collected through semi-structured interviews as well as questionnaires with structured questions to address the objectives of the study. A total of 250 questionnaires were distributed to students and the sample (N=212) resulted in a response rate of 84.8%. Interviews were conducted targeting students doing a bridging course in Information Technology. In addition, data was collected from one of the messaging service applications, Whatsapp, for one semester with one class. For the analysis of the data, two theories—Social Presence Theory and Context Awareness Theory—were adopted. This research found that students who partook in the study displayed a positive perception of using messaging service applications in an educational environment. Furthermore, the textual interaction analysis indicates that students were able to successfully interact and use messaging services as educational supporting tool outside the classroom. From the findings a model has been developed which demonstrates how student learning outside the formal classroom learning environment can be supported through the use of messaging service applications. The research contributes to a better understanding of using of messaging service applications as an educational supporting tool in higher education. Messaging service applications enable students to forget about gender and cultural differences; it encourages them to work together as an online community. This research furthermore provides a basis for HEIs and academic leaders to initiate the discussion and consider the possibility of introducing messaging service applications as educational supporting tool outside the classroom.