Palestine Technical University Research Journal

Development and application of artificial intelligence in the field of art education

2026-07-10T15:09:39+00:00

This paper explores the specific features of artificial intelligence (AI) usage in the field of art education, with a focus on a comparative analysis of the experiences of China and Kyrgyzstan. The study employed a comparative analysis of academic discourse on AI, along with thematic analysis of interviews with lecturers from faculties of art and design in higher education institutions in China (n=2) and the Kyrgyz Republic (n=2). The primary emphasis was placed on the benefits, challenges, and prospects of AI use in the training of art designers. The research included an analysis of ten popular AI-based tools, such as DALL-E, MidJourney, Adobe Firefly, and Gradescope. The inclusion of interview methods enabled the identification of differences in approaches to AI use in the educational institutions of the two countries. The study’s findings confirm the significant potential of AI in personalising learning, optimising the educational process, and enhancing graduates' competitiveness in the labour market. At the same time, key obstacles were identified: limited awareness among lecturers, high costs of AI-based tools, as well as ethical and legal issues. Particular attention is paid to the differing levels of readiness in China and Kyrgyzstan for AI integration in their educational systems. The paper offers recommendations for effective implementation, including raising awareness, government support, and the development of international cooperation. The proposed four-step model of AI adoption was developed to support systematic implementation in higher education and may be adapted for use in other national contexts. The research highlights the importance of overcoming existing barriers in order to expand the application of AI in art education

Learning Models Using Digital Technologies in the System of Higher Professional Education

2026-07-10T15:06:36+00:00

The aim of this study was to examine the features of functioning and effectiveness of educational models using digital technologies in the higher professional education systems of the Kyrgyz Republic and China. The Delphi expert evaluation method with the participation of 42 specialists and the method of stratified randomisation in group formation were applied in this work. The testing of the model was carried out from September 2024 to March 2025 in four universities with the participation of 240 students (30 people in the experimental and control groups of each university), studying in the fields of information technology and economics. In the course of the study, five key groups of factors influencing the effectiveness of the implementation of digital educational models were identified: technological, economic, cultural, pedagogical, and institutional. Comparative analysis showed that in the Chinese educational system technological (8.7 points for Internet availability), economic (9.2 points for digitalisation funding), and institutional factors (9.0 points for educational policy) dominated. In the Kyrgyz Republic, cultural factors (8.4 points for traditional values) and technological limitations (5.6 points for Internet availability) prevailed. The results of the testing at Bishkek University showed a 42% increase in students’ motivation and a 0.8-point increase in academic performance. At Osh University an increase of 53% in students’ digital competences was recorded. At Peking University the implementation of the model reduced the time for mastering material by 21% and increased the proportion of independent assignments by 25%. At Xi’an Jiaotong University a 32% increase in students’ professional competence was observed. The practical significance of the study lay in the development of adaptive recommendations for optimising digital educational models, taking into account national and institutional specificities

Systemic Transformation of the Educational Environment in Higher Education Institutions through Virtual Reality

2026-07-10T15:04:48+00:00

This theoretical-conceptual study, based on literature analysis and conceptual modelling rather than empirical testing, aimed to establish the theoretical foundations for transforming the educational environment in higher education through the integration of virtual reality (VR) technologies. The methodology was based on principles of systematicity, objectivity, and historicism, including a comparative analysis of traditional and VR-enriched educational environments. The research also involved structural-functional analysis, a systems approach to modernization, conceptual modelling, and content analysis. It revealed a paradigmatic shift from traditional education models to immersive, interactive, and multisensory learning. A conceptual model for VR integration was developed, comprising four key components: technological, pedagogical, organizational-management, and resource-based. These components ensure comprehensive transformation through horizontal, vertical, and feedback connections within the educational process. A phased strategy for implementing the model was proposed, consisting of preparatory, pilot, and scaling stages, each with clear objectives and success criteria. Pedagogical principles for virtual learning were outlined, focusing on immersion, interactivity, personalized learning experiences, a constructivist approach, and multisensory perception of content. The study also defined the methodological foundations for designing virtual educational content, including didactic requirements, quality criteria, and organizational-pedagogical conditions for effective VR implementation. The practical significance of this research lies in developing a scientifically grounded toolkit for modernizing higher education, enabling a targeted transformation of the educational process in response to the digital era and supporting the creation of innovative educational programs to train competitive professionals

Integration of Digital and Computer Technologies into Teaching Mathematical Analysis: Innovative Competence-Based Approaches and Prospects for Development

2026-07-10T14:57:19+00:00

The study aimed to explore correlations between digital activity, student satisfaction, and assimilation of mathematical analysis content in Kyrgyzstan. The theoretical and empirical study was conducted between January and April 2025 at Kyrgyz State University named after I. Arabaev and Jalal-Abad State University named after B. Osmonov. The sample included 130 respondents, including 112 undergraduate and graduate students majoring in mathematics and computer science, and 18 teachers of relevant disciplines who participated in the survey before and after completing a digital module implemented using the GeoGebra, Desmos, Moodle, and Wolfram Mathematica platforms. A theoretical analysis of educational programmes and regulatory documents governing digital integration was also conducted. The results showed an increase in the proportion of highly motivated students from 30% to 60%, a decrease in the proportion of low-motivation students from 25% to 10%, and an increase in satisfaction with digital solutions to 62.5%. Statistical analysis confirmed a significant positive correlation (ρ=0.47) between the regularity of digital tool use and self-assessment of learning outcomes. Institutional differences in approaches were identified: at Kyrgyz State University named after I. Arabaev, the emphasis was on visualisation and methodological support, while at Jalal-Abad State University named after B. Osmonov, the emphasis was on functionality and analytical accuracy. The data obtained confirm the didactic significance of digital solutions for adapting course content to the specifics of training, increasing learning motivation, and developing functional mathematical literacy. The results can be used to update educational standards, develop digital training modules, and improve the quality of training for mathematics teachers in the context of digitalisation

Integration of Digital Tools into language Education as a Means of Developing Intercultural Competence in Future Teachers Within a Multicultural Environment

2026-07-10T14:55:55+00:00

The purpose of this study is to determine the effectiveness of integrating digital tools into language education for the development of intercultural competence among future teachers in a multicultural educational environment. The study was conducted over eight months at three pedagogical universities in the Kyrgyz Republic: I. Arabaev Kyrgyz State University, Osh State University, and Naryn State University, selected for their culturally diverse student populations. The methodology involved a questionnaire survey of 243 education students learning languages using digital platforms, such as Zoom, Moodle, Padlet, Canva, Google Classroom, YouTube, and Telegram. The findings demonstrate the following average scores (on a five-point scale) for the components of intercultural competence: cognitive – 3.68, affective – 3.75, behavioural – 3.64. Correlational analysis indicated a significant positive relationship between the frequency of digital platform use and the development level of each competence component. The cognitive component was most strongly influenced by video platforms, which expanded students’ knowledge of other cultures and traditions. The affective component was enhanced through the use of Padlet, which fostered empathy and tolerance in intercultural communication. The behavioural component, reflecting readiness for intercultural dialogue, correlated most strongly with the use of messaging applications for content exchange, which supported active interaction and practical application of knowledge. A statistically significant difference was observed between students with high and low digital engagement, underscoring the impact of the digital environment on the development of intercultural skills. The results hold practical value for designing language education curricula aimed at developing intercultural competence

Psychological and Pedagogical Aspects of Student Interaction with Chatbots in the Process of Independent Learning

2026-07-10T14:53:39+00:00

The study aimed to identify the characteristics of psychological and pedagogical interaction between students and chatbots in the process of independent learning, considering cognitive load, motivational factors, personalisation of learning, and the effectiveness of digital feedback. The methodology included content analysis, comparative analysis of educational policies, structural and functional analysis, and theoretical modelling of the chatbots Khanmigo, Woebot, Mondly, and ELSA Speak, which identified the advantages and limitations of each in the context of developing learning autonomy. The study demonstrated that chatbots combined task adaptability with pedagogically sound prompts, instant feedback, and the ability to respond emotionally. For instance, Khanmigo optimised cognitive load by gradually increasing the complexity of the material, Woebot provided psychological support in conditions of anxiety, and ELSA Speak demonstrated a high level of personalisation through the analysis of speech behaviour. An analysis of five key international educational documents identified the regulatory framework within which the state should support the implementation of artificial intelligence (AI) in higher education. The study emphasised the institutional integration of AI tools into the learning environment and the need to develop the digital competencies of teachers. The documents emphasised the significance of ethical use of chatbots and transparency of algorithms and highlighted the role of digital tools in shaping independent thinking, criticality, and value awareness among students. The study determined that combining chatbots with the structured CAMELEON pedagogical model creates an effective environment for independent student activity, reducing overload, increasing interest, and promoting the development of self-regulation. The practical significance of the study is determined by the fact that its results can be used by teachers, developers of educational platforms, and administrations of higher education institutions to integrate chatbots into students' independent learning activities, incorporating psychological and pedagogical needs and digital strategies

Application of virtual reality for developing a new format of student-teacher interaction in the digital era

2026-07-10T14:51:10+00:00

The aim of the study was to identify optimal directions for the application of Virtual Reality platforms in higher education and to determine their potential for supporting learning process organisation and instructional design and shaping innovative learning strategies. The methodology included an analysis of approaches to the use of virtual reality in the learning process: content analysis of international educational strategies, and comparative analysis of three Virtual Reality platforms – ENGAGE VR, Hyperskill, and OpenSim – according to the criteria of interactivity, accessibility, analytical capacity, and level of collaboration. The main findings indicated that the analysed platforms differ in accessibility, interactivity, analytical capacity, and suitability for specific educational scenarios, as well as its context-dependent effectiveness in enhancing student engagement. It was established that Hyperskill provides an integration of automated code evaluation, personalised feedback, and collaborative opportunities, which increase the effectiveness of both individual and group learning in programming and the acquisition of practical information technology cases. OpenSim demonstrated substantial potential for interdisciplinary projects due to its customisable environments and analytics. The practical significance of the study lies in providing recommendations for differentiated implementation of Virtual Reality in higher education: the choice of a specific platform should depend on educational objectives, technical capacities, and students’ accessibility requirements, disciplinary preparation, digital literacy, and preferred modes of interaction

Prospects for Integrating Virtual Reality and Artificial Intelligence into University Learning: Approaches to Developing Interactive Educational Environments

2026-07-10T14:48:39+00:00

The study aimed to identify key trends and define a conceptually coherent model for integrating virtual reality and artificial intelligence technologies into the university learning process. The methodology included a comparative method, document content analysis, expert verification, conceptual modelling, and scenario modelling. Three stages of expert verification produced a high level of consistency in evaluations across the criteria of necessity (mean – 4.8; median – 5), feasibility (mean – 4.4; median – 4) and innovation potential (mean – 4.8; median – 5), confirming the conceptual validity, practical feasibility and strong innovative capacity of the interactive educational environment model. This demonstrated the achievement of group consensus: 90% of experts assigned scores of 4-5 points in the second round and 96% in the third round, exceeding the 70% consensus threshold and confirming the model’s conceptual coherence and practical feasibility. The highest level of consistency was recorded in the pedagogical and cognitive-communicative components, which experts identified as essential for maintaining the didactic integrity of virtual reality and artificial intelligence as complementary technologies. The technological component received an average score of 4.4 points, confirming its flexibility but also indicating the need for further adaptation of university infrastructure. The managerial-analytical component had the lowest variability (interquartile range ≤1), reflecting stable expert agreement regarding its internal logic. The synthesis of the results made it possible to formulate three scenarios: an innovation-adaptive scenario, a technology-optimisation scenario and a transformation-forecasting scenario. These scenarios reflected varying levels of institutional readiness for digital transformation and made it possible to outline a gradual trajectory from local initiatives to a comprehensive interactive ecosystem. The practical value of the study lies in the fact that the proposed model can serve as a methodological basis for developing university digital strategies, designing educational programmes, and establishing systems for monitoring the quality of digital learning processes. It enables universities to develop their own strategies for implementing intelligent technologies in accordance with staff readiness, available infrastructure and pedagogical priorities

The Impact of Artificial Intelligence on University-Level Professional Training

2026-07-10T14:45:41+00:00

The aim of the study was to assess the perceived effectiveness of implementing artificial intelligence tools into educational curricula and to evaluate the readiness of students, teachers, and graduates to apply artificial intelligence in the educational process and professional activities. The research methodology combined a content analysis of teaching and assessment forms integrated with artificial intelligence, a survey of 350 participants (students, graduates, and teachers) at the Industrial University of Ho Chi Minh City in May 2025 to evaluate their readiness and experience in using artificial intelligence, as well as the formulation of practical recommendations for enhancing the effectiveness of educational programmes using artificial intelligence tools. The results showed that after the implementation of the updated curriculum, 100% of students used AI tools for learning, 70% rated them as very useful, and 25% as high, indicating a high level of awareness of AI's benefits; all students expressed readiness to apply AI in learning and work and to attend dedicated courses or seminars. Among teachers, 30% rated the advantages of AI for teaching as very high, 60% as high, and 10% as moderate, while all teachers noted legal or ethical concerns. The practical significance of the work lies in the fact that the results and recommendations can be used by universities and teachers to update curricula with AI integration, by institutional administrations for planning digital infrastructure and pedagogical training

Digital Learning and its Technologies as a Mediating Variable in the Relationship between Education Quality and Job Performance Effectiveness among Faculty Members and Department Heads at Palestinian Universities

2026-05-16T10:08:24+00:00

The study aimed to examine the role of digital learning and its technologies as a mediating variable in the relationship between educational quality and job performance effectiveness among faculty members and heads of departments in Palestinian universities. The study adopted the descriptive analytical correlational design, using Structural Equation Modeling (SEM) to analyze the relationships among the study variables. The study sample consisted of (500) faculty members and department heads from Palestinian universities, selected using a stratified random sampling technique. The results indicated a statistically significant partial mediating effect of digital learning and its technologies in strengthening the relationship between educational quality and job performance effectiveness. The findings also showed a positive and statistically significant direct effect of educational quality on digital learning and its technologies, a positive direct effect of digital learning and its technologies on job performance effectiveness, and a strong positive direct effect of educational quality on job performance effectiveness. In addition, a statistically significant indirect effect of educational quality on job performance effectiveness through digital learning and its technologies was found. The study also revealed significant positive correlations among all study variables. The study recommended enhancing digital infrastructure in universities and standardizing its frameworks, providing technical support to address technological challenges, and strengthening academic and technological partnerships between Palestinian universities and international institutions to benefit from contemporary digital transformation practices

Generative Artificial Intelligence in Teacher Professional Development: The Impact of Using NotebookLM on Lesson Design Skills and Digital Pedagogical Competence

2026-04-27T10:27:28+00:00

This study aimed to investigate the impact of using NotebookLM, as a generative artificial intelligence tool, within teacher professional development programs on improving lesson design skills and enhancing teachers’ digital pedagogical competence. A quasi-experimental one-group pretest–posttest design was employed with a sample of 30 teachers from public schools affiliated with the Palestinian Ministry of Education in Nablus. A six-week training program (12 sessions) was implemented, focusing on the use of NotebookLM for analyzing educational resources, organizing knowledge, and supporting lesson planning. Two validated instruments were used: a lesson design skills scale and a digital pedagogical competence scale. The results revealed statistically significant differences between pretest and posttest scores in favor of the posttest for both variables. The mean score for lesson design skills increased from 3.12 to 4.05, while digital pedagogical competence improved from 3.05 to 4.11. A significant positive correlation was also found between the two variables. These findings indicate the effectiveness of integrating generative AI tools within practice-based training programs in enhancing instructional practices, particularly in lesson design and digital competence, supporting the integration of intelligent technologies in teacher professional development

The Impact of Digital Transformation on the Quality of Technical Education from the Perspective of Students at Palestine Technical University – Kadoorie

2026-07-07T08:50:08+00:00

This study aims to assess the impact of digital transformation on the quality of technical education from the perspective of students at Palestine Technical University – Kadoorie, based on the Technology Acceptance Model (TAM) as the theoretical framework. The study employed a descriptive-analytical approach, and data were collected through a questionnaire distributed to a sample of 420 students from various technical disciplines across the university’s three branches. The findings indicated that the availability of digital infrastructure was rated as high (mean = 3.68), while the use of digital educational systems was rated as moderate (mean = 3.67), as was the competence of academic staff (mean = 3.50). The findings also indicated statistically significant differences in students' perceptions attributable to gender, academic year, and college. The differences were in favor of female students with respect to gender, first-year students with respect to academic year, and Palestine Technical College students with respect to college. However, no statistically significant differences were found according to the university branch. The study recommends improving network infrastructure, enhancing the integration of digital assessment systems, and fostering a participatory digital culture between students and academic staff