Hello from TOJET
Dear Colleagues,
In our July 2025 issue, we are pleased to present twelve scholarly articles that offer interdisciplinary insights and contribute to emerging debates within the field. These studies address diverse themes such as AI integration in learning, curriculum development, language acquisition, and competency-based education frameworks.
The first article, by Ana Ester Garcia de Paiva Pinheiro and Ana Regina Mizrahy Cuperschmid, titled “Integrating Augmented Reality and Artificial Intelligence in Assembly Tasks: A Review of Strategies, Tools, and Challenges,” provides a comprehensive literature synthesis on the convergence of AR and AI in industrial assembly processes. The study critically examines implementation strategies, technical tools, and operational challenges, offering a roadmap for future research and innovation.
The second article, authored by Prof. Dr. Ýbrahim Yaþar Kazu, Aslan Kaplan, and Murat Kuvvetli, explores “Thematic Content Analysis for Curriculum Literacy in Education.” The authors apply thematic content analysis methodology to curriculum documents, demonstrating its efficacy in unveiling underlying educational paradigms and enhancing curriculum literacy in teacher education.
In the third article, Cheng-Ta Lin and Yen-Hsun Chen examine “Through Project-Based Learning to Discuss the Relations of Knowledge Absorptive Capacity, Listening, and Multiple Intelligence Acquisition.” This study illustrates how project-based learning environments foster knowledge absorption, active listening, and the development of multiple intelligences among learners.
Dr. Emel Yýlmaz, in the fourth article titled “Cultural Identity and Ideology in Children’s Media: A Comparative Analysis of Caillou and Nasreddin Hoca,” presents a nuanced discourse analysis comparing Western and Turkish animated media. The findings reveal how children’s media encodes ideological positions and contributes to early identity formation.
The fifth article, authored by Hon Keung Yau and Choi Ho Man, titled “Evaluating Student Perceptions of Smart E-assessment Systems in Hong Kong Higher Education,” offers empirical insights into student attitudes toward AI-driven assessment systems. The research underscores usability, reliability, and perceived fairness as key determinants of system adoption.
In the sixth article, Min Jou, Tzu-Hsuan Kuo, Yu-Chun Chiang, Yungwei Hao, and Chun-Chiang Huang investigate “Integrating Generative AI in Teacher Education: A Qualitative Exploration of TPACK Growth and Critical Reflection.” Using qualitative analysis, the study demonstrates how generative AI supports the development of Technological Pedagogical Content Knowledge (TPACK) and enhances reflective teaching practices.
In the seventh article, Yanchao Yang, Zhe Shi, Yilin Wang, and Yang Lu explore “Applications of ChatGPT to Improve Spoken Chinese Self-Efficacy of International Students.” The article discusses theoretical rationales for AI integration in language learning, identifies limitations, and proposes instructional strategies for enhancing spoken language confidence.
Dr. Erçin Ayhan, in the eighth article titled “Eye-Tracking A2 Reading in Teaching Turkish as a Second Language,” employs eye-tracking methodologies to assess cognitive load and text difficulty across four CEFR A2-level Turkish textbooks. The findings challenge assumptions of uniformity in TTSL material design and advocate for evidence-based curriculum development.
The nineth article by Li Yali, Saiphin Siharuk, and Sukanya Boonsri, titled “Development of Academic Achievement by Learning Activity Using Safety Case Study of University Students in China,” demonstrates the positive impact of safety case-based learning activities on student achievement. The findings advocate for experiential learning in safety education curricula.
The tenth article, co-authored by Saiphin Siharuk and colleagues, titled “Needs Assessment for Developing Student Teachers' Competencies in Sufficiency Economy Philosophy Implementation in Thailand,” presents a competency gap analysis using the Modified Priority Needs Index (PNIModified). The study proposes curricular strategies to embed sustainability ethics and critical reflection in teacher education.
The eleventh article, by Jiazheng Wang et al., “Development of a Training Curriculum in Asset and Facility Management for University Staff in China: A Needs Assessment Approach,” combines needs analysis and curriculum design methodology. The resulting training program aligns with international standards and addresses strategic competency development for university personnel.
Finally, in the twelfth article, Wang Zhihan and Thosporn Sangsawang evaluate “Digital Learning According to Blended Learning on Chinese Languages for Beginner Level in Primary School.” The study confirms the effectiveness of blended digital instruction in boosting learning achievement and student satisfaction in early Chinese language education.
Call for Papers
TOJET continues to invite scholarly contributions addressing the multifaceted intersection of technology and education. We welcome original, unpublished research that examines topics such as digital learning, instructional design, AI in education, curriculum innovation, assessment practices, and sociocultural dimensions of educational technology.
Submission Criteria
Submitted manuscripts must be original, unpublished, and not under concurrent consideration elsewhere. We encourage interdisciplinary studies addressing curriculum development, learning theories, instructional practices, teacher competencies, and special populations.
We extend our sincere gratitude to all contributing authors, our diligent reviewers, and our international readership for their continued support. We hope this issue provides valuable perspectives and inspires further scholarly engagement.
Warm regards,
Prof. Dr. Aytekin ÝÞMAN
Sakarya University
Prof. Dr. Teresa Franklin
Ohio University
Prof. Dr. Jerry WILLIS
Louisiana State University
Editor-in-Chief
The Turkish Online Journal of Educational Technology (TOJET)
July 2025