This study investigates the impact of the metaverse on English language teaching, focusing on the perspectives of students from the University of Boyacá. The use of the metaverse was compared with the Moodle platform in a virtual educational environment. A mixed-method approach combining quantitative and qualitative methods was employed. The sample consisted of 30 university students enrolled in English courses, randomly assigned to two groups: one using the metaverse and the other using Moodle. Students’ grades on different activities and assessments throughout the course were collected, and semi-structured interviews were conducted to explore students’ perceptions of the educational platforms. Results revealed that while students recognize the potential of the metaverse to enhance interactivity and learning experience, they also identified technical and accessibility challenges. Although no significant differences in grades were found between the groups, less variability in grades was observed in the metaverse group. The mixed design allowed for a more comprehensive understanding of the impact of the metaverse on English language teaching, while providing a variety of student perspectives on their experience with educational technology. This research contributes to understanding the role of the metaverse in English language teaching and highlights key areas for future research and developments in the field of virtual education.

Artificial intelligence has transformed teachers’ teaching models. This article explores the application of artificial intelligence in basic education in Macao middle schools. This study adopts case analysis in qualitative research, using a total of eight cases from the innovative technology education platform of the Macau education and Youth Development Bureau. These data illustrate how Macao’s artificial intelligence technology promotes teaching innovation in basic education. These eight cases are closely related to the application of artificial intelligence in basic education in Macao. The survey results show that Macao’s education policy has a positive effect on teaching innovation in artificial intelligence education. In teaching practice, the school also cooperates with the government’s policy. The application of AI technology in teaching, students’ learning styles, changes in teachers’ roles, and new needs for teacher training are all influential.

Using generative artificial intelligence systems in the classroom for law case analysis teaching can enhance the efficiency and accuracy of knowledge delivery. They can create interactive learning environments that are appropriate, immersive, integrated, and evocative, guiding students to conduct case analysis from interdisciplinary and cross-cultural perspectives. This teaching method not only increases students’ interest and participation in learning but also helps cultivate their interdisciplinary thinking and global vision. However, the application of generative artificial intelligence systems in legal education also faces some challenges and issues. If students excessively rely on these systems, their ability to think independently, make judgments, and innovate may be weakened, leading to over-trust in machines and reinforcement of value biases. To address these challenges and issues, legal education should focus more on cultivating students’ questioning skills, self-analysis abilities, critical thinking, basic legal literacy, digital skills, and humanistic spirit. This will enable students to respond to the challenges brought by generative artificial intelligence and ensure their comprehensive development in the new era.

In this paper, a study developed at the University of Seniors in Aragón is presented. The Sono-libro, used as an innovative resource, is assessed in the proposal with an educational and pedagogical purpose. The aim is to understand the motivational and learning perception variation after the incorporation of the Sono-libro in the sample. In this quantitative longitudinal design study, the listening habits of the participants are comparatively analyzed at two moments: The first data collection took place before the implementation of the proposal, and the second collection occurred after the proposal. The sample consists of 116 subjects, with 64.16% being women and an average age of 66 years of age. Data was obtained through a validated ad hoc questionnaire judged by experts. The results of the data collections showed an increase in both motivation and perception of the learning obtained, indicating the benefits of incorporating digital resources into contexts of adult students.

In the wake of the COVID-19 pandemic, the prevalence of online education in primary education has exhibited an upward trajectory. Relative to traditional learning environments, online instruction has evolved into a pivotal pedagogical modality for contemporary students. Thus, to comprehensively comprehend the repercussions of environmental changes on students’ psychological well-being in the backdrop of prolonged online education, this study employs an innovative methodology. Founded upon three elemental feature sequences—images, acoustics, and text extracted from online learning data—the model ingeniously amalgamates these facets. The fusion methodology aims to synergistically harness information from diverse perceptual channels to capture the students’ psychological states more comprehensively and accurately. To discern emotional features, the model leverages support vector machines (SVM), exhibiting commendable proficiency in handling emotional information. Moreover, to enhance the efficacy of psychological well-being prediction, this study incorporates an attention mechanism into the traditional Convolutional Neural Network (CNN) architecture. By innovatively introducing this attention mechanism in CNN, the study observes a significant improvement in accuracy in identifying six psychological features, demonstrating the effectiveness of attention mechanisms in deep learning models. Finally, beyond model performance validation, this study delves into a profound analysis of the impact of environmental changes on students’ psychological well-being. This analysis furnishes valuable insights for formulating pertinent instructional strategies in the protracted context of online education, aiding educational institutions in better addressing the challenges posed to students’ psychological well-being in novel learning environments.

Sustainable development within music education is essential, particularly in ensuring that popular music can continually and effectively serve educational systems. This research aims to 1) examine pop music chord progression, 2) develop a chord progression book specifically for teaching music students, and 3) evaluate the effectiveness of this educational tool in improving music composition skills. A mixed-methods approach, incorporating both qualitative and quantitative research, was used. Research tools included an interview guide, Ioc forms, a textbook, and a performance assessment form. Interviews were conducted with five experts in pop music composition, while a group of 14 undergraduate music students participated in the experimental study. These methods evaluated how teaching popular music chord composition enhances students’ practical composition abilities. The findings indicate that 1) chord composition in popular music primarily involves five aspects: melody, rhythm, chord structure, music form, and melody development techniques, with melody and chord as the foundational elements; 2) the chord progression textbook for popular music differs from traditional composition theory texts, combining theory and practical application with a focus on chord progression techniques; and 3) instruction in popular music chord composition significantly enhances students’ skills in melody creation, production, and listening, ultimately fostering practical music creation abilities. This study supports the sustainable integration of popular music in both music infrastructure construction and music education system development, offering insights into how such integration can drive long-term advancements in music education.