Socrates argues that individuals can continue to behave morally when trying to explore virtue, distinguishing between copying a moral person’s actions and acting on the basis of virtue itself. This study proves the limitations of South Korea’s moral education, which values moral knowledge as a driver of moral behavior, by analyzing the art of measurement presented by Socrates as a method of recognizing virtue. Consequently, Protagoras was examined to identify the characteristics of the art of measurement, and “all pleasure is good” and “knowledge directly drives action” was problematized. The study concluded that moral knowledge is not a decisive factor in guiding moral behavior in the right direction.

Background: India’s rich educational heritage dates to ancient times, with popular institutions like Nalanda, Takshashila, and Banarasi-Kasi flourishing as early as the 6th century BC, which offered diverse courses spanning medicine, mathematics, astronomy, and more. Invasions by the Mughals and British during the 12th to 18th centuries disrupted India’s traditional education systems. Post-independence, India faced the challenge of transitioning from ancient to modern education. Remarkably, the country managed to preserve its popular traditional education through a strategic change management approach by the educational institutions. The Government of India has introduced in the National Education Policy 2020 (NEP 2020) in July 2020, to bring transformational reforms in school and higher education systems. In this manuscript, we have summarized the salient features of the NEP 2020 and the preparedness steps to its effective implementation in Indian educational institutions. Method: We have utilised standard databases like PubMed, Science Direct, or Google Scholar, and/or public domains and the NEP 2020 document for this literature survey. Value addition: NEP 2020 aims to ensure access, equity, quality, affordability, and accountability with more flexible curricular structure, and holistic approaches. Despite the COVID-19 pandemic’s impact, dynamic planning, and collaboration among public and private institutions, and industries supported the effective implementation of NEP 2020. Notably, the change management approach, which has been a constant throughout India’s educational journey, played a pivotal role in keeping pace with technological advancements and fostering growth in the higher education system in India.

Despite the surge of publication of chatbots in the recent years in the field of education, we have little to know how this area has been researched so far, and the metrics of this type of research is still not known. To address such gap, this article offers a descriptive bibliometric study of chatbot research in education, aiming at presenting bibliometric analysis on articles on chatbots in education that were published in journals indexed in the Web of Science (WOS) database specifically Social Science Citation Index (SSCI) and Science Citation Index Expanded (SCIE) between 2016 and 2023. Descriptive bibliometric analysis was used to examine the data gathered from the chosen publications. including the annual number of articles and citations, the most productive author, countries with the highest publication output, productive affiliations, funding organizations, and publication sources. The bulk of the articles on chatbots in education, according to our dataset, were published between 2016 and 2023. The United States of America tops the list of countries regarding research productivity. The United Kingdom and China were ranked as most second and third productive countries, in terms of publication outputs. “Luke Kutszik Fryer emerged as the most productive author in this research domain in terms of the number of publications.” The University of Hong Kong had the highest number of publications among affiliations, indicating their significant contribution to the field. Additionally, the journal “Computers in Human Behavior” stood out with the highest number of publications per year, highlighting its relevance in publishing research on chatbots in education. This research offers valuable insights and a roadmap for prospective researchers, pinpointing critical areas where success can be attained in the study of chatbots in education.

The purpose of this research study is to identify the factors of knowledge sharing among library professionals of higher educational institutions of Pakistan. There are very few studies on the knowledge exchange between library professionals in Pakistan’s higher education institutions. In this study model which has all the elements used to examine the knowledge sharing, in the study researcher investigate the impact of technological, organizational and individual on library professionals’ knowledge sharing behavior. The study adopted a descriptive survey design as research design and quantitative as type of research type. Questionnaire was adapted and used to collect data from 240 librarians through Google form survey in the higher educational institutions. The population of study is higher educational institutions of Pakistan. Convenience sampling techniques was used for data collection. The data were analyzed through the measurement model and structural equation model (PLS-SEM). The results of the study technological development, organizational development and individual development are significant for knowledge sharing in higher educational intuitions in Pakistan. This study gave new insights through to policy makers for the future polices to higher authorities.

In the dynamic landscape of modern education, it is essential to understand and recognize the psychological habits that underpin students’ learning processes. These habits play a crucial role in shaping students’ learning outcomes, motivation, and overall educational experiences. This paper shifts the focus towards a more nuanced exploration of these psychological habits in learning, particularly among secondary school students. We propose an innovative assessment model that integrates multimodal data analysis with the quality function deployment theory and the subjective-objective assignment method. This model employs the G-1-entropy value method for an objective evaluation of students’ psychological learning habits. The G-1-entropy method stands out for its comprehensive, objective, and practical approach, offering valuable insights into students’ learning behaviors. By applying this method to assess the psychological aspects of learning, this study contributes to educational research and informs educational reforms. It provides a robust framework for understanding students’ learning habits, thereby aiding in the development of targeted educational strategies. The findings of this study offer strategic directions for educational management, teacher training, and curriculum development. This research not only advances theoretical knowledge in the field of educational psychology but also has practical implications for enhancing the quality of education. It serves as a scientific foundation for educators, administrators, and policymakers in shaping effective educational practices.

Students from different cultures possess varying levels of skills in learning, remembering, and understanding concepts. Some terms and their explanations may seem easy for one group of students but difficult for another. Therefore, delivering educational content that aligns with student’s learning capabilities is a challenging task based on cultural orientations. This study addresses the learning challenges by developing a Thesaurus Glossary E-learning (TGE) framework method. This study introduces the TGE method which is a multi-language tool with visual associations that adapts to students’ capabilities. It also examines cultural differences and native languages, particularly aiding Arab Native to visualize appropriate terms (thesaurus) and their explanations (glossary) based on students’ learning capabilities. TGE learns from students’ term selection behavior and displays terms at a simple or advanced level that matches their learning ability. Additionally, TGE demonstrated its effectiveness as an e-learning tool, accessible to all students anytime and anywhere. The study analyzed 314 records related to student performance, out of which 114 students were surveyed to evaluate the effectiveness of the TGE method. This work presents TGE as a novel e-learning tool designed to enhance conceptual thinking within the context of modern educational practices during the digital transformation. TGE is based on artificial intelligence algorithms and associative rules that simulate the human brain, establishing logical connections between related key terms and sketching associations among diverse facets of a situation. An experiment was conducted at a private university in the Sultanate of Oman to assess the effectiveness of the proposed TGE tool. TGE was integrated with selected subjects in information systems and used by the students as a resource for e-learning methods and materials. The results show that 85% of students who used TGE improved their performance by 19%. We believe this work could establish a new smart e-learning teaching method and attract modern and digital universities to enhance student learning outcomes linked with conceptual thinking.