Virtual learning environments

Introduction: The aim of the present study was to investigate the role of artificial intelligence in value co-creation in virtual learning environments, with a focus on the moderating role of ethical behavior. Material and Methods: The research method was correlational. The statistical population consisted of primary school teachers in Istanbul during the COVID-19 pandemic (year unspecified), from which 200 individuals were selected using simple random sampling as the study sample. The data collection tool was an electronic questionnaire. Data analysis was conducted using structural equation modeling (SEM). Results: The results indicated that the direct effects of artificial intelligence (β = 0.21) and ethical behavior (β = 0.37) on value co-creation in virtual learning environments were positive and significant at the level of P < 0.01. Furthermore, the moderating role of ethical behavior in the relationship between artificial intelligence and value co-creation in virtual learning environments was significant at the level of P < 0.01. Conclusion: The findings demonstrated that the proposed model had a relatively good fit with the data and was able to explain 64% of the variance in value co-creation in virtual learning environments.

This study examined teachers’ experiences of implementing the English language curriculum in virtual learning environments in Iranian lower secondary schools. A qualitative approach was adopted in this study using a phenomenological research strategy. This study was carried out with English language teachers working in lower secondary schools in Zanjan Province. A total of twelve participants were recruited through purposive snowball sampling. Data were collected via semi-structured interviews and subsequently analyzed using thematic analysis. To ensure the study’s validity, peer debriefing and participant feedback were employed, while reliability was established through Cohen’s kappa coefficient. The findings revealed a comprehensive categorization of teachers' experiences, comprising 143 basic themes, seven organizing themes, and one overarching theme. These organizing themes encompassed teachers' mental, attitudinal, psychological, and technological preparation; the status of educational platforms; the status of educational media, materials, and learning resources; the status of learning activities; the status of teaching strategies; the status of evaluation strategies; and finally, the status of teachers' interactions. This study confirms that Iranian EFL teachers have made notable progress in virtual education despite various challenges. A contextually adapted blended approach has proven to be effective, and the findings may inform similar educational contexts when accounting for teachers’ background variables.