European Journal of Teaching and Education

Teachers' Navigation of Assessing Written Work in Times of Generative AI

Karin Stolpe — 2026-10-01

Teachers’ assessment practices are changing as generative artificial intelligence (genAI) becomes embedded in students’ schoolwork. While existing research has highlighted teachers’ concerns about AI use in written assignments, assessment practices have received limited analytical attention. This exploratory qualitative study investigates how teachers reason about assessment practices in genAI-rich contexts and examines the adequacy of the Technological Pedagogical Content Knowledge (TPACK) framework for understanding these practices. Drawing on survey responses and interviews from licensed Swedish secondary school teachers, the reflexive thematic analysis reveals that assessment emerges as the central practice through which teachers renegotiate what counts as knowledge and how assessment judgements can be legitimised. Teachers describe assessment as epistemically uncertain and reliant on professional judgement, while also raising concerns about equity and legal certainty. The study suggests that assessment constitutes an integrative dimension of teachers’ professional knowledge and proposes extending TPACK to include an explicit assessment dimension (TPACK-A).

Evaluation of the Moroccan Primary Physical Education Curriculum: Insights from University Trainers’ and Primary Teachers’ Perceptions

Nour Mousmi — 2026-10-01

This study investigates the gap between curriculum design and classroom implementation in Moroccan primary Physical Education (PE), particularly in a system relying on generalist teachers. Guided by Provus’ Discrepancy Evaluation Model, it examines the alignment among the prescribed curriculum, teacher training, and teaching practices. A qualitative multi-method case study was conducted through documentary analysis, semi-structured interviews with teacher trainers (n = 4), and focus groups with primary school teachers (n = 10). Thematic analysis revealed substantial discrepancies across design and implementation stages. The curriculum presents conceptual ambiguities and lacks coherent assessment frameworks, while limited resources and insufficient teacher preparation constrain effective implementation. Consequently, classroom practices tend to emphasize competitive activities rather than holistic student development. Findings suggest that implementation challenges stem not only from teachers’ practices but also from broader systemic inconsistencies. The study highlights the need for curriculum coherence, strengthened teacher training, and closer alignment between educational policy and practice.

Understanding Learner Engagement and Persistence in AI-Assisted Interactive Climate Fiction Learning

Charlotte Briggs — 2026-10-01

Advances in generative artificial intelligence (AI) have enabled educators to create increasingly sophisticated interactive learning materials, yet relatively little research has examined how learners engage with and persist in such interventions over time. This exploratory case study investigated learner engagement and persistence within a five-stage AI-assisted interactive climate fiction (cli-fi) intervention delivered through H5P activities embedded within the Moodle learning management system as part of an extracurricular sustainability initiative at an English-medium university in China. Participation, activity scores, completion data, and time-on-task measures were analysed descriptively across a five-week intervention. While learners who engaged with the intervention demonstrated high levels of engagement, reflected in strong activity scores and substantial interaction with the materials, participation declined markedly across successive stages, falling from 25 learners in Story 1 to six learners by Story 5. Descriptive improvements were observed in environmental knowledge scores among the small number of learners completing both pre- and post-tests, although these findings were inconclusive. The findings highlight a clear distinction between engagement and persistence, suggesting that engaging digital learning experiences do not necessarily translate into sustained participation. The study contributes to emerging research on AI-assisted learning design by emphasising the importance of considering persistence as a distinct outcome when designing and evaluating multi-stage digital learning environments.

Innovative Teaching in 21st Century Classrooms: Situating the FETL Model in History, Methods, Theories, and Contemporary Conditions of Everyday Life Across Disciplines

Colin Ferreira — 2026-10-01

This practitioner paper provides a discussion on how the Ferreira’s Ecosystem for Teaching and Learning (FETL) Model incorporates everyday life experiences and phenomena in the teaching and learning process to foster meaning-making, culturally and linguistically responsive pedagogy, and impactful learning experiences. A discussion is presented to highlight the alignment of the FETL Model with Everyday Life that critically connects with the history, methods, theories, and contemporary conditions of everyday life experiences and real-world phenomena. The FETL Model is a forward-thinking, adaptable, student-centric, novel, and innovative teaching and learning framework that transcends academic subjects, school levels, and educational systems. The FETL Model reimagines and redesigns lesson planning and delivery ensuring that learning experiences for all students at all levels (nursery, primary, secondary, and post-secondary) are technology-driven and equity-based.

Innovations in Teaching; the Implementation of ICT in the Teaching of Scientific and Artistic Subjects and their Impact on the Personalization of Learning

Radoslav Karásek — 2026-10-01

In modern education, the information and communication technologies are having an increasing impact on personalized learning. Their implementation responds to the digital transformation in our society and requires the development of digital literacy as a key competence of both teachers and students. In Mathematics, Physics, Music and Art education, individualizing learning is supported by selected tools such as GeoGebra, Corinth 3D, Musescore, Solfy or graphic editors (GIMP, Procreate, Adobe Fresco). They enable adaptive and personalized forms of learning, support visualization, creativity, and self-directed learning. Although artificial intelligence presents challenges related to overreliance, academic integrity, and the development of critical and creative thinking, Information and communication technologies (ICT) and Artificial Intelligencie (AI) technologies can enhance education by supporting visualization, collaboration, creativity, differentiated instruction, and personalized learning.