CURRENT ISSUE

ABSTRACT: Increasingly, teachers are considering using Generative AI (GenAI) and large language models (LLMs) as new tools for developing lessons and creating resources. Interdisciplinary STEAM project design specifically continues to be problematic because it requires many professionals to work together in integrative ways when developing successful STEAM project designs. Collaborating closely to develop authentic problems, establish a high level of pedagogical quality, use principles of inclusive design, and create valid and reliable assessment instruments often exceeds the individual teacher’s professional expertise and available time. The purpose of this conceptual paper is to lay the foundation of what we call “the Interactive Design Process Framework (IDPF)” and propose its use in instruction. IDPF has four steps: Co-design, Analysis, Expert Review, and Synthesis. Using these four iterative (cyclical) steps, the IDPF framework positions GenAI as a collaborative designer to work with both classroom teachers and subject area expert reviewers. As a conceptual contribution, this paper does not present empirical data; rather, it articulates the theoretical rationale, structural logic, and design principles of the framework as a foundation for future empirical investigation. In addition to a primary education example of illustration, implications for practice, limitations of the study, and recommendations for future research are discussed.

ABSTRACT: This systematic review examines the methodological applications of Roblyer’s Technology Integration Planning (TIP) model and identifies existing gaps in the literature. Following the PRISMA 2020 framework, eight studies (2006–2024) were included. The PICOS framework was employed to systematically evaluate participant groups, intervention types, comparison structures, and reported outcomes. Findings reveal that the TIP model has been predominantly utilized with pre-service and in-service teachers to facilitate technology integration into instructional practice. The model positively impacted participants' Technological Pedagogical Content Knowledge (TPACK) competencies and supported the design of lessons aligned with learning objectives. It also reframes technology not as a functional instrument but as a deliberate pedagogical strategy. However, effective implementation requires structured and time-bound support mechanisms. A critical gap was noted in the model's limited application at primary and secondary levels, as its use remains largely confined to higher education and in-service teacher training contexts.

ABSTRACT: This systematic review examined the integration of Geographic Information Systems (GIS) in STEM education. 17 peer-reviewed studies (2005–2025) were included from Scopus, ERIC, IEEE Xplore, and Google Scholar. Five research questions examined methodology, outcomes, educational levels, participants, and intervention types. Mixed methods dominated (n=7), with no strictly experimental designs identified. Integrative STEM was the most frequent outcome (n=8), and most studies reported simultaneous cognitive and affective gains. Of the 17 studies, 13 were empirical (direct educational interventions with identifiable participants) and informed the subsequent analyses. Research was concentrated at the secondary level (n=8), with students as primary participants and no in-service teachers designated as a primary group. Multidisciplinary contexts (n=10), mixed-method interventions (n=8), and extended-duration programs (n=10) defined the pedagogical profile. A number of gaps were identified including the absence of primary school research and the marked geographic concentration of American studies. Lastly, the findings highlight the need for rigorous designs, teacher-focused inquiry, and international comparative research.