Understanding complex systems is crucial, making it vital to strengthen high school students' grasp of complex biological processes. This study explores the design, development, and implementation of BioAnalogica, a Technology Enhanced Learning Environment comprising animated stories based on the Structure-Behaviour-Function (SBF) framework that use real-life analogies, like roof repair, to illustrate the human immune system's wound healing process. BioAnalogica was implemented with high school students as participants. Their understanding of wound healing was assessed through pre- and post-tests, interviews, and surveys. Findings show that students made improvements in understanding the mechanisms of wound healing, though their grasp of structures and functions did not change significantly. They responded positively to BioAnalogica, praising its clarity, connection to concepts, and engaging approach.

In the realm of education, the integration of Artificial Intelligence (AI) has emerged as a transformative force, offering the potential to reshape conventional learning paradigms through the provision of personalized and adaptive educational experiences that cater to the unique requirements of each learner. While the promise of AI in education is undeniably compelling, its implementation is accompanied by a nuanced tapestry of ethical challenges, notably in the context of learner autonomy and agency. The connection between learner autonomy, ethical considerations, and AI in education is carefully examined in this research. A thorough literature analysis reveals what is learner autonomy and its potential effects on it. It examines different ethical issues such as algorithmic biases and decreased active involvement that arise from balancing AI's educational augmentation with preserving learner autonomy. In order to strengthen student autonomy in AI-integrated learning settings, the study suggests best practices to address challenges faced for achieving learner autonomy.

Biological education grapples with the challenge of teaching intricate systems, particularly the complex human immune system. Existing teaching methods often fall short of conveying these complexities effectively. Analogies and metaphors have proven successful in teaching complex biological systems across educational levels. We developed video scenarios connecting a wound-healing phenomenon with a real-life analogy, incorporating reflection spot activities for students to map elements based on structure, function, and behavior. Our study with high school students revealed significant improvements in their understanding of the wound-healing phenomenon through analogy mapping and reasoning. The study's contribution lies in an effective pedagogical and technological design for complex biological phenomena using analogies to enhance students' understanding of complex biological systems.

Artificial intelligence in education (AIED) is the use of artificial intelligence techniques and tools to enhance and support learning and teaching processes. However, AIED also raises ethical challenges related to transparency, which is the ability to understand how AIED systems make decisions that influence educational outcomes. This paper reviews the literature on transparency in AIED, and presents a set of learner centric guidelines for ensuring transparency. The paper uses the Transparency Index Framework by Chaudhry et al. (2022) as a guiding tool, and discusses the best practices for providing information, allowing oversight, and respecting rights and choices in AIED. The paper also illustrates these practices with examples of ethically and transparently designed AIED systems. The paper concludes by highlighting the trade-offs and precautions involved in ensuring transparency in AIED, and suggests future research directions. This paper contributes to the ethical discourse on transparency in AIED by providing a comprehensive overview, identifying the best practices and challenges, and proposing the learner centric guidelines.

Online libraries provide access to a wide range of information, with an almost limitless amount of resources and options that can be accessed from anywhere and at any time. However, most of the online libraries do not cater to the needs of Deaf and Hard of Hearing (DHH) students. It has been observed that DHH pupils were mostly excluded from education during COVID-19. Curriculum resources for K-12 DHH students’ education are the same as regular school students’ materials. Most of the DHH students prefer gestures and learn through visual representations. Therefore, a picture book was developed for the photosynthesis concept. Similarly, a home sign language video was recorded. These were included as an integral part of the developed online library prototype. This study focused on validating the usability of the online library application. Students acknowledged the usefulness of the online library prototype.