Abstract: This study investigates the effectiveness of integrating smartphone technologies, including QR codes, audio textbook capabilities, and mobile apps, to enhance personalized learning and language acquisition skills among intermediate-level ESOL learners. The research involved ten participants from diverse linguistic backgrounds, employing semi-structured interviews and direct classroom observations. Data were analyzed using thematic analysis to identify key impacts on pronunciation, learner autonomy, and engagement. Findings revealed significant improvements in pronunciation, stress, and intonation, facilitated by audio aids. Participants reported increased confidence and reduced anxiety when engaging in classroom activities, alongside enhanced autonomy through the ability to customize their learning pace. The study highlights the transformative role of Mobile-Assisted Language Learning (MALL) in creating flexible and inclusive language learning environments. Implications include the need for integrating personalized digital tools into ESOL curricula and addressing challenges such as digital literacy and equitable access. Future research should explore advanced technologies and long-term impacts of MALL applications. 

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Abstract: This study explores how Otter.ai, an AI-powered transcription tool originally designed for meetings, can be repurposed as an innovative platform for developing English Learners’ (ELs) speaking proficiency and self-awareness. By recording and transcribing their spoken output, learners receive immediate visual feedback on pronunciation, pacing, intonation, and filler usage. This process transforms speaking practice into a reflective and data-driven experience, allowing students to identify patterns, monitor progress, and engage in repeated self- correction—key principles of autonomous learning. Collecting data from ESOL 20 students from beginner and intermediate level English Language proficiency, the findings highlight how Otter.ai supports pronunciation clarity, fluency, and confidence while promoting learner agency. The study highlights integrating Otter.ai into ESL instruction empowers learners to develop speaking proficiency and autonomy through continuous, AI-driven self-reflection.

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Abstract: The purpose of this project is to investigate how teachers and caregivers of children with intellectual disabilities might use artificial intelligence (AI) to develop Technological Pedagogical Content Knowledge (TPACK). Investigating AI's potential for promoting inclusive education is important as it advances, especially in special education settings where specialized teaching methods are crucial. The study seeks to explore the potential and obstacles related to AI technology in enhancing pedagogical practices, as well as to investigate how educators and caregivers now use TPACK and how they perceive AI integration. About 16 teachers and caregivers, selected by a purposive and quota sampling method participated in semi-structured interviews as part of the study's qualitative approach. To find themes on AI's contribution to TPACK development, as well as perceived obstacles and enablers, the data were subjected to a thematic analysis. The results shed important light on how prepared educators and caregivers are to use AI tools and guide professional development and policy-making initiatives in the field of special education. In order to promote equitable learning opportunities through technology-enhanced pedagogy and develop more inclusive, successful educational practices for children with intellectual disabilities, this study examines how AI might improve TPACK.

Abstract: Group work plays a crucial role in enhancing language development and fostering cultural understanding among multilingual learners. This presentation explores the benefits, challenges, and effective strategies for implementing group-based learning in diverse classrooms. It emphasizes the importance of creating inclusive environments through flexible seating arrangements, professional development for teachers, and the integration of AI and digital tools to support communication. Best practices, such as balancing self-selected and teacher-assigned groups, scaffolding language development, and creating a sense of belonging, are outlined to ensure productive and engaging group work. Additionally, the role of technology in bridging linguistic gaps and fostering real-time collaboration is discussed. Practical applications, including project-based learning, discussion-based learning, and cultural sharing, are provided to help educators engage multilingual students in meaningful collaboration. Finally, research gaps and future studies are highlighted to further understand how group work can be optimized in under-resourced settings, ensuring long-term linguistic and cultural growth for multilingual learners. 

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Abstract: Often the universities have trouble keeping students informed on time because most notices are shared only through websites or facebook pages. This study looks at how automation can make this process faster and easier by sending official updates directly to students via WhatsApp and email. In this project, an automated system was built using Node for Node (n8n) that collects notices from different university sources such as facebook pages, university websites, and Google Sheets. It then automatically sends the notices to students according to their batch and preferences. The automation updates like transport schedules, exam routine, and other important information in a clear and organized format to make notices easier to access and understand. Here a qualitative method was used in this study. Data were collected via interviews and small group discussions with students from different departments and batches, also with staff members who handle communication staff. The study explores how automated systems affect student participation, reduce missed updates, and improve feedback between students and university authorities. The findings show both the benefits and challenges of using automation in higher education, such as difficulty in adopting new systems and concerns about trusting digital tools. Overall, this research adds to discussions on improving university communication and provides practical suggestions for making notice distribution simpler, faster, and more reliable through automation. It also highlights how technology can improve the way universities connect and communicate with their students. 

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Abstract: The rapid digitalization of higher education has made cybersecurity awareness a critical factor in protecting both personal and institutional data. However, the extent of students’ digital safety competence remains underexplored in many contexts. This study aimed to assess university students’ knowledge, attitudes, and practices concerning cybersecurity, with a particular focus on the gap between awareness and actual digital safety behaviors. A cross-sectional survey was conducted among students from private universities in Bangladesh, gathering data on cybersecurity knowledge, perceptions, daily practices, and experiences of cyber incidents. Descriptive statistics were used to assess levels of competence, and comparative trends were analyzed across demographic groups. The majority of respondents showed good theoretical knowledge-90% of them correctly identified a strong password, and 88% of them were aware of two-factor authentication-but there was little real-world implementation. Fewer than half reported regularly enabling multi-factor authentication, avoiding unsecured Wi-Fi, or updating software. Confidence levels were also low, with only 27% expressing confidence in identifying phishing attempts, despite 76% acknowledging the importance of cybersecurity in daily life. Approximately one-quarter of respondents reported direct experiences with cybercrime, most commonly phishing and account compromise, with responses ranging from password changes to formal reporting. The leading perceived threats included phishing (56%), weak or reused passwords (35%), and social media hacking (57%), despite 72% of students having attended training. These results emphasize that awareness alone does not ensure protection. The study calls for universities to move beyond traditional awareness programs and adopt integrated, experience-based approaches-such as simulations, digital hygiene training, and curriculum-level inclusion-to foster genuine and lasting cybersecurity competence among students.

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Abstract: In a world of globalization, education needs to be globalized too. Following a specific curriculum and lack of interaction at the global level fails to ensure international quality in higher education. The purpose of internationalizing higher education is to look at the approaches and strategies for integrating international and intercultural dimensions in teaching, curriculum and service functions in institutions. This study focuses on the current scenario of different public and private universities in Bangladesh. The survey has been conducted on 103 students from 56 different departments at 22 universities (11 private and 11 public universities). The major findings of the study reflect that most universities have a policy to recruit foreign students, but the number of current international students in their departments is very small. Most departments do not have any international students at all. Faculty members and students from Bangladeshi universities often attend international programs for academic and cultural reasons. In comparison, private university students are more likely to attend international programs. In the question of containing diverse topics related to the international curriculum, many of the departments don't have such a curriculum, though most departments have. Additionally, most departments rarely change the academic curriculum. On top of that, students lack proficiency in English speaking, which is very important for coping with international higher education. According to students, their faculty members from several departments are not still able to conduct international programs. Those who are need to be more interactive. Moreover, departments need to have more funding and transparency to achieve the quality to perform like an international institution. This study further suggests that updating the curriculum on a regular basis, allocating proper funds and making teachers more interactive and updated can be helpful for internationalizing higher education in Bangladesh. 

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