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Migration continues to emerge as a significant issue in the present day, extending beyond its historical context. This phenomenon not only forms a broad spectrum of impact in social, economic, and cultural realms but also holds notable consequences in the realm of education. Migration, on one hand, has the potential to stimulate cultural interaction, enhancing diversity in knowledge and experience. On the other hand, immigrant individuals may encounter early challenges such as educational inequalities or negative attitudes. This intricate relationship between migration and education contributes to cultural development while simultaneously bringing about areas of societal conflict. Understanding the effects of migration on the younger generation falls within the responsibilities of Psychological Counseling and Guidance (PCG) teachers. These educators aim to support students' academic, personal, social, and emotional development, particularly addressing the challenges posed by the education of immigrant students in the context of social diversity. Research on understanding the attitudes among school stakeholders towards immigrant students contributes valuable insights to this field. In this context, the study is an original work focusing on the perspectives of PCG teachers concerning the attitudes of other stakeholders in schools with immigrant students in private schools. Conducted using qualitative research methods and the phenomenology design, the study involved 12 PCG teachers working in private schools in Gaziantep, Kilis, and Mersin, which are among Turkey's cities experiencing significant migration. Data collected through interviews were analyzed using content analysis. The findings revealed that, overall, teachers and students in private schools with immigrant students tended to have a positive attitude, while parents held a negative outlook. A collective evaluation of all data suggests a notably positive perception and attitude toward immigrant students.

This paper offers analysis of the policy drivers and legal frameworks associated with school exclusion in Northern Ireland. This activity is timely given limited analysis in this area in recent decades. The research is an element of an UK-wide, multi-strand, ESRC Large Grant project, examining the Political Economies of School Exclusion and their Consequences across the UK, informally referred the Excluded Lives Project. The paper examines representation and discourse surrounding school exclusion from the perspective of three domains: government, media and civil society. Bacchi's, 'What's the problem?' (2009; 2012) approach was used to critically interrogate a range of documentation produced by the aforementioned domains and a range of key questions relating to the representation, discourse, gaps and solutions in the policies associated with school exclusion are addressed. Key findings reveal how school exclusion represented over time has changed. In the 1990s and early 2000s, exclusion was represented as an extreme measure in response to serious behavioural problems; as a school improvement measure which ensured positive learning experience of other pupils and as a measure that maintained school safety and order. Towards the present day an inclusive, rights and needs based discourse has emerged influenced by community organisations. The findings also point to an overly legalistic and procedural tone coming from government when communicating with schools. The authors argue that the current policies are dated and new and explicit policies on school exclusion should be developed. There is also an opportunity for the development of a single common scheme for all grant-aided schools which was legislated for but not commenced. Lastly, schools need more support and the development of new, evidenced based guidance and training is required to assist schools in managing exclusions and in the development of inclusive environments that reduce the likelihood of exclusions.

Technological advances and the COVID-19 pandemic have led to a significant paradigm shift in the field of education, especially in the field of distance education. In this period, although distance education offers a number of advantages to its users, it has also brought some difficulties. This sudden transition has had a profound impact on students, teachers, and institutions, leading to changes in teaching methods, assessment practices, and student engagement strategies. This study aims to investigate the problems that arise in the distance education process and to examine the effects of these problems on students in detail. A qualitative approach is considered ideal since it enables deeper understanding of experiences of university students during distance education. Convenience sampling was chosen because it provided easy access for the researchers and allowed the inclusion of participants who met the required criteria. The participants consisted of 37 people, 28 girls and 9 boys, who had experienced the distance education and were studying in the Psychological Counselling and Guidance programme in the second year of a state university located in the Aegean region of Türkiye. The data were collected through semi-structured interviews and analysed using content analysis and thematic analysis methods. According to the findings of the study, the problems encountered by the students in the distance education process were listed under the following main themes: technological problems, problems related to the monitoring and evaluation of the course, motivation problems, emotional and physical problems, communication problems, problems related to domestic and environmental factors, feeling of professional inadequacy. In addition, students' suggestions for solutions to these problems and their opinions about whether they prefer face-to-face or online education were also discussed. As a result, the study offers suggestions for educational institutions and educators to overcome the difficulties encountered in distance education and to make the experience a positive one.

To be successful in algebra, students need access to high-quality instruction that includes opportunities to develop their algebraic understanding. Yet research on algebra teaching suggests that instruction remains procedurally focused, indicating that teachers may need additional support to provide students such opportunities. One possible lever for improving instruction may be through curricular guidance provided to teachers, specifically through educative materials that provide support for teacher as well as student learning. This study aims to understand how curricular guidance supports teachers to enact the types of instructional practices that support students' learning opportunities in algebra specifically, and how teachers enact that guidance. We draw from a sample of 29 video observations from six teachers of the same three textbook lessons and use aligned analytic frameworks to examine the curriculum materials and enacted lessons in tandem. We investigate how the curricular guidance provides opportunities for algebra-focused instructional features, how these opportunities are taken up by teachers, and how and in what ways differences in instructional enactments might be related to the curricular opportunities. We find differences in which instructional features varied more by lesson and which varied more by teacher and describe sources of this variation. Curricular guidance supported teachers' enactments, but teacher-level variation was largely due to teachers going beyond the support provided. This study suggests how curriculum materials can better support teacher learning and provides insight into taking a content-focused approach to studying curricular enactment.

This study delves into the experiences with managing study abroad reported by two mobility programs stakeholders: the vice-dean of International Relations and an Erasmus coordinator at a Faculty of a Spanish University. By means of content analysis of semi-structured interviews, this article aims to shed light on the intricacies of study abroad management in Spain, focusing on: 1) the types of study abroad programs that they are in charge of and their peculiarities, 2) the evolution of study abroad management in their institution, taking into account the pre- and post-pandemic period, and 3) the constraints and improvements to study abroad programs management that they are cognizant of. By approaching two types of stakeholders, considered to represent top-down and bottom-up study abroad management, the present study aims to triangulate perceptions from different actors that participate in the governance and guidance of study abroad in Spanish higher education.

A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners and can hamper or even prevent cognitive learning outcomes. Consequently, to help learners cope with this complexity, they need some kind of instructional support. By building a high level of support into the learning setting in order to promote cognitive learning outcomes, the level of authenticity and thereby the effects of authenticity on motivational outcomes may, however, in turn be reduced. In the present conceptual paper, we refer to this tension between authenticity and complexity, on the one hand, and instructional support, on the other hand, as the "authenticity dilemma". Based on existing empirical evidence from previous studies, we (1) outline this dilemma, (2) discuss ways to reconceptualize it, and (3) derive implications regarding the conditions and effects of authentic learning. Finally, we discuss the findings of the studies included in the special issue "Perspectives on Authentic Learning" through the lens of the authenticity dilemma.

This research aimed to: 1) Investigate the effectiveness of digital teaching guidance provided by educational supervisors affiliated with the Northeastern Primary Education Area Office. 2) Develop a model for digital teaching guidance by educational supervisors under the Northeastern Primary Education Service Area Office. 3) Evaluate the feasibility and benefits of the proposed model. The research consisted of three phases: Phase 1: Investigating the effectiveness of digital teaching guidance by educational supervisors, based on relevant documents, research, and interviews with a purposively sampled group of 30 individuals demonstrating outstanding practices (Best Practice). Phase 2: Developing a model for digital teaching guidance by educational supervisors and evaluating the model's suitability through a seminar involving 7 experts, using the Connoisseurship approach. Phase 3: Evaluating the feasibility and benefits of the digital teaching guidance model by educational supervisors. The sample group comprised 50 educational supervisors affiliated with the Northeastern Primary Education Service Area Office, selected through multi-stage random sampling. Statistical analysis used in the study included mean, percentage, and standard deviation. The research findings revealed that: 1. Effective digital teaching guidance by educational supervisors consists of four key processes: 1) Analysis of context, 2) Development of teaching guidance plans, 3) Observation of teaching practices, and 4) Reflection on outcomes. Each process involved problem analysis, needs identification, collaborative planning, and the systematic use of digital tools and online social media aligned with the teaching guidance process. The effectiveness of teaching guidance was evaluated through the assessment of teachers' knowledge, understanding, and learning management abilities, collaboratively determined and facilitated through an online Professional Learning Community (PLC). 2. The developed model comprises five components: 1) Principles and concepts, 2) Objectives, 3) Core content of the model, including the four-step digital teaching guidance process, 4) Implementation guidelines, and 5) Success conditions. The model's suitability was assessed at the highest level. 3. In the feasibility and benefits assessment, the overall evaluation indicated the highest level of feasibility and benefits.

This paper tries to probe the common quality issues in academic master theses of education majors and propose some possible countermeasures. The study sampled and evaluated 275 academic master theses of education majors in China to examine common quality issues in them, and used a questionnaire to survey 210 academic master's degree candidates of education majors to find out various problems they faced in their thesis writing process. The results show that the 275 theses have serious quality issues in research innovativeness and academic writing normativity. Three major problems were detected in their writing process including the shortage of supervisors' timely feedback, insufficient academic writing competence, and the deficient blind review management and research support of their institutions. Countermeasures, which cover four stages of topic selection, research execution, final draft review and thesis defence, were then proposed from perspectives of supervisors, master's degree candidates and institutions.

In this study on concepts of geometry, the gestures and mimics used by the mathematics teachers working in school for the deaf to define some mathematical concepts with the sign language were investigated. The research employed the structured interview technique, a qualitative research method. Data were collected through interviews and video recordings with participants. The data were analyzed using the descriptive analysis method in accordance with the parameters set by French linguist Christian Cuxac. Semiotics was utilized to conceptualize and make sense of the ideas behind the signs. As a result of the analysis, signs representing the concepts of "angle, area, diameter, circumference, and perpendicular" were suggested. It was observed that the signs shown in the Turkish Sign Language Dictionary, prepared and distributed to deaf schools by the General Directorate of Special Education and Guidance Services of the Ministry of National Education, are the same. However, the signs for the five concepts show differences. Additionally, during the interviews, teachers stated that many mathematical terms are not included in this dictionary, making it difficult for them to teach effectively. Teachers emphasized that a dictionary containing mathematical terms would be very useful in their courses.

This article describes a novel approach of integrating writing center professionals into online EdD dissertation committees to enhance student success and writing proficiency. Departing from the traditional "master-apprentice" model of doctoral studies, the study explores the rationale behind restructuring dissertation committees to better align with evolving programmatic outcomes and the diverse career trajectories of doctoral students. Drawing on existing scholarship and theoretical foundations, it clarifies the ambiguity surrounding the roles of committee members beyond the dissertation advisor and advocates for a coalition of experts approach to dissertation committees. We describe the establishment and functions of a Research and Writing Development Center (RWDC), highlighting its role in supporting students throughout the dissertation process. Emphasizing close collaboration between faculty advisors and RWDC professionals, the article shares the successful relationship forged to provide comprehensive feedback and guidance to scholarly practitioners writing dissertations of practice. Programmatic overviews and outcomes underscore the efficacy of this collaborative advising model in enhancing student completion rates and addressing the evolving landscape of EdD programs. This study offers valuable insight into reimagining dissertation committees to foster the holistic development of scholarly practitioners in EdD programs.

In the current study, an engineering design-based STEM activity was designed and implemented for 5th graders. The current activity is expected to provide guidance and perspective to teachers (practitioners) in designing and implementing an activity based on design-based learning, STEM activity, and engineering design process (EDP). At the same time, during the implementation of the activity, teachers and students experienced a STEM activity based on the EDP. In the fall semester of the 2022-2023 academic year, this STEM activity based on the engineering design process was planned for Friction force and water resistance in the 5th-grade middle school science course. Then, the activity was implemented in a class of 21 students. The activity was implemented in three class hours. This activity, titled "Let's Design a Water Slide Boat," aimed at designing a water slide boat that would be least affected by water resistance and friction force to improve students' engineering and design skills. This activity was based on NGSS and the objectives and outcomes set in the 5th-grade science curriculum of the Turkish Ministry of National Education.

This article presents an initial analysis of the "Prayer and Liturgy Directory," which was published by the "Catholic Education Service" of England and Wales in 2023. It is argued that this document has many positive features, and provides a helpful guidance document for those involved with planning liturgies in a Catholic school context. However, a closer analysis indicates that there are some problematic features with this document. This analysis of the "Prayer and Liturgy Directory" (2023) is set against a broader claim, which argues that it is very significant for RE and Catholic Education because of its relationship to two other documents that come to the fore in 2023. In retrospect 2023 will turn out to be a watershed point that has set RE in English and Welsh Catholic schools along a highly distinctive pathway.

Utilizing the post-migration ecological lens and the synthesized model of culturally relevant leadership formed by the authors, we aim to compare and analyze the policy outlines and school leadership responses to refugee education in Turkey and Germany; as the two main hosts of the largest number of refugees. Through comparative phenomenology, we draw on the semi-structured interviews, observations, and document analysis of policy papers in each context. Although both states employ an open-door policy, their educational policies show stark contrasts. The German schools benefit from the systematic guidance whilst in Turkey they find their ways through rule of thumb with colleagual collaboration within and across schools. We reckon this study would provide a space for collaboration and benchmarking between different contexts as well as illuminate on the policy-making processes, school-level practices, and research in this area.

Background: Data sharing improves the value, synthesis, and integrity of research, but rates are low. Data sharing might be improved if data sharing policies were prominent and actionable at every stage of research. We aimed to systematically describe the epidemiology of data sharing policies across the health research lifecycle. Methods: This was a cross-sectional analysis of the data sharing policies of the largest health research funders, all national ethics committees, all clinical trial registries, the highest-impact medical journals, and all medical research data repositories. Stakeholders' official websites, online reports, and other records were reviewed up to May 2022. The strength and characteristics of their data sharing policies were assessed, including their policies on data sharing intention statements (a.k.a. data accessibility statements) and on data sharing specifically for coronavirus disease studies. Data were manually extracted in duplicate, and policies were descriptively analysed by their stakeholder and characteristics. Results: Nine hundred and thirty-five eligible stakeholders were identified: 110 funders, 124 ethics committees, 18 trial registries, 273 journals, and 410 data repositories. Data sharing was required by 41% (45/110) of funders, no ethics committees or trial registries, 19% (52/273) of journals and 6% (24/410) of data repositories. Among funder types, a higher proportion of private (63%, 35/55) and philanthropic (67%, 4/6) funders required data sharing than public funders (12%, 6/49). Conclusion: Data sharing requirements, and even recommendations, were insufficient across health research. Where data sharing was required or recommended, there was limited guidance on implementation. We describe multiple pathways to improve the implementation of data sharing. Public funders and ethics committees are two stakeholders with particularly important untapped opportunities.

Online-only course design has to balance students' needs to experience (1) competence and (2) autonomy as it may affect their motivation. Lecture units can provide structured guidance by being made accessible in a fixed order, or support students' autonomy by providing free access to all lecture units. Online-only courses with lecture units including videos and quizzes can help provide psychology education to diverse populations. This includes nontraditional students who might struggle to attend traditional courses. We used a questionnaire with two vignettes in Study 1 (N = 152) and found that most students preferred free access to lecture units. Yet, using Moodle log data in Study 2 (N = 424) showed that most students did follow structured guidance in an asynchronous online-only course. Combining the assessment of preferences and behavior in Study 3 (N = 159), we replicated the divergence of preferences and behavior. Students preferring structured guidance and students following it in asynchronous online-only courses reported higher intrinsic motivation than students with diverging preferences and study behavior. This suggests that for many students, support through structured guidance does not compromise perceived autonomy. Structured guidance can be useful for course designers to balance students' needs for autonomy and competence.

We used an adapted alternating treatments design to compare the effects of traditional and embedded discrete trial teaching (DTT) with adults with autism. Traditional DTT consisted of the instructor presenting a discriminative stimulus to start each trial ("Point to___"), implementing a prompt (i.e., manual guidance), and providing reinforcement (i.e., praise and token) for correct responding. Embedded DTT consisted of presenting this same trial structure within an ongoing activity (e.g., playing bean bag toss). The percentage of correct responses improved with the introduction of both types of DTT; however, for both participants, embedded DTT showed faster acquisition (i.e., fewer trials to criterion) but longer session durations than traditional DTT. Participants showed more positive affect during embedded DTT and chose it more often relative to traditional DTT. These results replicated and extended the results of Geiger et al. ("Behav Anal Pract" 5(2):49-59, 2012. 10.1007/bf03391823) and have implications for considering participant assent and interest in ABA-based instruction.

The promotion and tenure process is complicated and fraught with complicated criteria and guidance, secrecy in evaluations, and at times questionable outcomes. Moreover, higher education is experiencing a reduction and elimination of tenure tracks. Faculty members have numerous competing demands and struggle to find time to organize daunting materials for review. Inspired by communities of practice, promotion accountability groups were created to help faculty members navigate the process. The PAG demonstrates a 100% success rate, but most importantly demystifies information, reaffirms faculty contributions, and acknowledges the realities of navigating academia for minoritized faculty while confessing the complexity of the system.

Initial vocational training (VT) in high school consists of short-term programs leading to employment in a skilled trade. To better align training with employment opportunities and to encourage students to stay in the programs until they graduate, most programs include traineeship. Since traineeships involve acquiring skills directly on the job, they require greater involvement of supervisors to guide the trainees. Given the importance of on-the-job guidance in achieving traineeship objectives, this study examines the potential influence of three dimensions of guidance provided by traineeship supervisors -- planning, support, and training -- on students' job perception (i.e., occupational image) and traineeship satisfaction. Overall, the results provide mixed results, partially supporting the mediation hypothesis suggested by the results of previous studies. Indeed, the results reveal that the quality of the training offered by the supervisor affects subsequent students' satisfaction with traineeship experience. Training has an indirect effect on satisfaction via the occupational image held by students. However, the expected indirect links between the other two dimensions of supervisor guidance -- degree of planning and support perceived by the student -- and the students' image of their chosen occupation could not be confirmed. The results support the importance of providing quality on-the-job training to students during their studies.

Recital 33 GDPR has often been interpreted as referring to 'broad consent'. This version of informed consent was intended to allow data subjects to provide their consent for certain areas of research, or parts of research projects, conditional to the research being in line with 'recognised ethical standards'. In this article, we argue that broad consent is applicable in the emerging field of Computational Social Science (CSS), which lies at the intersection of data science and social science. However, the lack of recognised ethical standards specific to CSS poses a practical barrier to the use of broad consent in this field and other fields that lack recognised ethical standards. Upon examining existing research ethics standards in social science and data science, we argue that they are insufficient for CSS. We further contend that the fragmentation of European Union (EU) law and research ethics sources makes it challenging to establish universally recognised ethical standards for scientific research. As a result, CSS researchers and other researchers in emerging fields that lack recognised ethical standards are left without sufficient guidance on the use of broad consent as provided for in the GDPR. We conclude that responsible EU bodies should provide additional guidance to facilitate the use of broad consent in CSS research.

Background: Healthcare professionals (HCPs) have a responsibility to conduct assessments of decision-making capacity that comply with the Mental Capacity Act 2005 (MCA). Current best-practice guidance, such as the Mental Capacity Code of Practice and National Institute for Health and Care Excellence decision-making and mental capacity guidance, does not stipulate how to accomplish this in practice, for example, what questions should be asked, how options and information should be provided. In addition, HCPs struggle to assess the capacity of individuals with communication difficulties. Aims: This study was a service evaluation that aimed to objectively analyse, using Conversation Analysis (CA), how real-life capacity assessments were conducted in a hospital setting with patients with acquired brain injury (ABI)-related communication difficulties. A second aim was to establish the feasibility of using CA to advance knowledge of the conduct of capacity assessment. Methods & Procedures: Four naturally occurring capacity assessments were video-recorded. Recordings involved speech and language therapists, occupational therapists, neuropsychologists and patients with communication difficulties as a result of ABI. The methods and findings of CA were used to investigate the interactional behaviours of HCPs and patients during assessments of decision-making capacity. The analysis was informed by our knowledge of the MCA best practice guidance. Outcomes & Results: An overall structure of capacity assessment that enacted some of the best-practice MCA guidance was identified in one recording, consisting of six phases: (i) opening, (ii) preparation, (iii) option-listing, (iv) test, (v) decision, and (vi) close. The preparation phase consisted of two sub-components: information gathering and information giving. Variation from this structure was observed across the dataset, notably in the way in which options were (or were not) presented. Conclusions & Implications: CA is a feasible empirical method for exploring the structure and conduct of capacity assessments. CA identifies and provides ways of describing interactional behaviours that align with and diverge from best-practice MCA guidance. Future CA studies including a wider range of health and social care professionals and patients have the potential to inform evidence based training for HCPs who conduct assessments of decision-making capacity.

In natural science education, experiments often lead to the collection of raw data that need to be processed into results by doing calculations. Teaching students how to approach such calculations can be done using digital learning materials that provide guidance. The goal of this study was to investigate students' behaviour regarding the use of guidance while doing scientific multi-step calculations, and to relate this behaviour to learning. Sequential pattern mining was used to (i) identify students' behaviour patterns while doing calculations in an online learning environment, (ii) study the relation between use of guidance and success on first attempt at submitting a calculated value, (iii) study the relation between students' use of guidance and learning gain, and (iv) study the relation between students' use of guidance and prior knowledge. Data showed that all students frequently used the guidance provided in the learning task. Moreover, students who used the option to check their intermediate calculations and students who studied worked examples were more likely to successfully complete the calculation on their first attempt than students who did not use this guidance. Guidance in the form of hints was used frequently. However, using the hints did not result in more success at the first attempt. We did not find a relation between learning gain and use of guidance, but we did find a trend that students with a low prior knowledge used more guidance compared to students with a high prior knowledge. The results of this study imply that providing hints and intermediate calculations is of utmost importance for students to independently complete scientific multi-step calculations.

Inquiry includes a broad spectrum of approaches, depending on students' responsibility over the process and the extent of the teacher's guidance. While numerous studies have examined students' achievements and engagement across different types of inquiry-based environments, analyses of teachers' guidance during the process are lacking. Therefore, our overarching goal was to examine the interplay between characteristics of the inquiry-based environment and teacher's just-in-time support. Specifically, we examined the learning processes and achievements of middle-school students as they collaboratively engaged in either a "structured" or a "guided" inquiry-based task and were supported by their teacher. "Structuring" scaffolds were designed to support the structured inquiry task, while "problematizing" scaffolds were designed to support the guided inquiry task. Post-test scores indicated a similar significant increase in students' scientific understanding for both research conditions, despite significant differences in students' engagement in metacognitive processes during their scientific trials. Students from the guided inquiry group engaged in longer discussions and made more references to metacognitive processes, in comparison to students from the structured inquiry group. A low to moderate correlation between students' engagement in metacognitive processes and test-scores was identified. The teacher's regulation of students' discourse in the structured inquiry group was significantly greater than in the guided inquiry group, though the nature of regulation was similar. We propose that the teacher's regulation of students' metacognitive discourse outweighed the differences between students' learning processes in the two learning environments, resulting in similar achievements in the two conditions albeit differences in metacognitive engagement. Implications are discussed.

As an important resource in online learning, video lectures have attracted considerable research attention in the impact of teachers' nonverbal guidance behaviors on learning. However, few studies have focused on secondary education, and it remains unclear whether the interaction between different guidance frequencies and types leads to variations in the effectiveness of guidance. This study tested the mutual effects of instructor's guidance frequency and type on secondary school students' learning performance (retention scores, transfer scores) and affective experiences (cognitive load, learning experience, learning satisfaction). A total of 202 secondary school students were randomly assigned to watch one of the four video lectures, using a 2 (guidance frequency: low-frequency guidance, high-frequency guidance) × 2 (guidance type: gesture guidance, gesture + gaze guidance) between-groups design. The study was conducted in a multimedia classroom setting. The results showed that low-frequency guidance by instructors contributed to improved learning performance. Specifically, under low-frequency guidance conditions, gesture guidance was more effective in enhancing retention, while gesture + gaze guidance facilitated learners' transfer. Moreover, low-frequency gesture + gaze guidance by teachers resulted in better affective experiences for students, as evident in cognitive load, learning experience, and learning satisfaction. Therefore, it is recommended that instructors lecturing for secondary students adopt appropriate types of low-frequency guidance according to the level of learning difficulty to improve teaching effectiveness.

This paper explores the potential of using Chat Generative PreTrained Transformer (ChatGPT), a powerful language model, as an innovative tool to enhance education in the classroom. Drawing from firsthand experience, this paper demonstrates how ChatGPT can be integrated into the teaching and learning process of statistics and data analytics classes. We provided concrete examples of how ChatGPT can be used to clarify concepts such as p-values and confidence intervals, facilitate data analytics by providing step-by-step guidance, and provide explanations for analytical outputs. The benefits of using ChatGPT help improve student engagement, foster critical thinking, and provide personalized assistance. However, the limitations of using ChatGPT, including its potential for bias in responses, should also be addressed.