The persistent low ranking of Sri Lanka in the English Proficiency Index highlights a crucial gap in English language competency despite its integration into the school curriculum. This study investigates the English pronunciation skills of Sri Lankan undergraduates, aiming to identify existing proficiency levels, the challenges faced, and potential interventions to bridge the skill gap. Using a quantitative research design, data were collected from 101 students enrolled in an English Conversation Skills course at a Sri Lankan government university's Faculty of Business. A structured survey assessed pronunciation proficiency, linguistic confidence, and learning challenges. Results reveal significant variability in pronunciation skills, with speaking anxiety and limited exposure to conversational practice emerging as key barriers. A chi-square test confirmed that students' first language significantly influences English pronunciation acquisition, while ANOVA results demonstrated a strong correlation between self-reported fluency levels and exposure to spoken English environments. Findings further indicate that students lack structured pronunciation training, with peer collaboration and digital language-learning tools identified as promising solutions. The study underscores the need for curricular enhancements, integrating taskbased pronunciation training, digital learning tools, and increased real-world speaking opportunities to foster confidence and linguistic competence. The results offer critical insights into improving English pronunciation education at the undergraduate level, ultimately contributing to enhanced communication skills vital for academic and professional success.

This study is based on an initiative within the framework of providing capacity for HE in Ukraine, aiming to investigate the challenges for online higher education in wartime Ukraine from the teachers’ perspective. Initially, four exploratory interviews were conducted at Ivan Franko National University of Lviv which provided the basis for a larger-scale survey reaching 10 universities. According to the survey (220 responses), teachers wanted more education and training in the following areas: 1) Online course design, 2) Improvements in students’ wellbeing and engagement, 3) Communication online and 4) Assessment online. Co-creation and community of practice were identified as potential areas contributing to higher quality of university education in Ukraine. The benefits of the program were significant. Participants reported enhanced competencies in practical task development, student communication, and collaborative opportunities. The project-based approach facilitated a structured exploration of these issues, leading to actionable insights and recommendations for improving online higher education in wartime Ukraine. Co-creation and the establishment of a community of practice were identified as potential strategies for further enhancing the quality of university education in Ukraine. The study underscores the necessity for continuous professional development and collaborative approaches to support educators in these challenging times.

With the increasing interest and enrollment of students in higher education, academics must spend significant time providing feedback and evaluations. This study attempts to study the use of generative artificial intelligence (GenAI) tools in assessment and giving feedback. The primary aim is to examine how effective GenAI tools are in evaluating and providing feedback, especially for open-ended text-based questions. A case study was conducted using 50 students who follow a foundation program in computing at a leading university in Sri Lanka. A proctored online examination was set up in a controlled environment, and answers were evaluated using ChatGPT, Gemini, and manual methods. The evaluation was carried out using common rubrics in all three methods mentioned above, and marks generated and given were compared using all three evaluation methods. Interestingly, the results show that compared to ChatGPT and Gemini, evaluation results are much closer to the marks manually given by using manual marking. The ChatGPT and Gemini as GenAI tools generated answers are also closer to each other. The findings prove that we can use GenAI tools effectively to evaluate structured examinations and provide feedback based on pre-defined rubrics. This will reduce the significant time taken for the evaluation and improve the productivity of academics.

With the increasing demand and enrollment of students in higher education, academics must spend significant time providing feedback and evaluations. This study attempts to study the use of generative artificial intelligence (GenAI) tools in assessment. The primary aim is to examine how effective GenAI tools are in evaluating, especially for open-ended short text-based questions. A case study was conducted using students who follow a foundation program in computing at a leading university in Sri Lanka. A proctored online examination was set up in a controlled environment, and answers were evaluated using ChatGPT, Gemini, and manual methods. The evaluation was carried out using common rubrics in all three methods mentioned above, and the marks generated and given were compared using all three evaluation methods. Interestingly, the results show that compared to ChatGPT and Gemini, the evaluation results are much closer to the marks manually given by using manual marking. The ChatGPT and Gemini as GenAI tools generated answers that are also closer to each other. The findings prove that we can use GenAI tools effectively to evaluate structured examinations and provide results based on pre-defined rubrics. This will reduce the significant time taken for the evaluation and improve the productivity of academics.

Women, representing nearly half of the global population (approximately 3.97 billion), often face marginalisation in their families, communities, and regions due to various reasons. Like any other, every woman has the right to make her own choices in life, leading to an empowered life. Entrepreneurship serves as a crucial tool for empowerment, yet women entrepreneurs encounter numerous challenges along the way. Digitalisation, especially in modern and developed societies, has significantly improved lives, including those of women. Digital platforms can play a key role in supporting women entrepreneurs, providing them with the resources and networks they need to thrive. In countries like Sri Lanka, which is evolving from a patriarchal to an egalitarian society, there is a growing need to develop comprehensive ecosystems to support women entrepreneurs. This study introduces and evaluates a digital platform prototype named "Empower Her," designed to facilitate the entrepreneurial journeys of women entrepreneurs in Sri Lanka. Using a mixed method approach, the study evaluates how effective this digital platform is and explores what improvements are required. The research was looked at through the lenses of empowerment, digital empowerment, feminist theories and capability approach. In the quantitative approach, the User Experience Questionnaire (UEQ) was shared with 30 women entrepreneurs, along with the link for the “Empower Her” app to evaluate. The data were analysed using the UEQ analysis version 10.0. The analysis showed that “Empower Her” is an extremely good app to use. It was appealing and attractive, and the task-related qualities, such as perspicuity, efficiency, and dependability, were scaled at high levels. Attribute-wise evaluation indicated that the app is understandable, motivating, friendly and clear but does not have a leading edge. In the qualitative approach, five women entrepreneurs were interviewed on effectiveness and to take feedback on further developments. User friendliness, a motivator, a supporting hand, a learning platform and connectivity and collaboration were the themes for user effectiveness. On further developments, tailor-made education programmes, access to funding and financial tools, e-commerce integration, wellness and well-being, and social empowerment were suggested. Empowerment is a challenging journey, and entrepreneurship facilitated by digital technologies could enhance women's capabilities, letting them achieve the lives they aspire to.

The ongoing military aggression of Russia against Ukraine has significantly affected Ukraine's higher education system. Students and faculty need to relocate and conduct teaching and learning online and remotely instead of meeting physically on campus. There is substantial infrastructure damage to universities, electricity, and facilities in general in the country. Furthermore, the war impacts on students' and teachers’ well-being and health. The Swedish Institute funded a capacity-building program for university teachers in Ukraine to support: "U-Train - Training to Teach Online in Wartime and After", 2023-2024. Stockholm University (Sweden), Ivan Franko National University of Lviv, Ukrainian Distance Learning (UDL) System (Ukraine), and Khazar University (Azerbaijan) were the partners in this program which addressed the digital transformation from campus to online teaching to maintain education continuity in higher education.

The first phase of the project consisted of a Needs analysis study, the complete results are provided in appendix 1. The survey included 10 universities with 220 responses from teachers. They wanted more education and training in the following four areas: 1) Online course design, 2) Improvements in students’ wellbeing and engagement, 3) Communication online and 4) Assessment online. Co-creation and community of practice. Based on the needs survey and additional information based on interviews, four online seminars were created and provided open for all teachers: 1) Module 1: AI in higher education , 2) Module 2: Course design, Communication, and Evaluation, 3) Module 3: Digital examinations and peer assessment, 4) Module 4: Students and teachers’ wellbeing in wartime, motivation, and incentives.

After the online seminars the university teachers prepared a project proposal for an Online Course Improvement Activity (OCIA). The proposals were selected and mentors from Sweden were allocated to each project. The teachers implemented their projects with supervision in the autumn 2023 and early spring 2024. After completion they wrote a final report and presented their project online and in Sweden.

The OCIA (Change) reports are found in appendix 5.

The program was evaluated in a master thesis and a research publication, see appendix 2. A mixed method approach was used including interviews, surveys, participant observations of online seminars, and document analysis of final reports written by teachers about their Online Course Improvement Activity (OCIA). The survey results demonstrated the program's overall positive adoption with participants acknowledging advancements in teaching practices and professional growth. Notably, the online seminars that covered topics from AI integration in higher education to digital examinations received excellent feedback confirming their usefulness and efficacy in enhancing teaching skills. Challenges such as unreliable Internet connectivity and frequent interruptions because of air raid alerts and adjusting to new teaching methods were identified. The OCIA initiatives included a variety of activities aimed at meeting specific educational needs identified by the teachers themselves in their own courses such as how to assess Arabic writing skills at a distance, updating legal education, improving botany courses, ICT in mathematics courses, and so on.

In conclusion, the ICT capacity-building program has been effective in improving the overall skills of teachers during the war in Ukraine. The Ukrainian teachers appreciated the capacity program´s contribution to addressing disruptions and problems when conducting courses during challenging times. Despite facing obstacles like unreliable internet access and power cuts the educators valued the program for fostering resilience, professional development, and collaboration, highlighting its significance in enhancing teaching approaches in wartime conditions. The most significant outcomes of the capacity-building program according to the Ukrainian teachers were advancements in technological proficiency (100%), better student engagement (67%), and collaborative opportunities (67%). Furthermore, they learned new teaching methodologies and were inspired to explore topics such as AI integration in education, digital assessment methods, and student well-being concerns indicating a continued focus on technology integration and addressing significant educational obstacles. The participants expressed a strong interest in being part of an extended and scaled-up version of this program.

The increasing prevalence of deepfake videos poses significant threats to information integrity, political stability, and public trust. This study presents a dual-faceted approach: (1) developing a machine learning model for detecting deepfake videos using visual features extracted from benchmark datasets, and (2) conducting a trend analysis of deepfake content dissemination on social media platforms such as YouTube and Twitter (now known as X). Conducted using the FaceForensics++ dataset and metadata from over 2,000 social media posts collected between 2018 and 2024, this study used a fine-tuned Xception model and natural language techniques. Key findings indicate a post-2020 surge in politically motivated deepfakes and platform-specific propagation patterns. It is recommended that stakeholders implement real-time detection and awareness tools to mitigate social impact

In Nepal, Tribhuvan University (TU) introduced a blended e-learning approach by implementing MOODLE, a learning management system. There is a concern of acceptance of e-learning among the students as well as among teachers due to barriers on technological up-to-date, scarcity of resource and technology know-how. The study analysed the perceptions of teachers and students on this change using qualitative methodology, especially empirical phenomenology. The results showed that both teachers and students at sampled one of the TU affiliated colleges, are positive about the e-learning system, but students are more likely to accept it than teachers. Senior teachers from non-ICT backgrounds and part-time teachers were less supportive. The e-learning system was recognised for its benefits, including providing extended learning opportunities, reducing additional burdens, facilitating effective sharing of ideas and knowledge, and enabling new forms of interaction. However, challenges in Nepal, such as inconsistent electricity supply, limited user resources, slow internet connectivity, and insufficient technical support, may hinder its acceptance. Addressing these challenges is crucial for the successful implementation of e-learning in Nepal.

In the contemporary societywhere the rapid development of generative AI (GenAI) infiltrate daily life, it is imperative for schools to keep up with the development.Future generations are expected to have GenAI skillsand knowledge in the same way that traditional literacy is a recruitment condition today. Schoolcurricula needto integratethisnew technologyto support students' learning and development. Research on artificial in education (AIED)has reported on the challengeswith the involvement of GenAI in teaching and learning, but also onGenAi as a study support. Tonot fall behind many schools have started out with AIED initiatives which createsa need forstudyinghow GenAI couldbe applied in a useful way in teaching and learning activities. The researchquestionthat guided this study was: In what ways couldthe use of GAI in visual form support students' learning process and motivationin upper secondary school settings?The overall research strategy was a qualitative case study approachwith investigator triangulation. Data were collected in a combination of observations at workshop sessions and semi-structured interviews. with teachers as well as students.In asix-stepinductive thematic analysis data excerpts were coded, aggregated to categories, and presented. Findings indicate thatGenAI toolsfor image generation, can have a positive effect on learning. At the same time that memorisation ofinformation is supported, there were also a positive impact on motivationand student satisfaction. The involvement of image generation tools not a substitute, but rather a complement to traditionalteaching and learning activities. The conclusion is that the use ofAI in education can offer new learning opportunities, and with the increased use of GenAI, it is crucial for both students and teachers to keep pace. However, this would require that more time and resources for teacher professional development on AIED.

The impact of social media on business performance of women entrepreneurs and their empowerment is examined in this research. Focusing on Sri Lanka, two research questions are addressed: (1) How are social media platforms empowering women entrepreneurs in Sri Lanka today, and (2) How can the use of social media be improved to support women entrepreneurs in Sri Lanka? A mixed-methods approach was used, with a survey (157 responses) and an online focus group (5 respondents) discussion. The statistical findings showed that business performance of women entrepreneurs mediates the relationship between use of social media and women’s empowerment. Qualitative analysis revealed that the use of social media transforms mindsets, facilitates knowledge sharing, provides motivation, supports business operations, promotes gender-neutral branding, and enables networking for women entrepreneurs in Sri Lanka to enhance the performance of their businesses, leading to empowerment. To enhance support, social media platforms should prioritize motivation, targeted networking, professional courses, and robust security measures.