THE ATTENTION CRISIS HAS ARRIVED What New Research Says About Focus, Distraction and Student Learning Excellent Educator, 3(12), 1-2, 2026 WHAT RESEARCH FOUND A growing body of evidence suggests that higher education is facing a significant attention crisis. Researchers studying Swiss university students found that the rapid expansion of digital technologies, social media platforms, and […]
Critical Thinking in the Age of AI Excellent Educator, Volume: 3, Issue: 7, Page: 4 Summary of Papaneophytou and Nicolaou (2025) Academic Insights This review examines why critical thinking is increasingly important in biological sciences as artificial intelligence becomes more common in research and education. While AI can speed up analysis, personalize learning, and support
Social Media Use and Critical Thinking Excellent Educator, Volume: 3, Issue: 7, Page: 5 Summary of Galindo-Domínguez et al (2025) Academic Insights Academic InsightsThis research studied how university students’ social media use relates to critical thinking and found that the strongest predictor was not social media itself, but students’ competence in learning to learn. Social
Learning Critical Thinking Excellent Educator, Volume: 3, Issue: 7, Page: 7 Summary of Indrašienė et al. (2023) Academic Insights This qualitative study explored how students reflect on their experiences of learning critical thinking in higher education. The findings show that critical reflection is not just about understanding ideas, but about connecting personal experience, theoretical knowledge,
Teaching Style Shapes Student Attention Excellent Educator, Volume: 3, Issue: 6, Page: 2 Summary of Xiong (2025) Academic Insights Why do some classrooms feel alive while others feel dull? This research shows that teaching style plays a major role in student engagement. The study found that teaching approaches influence students’ motivation, emotions, and participation in
Understanding AI Literacy in the Age of ChatGPT Excellent Educator, Volume: 3, Issue: 3, Page: 1 Summary Academic Insights This integrative review analyses 124 empirical and conceptual studies published between 2020 and 2024 to examine how AI literacy has been defined across K–12 and higher education following the emergence of generative AI systems such as
