An Online Journal of Education

Reading Literature Instruction Based on Creative Drama Approach to Enhance Reading Comprehension and Self-Awareness of Lower Secondary Students

Nichaboon Puangsai — 2026-08-26

This research study aimed to: 1) develop reading literature instruction based on a creative drama approach, 2) study the effects of the instruction on students’ reading comprehension, and 3) study the effects of the instruction on students’ self-awareness. The sample consisted of 40 eighth-grade students from an extra-large secondary school under the Secondary Educational Service Area Office, Chonburi, Rayong, selected through cluster random sampling. The research instruments included lesson plans for reading literature based on a creative drama approach, a reading comprehension test, and a self-awareness questionnaire. Data were analyzed using mean (M), standard deviation (SD), and dependent samples t-test. The findings were as follows: 1) the developed instruction consisted of two main stages: (1) text preparation and (2) four instructional procedures, namely linking prior experiences with the concepts of the text, planning and preparation before performance, drama performance, and feedback, revision, and reflection; and 2) the results of the implementation showed that students’ reading comprehension after the instruction (M = 26.72, SD = 4.98) was significantly higher than before (M = 17.68, SD = 4.48) at the .05 level, and their self-awareness after the instruction (M = 133.50, SD = 14.57) was significantly higher than before (M = 106.47, SD = 15.21) at the .05 level.

Reading Instruction Based on Bibliotherapy to Enhance the Reading Comprehension and Self-Esteem of Secondary Students

Kamolwan Srimalai — 2026-08-26

This research aimed to: 1) develop bibliotherapy-based reading instructional activities to enhance the reading comprehension and self-esteem of lower secondary students, and 2) examine the effects of this instructional approach on students’ reading comprehension and self-esteem. The sample consisted of 42 grade 7 students from an extra-large school under the Ministry of Higher Education, Science, Research and Innovation in Bangkok. These participants were selected using cluster random sampling. The research instruments included lesson plans, a reading comprehension test, a reading reflection form, self-esteem assessments before and after instruction, and three unit-end self-esteem assessments. Quantitative data were analyzed using mean, standard deviation and t-test while qualitative data were analyzed through content analysis. The findings revealed that: 1) the developed bibliotherapy-based reading instruction consisted of four steps: pre-reading self-exploration, students’ reading reflection, discussion on application in real-life situations, and reflection; and 2) following the implementation of the instructional approach, students’ reading comprehension and self-esteem were higher at the .05 significance level. The mean posttest score for reading comprehension was 26.64 (SD = 6.98), while the mean posttest score for self-esteem was 62.00 (SD = 7.42).

Preschool Teachers’ Inclusive Classroom Practices in Schools under the Samut Prakan Primary Educational Service Area

Onnapa Srithupthai — 2026-08-26

This survey research aimed to examine the inclusive classroom practices of kindergarten teachers in schools under the Samut Prakan Primary Educational Service Area Office. The population consisted of 82 kindergarten teachers. The research instrument was a structured questionnaire with 42 items comprising general information, inclusive classroom practices, and additional comments. Data were analyzed using descriptive statistics, including frequency and percentage, along with content analysis. The findings revealed that preschool teachers’ inclusive classroom practices consisted of 2 aspects: promoting equitable access to learning, and promoting participation and a sense of belonging in the classroom. Teachers showed high levels of practice in providing opportunities for children to express themselves in diverse ways and using various instructional media (100.00%), as well as arranging materials at children’s eye level (97.06%). These findings indicate that teachers were able to organize environments, materials, and activities that supported children’s access and participation. However, practices related to specialized support were less frequently implemented, particularly allowing children to use assistive communication tools (11.76%). Overall, the findings indicate that teachers’ practices were consistent with inclusive education; additional support is required in individualized instruction and collaboration with specialists.

Effects of FIFA11+ Program on Physical Fitness and Anxiety Reduction of School Futsal Players

Pantamit Pongsanit — 2026-08-26

Futsal is a high-intensity sport that requires speed and agility but is also associated with competitive anxiety and the risk of injury. This study aimed to 1) compare levels of physical fitness and anxiety among student athletes before and after training with the FIFA11+ program, and 2) compare the levels of physical fitness and anxiety between a group trained with the FIFA11+ program and a group receiving general training. The sample consisted of 30 student futsal athletes aged 15–18 years from a secondary school under the Secondary Educational Service Area Office, Ubon Ratchathani Amnat Charoen. They were selected by purposive sampling and assigned into an experimental group (n = 15) and a control group (n = 15) using matched pairing based on pretest scores combined with simple random sampling. The research instruments included an eight-week FIFA11+ training program conducted five days per week, a futsal physical fitness test, and the Revised Competitive State Anxiety Inventory-2 (CSAI-2R). Data were analyzed using mean, standard deviation, the Shapiro–Wilk test, paired t-test, and independent t-test at the .05 significance level. The results indicated that 1) Within the experimental group, following 8 weeks of the FIFA11+ program, the student futsal athletes showed significant improvements in speed, agility, muscular power, and maximal oxygen uptake. In addition, somatic anxiety and cognitive anxiety were significantly reduced, whereas self-confidence was significantly enhanced at the .05 level, and 2) Between-group posttest comparisons showed that the group receiving the FIFA11+ program had significantly better physical fitness and lower sport anxiety levels than the group receiving the conventional warm-up program at the .05 level.

Effects of Physical Education Learning Using Role Play with Storytelling on Fundamental Movement Skills of Elementary Students

Chawisa Malimat — 2026-08-26

The purposes of this research were to: 1) compare the students’ fundamental movement skills before and after being taught using a role-play integrated with storytelling, and 2) compare the students’ fundamental movement skills after the experiment. The sample consisted of 61 first-grade students enrolled in the 2025 academic year at a school located in Surin province. The participants were selected using cluster random sampling, with classrooms as the sampling units, and were randomly assigned via lottery into an experimental group (n = 30) and a control group (n = 31). The research instruments included: 1) physical education lesson plans using role-play integrated with storytelling, 2) conventional physical education lesson plans, and 3) the Test of Gross Motor Development–Third Edition (TGMD-3). Data was analyzed using mean, standard deviation, paired-samples t-test, and analysis of covariance (ANCOVA). The results of the study were as follows: 1) The fundamental movement skill scores of the experimental group after the experiment were significantly higher than before the experiment at the .01 level across all skills. 2) after the experiment, the experimental group demonstrated significantly higher running skill scores than the control group at the .05 level. Additionally, the scores for galloping, sliding, and skipping were significantly higher than those of the control group at the .01. However, no significant differences were found between the two groups in hopping and horizontal jumping. This study reflects that physical education learning using role-play integrated with storytelling tends to promote elementary students’ fundamental movement skills. The effect size (η² = .19) was found to be at a moderate level, indicating that this instructional innovation had a practical effect on the development of students’ movement skills.

Mathematics Instruction Based on Heuristics Approach and Mathematical Reasoning Ability

Noppakorn Jirasakkasem — 2026-08-26

The study aimed to: 1) compare the mathematical reasoning ability of students before and after having been taught using mathematics instruction based on a heuristics approach, 2) compare the mathematical reasoning ability of students after using mathematics instruction based on a heuristics approach to the 60%, and 3) evaluate the mathematical reasoning ability of students taught using mathematics instruction based on a heuristics approach. The sample is 40 high school students in the secondary education area office Bangkok 1, selected through purposive sampling. The instruments used for research were ten mathematics lesson plans based on a heuristic approach and a mathematical reasoning ability test. The pre-test for mathematical reasoning ability had a reliability of 0.74, while the post-test had a reliability of 0.63. Data were analyzed using statistical mean, standard deviation, percentage, t-test for one sample, dependent t-test and content analysis. The results of the study revealed that: 1) the mathematical reasoning ability of students after using the mathematics instruction based on a heuristics approach was higher than the preliminary state at the .05 level of significance, 2) the mathematical reasoning ability scores of students after using the mathematics instruction based on a heuristics approach were not higher than 60% at the .05 level of significance, and 3) the mathematical reasoning ability of the students learning through the mathematics instruction based on a heuristics approach improved, both in terms of analyzing data relationships and evaluating the validity of conclusions. The study indicates that the mathematics instruction based on heuristics approach can significantly enhance mathematical reasoning ability.

Real-Life Problems and Real-Life Problem Solving Ability of High School Students: A Case Study of a Private All-Boys Boarding School

Pantisa Phansuwan — 2026-08-26

Students in private all-boys boarding schools live together under conditions involving time constraints, strict regulations, and social adjustment, which may affect their ability to cope effectively with academic challenges as well as real-life problems. This qualitative research aimed to 1) explore the real-life problems experienced by high school students, and 2) investigate the abilities of high school students to solve real-life problems in the context of a private all-boys boarding school. The target group consisted of 25 high school students studying in a private all-boys boarding school under the Office of the Private Education Commission in Bangkok. The research instruments included self-assessment questionnaires and semi-structured interviews on the real-life problems of high school students, as well as self-assessment questionnaires and semi-structured interviews on the students’ abilities to solve real-life problems. The data were analyzed using inductive content analysis and thematic analysis. The results revealed that 1) students experienced environmental problems the most. In particular, high levels of dust and extreme heat in the afternoon affected outdoor activities. Meanwhile, issues related to peace and institutions and social issues are the secondary and third dimensions, respectively. 2) The key behavior reflecting the lowest level of real-life problem-solving ability was the ability to search for or produce creative solutions, which was at a fairly good level. At the highest level, the key behavior demonstrating real-life problem-solving ability is the capacity to select creative solutions and to plan the implementation of those solutions when compared to other key behaviors. The above findings are beneficial for teachers in designing learning activities that meaningfully promote students’ ability to solve real-life environmental problems in boarding school contexts.

Teacher Assistants' Roles in Supporting Special Needs Children in the Inclusive Kindergarten Classroom in International Schools

Nathatai Ariyaphattanapanich — 2026-08-26

The purpose of this research was to examine the roles of teacher assistants in supporting children with special needs in inclusive kindergarten classrooms. The sample consisted of 89 teacher assistants working at the pre-kindergarten, Kindergarten-1, Kindergarten-2, and Kindergarten-3 levels in international schools located in Nonthaburi province. The research instrument was a structured questionnaire consisting of closed-ended items regarding the roles of teacher assistants. Data were analysed using frequency distributions, percentages, means, and standard deviations. The findings revealed that the overall roles of teacher assistants in supporting children with special needs were rated at a high level (M = 4.31, SD = 0.83). When examined by dimension, all aspects were also rated at a high level. Ranked from the highest to the lowest mean scores, these were: self-development (M = 4.50, SD = 0.10), relationship building (M = 4.23, SD = 0.65), and instructional support (M = 4.15, SD = 0.32). The findings of this study suggest that the experience and self-development of teacher assistants have a significant influence on their roles in supporting inclusive education. Although the teacher assistants had not received formal training specifically related to inclusive education, their efforts in self-development served a critical role in enabling them to effectively and appropriately care for and support children with special needs. Techniques in classroom management and the development of social behaviour were identified as key areas in which teacher assistants should receive further professional development. Furthermore, relevant organizations should continuously promote the professional development of teacher assistants. In terms of instructional support, training programs on inclusive classroom activities should be provided. Regarding relationship building, mechanisms and collaborative activities that foster cooperation between teacher assistants and teachers should be developed. In terms of self-development, opportunities for study visits or seminars should be organized to encourage the exchange of up-to-date knowledge and professional practices.

A Needs Assessment for Developing a Web Application Integrated with an Artificial Intelligence Chatbot as a Learning Assistant to Enhance Mathematical Literacy among Lower Secondary School Students

Anasaya Charoenudompaisal — 2026-08-26

The aims of this study were to: 1) explore lower secondary school students’ basic information regarding digital technology use and mathematics learning; 2) investigate the prioritized needs for developing a web application integrated with an artificial intelligence chatbot as a learning assistant to enhance mathematical literacy; and 3) examine system development guidelines based on mathematics teachers’ opinions. The quantitative sample consisted of 391 lower secondary school students selected through regional cluster sampling, while the qualitative sample included 5 mathematics teachers who were selected through purposive sampling. The research instruments were a questionnaire and a semi-structured interview form. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified), while qualitative data were analyzed using content analysis. The findings revealed that: 1) most students had access to the internet at home and had high levels of experience using artificial intelligence, accounting for 92.58%, while the most common problem in mathematics learning was solving complex problems, accounting for 85.17%; 2) the highest priority need was in the dimension of activity design and platform functions (PNI_modified = 0.17), followed by the use of technology for mathematics learning (PNI_modified = 0.16) and learning experiences (PNI_modified = 0.13); and 3) mathematics teachers suggested that the system should include real-world problem situations, a chatbot capable of providing hints and guiding questions, adaptive questions based on learners’ ability levels, and an individualized progress-tracking system. The findings suggest that the development of the system should emphasize self-directed learning, meaningful interaction, and continuous monitoring of learners’ progress.

Development of Mathematical Activity Packages Using Problem-Based Learning to Enhance Mathematical Communication Ability

Muktapa Yu-piam — 2026-08-26

The purposes of this research were to 1) develop a mathematical activity package using problem-based learning to enhance students’ mathematical communication ability, and 2) study the effectiveness of the mathematical activity package by (2.1) comparing the mathematical communication ability of students after using the activity package to the 60% criterion, (2.2) comparing the mathematical communication ability of students before and after using the activity package, and (2.3) studying the development of students’ mathematical communication ability using the activity package. This study utilized a one-group pretest-posttest time-series design. The sample consisted of 38 eleventh-grade students from a demonstration school affiliated with a university in Bangkok, selected through purposive sampling. The experimental tools included a mathematical activity package using problem-based learning to enhance mathematical communication ability, and five sets of mathematical communication ability tests. Quantitative data were analyzed using mean, standard deviation, one sample t-test, Wilcoxon signed-rank test, and qualitative data were analyzed using content analysis. The research results showed that, 1) ten activity packages were developed based on the problem-based learning (PBL) concept, emphasizing the expression of ideas through speaking and writing, 2) the quality of the mathematical activity package, it was found that (2.1) the mathematical communication ability of students after using the activity package were higher than the 60% criterion at the .05 level of significance (M = 11.64, SD = 3.46), (2.2) the mathematical communication ability of students after using the activity package was higher than before using the activity package (M = 9.96, SD = 3.88) at the .05 level of significance, and (2.3) the mathematical communication ability of students were developed in a positive direction, and the ability to use mathematical language and symbols showed the highest level of development.

Effects of Organizing Mathematics Learning Activities Using Interactive Case-Based on Mathematical Reasoning Ability

Chatpitak Horata — 2026-08-26

The purposes of this research were to: 1) compare the mathematical reasoning ability of students before and after mathematics learning activities using interactive case-based, 2) compare the mathematical reasoning ability of students after learning using interactive case-based to the 60 percent criterion, and 3) study the development of the mathematical reasoning ability of students learning through interactive case-based. The sample were 31 eleventh-grade students, selected by purposive sampling. The research instruments included lesson plans, and the data collection instruments were mathematical reasoning ability tests. Quantitative data were analyzed using arithmetic mean, standard deviation, percentage, and t-test, while qualitative data were analyzed using content analysis. The results of the research revealed that 1) the mathematical reasoning ability of students after participating in the learning activities (M = 14.97, SD = 1.60) was higher than before the experiment (M = 10.61, SD = 4.18) at the .05 level of significance, 2) the mathematical reasoning ability of the students was higher than 60% at the .05 level of significance (M = 14.97, SD = 1.60), and 3) the mathematical reasoning ability of the students improved after participating in the learning activities, with greater improvement in formulating conclusions from data than in analyzing relationships among data.

English Teachers’ Understanding and Implementation of Large-Unit Integrated Teaching in Chinese Middle Schools

Jiayi Pang — 2026-08-26

The recent basic education curriculum revision in China has promoted the use of a large-unit integrated teaching approach in designing instruction. Using this approach, teachers design a unit that integrates several subjects related to real-life situations. This qualitative study aims to explore middle school English teachers' understanding and implementation of large-unit integrated teaching, focusing on objective setting, content design, learning activities, classroom roles, material selection, and assessment practices. Six English teachers were purposively selected for interviews and lesson plan analysis. Data were analyzed through deductive qualitative content analysis. The results of the research revealed that six teachers were aware of the value of the large-unit integrated teaching approach. The teaching units designed by experienced teachers had clear learning objectives, coherent teaching activities, and systematic assessment strategies. In contrast, novice teachers had trouble transforming broad course objectives into specific teaching plans. They often use the degree of participation in activities as the assessment goal rather than actual learning outcomes, and the assessment method is examination-oriented. The research shows that the successful implementation of large-unit integrated teaching depends not only on teachers' acceptance of the reform but also on their ability to translate curriculum principles into coherent instructional practices. The findings highlight the role of teacher cognition, assessment literacy, and curriculum interpretation in supporting coherent implementation of large-unit integrated teaching. And provides implications for teacher professional development. Clearer curriculum guidance and assessment standards may further support effective large-unit integrated teaching implementation.

Effects of Organizing Mathematics Learning Activities Using IMPROVE Method and ACT Strategy on Mathematical Problem Solving Ability

Pichapop Pothisakha — 2026-08-26

The purposes of this research were to: 1) compare the mathematical problem solving ability of students before and after using the IMPROVE method combined with the ACT strategy, 2) compare the mathematical problem solving ability of students after using the IMPROVE method combined with the ACT strategy to the 60% score criteria, and 3) study the development of the mathematical problem solving ability of the students taught using the IMPROVE method combined with the ACT strategy. The sample were 30 ninth grade students, selected by purposive sampling. The instruments used for research lesson plans designed to organize mathematics learning activities using the IMPROVE method combined with the ACT strategy, and a mathematical problem solving ability test. Data were analyzed using arithmetic mean, standard deviation, percentage, t-test, and content analysis. The research revealed that 1) the mathematical problem solving ability of the students after using the IMPROVE method with the ACT strategy (M = 30.83, SD = 6.06) was higher than before learning (M = 23.03, SD = 7.61) at the .05 level of significance, 2) the mathematical problem solving ability of the students after using the IMPROVE method with the ACT strategy were higher than 60% at the .05 level of significance (M = 30.83, SD = 6.06), and 3) the mathematical problem solving ability of the students using the IMPROVE method with the ACT strategy continuously improved during each learning period, with the aspect of checking the reasonableness of the answers demonstrating the greatest improvement.

Effects of a Specialized Plyometric Training Program on Agility in High School 3x3 Basketball Players

parassupa jitarsakit — 2026-08-26

3x3 basketball is a fast-paced sport that requires high levels of agility and quick movement. The purpose of this study was to investigate the effects of a specific plyometric training program on the agility of 3x3 basketball players. Specifically: 1) to compare pre- and post- experiment agility of the experimental and control groups, and 2) to compare agility after the experiment between the experimental and control groups. This study employed a quasi-experimental research design. The participants consisted of 30 secondary school 3x3 basketball players from a school under the Bangkok Secondary Educational Service Area. The participants were divided into an experimental group and a control group of 15 each using a matching technique based on pretest scores, followed by simple random sampling. The research instruments consisted of a specific plyometric training program conducted for eight weeks, three sessions per week, and an agility t-test. The results revealed that: 1) after the experiment, the experimental group demonstrated significantly improved agility compared with the pretest. The mean agility score improved from 12.45 seconds (SD = 1.69) to 11.53 seconds (SD = 1.36), with a statistically significant difference at the .05 level (t = 7.568, p < .001) and 2) After the experiment, the experimental group showed significantly better agility performance than the control group. The experimental group recorded a mean score of 11.53 seconds (SD = 1.36), whereas the control group recorded a mean score of 12.58 seconds (SD = 1.69), with a statistically significant difference at the .05 level (t = -1.868, p = .036).

Lesson Plan Using the 4+1 Planned Writing and Evaluation Model to Enhance Creative Writing Abilities of Lower Secondary Students

Suphanun Mingwimon — 2026-08-26

This research article aimed to develop and examine the quality of a lesson plan based on the 4+1 Planned Writing and Evaluation Model, a creative writing assessment, and a creative writing scoring rubric. The research instruments included a lesson plan evaluation form, a creative writing assessment evaluation form, and a creative writing scoring rubric evaluation form. The quality of the instruments was evaluated by three experts, and the developed instruments were also pilot tested with a sample of 25 students. Data were analyzed using the arithmetic mean (M) and standard deviation (SD). The research findings revealed that: 1) the lesson plan developed using the 4+1 Planned Writing and Evaluation Model consisted of five steps: (1) preparation, (2) planning and drafting, (3) reviewing, revising, and developing the draft, (4) editing, and (5) presentation and publication; 2) the lesson plan was evaluated as being appropriate at the highest level (M = 4.52, SD = 0.50); 3) the creative writing assessment was an essay test requiring students to write a narrative essay based on the given information; and 4) the creative writing assessment was consistent with the objectives and applicable (M = 1.00, SD = 0.00), while the creative writing scoring rubric was consistent with the components of creative writing and applicable (M = 0.86, SD = 0.36).

Development of Parallelism Test on Linear Equations with One Variable

Thanakorn Thepnarong — 2026-08-26

Parallel tests are constructed to mitigate the issue of test item exposure. They can be utilized to assess learners' knowledge while ensuring standard equivalence across examinations. Furthermore, they prevent test leaks resulting from exposure. Given these benefits, parallel tests have been developed to measure mathematics proficiency, aiming to truly enhance students' knowledge and abilities. This research aimed to: 1) Develop and validate the quality of item specifications for multiple-choice items on linear equations with one variable. 2) Develop and validate the quality of parallel tests and parallel test items on linear equations with one variable. The informants consisted of 4 mathematics teaching experts and 1 educational measurement and evaluation expert. The research sample comprised 521 Grade 7 students obtained through multi-stage random sampling. The researcher validated the quality of the item specifications using the proportion of agreement. The quality of the tests and parallel test items was evaluated based on item parameters, internal consistency reliability, content validity, construct validity, and the RMSD index. The research findings revealed that: 1) The item specifications achieved a proportion of agreement of 1.00 across all components. The developed specifications comprised 5 components: (1) measured objectives, (2) stimulus attributes, (3) response attributes, (4) sample items, and (5) specification supplement. 2) Both versions of the tests on linear equations with one variable fit the 2-parameter logistic model (2PLM). They exhibited high internal consistency reliability via Cronbach’s alpha coefficient, as well as content validity and construct validity. In addition, parallelism was demonstrated across both the test characteristic curves (TCC) and test information functions (TIF). As for the test items, parallelism was also established across both the item characteristic curves (ICC) and item information functions (IIF) for every matched pair.

Developing Activities to Enhance Teachers’ Career Adaptability through Photovoice-Based Experience Exploration

Chisanhupong Punchayatorn — 2026-08-26

Career adaptability refers to an individual’s readiness to cope with both anticipated and unanticipated challenges in the workplace. Teachers with high career adaptability can regulate themselves when dealing with difficult and unfamiliar situations in their professional practice. This study aimed to: 1) explore teachers’ work experiences and challenges in schools through Photovoice, and 2) develop activities to enhance teachers’ career adaptability. The participants were five primary school teachers with no more than three years of teaching experience under the Office of the Basic Education Commission in Bangkok. The research instruments included photos, a semi-structured interview and an evaluation form assessing the appropriateness and feasibility of the developed activities. Data were analyzed using directed content analysis. The findings revealed that 1) teachers’ work experiences encompassed four dimensions: (1) awareness and preparation for their future teaching career, (2) self-discipline and responsibility for assigned tasks, (3) self-development beneficial to their future teaching profession, and (4) confidence in their own capabilities. In addition, the challenges encountered in schools included adapting to the school context, being assigned duties beyond teaching responsibilities, and managing instructional activities. And 2) the developed activities consisted of four modules: understanding change and career choices, defining a desirable future, managing situations, and building self-confidence. These activities were rated at the highest level of appropriateness (M = 4.51, SD = 0.44) and a high level of feasibility (M = 4.29, SD = 0.64). The findings suggest that these activities can serve as guidelines for developing preparatory programs for pre-service teachers.

The Informed Application of Artificial Intelligence for Chemistry Teachers

Patcharee Rompayom Wichaidit — 2026-08-26

Since the UNESCO issued guidelines on the use of artificial intelligence in education and research in B.E. 2565 and 2566, and the Ministry of Education of Thailand published guidelines on the use of artificial intelligence for teachers, students, schools, and parents in basic education in the following two years, it cannot be denied that many sectors have become aware of and recognized the importance of artificial intelligence for educational provision. This academic article therefore aims to present fundamental information, theories related to the development of artificial intelligence, prompting, examples of the use of artificial intelligence in chemistry education, as well as cautions, to enable chemistry teachers to recognize the effects of using artificial intelligence in teaching and learning and to use artificial intelligence appropriately and critically by verifying the accuracy of content, chemical equations, and images of experiment and empirical evidence, bias and copyright infringement, and using AI ethically and responsibly.