Personalizing Students’ Digital Action Plans through Critical-Heutagogy Model for the Development of Critical Conscientization in Critical Reading
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The advent of the digital age is unpredictably changing education and educational practices. With the wider availability of print and online materials, the language educator of the twenty-first century must expect her/his pupils to be more critical readers if they are to develop their critical consciousness in language acquisition. Consequently, the purpose of the study was to analyse the elements that impede students' capacity to increase their critical consciousness through critical reading, as well as the ways in which digital technology may alleviate the situation. In order to comprehend the reading practices of students, critical pedagogy and self-determined theory were applied. Utilizing a design-based research, design principles emerged that increased student engagement with texts, peers, and technology. As a result, a framework for enhancing students' proficiency and critical awareness in language teaching was developed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it