Abstract: This research systematically analyzes recent Chinese and English literature to clarify the core patterns, multidimensional effects, and key challenges of generative AI in empowering classroom interactions within basic education. Findings reveal that generative AI primarily reconstructs the “teacher-student-machine” triadic interaction structure by assuming three roles: “context co-creator,” “thinking coach,” and “personalized tutor.” Its enabling effects are significantly supported by empirical evidence across three dimensions-cognitive deepening, behavioral engagement, and emotional investment-though effect intensity is moderated by factors such as subject domain, application methods, and teaching scale. Nevertheless, inherent technological issues like “hallucinations” and “black-box” problems, potential risks of “over-empowerment,” and insufficient teacher adaptability constitute major barriers to its deep application. Therefore, this research concludes that future practice must transcend technological instrumentalism and shift toward building a new “human-machine symbiosis” educational ecosystem. This ecosystem should center on teachers' design wisdom and humanistic guidance, aiming to foster students' higher-order thinking and responsible human-machine collaboration. This approach will achieve a qualitative transformation in classroom interaction and a return to the essence of education.

Keywords: Generative AI; Classroom Interaction; Empowerment Model; Learning Effectiveness; Human-Machine Collaboration.

Title: Research on the Model and Effect of Generative AI Empowering Classroom Interaction in Basic Education

Author: Jundan Wang, Zhiqiang Chen, Liang Mutang

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 12, Issue 6, November 2025 - December 2025

Page No: 21-29

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 26-December-2025

Abstract: With the advancement of globalisation and the reform of higher education, the cultivation of autonomous learning competence in University English has become a core direction for educational transformation. Centred on pure theoretical analysis, this study systematically conducts a theoretical deconstruction of autonomous learning competence in University English based on core frameworks such as autonomous learning theory and metacognitive theory. Following a literature review to clarify the research entry point, the study precisely defines the connotation of University English autonomous learning competence alongside its core attributes of autonomy and pertinence. It constructs a four-dimensional system of constitutive elements comprising metacognitive regulation, cognitive learning, resource integration, and affective drive. Furthermore, it reveals the influencing factors and their mechanisms across three major dimensions: the individual learner, the teaching environment, and the socio-cultural context. The findings enrich the pure theoretical research in the field of University English autonomous learning, advance the indigenisation of theoretical construction, and provide theoretical underpinnings for pedagogical reform and subsequent research.

Keywords: University English; Autonomous Learning Competence; Theoretical Deconstruction.

Title: A Study on Autonomous Learning Competence in University English

Author: GUO NYUHUAN

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 12, Issue 6, November 2025 - December 2025

Page No: 14-20

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 23-December-2025

Abstract: This study explored teachers’ perceptions of school management’s role in supporting primary school teachers’ Continuous Professional Development (TCPD) in Mbeya City Council, Tanzania. Guided by Transformational Leadership Theory, the study adopted a qualitative research approach with a phenomenological design to explore teachers' lived experiences and insights. A total of 20 participants, 15 teachers and 5 head teachers were purposely selected from five primary schools. Data were collected through semi-structured interviews and documentary reviews of key policy frameworks, including the National TCPD Framework and MEWAKA reports. Thematic analysis, facilitated by MAXQDA software, was employed to analyse the data. Findings revealed that school management plays a crucial but inconsistent role in facilitating TCPD. While some supportive practices, such as informal mentorship and occasional collaboration with external organisations, were evident. Challenges, including inadequate training resources, limited funding, a lack of skilled facilitators, weak coordination mechanisms, and limited teacher motivation due to insufficient incentives, significantly restricted the successive implementation of CPD. The study concludes that while school management acknowledges the importance of TCPD, support is fragmented and underdeveloped. It highlights the need for stronger leadership, better resource allocation, and structured collaboration to improve implementation. These recommendations aim to enhance teacher professional growth and ultimately improve educational quality in Tanzania.

Keywords: Continuous Professional Development, Educational Quality, Primary School, School Management and Teachers.

Title: TEACHERS' PERCEPTIONS OF SCHOOL MANAGEMENT'S ROLE IN SUPPORTING CONTINUOUS PROFESSIONAL DEVELOPMENT IN PRIMARY SCHOOLS IN MBEYA CITY COUNCIL, TANZANIA

Author: Juma Jacob

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 12, Issue 6, November 2025 - December 2025

Page No: 6-13

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 10-November-2025

Abstract: This conceptual paper appraises four best practices for technology use in educational leadership and management within the Malaysian context. Each practice is analyzed for its alignment with national policies, its practical implementation challenges, and its potential to drive meaningful change in schools and educational institutions. The practices selected—data-driven decision-making, digital collaboration platforms, capacity building for digital literacy, and Learning Management Systems (LMS) integration—are chosen for their relevance to the unique needs of Malaysia’s diverse education system, which comprises urban and rural schools, national and vernacular institutions, and varying levels of technological infrastructure.

Keywords: Technology integration, educational leadership and management, Malaysia.

Title: Appraising Best Practices for Technology Integration in Educational Leadership and Management in Malaysia

Author: Zongyong Xie

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 12, Issue 6, November 2025 - December 2025

Page No: 1-5

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 03-November-2025