These insights call for a student-centred, flexible,

The gap

Evidence profile

Sourced from the future work and recommendations of the source papers, classified as general, spanning 2 journals.

Supporting evidence — 3 representative gaps

• Shadow Podcasts: Student Perspectives on AI-Generated Audio Content as a Supplementary Learning Tool (2026) · Journal of Perspectives in Applied Academic Practice · doi

  Conclusion This study demonstrates that AI-generated Shadow Podcasts can serve as an effective and well-received supplementary learning tool in higher education. In a context where teaching staff face increasing time pressures, the ability to generate weekly podcasts quickly and with minimal intervention was a key part of the pilot design. With the aim of the paper being to capture insights into whether the podcasts were used as revision tools or preparation aids for assessments and coursework, the results show that AI-generated podcasts can be of significant benefit as supplementary and supporting materials. The majority of students reported that the podcasts improved their understanding of course material, made studying more enjoyable, and helped them feel more prepared for assessments. Their concise format, conversational style, and flexibility to support multitasking were particularly valued, distinguishing them from traditional lecture recordings or slides. Crucially, students saw the podcasts not as a replacement for teaching but as a useful complement; particularly for reviewing content, revision purposes, catching up on missed material, © 2026 Journal of Perspectives in Applied Academic Practice 34 Journal of Perspectives in Applied Academic Practice | Vol 14 | Issue 1 (2026) Shadow Podcasts: Student perspectives on AI-generated audio content as a supplementary learning tool reinforcing learning in accessible ways and when preparing for assessments. This reinforces existing literature around the value of diverse learning formats and highlights a growing appetite among learners for flexible, media-rich study aids (Arkün-Kocadere & Çağlar-Özhan, 2024; Do et al., 2024; Hernandez-Lopez & Mendoza-Jimenez, 2025; Pirie & Keenan, 2025). However, students also identified clear limitations, including the artificial tone of AI voices, lack of visual support, and inconsistencies in depth or coverage. These findings point to important areas for refinement, including the need for greater emotional realism, tighter alignment with assessments, and improved accessibility features like subtitles or video integration. Overall, the findings suggest that with thoughtful implementation, generative AI tools like Shadow Podcasts can enhance blended learning environments, support varied learner needs, and serve as a vehicle for building AI literacy. Shadow Podcasts offer a scalable, efficient means of enriching the learning experience, and present a promising model for integrating generative AI into higher education in a pedagogically meaningful way. As higher education continues to adapt to the realities of digital transformation, such tools offer a promising path for innovation in content delivery and student engagement.

  generalfuture workevidence 5/5
  Keywords: podcasts learning shadow assessments generated supplementary higher education tools students support content perspectives serve tool
• Teaching techniques that students show up for - An exploratory study of student engagement and attendance in UK Higher Education. (2026) · Journal of Perspectives in Applied Academic Practice · doi

  Overall, these insights call for a student-centred, flexible, and interactive approach to teaching, with ongoing reflection and adaptation to meet the changing needs of learners. It is important to engage students in dialogue at all points of the learning journey so that what can be altered to encourage engagement can be dealt with in a timely fashion. Faculty needs to consider providing the rationale for engagement to students at every opportunity, especially as regards the use of AI that effectively prevents the development of skills and the application of knowledge. As students engage in conversation with faculty, it is hoped that they will come to recognise that there is more than a mark at stake if they don’t engage for their own growth and development. This is a long-term view that faculty can aim to share regularly so that the reason for coming to campus and engaging in lessons becomes a compelling argument. Faculty should prioritise creating learning spaces that foster active participation, approachability, and a sense of belonging, as these factors are now central to positive student experiences. Lecture capture and AI increase choice, so in-person time must offer what recordings cannot. Interaction, feedback, and applied practice. Programmes should design work around cohort trust, and timetabled to sustain attention . Using shorter sessions, breaks, varied and hands-on activities, and those that reinforce the real world relevance of academic material, should be prioritised for maximising productivity. In short, make every class unmissable and worth turning up for.

  generalrecommendationsevidence 5/5
  Keywords: faculty engage students student needs learning engagement every development overall insights call centred flexible interactive
• Online Videos and Podcasts for Language learning in the Saudi Context: A Systematic Review (2010-2025) (2026) · Journal of English Language Teaching and Applied Linguistics · doi

  Based on the synthesis of findings across the eight thematic clusters, the following recommendations can be offered to enhance the integration of instructional videos and podcasts into language and ESP education. The findings highlight the value of allowing qualified instructors to make informed pedagogical decisions regarding materials, platforms, and instructional strategies. Flexibility in adapting textbooks, selecting digital resources, and modifying course delivery enables teachers to respond effectively to learners’ needs. • • The studies demonstrate that meaningful integration of videos and podcasts often emerges from individual initiative rather than institutional directives. Instructors should be encouraged to experiment with new modalities, curate their own digital resources, and design tasks that reflect their expertise and pedagogical judgment. The corpus shows that effective digital instruction can be achieved even in low-resource environments. Teachers should be supported in adopting pragmatic, context-sensitive solutions—such as downloadable materials, offline access, or simplified platforms—when connectivity or equipment is limited. • • Across the studies, the success of videos and podcasts depended not on advanced technology but on their alignment with linguistic objectives. Instructors should select materials based on clarity, linguistic accuracy, and instructional value rather than production quality or novelty. Repeated listening, self-paced viewing, and reflective tasks were central to students’ progress. Teachers should design activities that cultivate autonomy, such as listening logs, pronunciation imitation tasks, and self-evaluation routines. ESP animations, cultural videos, and grammar podcasts were most effective when directly tied to course content. Instructors should curate or create materials that reflect the linguistic and disciplinary demands of their specific programs. The longitudinal nature of the corpus illustrates the importance of ongoing reflection, iterative refinement, and evidence-based decision-making. Teachers should document their practices, evaluate learner responses, and adjust their approaches over time. • • • When using AI‑generated narration or AI‑based audiovisual materials, instructors should pay particular attention to linguistic accuracy, naturalness of pronunciation, stress patterns, and phoneme realization, accurate pronunciation of Page | 102 homophones according to context, especially in languages with complex orthographic systems such as Arabic. Supplementary materials or corrective feedback may be necessary to address limitations in AI‑generated content.

  generalrecommendationsevidence 5/5
  Keywords: materials videos podcasts instructors based instructional teachers linguistic digital tasks corpus pronunciation across integration value

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