The study results provide grounds for several methodological recommendations for using podcasts in teaching listening

The gap

Evidence profile

Sourced from the future work and recommendations of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 4 representative gaps

• Fostering Transversal Competences for Sustainable Development: A Podcast-Based Model for Educational Innovation in Higher Education (2026) · Sustainability · doi

  According to the received feedback from the learners, future implementations may include a staged design with clearer temporal separation between analytical writing and au- dio production, earlier scaffolding of podcast specifications, and the allocation of dedicated revision phases, which may help mitigate time pressure while preserving the pedagogical value of the activity. Such adjustments could facilitate deeper conceptual internalisation and more effective engagement with higher-order cognitive tasks. As an extracurricular activity, the recording in a professional setup was done in collaboration with students, and the episodes were assembled. The podcast episodes were published on a weekly basis on the Spotify platform and are currently available as part of Season 1 [33]. Views, sharing, downloads, and other related metrics will be monitored by authors and considered as key efficacy indicators of the podcasting activity. These data will also constitute a benchmark, allowing for comparative analyses with future iterations of the podcast. In the current edition of the podcasting activity, Artificial Intelligence tools were encouraged to refine stylistic elements and align content with the pre-established episode structure. Nevertheless, the authors are aware of the rapid development of Artificial Intelligence tools and their widespread use among students: data from Italy indicate that half of Generation Z and four out of ten Millennials use GenAI on a daily basis [34]. Thus, the teaching staff will evaluate the integration of AI-based tools in future editions of the course. Recent advancements confirm that these tools can be game-changers in podcast-making activities. Nevertheless, previous works highlighted some drawbacks, e.g., generation of hallucinations and a sub-optimal content understanding [35], as well as an unengaging AI-generated voice [36]. When podcasting is involved as a TLA and part of formal assessment tasks, the role of AI can help in structuring the content, especially if the learners are not experts in podcast-making. Previous studies [37] highlighted how high-order cognitive tasks should require humans to assess the reliability of AI-generated responses. Therefore, learners and educators need to critically assess the AI-provided answers, and the educators should promote ethical AI use [38]. The present study is more involved in presenting a flexible methodology that goes beyond specific course topics, whether from an engineering or design program. Future works involving engineering courses may further investigate the topic, validating or disagreeing with the present work.

  generalfuture work
  Keywords: podcast future activity tools learners tasks podcasting content design help order cognitive students episodes basis
• 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 work
  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.

  generalrecommendations
  Keywords: faculty engage students student needs learning engagement every development overall insights call centred flexible interactive
• The Role of Podcasts in Improving Listening Skills for Students Learning English as a Foreign Language (2026) · Arab World English Journal · doi

  The study results provide grounds for several methodological recommendations for using podcasts in teaching listening. English-language podcasts should be systematically integrated into the learning process with gradual complexity according to CEFR levels. For beginners (A1–A2), short adapted podcasts with subtitles and clear structure are recommended to reduce anxiety and develop basic listening strategies. For levels B1–C1, authentic materials from real communicative contexts (e.g., BBC Learning English, TED Talks, thematic podcasts) should be used to increase cognitive complexity and promote critical thinking. Podcasts should be combined with a three- stage listening model (pre-, while-, post-listening) involving prediction, analytical comprehension, and reflection, which supports attention, vocabulary development, and intercultural competence. It is also advisable to diversify podcast genres to maintain interest and strengthen intrinsic motivation. Future research should examine the long-term effects of podcast use, optimal frequency in curricula, and differentiated strategies for learners at different proficiency levels.

  generalrecommendations
  Keywords: podcasts listening levels english learning complexity strategies podcast provide grounds several methodological recommendations using teaching

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