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International Journal of Evaluation and Research in Education
Number of Followers: 5  Open Access journalISSN (Print) 2252-8822 - ISSN (Online) 2620-5440 Published by Institute of Advanced Engineering and Science  [11 journals]
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- Evaluating the influence of climate change knowledge on intention towards
pro-environmental behavior
Authors: Mee Yeang Chan; Lilia Halim, Nurfaradilla Mohamad Nasri
Abstract: Pro-environmental behavior is essential for mitigating climate change, with climate change knowledge often considered a prerequisite for fostering intentions toward such behaviors. However, the specific types of climate change knowledge that most effectively promote pro-environmental behavior remain unclear, indicating a need for further investigation. This survey was conducted among 308 randomly selected Form Two students (average age 14) to respond to a questionnaire consisting of 24 items. The study aimed to explore the relationship between various types of climate change knowledge and students’ intention to engage in pro-environmental behavior. Using SPSS version 25.0 software, both descriptive and inferential analyses (correlation and multiple regression) were conducted. Findings revealed that students had the highest level of knowledge regarding mitigation actions, followed by knowledge of the causes and impacts of climate change respectively. All three types of knowledge were significantly and positively correlated with the intention to engage in pro-environmental behavior. Regression analysis showed that students’ knowledge on mitigation actions influence the most to the intention compared to the other types of climate change knowledge. The study recommends enhancing students’ understanding of the causes of climate change, which could, in turn, improve their knowledge of impacts and better guide their mitigation actions, ultimately fostering higher levels of pro-environmental behavior.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Development and validation of the principals’ digital leadership
instrument using Rasch measurement model
Authors: Peng Yuanyuan; Bity Salwana Alias, Azlin Norhaini Mansor, Mohd Rashid Ab Hamid
Abstract: This study addresses the critical need for robust measurement tools in digital leadership (DL) within educational settings—a topic of increasing relevance but limited research. Using the Rasch model measurement analysis, the study aims to develop and validate an instrument tailored to assess principals’ digital leadership (PDL) in China. The questionnaire, based on the five dimensions of the International Society for Technology in Education (ISTE) for education leaders—equity and citizenship advocate (ECA), visionary planner (VP), empowering leader (EL), systems designer (SD), and connected learner (CL)—was adapted to reflect Chinese cultural contexts. Following expert validation, the 33-item instrument was piloted with 188 teachers from higher vocational and technical colleges in Sichuan Province. The Rasch analysis, performed using Winsteps 3.72.3, assessed item fit, unidimensionality, local independence, reliability, separation index, and item-person mapping. The findings revealed that 26 items met all assumptions, demonstrating the strong reliability, validity, and psychometric robustness of the instrument. In conclusion, the validated PDL instrument is a reliable tool for assessing the DL of principals within the Chinese educational context, offering insights into professional development, and sets the stage for future research and policy development in the field of educational leadership.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Examining the ‘hawk-dove effects’ in portfolio assessment using the
multi-facet Rasch model
Authors: Andrews Cobbinah; Jephtar Adu-Mensah
Abstract: Concerns among students have increased due to the use of test scores in decision-making, leading them to question whether their results accurately reflect their abilities, especially when they perceive subjectivity in rater scoring. This study explores the effects of rater bias on portfolio assessment scores among student teachers in the colleges of education in Ghana. A sample of 207 student portfolios, scored by tutors, was analyzed using a three-facet design model and the FACET software. The findings revealed that tutors exhibited varying rating behaviors, including severity, leniency, and halo effects. These differing rating patterns were found to impact the students’ portfolio scores, suggesting that the subjectivity of raters plays a crucial role in the assessment process.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Multiple-cutoff regression discontinuity designs in educational evaluation
Authors: HyeonJin Yoon; Keith Zvoch, Keith Smolkowski, Ben Clarke
Abstract: The regression discontinuity design (RDD) can be used for evaluating cut-score based educational interventions. The design enables researchers and evaluators to estimate the local causal effect of an intervention provided to those who are most at-risk. In certain educational evaluations, an RDD with multiple cutoffs can also be applied, where different cutoffs across classrooms or schools are used to assign students to the intervention condition. The availability of multiple cutoffs allows estimation of a pooled average treatment effect across cutoffs and/or individual estimates at each cutoff location, allowing for the possibility of heterogeneous treatment effects. The purpose of this paper is to demonstrate the design and analysis of the multiple-cutoff regression discontinuity (MCRD) design for the evaluation of need-based educational programs. Using data obtained from a kindergarten mathematics intervention for low achieving students, we illustrate the utility of the MCRD design for examining the average and potential variability of the regression discontinuity (RD) treatment effect. Implications for evaluation research and practice in education are discussed.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- An improved internal and external resilience framework for new high school
teachers
Authors: Wan Mohd Agil Mat Yamin; Lim Hooi Lian
Abstract: The concept of resilience gained widespread recognition in the teaching profession as some new high school teachers are confronted with various challenges and pressures, which cause some of them to leave the profession during the first four to five years of their employment. By considering the guidance new high school teachers need to survive and retain their profession, this qualitative study aimed to identify resilient strategies used by new high school teachers. This study focuses on semi-structured interviews with twelve new high school teachers. After performing a thematic analysis, this study found internal and external resilience, with five strategies new high school teachers use to overcome challenges and pressures (internal: professional, emotional, and motivational; external: social and spiritual). This study validates the applicability of Mansfield’s four-dimensional teacher resilience frameworks (professional, emotional, motivational, and social resilience) to the resistance of new high school teachers in Malaysia. This study also improved Mansfield’s framework through its findings by considering a new dimension, spiritual resilience. The Malaysian Ministry of Education, specifically through public universities that train future high school teachers, can use these resilient strategies to develop intervention programs that enhance their resilience, thereby fulfilling the objectives of the Malaysia Education Development Plan (MEDP) 2013–2025.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Challenges and opportunities in strategic educational planning: a
systematic literature review
Authors: Semail Endo; Abdul Halim Busari, Dayang Kartini Abang Ibrahim
Abstract: Strategic educational planning is essential for adapting to the evolving landscape of education, driven by socio-economic, technological and exceptional global health crisis. This systematic literature review explores the complex challenges and opportunities in strategic educational planning, synthesizing insights from diverse studies to provide a comprehensive understanding. The problem statement addresses the necessity for effective strategic planning to ensure educational resilience, quality and inclusivity amidst changing external conditions. To achieve this, we conducted an extensive search of scholarly articles from reputable databases such as Scopus and Web of Science, focusing on studies published between 2020 and 2024. The flow of study based on preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework. The database found (n=33) final primary data was analyzed. The finding was divided into three themes which is: i) educational strategies and innovations; ii) organizational and strategic management in education; and iii) impact and adaptation to external challenges in education. The review indicate that strategic educational planning must prioritize flexibility, stakeholder engagement and continuous improvement to navigate future challenges effectively. This review underscores the fundamental role of strategic planning in transforming educational systems to be more adaptive, inclusive and forward-thinking, ultimately enhancing their capacity to meet the diverse needs of learners in an ever-changing global context.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Information and communication technology-based learning practices and
teacher professional development
Authors: Suardi Suardi; Faridah Faridah, Sultan Sultan, Herman Herman
Abstract: The rapid development of information technology has implications for its massive use in the field of education. Expectations for teachers to integrate technology into their learning practices and professional development are increasing. The teacher’s ability to integrate technology in these two activities is influenced by various factors. However, previous research has not focused on uncovering how gender, experience, certification status, and social media can contribute to information and communication technology (ICT)-based learning practices and professional competency development for teachers. Based on this gap, this research was designed to investigate the contribution of gender, experience, certification status, and social media access to teachers’ ICT-based learning practices and professional competency development. The current research was designed as a cross-sectional survey. A total of 1,756 elementary school teachers in South Sulawesi, Indonesia, were involved as research samples through online questionnaire data collection. The research results showed that there were differences in teachers’ learning practices and professional development intentions based on work experience and intensity of social media access. However, no differences were found in gender variables and certification status. Thus, these two variables become key elements in integrating ICT in learning in the future. These findings will be beneficial for teacher training institutions and policy makers.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Need analysis: development of a teaching module for enhancing higher-order
thinking skills of primary school students
Authors: Hamidah Mat; Toto Nusantara, Adi Atmoko, Yusuf Hanafi, Siti Salina Mustakim
Abstract: This research identified a pressing need to create specialized teaching modules for electrical topics within the science curriculum that target students’ higher-order thinking skills (HOTS). Despite the recognized significance of HOTS in improving students’ educational achievements, science educators encounter obstacles when attempting to effectively teach these skills. To tackle this challenge, the study utilized a qualitative research methodology, conducting semi-structured interviews with six science teachers from diverse Malaysian schools. The primary objective was to pinpoint the necessity for developing instructional modules that enhance students’ HOTS in primary school science subjects. This study revealed four key themes arising from the needs assessment: the importance of HOTS knowledge, obstacles in teaching HOTS, effective teaching strategies, and the actual teaching of HOTS. This study underscores the critical need for enhanced professional development opportunities for teachers to effectively impart HOTS and stresses the importance of providing suitable teaching resources. By developing these tailored modules, students’ critical thinking and problem-solving skills can be nurtured, paving the way for their academic and professional success. Consequently, the study’s recommendations offer valuable insights for policymakers, educators, and researchers seeking to create impactful teaching modules that cater to students’ HOTS in primary school science subjects.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Local knowledge in inclusive education: a systematic literature review
Authors: Dwitya Sobat Ady Dharma; Mumpuniarti Mumpuniarti, Ariefa Efianingrum, Ibnu Syamsi
Abstract: This article presents a comprehensive literature review on the role of local knowledge in inclusive education. Employing a systematic review methodology, the study involved goal setting, article selection through abstract and keyword analysis, thorough reading, data abstraction, and subsequent analysis using Publish or Perish 8, Mendeley, and VOSviewer. The review focused on articles published in Scopus-indexed journals between 2020 and 2023. Initial searches identified 259 articles, which were refined to 68 based on their relevance to the research questions. The analysis of these 68 articles revealed three principal findings: i) the diversity of local knowledge in the implementation of inclusive education; ii) global support for integrating local knowledge within inclusive education frameworks; and iii) strategies for incorporating local knowledge into educational practices. These findings underscore the potential of local knowledge to enhance inclusive education through culturally relevant and contextually sensitive approaches, fostering more holistic and responsive educational practices. The review emphasizes the necessity of adapting educational strategies to local contexts to better meet the needs of diverse student populations. It advocates for further research to explore local knowledge in greater depth, aiming to develop more effective and contextually appropriate strategies to improve inclusivity and responsiveness in education globally.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Effects of academic programs on stressors and coping strategies among
university students
Authors: Kwaku Darko Amponsah; Emmanuel Adjei-Boateng, David Addae, Priscilla Commey-Mintah
Abstract: This study investigated the psychological aspects of stress and coping strategies among college students in the post-implementation period of Ghana’s free senior high school (SHS) policy. Focusing on the Department of Teacher Education at the University of Ghana, the research surveyed 270 students from diverse programs. Using psychological tools like the perceived stress scale and the brief coping orientation to problem experienced (COPE), the study employed statistical methods, including mean, standard deviation, Pearson product correlation, and hierarchical linear and multiple regression, to analyze the data. The findings revealed commonalities and differences in stressors and coping techniques across academic programs, indicating that the unique demands of each program influenced students’ experiences. The study did not find a significant moderating effect of gender on the stressor-coping relationship. The results highlighted the importance of recognizing program-specific variations for targeted stress management support, illustrating the interplay between stressors, coping mechanisms, and academic programs. The study concluded by emphasizing the psychological implications of these findings, offering valuable insights into the complexities of stress and coping among college students, particularly within the context of educational reforms.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- An evaluation of counselling approach on communication apprehension among
students in higher education
Authors: Nor Hernamawarni Abd Majid; Nor Shafrin Ahmad, Rahimi Che Aman, Nik Rosila Nik Yaacob, Nur Hikmah Mubarak Ali
Abstract: Communication apprehension is a major challenge in higher education, affecting students’ communication ability, which is crucial for academic success and future employability. It manifests as public speaking anxiety, reluctance in group discussions, and avoidance of classroom interactions, hindering soft skill development and academic performance. This study aims to evaluate the effectiveness of counselling approaches in reducing communication apprehension among students in higher education. Consequently, counselling intervention modules, including the solution-focused brief cognitive behavior (SFBCB) therapy and group counselling (GC) modules, were developed. Sixty students who participated in this study were studying at a public university. Pre-tests, post-tests, and follow-up tests were administered using the personal reports of communication apprehension questionnaire to measure changes in apprehension levels across different communication contexts, including group discussions, meetings, dyadic interactions, and public speaking. The results demonstrated that both intervention modules significantly reduced communication apprehension, with improvements in participants’ confidence and communication abilities. In conclusion, the study highlights the effectiveness of integrating solution-focused and cognitive-behavioral techniques in counselling interventions to mitigate communication apprehension. These findings suggest that such approaches can be valuable tools in higher education to enhance students’ communication skills, ultimately contributing to their academic success and personal growth.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Unraveling the predictors of research utilization among Thai educators:
evidence from PLS-SEM analysis
Authors: Phuchit Laowang; Suntonrapot Damrongpanit
Abstract: This groundbreaking study unveils critical factors driving research utilization (RU) among Thai educators, offering vital insights for educational policymakers and administrators. Employing an advanced partial least squares structural equation modeling (PLS-SEM) approach, we examined data from 688 teachers under the office of the basic education commission. Our findings reveal a complex interplay of factors influencing RU, with organizational support (SUPP) emerging as the most potent driver (beta=0.570), followed by knowledge and research skills (KNOWS) (beta=0.539), organizational leadership (LEAD) (beta=0.472), and attributes of research (ATTR) (beta=0.391). Interestingly, ATTR showed the highest direct effect (DE) (beta=0.391), while LEAD had the strongest indirect impact (beta=0.429). Surprisingly, organizational climate (ORGA) showed no significant effect, challenging conventional wisdom. The study explains 52.5% of the variance in RU, providing a robust foundation for evidence-based educational reforms. Delve into our analysis to discover how these relationships between knowledge, leadership, and organizational dynamics shape educational RU in Thailand, and explore our recommendations for enhancing research integration in educational practices.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Emotional empathy predicting subjective well-being: undergraduate and
graduate comparison
Authors: Samer Adnan Abdel Hadi; Mahmoud Fisal Alquraan
Abstract: The current study aims to determine if emotional empathy predicts subjective well-being among undergraduate and graduate students. The current quantitative investigation is based on the survey research design. Participants were students from Al Ain University’s Abu Dhabi and Al Ain campuses (n=307). Data were gathered using the multidimensional emotional empathy scale (MDEES) and the subjective well-being scale (WeBs). The study found that increasing emotional empathy resulted in enhanced subjective well-being among undergraduate and graduate students. The findings also revealed that an increase in the emotional attention component of emotional empathy is associated with a decrease in subjective well-being. The suffering component of emotional empathy makes the greatest contribution to predicting subjective well-being among undergraduate and graduate students. The component of feeling for others ranks second in terms of capacity to predict subjective well-being among undergraduate students. Positive sharing is the second most effective predictor of subjective well-being among graduate students. We discovered that there is a need to increase college students’ subjective well-being, which has a major impact on their overall well-being.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Research capability of Filipino teacher educators: insights from a
criterion-referenced test
Authors: Jay-cen T. Amanonce; Conchita M. Temporal, Rudolf T. Vecaldo, Jhoanna B. Calubaquib, Antonio I. Tamayao, Maribel F. Malana, Ria A. Tamayo, Marie Claudette M. Calanoga
Abstract: The research capability of Filipino teacher educators has been found to be lacking, which limits their ability to contribute effectively to academic research. This study aims to assess their foundational knowledge in research, as understanding their capability is essential for improvement. A quantitative approach was employed, evaluating 100 teacher educators from a state university in Northern Philippines using the research capability test (RCT), a validated criterion-referenced tool. Results showed that teacher educators generally possess average research capability, with significant differences based on educational attainment, field of specialization, and research teaching experience. Those with doctoral degrees, specializations in natural sciences and mathematics, and experience teaching research demonstrate higher capability. These findings suggest that, while basic research knowledge exists, there is a critical need for focused professional development programs to address specific gaps. Strengthening research capability not only improves the teacher educators’ performance but also enhances the overall quality of research outputs in the Philippine education system, ensuring long-term academic growth and global competitiveness.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Bridging education and CSR: the role of corporate foundations in
Malaysia’s human capital development
Authors: Naziatul Aziah Mohd Radzi; Khai Ern Lee, Sharina Abdul Halim, Chamhuri Siwar, Mukhriz Izraf Azman Aziz
Abstract: The outlined target in sustainable development goals (SDG) relating to educational aspects indicates that education plays an important role and should become the primary concern of various parties. Hence, this study focused on the implications of corporate social responsibility (CSR) in educational aspects towards the development of human capital from the viewpoints of selected corporate foundations in Malaysia. This study was conducted through a questionnaire survey in which data were analyzed using IBM SPSS Statistics 20 software. The target population for this study were individuals involved with CSR initiatives conducted by four selected corporate foundations which are the implementers and students who received assistance from corporate foundations. The analysis shows that educational activities in CSR initiatives undertaken by corporate foundations have helped in the development of human capital. Both implementers and recipients give priority to scholarship sponsorships followed by school assistance, organizing workshops and seminars as valuable activities for individuals. The CSR initiatives in educational aspects have highlighted the role of corporate foundations as agents that can help individuals to achieve their dreams of pursuing tertiary education. The involvement of corporate foundations in education has created value for companies and certainly for society, in which corporate foundations have established relationships with stakeholders, as explained in the stakeholder theory.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- The potential impact of generative AI on the future of higher education: a
game-changer or a danger to academic integrity
Authors: Pritam Kumar; Amarjeet Singh Mastana, Chainarong Rungruengarporn, Donyawan Chantokul
Abstract: Artificial intelligence (AI) has the potential to improve education by substantially modifying knowledge acquisition. While the research on AI’s incorporation into higher education is growing, significant gaps exist in understanding its responsibilities, potential, implications for ethics, and privacy problems in educational settings. This study investigates AI’s transformative impact on higher education using a total of four essential objectives: the ever-growing capabilities of AI within customized instruction, the prospective use of smart tutoring platforms, AI-driven review and input procedures in learning evaluation, and the ethical and privacy issues inherent in these technologies. A systematic review of the literature (SLR) was carried out to answer research questions established utilizing population, intervention, comparison, outcome, and context (PICOC) criteria, resulting in a structured analysis of pertinent articles. To conduct a thorough literature search, the Publish or Perish (version 8) application and an API key were used to systematically access the Scopus database. Initial keyword searches yielded 567 articles, which were reduced to 29 following predetermined relevant screening, restricted access sorting, repetition removal, and content validation. The findings show that AI technologies are increasing personalized education by adapting instructional content to individual needs while also improving decision-making, resources deployment, and administrative duties. However, the integration of AI raises issues such as data privacy, potential redundancies of human educators, and ethical obstacles. These findings highlight AI’s immense potential for higher education, underlining the importance of tackling these problems regarding responsible and inclusive integration, furthering future research, and developing processes for responsible AI use in educational environment.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- A Delphi study on factors influencing school students’ adoption of
social media as a learning platform in Malaysia
Authors: Imelda Hermilinda Abas; Nawanantiny Krishnamurthi, Amran Rasli, Meria Ultra Gusteti
Abstract: The increasing use of social media platforms among students offers potential for both academic and personal information exchange. However, the factors influencing its adoption for learning by school students remain underexplored. This study aims to identify and rank the key factors that affect the use of social media for learning among primary school students. Utilizing the Delphi method, data were collected in two rounds from 30 expert participants, who were primary school teachers, using purposive sampling. In the first round, thematic analysis identified six key factors influencing social media adoption. In the second round, these factors were ranked in order of importance, with Kendall’s W of 0.364 and a p-value of 0.000 confirming consensus. In addition, an intraclass correlation coefficient (ICC) value of 0.923 indicated reliability. The top three factors identified were learning transformation, technology reform, and long-term prospects for students. The findings suggest that schools should prioritize these factors in strategic planning. Future research could expand this study to include private and international educators, and qualitative studies like tracer research could further enrich the understanding of social media’s role in learning.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- The computer, information and communication technology, and communication
skills of Thai Rajabhat University students
Authors: Sunan Siphai; Jirattikorn Siphai, Jittirat Saengloetuthai, Jaruwan Sakulku
Abstract: The lack of comprehensive data on computer, information and communication technology (ICT), and communication skills among Thai Rajabhat University students poses a challenge in developing effective educational strategies that enhance student employability and future readiness. To address this gap, this study aimed to assess these skills and analyze the skill profiles of students from Rajabhat Universities across Thailand. A total of 1,165 students were selected through multi-stage sampling, and their skills were measured using a researcher-developed 5-point Likert scale questionnaire. The results showed high levels of self-reported skills, with communication skills being the highest (mean=3.84, SD=0.669), followed by ICT (mean=3.81, SD=0.676) and computer skills (mean=3.65, SD=0.628). Latent profile analysis (LPA) identified four potential models with 2, 3, 4, and 5 groups, with the four-group model offering the best fit (likelihood=-1887.336, Akaike information criterion (AIC)=3810.673, Bayesian information criterion (BIC)=3901.762, Akaike’s Bayesian information criterion (ABIC)=3844.587, entropy=0.940). These findings provided critical insights for curriculum development and tailored interventions, supporting universities in meeting diverse student needs and improving educational outcomes.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Perceptions of the generative AI-enabled cognitive offload instruction in
English writing
Authors: Hui Hong; Poonsri Vate-U-Lan, Chantana Viriyavejakul
Abstract: This study examines the students’ perceptions of the generative artificial intelligence (AI)-enabled cognitive offload instruction and its effectiveness in improving their critical thinking skills in writing English essays. This qualitative research collects data from 120 students through focus group discussions and is analyzed by Word Clouds to generate a visual representation of the word frequencies. The findings reveal that generative AI-enabled cognitive offload instruction had: i) an impact on critical thinking and writing skills; ii) effective features of Skywork, ability to generate relevant prompts and provide constructive feedback; iii) use of Skywork in developing stronger arguments; iv) promoting critical examination of different perspectives; v) interactive nature and motivation; vi) enhanced analytical skills; vii) impact on essay structuring and organization; viii) feedback and revision process; and ix) transferability of critical thinking skills. This study concludes that the highest frequency was Skywork, ability, writing, feedback, evidence, skills, thinking, arguments, essays, and peers. Students recommend in-depth explanations for complex topics, advanced tutorials, regular updates, collaboration features, advanced modules, and personalized learning paces to enhance Skyworks’s integration into instruction.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- A review of research on environmental awareness based on bibliometric
analysis: initiation, progress and future
Authors: Ömer Cem Karacaoğlu; Aysun Aynur Yılmaz, Abdulkadir Özkaya
Abstract: “Environmental awareness” (EA) is an important factor in helping to eliminate environmental problems and mobilizing individuals and communities. This study addresses the vast literature on EA by presenting a bibliometric analysis of 564 EA studies in the social science citation index (SSCI) in the Web of Science (WoS) database. The study started with a query of EA-related publications in the WoS database and included an exploration stage covering topics such as distribution by years, most cited journals, publishing countries and active universities. The second stage involved the visualization of EA research on keywords through analysis and visual maps using Biblioshiny and VOSviewer software. The third stage involves naming the constructs and identifying their main characteristics. The analysis of keywords and the cluster names made in the light of these words provide a broad perspective of EA research. The final stage, validation, aims to determine the validity of the constructs based on the relationships between concepts. The overall results of the study show that EA research is influential across the world and is shaped around various themes. The identified themes guide future research and policymaking by emphasizing environmental education, sustainability, early childhood education, active learning, and interdisciplinary collaboration.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Validation of principal’s innovation leadership scale using factor
analysis in Malaysian school context
Authors: Dayang Rafidah Syariff M. Fuad; Khalip Musa, Mat Rahimi Yusof, Bernard Swart, Ting Pick Dew, Goh Kok Ming, Amrina Rosyada Abdullah
Abstract: This study addresses the need for a standardized tool to assess innovation leadership in secondary education. Despite its importance, no established instrument exists for evaluating and developing innovation leadership among school administrators. The principal innovation leadership scale (PILS) was developed and validated to bridge this gap. The process involved a literature review, expert consultations, and an initial 58-item pool. Exploratory and confirmatory factor analysis (CFA) refined the scale to 18 items across five dimensions, demonstrating strong model fit (comparative fit index (CFI)=0.957, root mean square error of approximation (RMSEA)=0.080, incremental fit index (IFI)=0.958, normed fit index (NFI)=0.947, Tucker-Lewis’s index (TLI)=0.90). The fitted model indicated a satisfactory fit, confirming that the five latent constructs effectively measure the observed variables in the questionnaire. The PILS offers a standardized tool for assessing innovative leadership among school leaders, enabling targeted improvement strategies and informing professional development programs. This study significantly contributes to the discourse on innovation leadership in education by providing a valuable instrument for evaluating and enhancing school leadership practices.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- A systematic review on innovations in computer aided design in engineering
education
Authors: Margarita F. Murillo Manrique; Jorge Augusto Sanchez Ayte
Abstract: curricula up-to-date with advanced computer-aided design (CAD) technologies to understand their practical application in various industrial and research contexts. Given this need, a systematic review was proposed following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) method to evaluate the most recent innovations in CAD systems and their effective application in engineering education. The results reveal that emerging technologies such as real-time virtual collaboration, 3D design, and virtual reality are being incorporated into educational environments, significantly enhancing students’ technical and collaborative skills. The research concludes that these technologies not only reconfigure engineering education, emphasizing a practical and updated approach, but also facilitate a more interactive and effective learning experience. This study highlights the urgent need to adapt educational programs to incorporate these innovations, thus ensuring that future engineers are better prepared to face the challenges of modern industry.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Digital technologies and leadership practices in Greek elementary schools
Authors: Antonios Kokkonos; Antonios Travlos, Panagiota Antonopoulou, Maria Pavlis Korres, Emmanouil Choustoulakis
Abstract: The rapid advancement and widespread adoption of digital technologies have significant implications for leadership theory and practice, which remain largely unexplored in the current literature. This study investigates how demographic characteristics influence the perceptions of elementary school principals and educational staff regarding the digital age and leadership practices. Employing a quantitative research approach, data were collected through a web survey based on the questionnaire for digital technologies and leadership practices (QDTLP) from 505 participants in 215 elementary schools of Peloponnese Region. Multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were employed to examine differences in perceptions based on gender, age, education level, subject specialization, years of teaching experience, years of work at the current school, role in the school, and the Directorate of Primary Education (DPE) the school belongs to. The findings indicate that age, education level, years of teaching experience, and role in the school significantly affect perceptions, while gender, subject specialization, and DPE the school belongs to, do not demonstrate a significant influence. The study provides valuable insights into how demographic characteristics shape perceptions about digital technologies and leadership within the elementary school context, contributing to the adaptation of leadership practice in the digital age.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Impact of entrepreneurial education policies on reducing bullying among
university students with anatomical and physiological disabilities: review
Authors: Eman Rababah; Esra Hamdan, Raed Halalsheh, Bayan Rababah
Abstract: This study examines the impact of entrepreneurial education (EE) policies on reducing bullying (Tanamor) among university students with anatomical and physiological disabilities and special needs. Using a descriptive approach grounded in theoretical literature, the study identifies positive outcomes, such as enhanced self-confidence and peer respect among students with disabilities. It highlights the role of EE in creating inclusive environments that mitigate bullying. The review underscores the necessity for further research, including longitudinal studies to understand the long-term impact of these educational strategies. The findings advocate for integrating EE into university policies to support the well-being and academic success of students with disabilities.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Exploring the factors influencing innovative teaching practices in
Moroccan primary schools: an exploratory study
Authors: Karim Lkamel; Jalal Assermouh
Abstract: In education, pedagogical innovation is crucial for improving student learning outcomes, but teachers’ adoption of innovative practices is influenced by various sociodemographic factors, which remain underexplored. This study aims to investigate how factors such as age, gender, education level, and prior training shape teachers’ engagement with innovative teaching methods. A quantitative analysis of 110 teachers from multiple schools was conducted, utilizing multiple correspondence analysis (MCA) to identify distinct teacher profiles based on their innovation practices. The findings revealed four key profiles: non-innovative teachers, who rely on traditional methods; active teachers, who adopt active learning strategies; untrained teachers, who work without formal training; and innovative teachers, who integrate information and communication technologies (ICT) and blended learning techniques. The study concludes that sociodemographic factors significantly impact the adoption of pedagogical innovation. To address this, targeted professional development and tailored policies are needed to support teachers in overcoming barriers and adopting innovative practices. By promoting a more inclusive and adaptive approach to teacher training, this research offers valuable insights to improve teaching effectiveness and ultimately enhance student engagement and learning outcomes.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- In the zone or out of bounds' How sports and physical activity anxiety
affects life satisfaction among students
Authors: Marlon A. Mancera, Eduard S. Sumera, Ruben L. Tagare, Jr; Gilbert E. Lopez, Irish M. Orgeta, Yashier T. Haji Kasan, Harold Deo Cristobal, Armand G. Aton, Gauvin Adlaon
Abstract: This study aims to explore the relationship between sports and physical anxiety and life satisfaction among college students in a leading Philippine state university. Employing a quantitative research design, specifically descriptive correlation, data were collected from 2,043 respondents using simple random sampling. The research utilized the physical activity and sport anxiety scale and the life satisfaction index to measure the respective constructs, with analyses conducted using Spearman’s rho correlation coefficient to assess relationships between variables. Results indicated a significant relationship between sports and physical anxiety and life satisfaction, revealing that higher levels of anxiety corresponded to lower life satisfaction. These findings highlight the importance of addressing sports and physical anxiety to improve overall well-being. Implications suggest that institutions should implement mental health and wellness initiatives aimed at reducing anxiety and promoting supportive environments in physical education settings. By fostering a culture that prioritizes psychological well-being alongside physical engagement, institutions can enhance students’ life satisfaction and overall quality of life.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Navigating complexities in on-the-job training at vocational institutions:
a systematic literature review
Authors: Selvi Rajamanickam; Ridzwan Che Rus, Mohd Nazri Abdul Raji
Abstract: This study aims to systematically review and analyze the integration of fourth industrial revolution (IR 4.0) technologies into technical and vocational education and training (TVET) through on-the-job training (OJT), focusing on key themes such as skills development in the digital age, workforce productivity, relevance of IR 4.0 technologies, and the role of OJT in TVET. Additionally, it seeks to identify the challenges and best practices associated with this integration, offering actionable insights for policymakers, educators, and industry stakeholders to enhance skills development and workforce adaptability in the context of the IR 4.0. A systematic literature review was conducted to understand the multifaceted challenges and opportunities surrounding OJT programs within TVET institutions. Given TVET’s vital role in equipping individuals with workforce-relevant skills, optimizing OJT programs is crucial for meeting modern industry demands. The PRISMA framework guided the review, using advanced search techniques on databases such as Scopus, ERIC, and IEEE, leading to the analysis of 35 primary sources. The review addressed areas including the adaptation of training to modern technologies, labor market outcomes, innovative practices for competency development, and ensuring equity and access in vocational training. It identified best practices, highlighted knowledge gaps, and provided recommendations to optimize OJT in TVET. Key findings emphasized aligning OJT with emerging technologies, enhancing employment outcomes, promoting innovative training methods, and ensuring inclusive and effective vocational training. The study concludes by offering recommendations to improve the quality and outcomes of OJT in TVET, ensuring alignment with evolving workforce and industry needs.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- The pedagogical support for early professional self-determination of
schoolchildren
Authors: Ainash Kudysheva; Anar Popandopulo, Saule Xembayeva, Yelena Chsherbakova, Anara Khaimuldina, Elmira Pshembayeva
Abstract: In a rapidly changing world, early professional self-determination becomes critically important for young people. The aim of this study is to evaluate a model of psychological and pedagogical support designed to assist schoolchildren in making informed career decisions at early stages of education. The problem lies in the lack of effective support systems within educational institutions, leading to a mismatch between graduates’ career choices and their actual professions. The proposed solution is a comprehensive model that integrates psychological, pedagogical, and methodological support, tailored to individual needs. The study involved 180 children from three schools, divided into control and experimental groups. The experimental group underwent a structured educational program that included self-assessment, exploration of career opportunities, goal setting, and enhancement of self-efficacy and motivation. Pre- and post-tests with developed scales were used to assess career clarity, self-efficacy, and motivation. The results showed that the support model significantly improved career clarity, self-efficacy, and motivation in the experimental group compared to the control group. Key improvements were observed in self-understanding, exploration of career opportunities, and goal setting. Thus, the developed model can aid in early professional self-determination, offering a valuable tool for educators and policymakers. Its implementation can better support students in their career choices, fostering their personal and professional growth.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Employability of Latin honor graduate in a state university in the
Philippines
Authors: Emelyn Rico-Villanueva; Kim Jemar F. Falo, Annabelle Fampo-Ida, Ma. Levi R. Punla, Rose L. Sumanting
Abstract: This study examines the employability of Latin-honor graduates from Romblon State University (RSU) between 2015 and 2022, addressing the factors that influence their transition into the workforce. The research investigates how academic performance, board examination results, and advanced education impact employment outcomes. Using a mixed-method approach, including surveys and binary logistic regression analysis, the study identifies key predictors of employability. Results indicate that achieving academic honors, passing licensure exams, and pursuing further education significantly enhance graduates’ chances of securing permanent employment and advancing in their careers. These findings highlight the need for aligning RSU’s curriculum with labor market demands and underscore the importance of continuous professional development. The study offers practical recommendations to improve graduate employability and informs policy initiatives aimed at supporting career progression for Latin-honor graduates.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- The influence of mobile communication technologies in long-term e-learning
Authors: Elena Susimenko; Alena Gura, Alsu Rakhmanova, Olga Butylchenko
Abstract: Communicative abilities constitute a crucial element of successful learning and interaction. The psychological impact of the prolonged lack of face-to-face contact with the peer audience and teachers typically remains an unresolved problem, despite the availability of appropriate online learning methodologies and technical tools. This study aims to ascertain a quantitative assessment of social maladjustment and a reduction in the level of communicative competence resulting from prolonged distance learning and the use of mobile devices in communication. The research employs a quantitative approach and is based on a survey of students who participated in eight socio-psychological training sessions (A-trainings). The training sessions are oriented towards refining the personal qualities of individuals and facilitating their adaptation to the fluctuating conditions of learning environments. The analysis of pre-and post-training results was compared with the results of the control group. The research findings indicate a positive impact of socio-psychological training on the enhancement of communicative skills and emotional well-being of students.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Students’ character based on gender, grade, and school: religious,
nationalism, integrity, independent and cooperative
Authors: An-Nisa Apriani; Riki Perdana, Harun Harun, Indah Perdana Sari, Wury Wuryandani, Ahmad Salim, Andi Wahyudi, Riwayani Riwayani
Abstract: This study aims to describe students’ character value and reveal the relationship of character values in elementary school children based on gender, grade and type of the school. The character values analyzed include religion, nationalism, integrity, independence, and cooperative values. This research was a quantitative method with a cross-sectional design by explaining and analyzing the results using Jeffrey’s amazing statistics program (JASP) software and students’ character values was categorized and described according to the aspect, gender, grade, and type of the school. Character of elementary school children (CESC) questionnaire was used as an instrument in this study. CESC have very good internal consistency (0.80 to 0.87) and have suitability construct model. The respondent of this study was 862 students obtained through the stratified random sampling randomly technique in elementary school at Yogyakarta Province. The result of this study confirmed that the students’ character value is a high level. The lowest aspect is integrity (2.40), while the highest aspect is religious (3.16). There is a relationship between the character values: religion, nationalism, integrity, independent, and cooperative values. It indicates that policymakers or teachers should improve students’ character value by training or applying a learning model that focuses explicitly on students’ character.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Development of a remote physics laboratory to support equitable access to
education
Authors: Ishafit Ishafit; Moh Irma Sukarelawan, Toni Kus Indratno, Ariati Dina Puspitasari, Yoga Dwi Prabowo
Abstract: Economic disparities and variations in geographical conditions in Indonesia exacerbate access to physics laboratories. Therefore, innovative solutions such as remote physics laboratories are needed to bridge this gap and provide more equitable access to students across the region, regardless of economic or geographical conditions. To overcome this, this research aims to develop a remote physics laboratory for equitable access to quality physics experiments. This research includes 4D model development research. The research subjects involved five students for the functionality test, 84 people for the user test, and ten media experts to assess the feasibility of the product. The instruments used include functionality test instruments, media expert assessments, and usefulness, satisfaction, and ease of use (USE) questionnaires. Tool functionality data and media expert validation were analyzed using the Aiken V technique. At the same time, the level of user acceptance was examined through a combination of Wright maps and logit item values. This development resulted in a remote physics experiment architecture and device with a good functionality assessment index. The assessment by media experts showed high validity. The level of user acceptance is classified in the medium to high category. Thus, the developed R-PhyLab has the potential to be an effective medium in equalizing access to quality physics laboratories in educational institutions that face economic limitations and unfavorable geographical conditions.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- General trends on the impacts of evidence-based university accreditation
on quality assurance enhancement
Authors: Nurali Kairanbayev; David Arulraj David
Abstract: Traditional accreditation process although has relevant impacts on quality assurance in higher education. Research and practices have shown the value of emerging evidence-based university accreditation. The study therefore aims to understand the impacts of evidence-based university accreditation on quality assurance enhancement. The research relied on literature review and document analysis as suitable methods. The study’s results demonstrated that the final decision for academic accreditation should be based on evidence that all stakeholders took part in quality assurance, namely staff and students. This study also explores the university accreditation practices in the United Kingdom (UK), United Arab Emirates (UAE), and Kazakhstan. The analysis presented here allows us to compare and discuss the practices of three different quality assurance practices. The three cases Quality Assurance Agency for higher education (QAA), Commission for Academic Accreditation (CAA), and Independent Kazakh Agency for Quality Assurance in Education (IQAA) indicate relevant use of evidence-based approaches to university accreditations that support quality assurance enhancement, given the explicit approaches grounded in data and evidence. The future of evidence-based approach will be furthered with the support of technology and sophisticated tools that will support explicit policies and practices. This research is expected to benefit researchers, policy makers and practitioners in quality assurance.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Higher education instructors’ and students’ attitudes toward
distance learning
Authors: Yousef M. Arouri; Yousef M. Alshaboul, Diala A. Hamaidi, Asia Y. Alshaboul
Abstract: This study aimed at exploring the attitudes of higher education instructors and university students regarding distant learning during the COVID-19 epidemic. It took place at a higher education institution of Jordan. Using a mixed method approach, the researchers developed a two-part questionnaire and a semi-structured interview. The questionnaire was distributed questionnaire to 167 instructors and 349 students from the University of Jordan (UJ). The findings showed that the participants have a moderately favorable attitude toward distant learning. Additionally, the findings revealed no statistically significant differences (α=.05) in the attitudes of UJ instructors and students toward distance learning during the COVID-19 pandemic attributedto the study variables. Furthermore, the interviews revealed several themes that the university instructors and students identified as influencing the general effectiveness of their distance learning experience, including access to online platforms and professional training, offering electronic equipment, and protecting the integrity of exams. The study recommends that higher education institutions reconsider the concept of distance learning, considering lessons acquired from the era of compulsory distance learning.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Challenges of educational leaders’ utilization of educational portal
information systems
Authors: Hamed Hilal Nasser Al Yahmadi; Yousuf Nasser Said Al Husaini
Abstract: The study aims to determine the challenges that hinder the adoption of educational portal information systems by Omani educational leaders, in order to explore the manner through which their capabilities can be improved. Moreover, the study uses quantitative research through the questionnaire as the main research instrument. The research population consisted of all educational leaders of the educational portal information systems in the Sultanate of Oman. The research sample included 96 individuals from the study population, selected using a convenience sampling method. Moreover, the study findings concluded that the challenges hinder the adoption of educational portal information systems obtained a moderate response degree, whereas the requirements for developing educational portal information systems obtained a very high response degree. Moreover, there were no statistically significant differences in the challenges hinder the adoption of educational portal information systems and the requirements for their development attributed to the variable of gender, years of experience, technological competency, and job position. Lastly, the study recommends the necessity to encourage leaders to participate in workshops and to keep educational leaders continuously updated on the latest improvements of the educational portal is necessary.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Context–based learning–a case study in the Central Highlands,
Vietnam
Authors: Do Huong Tra; Nguyen Thi Thanh Phuong, Phung Viet Hai, H’ Na My Nie
Abstract: The Central Highlands (Vietnam) harbors a diverse array of traditional musical instruments belonging to 13 ethnic minority groups. However, this invaluable cultural heritage faces the imminent threat of being forgotten and lost due to the lack of generational transmission among the youth. Consequently, the preservation and development of these instruments have become a critical priority for the education sector. This study implemented context-based learning (CBL) approach in teaching the topic of sound-natural science in 7th-grade, to encourage students to engage in addressing issues related to the preservation of traditional musical instruments within their local communities. Through observations and in-depth interviews with nine “E De” ethnic minority students, the study found that students exhibited a strong interest in learning to craft and play traditional instruments. They recognized the importance of this learning in contributing to cultural preservation and demonstrated the ability to apply scientific knowledge effectively in the crafting and utilizing of these instruments. These findings underscore the potential of CBL as a powerful educational model for teaching cultural heritage in other countries. This approach not only deepens students’ understanding of cultural values and social responsibility but also fosters mutual understanding and respect among different cultures on a global scale.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Gamification with self-determination theory to foster intercultural
communicative competence and intrinsic motivation
Authors: Su Min; Noor Azean Atan, Akhmad Habibi
Abstract: In globalization, possessing intercultural communicative competence (ICC) is essential for individuals’ success. However, students face motivational barriers in online intercultural learning. Thus, this study aims to explore the effectiveness of integrating gamification with self-determination theory (SDT) to enhance the intrinsic motivation, ultimately aiding in the development of intercultural communication competence among Chinese vocational college students enrolled in online English intercultural learning. Employing a mixed-methods approach involving pre-post questionnaires and interviews, the study engaged 38 vocational college students from the automobile and rail transit faculty in a four-week online English intercultural learning module enriched with gamified elements such as points, badges, leaderboards, levels, and quests. The findings indicate that gamified learning effectively fulfills students’ needs for competence and autonomy, partially addressing their needs for relatedness and consequently fostering an upsurge in intrinsic motivation. Additionally, improvements were observed in knowledge, attitude, and skill, with marginal changes noted in awareness. It is concluded that gamified learning approaches based on SDT can positively contribute to the development of intrinsic motivation and intercultural communication competence. These findings hold practical implications for educational institutions and researchers to cultivate intrinsic motivation and ICC through online gamified learning.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Developing local content-based teaching materials for improving
students’ holistic reading
Authors: Husni Mubarok; Sofyan Anif, Harun Joko Prayitno
Abstract: Integrating local content into teaching materials greatly aids students in their English learning, but the lack of such materials remains an issue. This study aims to develop teaching materials based on local content. It focuses on four key areas: needs analysis, development, practicality, and effectiveness. Utilizing the ADDIE or analysis, design, development, implementation and evaluation research design, data collection was conducted with seventh-grade students in the Jepara through observation, interview, questionnaire, and test, which were then analyzed using both qualitative and quantitative method. The analysis revealed that both students and teachers required teaching materials that incorporated local content. The validation of teaching materials indicated a score of 3.56 for lecturers and 3.74 for practitioners, categorizing it as very feasible. The practicality of the teaching materials is indicated by an observation score of 3.4 and a questionnaire score of 3.21. Students’ holistic reading skills improved after utilizing teaching materials centered on local content, particularly in relation to their learning experiences, discourses, and reading comprehension. The findings suggest that the government should develop policies focused on utilizing local content in teaching materials.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Pioneering educational frontiers: South Korea-ASEAN synergy in big data
integration and future innovations
Authors: Catherine Joy T. Escuadra; Ella Joy Avellanoza Ponce
Abstract: This study examines the evolving trends in publication collaboration and research topics related to big data and education in South Korea and the Association of Southeast Asian Nations (ASEAN) region, analyzed through the lens of international relations (IR). Using scientometric methods, the study analyzed 2,427 publications from Web of Science (WoS) through R Studio and VOSViewer, highlighting a marked increase in publication volume, citation, and collaboration in recent years. The research focuses on key areas such as the integration of big data in teaching and performance assessment, the intersection of big data with artificial intelligence (AI), and the varying implementation frameworks across different countries. The findings reveal that while significant progress has been made, there is a need for more structured collaborative efforts. To enhance future research output and collaboration, the study recommends establishing international research networks, organizing joint projects, facilitating exchange programs, and investing in necessary infrastructure. Additionally, it suggests developing policy frameworks and securing funding to support these initiatives. Engaging industry partners and expanding collaborative networks are crucial for advancing the field and optimizing the application of big data in education.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Autonomy support and motivation in private music students: the role of
basic psychological needs
Authors: Qin Xiong; Mohamad Fitri Mohamad Haris
Abstract: The objective of this research was to measure the impact of autonomous support and expectancy beliefs on autonomous motivation of students. The study investigated the impact of basic psychological needs on autonomous support. Furthermore, the mediating role of basic psychological needs is also analyzed. Using simple random sampling, the study collected cross-sectional data from 305 students on a Likert scale questionnaire at private music schools located in Nanchang, China. SPSS 26 and Smart PLS 4 are used for descriptive and inferential statistics and findings. The study found that autonomy support, expectancy beliefs and basic psychological needs have a significant impact on autonomous motivation. The study also found that autonomy support and expectancy beliefs also have significant influence on basic psychological needs. While the study found that basic psychological needs mediate the impact of autonomy support and expected beliefs on autonomous motivation. In addition, measuring the dimension of autonomous support, the study found that parental support and teachers’ support have a significant impact on autonomous motivation. While the study found that parental support and teachers’ support also have a significant impact on basic psychological needs. The study further confirmed that basic psychological needs positively mediate the impact of parental support and teachers’ support on autonomous motivation.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Systematic review of teaching methods in language education: trends and
innovation
Authors: Nur Atikah Mohd Noor; Zamri Mahamod, Nurfaradilla Mohamad Nasri
Abstract: This systematic literature review (SLR) examines the developing pedagogical methods in language instruction, emphasizing modern practices, technological advancements, and cultural diversity. The research seeks to fill significant gaps in the literature by examining effective pedagogical strategies that improve language acquisition results. In accordance with the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, a systematic search of the Scopus and Web of Science (WoS) databases was performed, focusing on publications published from 2022 to 2024. 30 primary studies were examined through topic synthesis and integrative analysis. The findings are categorized into three themes: i) contextualized and adaptive teaching methods in language education: balancing traditional approach and innovation; ii) impact of innovative teaching on language learning: technology and student engagement; and iii) cultural diversity’s impact on language education and engagement. The results underscore the imperative of modifying teaching strategies according to different situations and incorporating technology to enhance engagement and results. Furthermore, culturally sensitive techniques were demonstrated to improve inclusivity in multilingual classrooms. These insights are pertinent to academic and professional settings, indicating widespread significance for enhancing communication and cross-cultural skills. Future research should investigate the long-term effects of these initiatives and ensure equal access to educational resources and teacher training.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Project-based environmental module for indigenous students in Malaysia
Authors: Low Suan Ee; Nor Hasniza Ibrahim, Johari Surif, Abdul Halim Abdullah, Corrienna Abdul Talib
Abstract: The removal of forests has become a major challenge for indigenous students in Malaysia called Orang asli. The younger generations of Orang asli need to equip themselves with relevant knowledge to deal with changes within their living environment. However, they faced difficulties during learning such as irrelevant curriculum, lack of materials and inappropriate approaches. A project-based environmental module is constructed which employs the analyze, design, develop, implement and evaluate (ADDIE) instructional model with three projects: the construction of habitat, soil acidity and infiltration of pesticides. This study aimed to develop this module and assess its suitability to inculcate scientific attitudes and noble values among the Orang asli primary six students. The data were collected through validation questionnaires that were given to three validators. The data obtained are further analyzed to identify their improvement towards the module. The validation results show that the module is very feasible (85.83%) to be used. Many opine that this module creates a learning experience for them through scientific reasoning, inquiring, cooperating, and decision-making so that they find the relevancy of knowledge in the Orang asli context. The enhancement of this module provides useful educational guidance to learn environmental knowledge from a scientific perspective.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Primary school teachers’ competences in constructing quality
multiple-choice questions in Tanzania
Authors: Florence Kyaruzi; Kingtin Kisamo
Abstract: Multiple-choice questions (MCQs) are highly used in assessing students’ learning outcomes due to their versatility in promoting test content validity. Nevertheless, teachers experience psychometric challenges in constructing quality MCQs. This study investigated primary school teachers’ competence in constructing quality MCQs in Dar es Salaam Region, Tanzania. Specifically, we examined teachers’ competence in constructing quality MCQs, analyzed the types of item-writing flaws found in teacher-made MCQs, and examined the challenges that teachers encounter in constructing quality MCQs. The study was guided the by classical test theory (CTT) and it employed a mixed-method research approach. In particular, data collection and analysis were conducted using a concurrent triangulation design. A total of 213 MCQs constructed by 20 teachers from ten primary schools were collected and analyzed. The results indicated that primary school teachers were less competent in constructing quality MCQs as 156 (73.2%) of the teacher-made MCQs assessed lower levels of Bloom’s cognitive domain. Similarly, most of the MCQs had item writing flaws (IWFs), with 274 (69.2%) having test wiseness flaws and 122 (30.8%) having irrelevant difficulty flaws. The findings call for capacity building to promote teachers’ competence in constructing quality test items.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- The application of fuzzy Delphi method for the development of STEM
teaching model
Authors: Zhaofeng Zeng; Xin Li, Siew Wei Tho
Abstract: In order to improve the ability of physics student teachers (PSTs) to teach using the science, technology, engineering, and mathematics (STEM) teaching model, this study applied the fuzzy Delphi method (FDM) to determine the constituent items that need to be included in the process of constructing the STEM teaching model according to the characteristics of PSTs. A questionnaire through literature review and expert advice was prepared, which contained 17 items in three constructs, including eight items for cultivating students’ abilities, four for teaching strategy design, and five for the expected outcomes. Then, the questionnaire was distributed to 16 experts to collect opinions and suggestions, which were analyzed and ranked using the FDM. The findings showed that all 17 items passed the expert consensus, all the specialist consensus values above 75%, the threshold values (d) ≤0.2, and the fuzzy scores (A) ≥α-cut value=0.5. Within the framework of the study and based on expert consensus, it is necessary for the newly developed STEM teaching model for PSTs to incorporate all 17 items across three constructs. This would optimally enhance the PSTs’ ability to employ the STEM teaching model in their teaching instruction.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Examining the research and academic writing needs of preservice elementary
teachers: a mixed-methods study
Authors: Bonjovi Hassan Hajan; Abubakar Jaddal Radjuni, Alhisan Utoh-asim Jemsy
Abstract: In teacher education, research plays a central role in the preparation and professional development of preservice teachers. Preservice teachers’ knowledge of research and their academic writing skills serve as a pathway for successfully completing a research project. This sequential-explanatory mixed methods study was conducted to provide an in-depth understanding of the preservice elementary teachers’ needs on research and academic writing. A total of 80 preservice elementary teachers participated in the study. Data were collected online using a structured questionnaire and an interview guide. Drawing from both the quantitative and qualitative analyses, a multitude of the participants’ research and academic writing needs were uncovered. On the research component, the participants’ needs encompassed a wide range of areas, including knowledge of research methodology, access to quality data, expert support, among others. As for the academic writing, the participants’ needs varied from language use, structure and mechanics to the writing process. Based on the findings, the study outlines practical implications useful for teaching research writing within the context of teacher education.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- A modified learning by design approach to support preservice teachers’
technology integration into teaching
Authors: Tang Junhong; Jia Wei Lim, Meng Yew Tee
Abstract: Integrating technology into instructional practices continues to pose a substantial challenge for preservice teachers, a challenge that has not been sufficiently addressed by existing teacher education programs. This study seeks to bridge this gap by implementing, evaluating, and refining a modified learning by design (mLBD) approach through a two-cycle design-based research (DBR) methodology. The research was conducted with 27 preservice teachers in the first cycle and 29 in the second cycle. Data were collected through semi-structured interviews, group lesson plans, micro-teaching sessions, peer feedback, and group discussions. The content analysis and constant comparative analysis identified two key impediments to effective technology integration: i) a superficial understanding of teaching methods and approaches and ii) a lack of targeted instructional guidance. Conversely, three facilitating factors were found to support preservice teachers’ technology integration: i) a deep understanding of teaching methods and approaches; ii) targeted guidance from the instructor; and iii) authentic experiences in collaborative curriculum design and redesign. These findings suggest that the mLBD approach offers valuable insights for enhancing teacher education programs’ capacity to support preservice teachers in effectively integrating technology into their instructional practices.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Managing cooperative learning and digital competences in secondary
education: a systematic review
Authors: Virginia A. Samane-Cutipa; Juan Carlos Callacondo Velarde, Fabian Hugo Rucano Paucar, Fabiola Talavera-Mendoza
Abstract: The COVID-19 pandemic led most schools to opt for distance education, resulting in challenges in the educational field. However, the increased use of digital technology prompted studies on strategies to help reduce the digital divide concerning two key 21st-century skills: cooperation and digital competencies. This article aims to analyze the study of cooperative learning in relation to the achievement of digital competencies in secondary education. It was developed through a systematic literature review (SLR) using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, retrieving scientific information from the Web of Science (WoS) and ERIC databases, published from 2018 to 2024. The results and findings emphasize the existence of strategies aimed at improving teaching and learning, academic performance, and students’ communication and social skills through task management, the formation of cooperative teams, and conflict resolution with shared leadership. Additionally, it highlights the development of digital competencies such as information retrieval, digital interaction, virtual object creation, digital security, and responsible citizenship. The conclusions focus on using cooperative learning strategies to make the teacher’s role more efficient in interactive spaces.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- TPACK-universal design for learning for Malaysian intellectual disability
education: low-high tech integration
Authors: Rosnani Saini; Zaimuariffudin Shukri Nordin, Mohd Hafizan Hashim, Mohamad Taha Abol
Abstract: The integration of technological pedagogical content knowledge (TPACK) and universal design for learning (UDL) in special education remains challenging, particularly for intellectual disabilities (ID) learners in East Malaysia. This study investigated how special education teachers utilize technology tools and integrate UDL principles with TPACK frameworks to support ID learners, addressing the need for inclusive education aligned with sustainable development goal 4 (SDG 4). Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis from four purposively selected special education teachers in two East Malaysian secondary schools offering special education integration programs (SEIP). Thematic analysis revealed three key findings: i) low technology supports for accessibility and engagement; ii) high technology integration for personalization and empowerment; and iii) integrating of TPACK and UDL principles challenges due to limited understanding and resource constraints. The study concluded that while teachers show commitment to technology use, there is a pressing need for targeted professional development to enhance TPACK and UDL competencies. These findings align with SDG 4’s focus on quality education for all, emphasizing how enhanced teacher training and effective technology integration can significantly improve the quality and inclusivity of education for ID learners.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Addressing fraction comprehension: global perspectives and Malaysian
educational strategies
Authors: Syed Azman Syed Ismail; Siti Mistima Maat, Fariza Khalid
Abstract: Understanding fractions is a significant challenge in mathematics education globally, including in Malaysia, where students often struggle with core concepts. These difficulties hinder their progression into advanced areas like ratios, proportions, and algebra. This paper proposes a conceptual framework to enhance students’ understanding of fractions, with a focus on the Malaysian education system. Drawing on literature and practices from international contexts, this paper emphasizes the importance of visual models, manipulatives, technology integration and real-world applications in teaching fractions. As a concept paper, it synthesizes key insights from educational theories to develop strategies for improving fraction education. The framework highlights the need for alignment with both local and international curriculum. Key findings suggest that the use of manipulatives, visual models and technology can significantly improve fraction comprehension. By comparing global strategies, this paper offers insights into how these methods can be adapted to diverse learning environments, including low-resource settings. The framework implies that curriculum reforms, professional development for teachers and revised assessments are crucial to enhancing student outcomes in fraction education.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Transforming university education: a systematic review of mathematical
modeling in learning
Authors: Ines Miryam Acero Apaza; Hugo Walter Zamata Choque, Anibal Javier Cutipa Laqui
Abstract: This article is focused on analyzing the impact of mathematical modeling on the learning of university students. The starting point is the complexity of the learning process in technological careers, since cognitive, emotional, social and pedagogical elements are involved in this process, therefore, a multidisciplinary approach is required to allow a holistic understanding of educational phenomena. For this purpose, a systematic review was applied following the PRISMA guidelines and 30 research studies available in Scopus, PubMed, and Web of Science were selected. These studies highlight the importance of mathematical modeling in improving education. The results highlight a higher frequency of use for models with structural equations, models related to adaptive profiles and virtual mathematical models. It is concluded that mathematical modeling represents a valuable resource in higher education, which enriches the learning experience and prepares students to face academic and professional challenges. It is impact is manifested in the improvement of conceptual understanding, the strengthening of problem-solving skills and the close linkage between theory and practice.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Factors affecting engineering students’ self-perceived employability
in Morocco
Authors: Zineb Sabri; Ahmed Remaida, Benyoussef Abdellaoui, Abdessalam Ait Madi, Aniss Qostal, Fatima Ezzahra Chadli, Youssef Fakhri, Aniss Moumen
Abstract: In a dynamic socio-economic world, perceiving a career opportunity and job prospects has become complex. The number of unemployed individuals is rising despite the increasing number of students pursuing higher education. This study is suggested to enhance students’ professional insertion, guide their career development initiatives, and help them acquire the skills demanded by prospective employers, thereby increasing their likelihood of employment. For this goal, this study investigates the determinants impacting self-perceived employability (SPE) among engineering students. Following a quantitative approach to explain how personal and contextual factors impact perceived employability, more than 350 Moroccan engineering students responded to a questionnaire for data collection, which had an internal consistency of 0.90. Data analysis employing advanced statistical techniques using structural equations modeling (SEM) to conduct descriptive, regression, and mediation analysis. The findings highlight that academic performance, university contribution, and personal circumstances significantly influence perceived employability, while generic skills have a minor effect. Furthermore, personal determinants are identified as stronger than contextual ones. The results provide several recommendations to stakeholders such as university administrations, teaching staff, employers, the Ministry of Education, and graduates. Additionally, they offer an insightful exploration of the intricate interactions among factors that enhance employability.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- The impact of leader motives in students: a systematic review
Authors: Anil DCosta; Joseph Chacko Chennattuserry, G. S. Prakasha
Abstract: Leader motives elucidate the driving forces behind leadership behavior and decision-making, which are pivotal for understanding effective leadership dynamics across diverse contexts. In this context, the systematic literature review (SLR) analyzed leader motives among students, providing insights into the underlying drivers shaping leadership behaviors within educational environments. This paper aims to understand how leader motives impact student behavior, academic performance, and social dynamics within educational environments. Based on McClelland’s needs theory as a conceptual framework, the review examines students’ prevalence and manifestations of achievement, power, and affiliation motives. This study systematically reviewed 16 papers, scholarly databases, and pertinent literature published between 2007 and 2024. A preferred reporting items for systematic reviews and meta-analysis (PRISMA) method was used to report the items. The findings underscore the importance of nurturing leader motives in educational settings, which contribute to positive student outcomes and foster leadership development through the lens of need theory. This study contributes to understanding how leader motives can elevate leadership behaviors and outcomes, offering valuable insights for policymakers and academic leaders aiming to enhance educational quality.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Socioeconomic factors as predictors of creative thinking in teenagers: a
study in the Kazakh context
Authors: Aikun Kuspanova; Bakhadurkhan Abdimanapov, Kulyash Kaimuldinova, Emin Atasoy, Armanay Savanchiyeva
Abstract: This study investigates the influence of socioeconomic factors on the creative thinking of teenagers in Kazakhstan, as perceived by parents and teachers. Creative thinking is recognized as a vital skill in modern education, yet its relationship with socioeconomic factors remains underexplored in the Kazakh context. This research addresses this gap by examining how school and family environments, shaped by socioeconomic status (SES), impact teenagers' creative abilities. Using a combination of open and closed-ended questionnaires, data were collected from 121 parents and 922 teachers across Kazakhstan. Spearman correlation analysis revealed a significant relationship between SES and creative thinking, with higher socioeconomic conditions correlating with greater creativity. These findings suggest that enhancing socioeconomic conditions in educational and family settings can foster creative thinking in teenagers. The study concludes by emphasizing the need for targeted educational policies that address socioeconomic disparities to support creative development in students.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- The impact of meme integration on university students’ active
learning
Authors: Beatriz María Sastre-Hernández; María Peana Chivite-Cebolla, Miguel Ángel Echarte Fernández, Álvaro Mendo Estrella, Javier Jorge-Vázquez, Sergio Luis Náñez Alonso
Abstract: This study investigates the application of memes as a didactic tool in university-level social sciences education to address the learning needs of generation Z students. In the present study, the problem of the reduction in the academic performance of students is presented to us. With this research we have sought to contrast if the meme tool can help to give an answer to this problem. The methodology was implemented in business administration, economics, and law courses. Students were tasked with designing memes related to course content. A total of 110 memes were submitted by students, and 45 participants completed an evaluation questionnaire. Correlations and a linear regression model were used mainly for data analysis. Regarding the analysis of the results obtained in specific business subjects, where 68 students were evaluated, it should be noted that the meme variable is the second most significant variable in the final grade obtained. This data seems to indicate that, if the students have been able to synthesize part of the contents in memes, this has helped them in a better assimilation of the subject, and to pass it successfully. We certainly know that young people spend a lot of their time on platforms, and the language of memes is familiar to them. These findings suggest that memes can be an effective and engaging educational tool, offering valuable benefits in the digital age for both students and educators.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- The importance of international mindedness in promoting intercultural
communication within international schools
Authors: Diana Trisnawati; Abd Razak Zakaria, Azni Yati Kamaruddin
Abstract: The globalization has led to an increasing number of international schools worldwide, comprising individuals from diverse cultures. This trend presented numerous multicultural challenges, particularly for those who experience difficulties adapting to multicultural environments. International mindedness (IM) is a crucial aspect of the international baccalaureate (IB) curriculum, playing a significant role in promoting intercultural communication at international schools. This study aimed to explore the significance of IM in fostering intercultural communication, with a specific focus on five teachers in the middle year program (MYP) of two IB schools using a phenomenological approach. Data collection was conducted through semi-structured interviews, and the study employed thematic analysis to address research questions systematically. The findings revealed that participants recognize several elements of IM, including open-mindedness, acceptance of different cultures, empathy, and tolerance. Teachers were identified as vital in developing IM, necessitating them to be respected figures accepted by students and to provide effective teaching strategies. The study highlighted the importance of self-awareness and adaptability skills for teachers in fostering intercultural interactions. A cultural training program can be recommended for developing teachers’ IM, particularly to enhance teachers’ knowledge and perspectives in promoting intercultural communications.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Designing a computational thinking module for STEM teachers: a design and
development approach
Authors: Sanura Jaya; Rozniza Zaharudin, Parvinder Singh s/o Amar Singh
Abstract: This study investigates the necessity of computational thinking (CT) skills integration among science, technology, engineering, and mathematics (STEM) secondary school teachers, focusing on the development of the McodE pedagogical module for the topic of heat in solar still projects. Utilizing a design and development research (DDR) approach, the research aimed to design and develop a CT module tailored to enhance teachers’ pedagogical strategies in solar still project. The case study was employed with 32 STEM secondary school teachers, through purposive sampling participated in the study based on their experience in integrating technology into pedagogy. A pre-test and post-test design was employed during a two-day workshop to assess the participants’ CT skills before and after the intervention. An additional open-ended interview was conducted among three teachers to support the quantitative data. The results revealed significant improvements in various aspects of CT application. The findings demonstrated substantial increases in teachers’ abilities to integrate CT into their teaching practices. The mean for pre-test score was 43.25, which significantly increased to 67.37 in the post-test, indicating a marked enhancement in CT skills. The t-test statistics for the pre-test (t=31.04, df=31, p<.001) and post-test (t=49.94, df=31, p<.001) confirmed a highly significant differences between the pre-test and post-test scores. The
open-ended interview also showed the strong interest and necessity of the CT module among the respondents. The study concludes that there is a critical need for CT module among STEM teachers to better prepare students for the demands of modern STEM education.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Bridging technology and humanity: humanizing online pedagogy in digital
environments
Authors: Nor Asiah Razak; Che Zalina Zulkifli, Yusri Abdullah, Ahmad Zulfadhli Khairuddin, Aervina Misron, Piriya Somasundram, Azizova Gulnora Shakirdjanovna
Abstract: Comprehensive analyses on incorporating the intersection of online education, humanizing teaching approaches, and digital tools remain scarce. To the best of the authors' knowledge, limited comprehensive studies integrate online pedagogy and digital tools to humanize teaching methods, enabling students to become engaged and personalized learners, while fostering empathy among educators. A systematic literature review (SLR) was conducted, utilizing databases from the Scopus, Web of Science (WoS), and Google Scholar. The study employed content and comparative analysis and advocated a grounded theory approach to inductively analyses and navigate the articles’ data for addressing three research questions. Based on a set of criteria for inclusion and exclusion, 34 research articles written in English between 2010 and 2024 were reviewed. Results indicated the community of inquiry (CoI) framework has been prominent over the past two decades and is considered suitable for integration with any digital tools when investigating pedagogical strategies at all education levels, aiming to make online learning student-centered or human-centered with the principle of ‘no child left behind'. The review offers significant implications for humanizing online learning to the educational technology community, particularly for policymakers and practitioners, to strategies, reflect on, and, if necessary, improve their practices for future sustainable education and efficient pedagogical performance.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Educational environment of shaping conflict resolution skills at the
tertiary level
Authors: Liudmyla Holubnycha; Yuliia Sytnykova, Tetiana Shchokina, Natalia Soroka, Dina Demchenko, Tetiana Malieieva
Abstract: As the modern world is characterized by a large number of various conflicts, it is vital for people to resolve them peacefully. So, it is relevant to develop conflict resolution skills while educating students. The research aimed to examine how certain educational environments designed to cultivate conflict resolution skills in students influence the development of these skills level. A total of 139 students of a Ukrainian university, consisted of two experimental group (E1=48; E2=46) and a control group (C=45) participated in the experiment and produced significant findings that are crucial to the field of conflict resolution skills development. The χ² test helped analyses the experiment data and make a conclusion about its statistical significance. The p-value (less than 0.05) indicated that the difference between the experimental and control groups was statistically significant at the 0.05 level of significance. Results revealed that the students of the experimental groups had substantially higher achievements than the control group students. Thus, educational environments designed to cultivate conflict resolution skills effectively influence these skills level development if academic staff purposefully promotes it. It is recommended to utilize the proposed educational environments in complex within formal educational settings, during extracurricular activities and internships.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Factors affecting high school students’ academic performance: a case
study in Vietnam
Authors: Le Thai Hung; Dang Thi Thanh Thuy, Tran Van Thien
Abstract: This study investigates the factors that influence academic achievement among Vietnamese high school students, with an emphasis on a case study conducted at a specific school. To identify key determinants of students’ academic success, a quantitative survey comprising questionnaires was distributed to 438 high school students. Exploratory factor analysis (EFA) was utilized, followed by Pearson correlation coefficient and regression analysis to assess the relationships between independent variables
(school-related and student-related factors) and the dependent variable (student performance). The data show that teacher competency has the greatest influence on students’ academic success, closely followed by students’ learning techniques. In addition, student motivation has a significant impact on their success. The results underscore the importance of a supportive home and school environment in fostering student achievement. The results highlight the need for enhanced teacher training to improve educational quality. It is also essential to promote students’ effective learning techniques, and ensure consistency in their study. This research contributes to a deeper understanding of the complex interplay of factors impacting academic performance and offers insights for educators and policymakers aiming to enhance educational outcomes in Vietnam. Recommendations for future research and practical interventions are discussed.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Impact of immersive learning environments on the development of
technological competencies in students
Authors: Marily Yenifer Mamani-Choque; Javier Ignacio Machaca-Casani, Benjamín Maraza-Quispe
Abstract: This research identifies the need to enhance students’ technological competencies in designing and building technological solutions through immersive learning environments. The study proposes the use of immersive technologies, such as virtual and augmented reality (AR), to foster creativity and improve students’ ability to develop effective solutions. The aim was to evaluate the impact of immersive learning on the competence of “designing and building technological solutions” in higher education students, focusing on four specific capacities: determining, designing, implementing, and validating solutions, as well as promoting innovation. Using a quantitative, descriptive cross-sectional experimental design, structured questionnaires were administered to 35 students engaged in an immersive technology program. Data were analyzed using descriptive and comparative techniques, revealing a significant positive impact on technological competencies. Students found these experiences to be relevant, engaging, and conducive to creativity, improving their ability to design and test solutions. However, challenges such as resource availability and the need for continuous teacher training were noted. The study concludes that immersive technologies are effective in enhancing academic performance and practical skills, emphasizing their integration in various educational contexts to strengthen key competencies essential for the 21st century.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Effectiveness evaluation and application of large language model in
data-driven teaching decision-making
Authors: Binrui Jiang; Qingchang Fan, Jiuyan Zhou, Linping Li
Abstract: This study aims to examine teachers’ perceptions of the effectiveness of large language models (LLM) in supporting data-driven decision-making in educational contexts. Specifically, the study explores the influence of technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge on teachers’ utilization of LLMs for informed decision-making. Additionally, it investigates the moderating role of ethical considerations in the use of LLMs. A survey-based methodology was employed to collect data from university teachers in Chengdu, Sichuan, China, resulting in a sample of 319 respondents, which was analyzed using Smart PLS 4. The findings indicate that technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge for LLM use significantly impact data-driven decision-making in teaching. Moreover, ethical considerations were found to significantly moderate the relationship between these knowledge domains and data-driven decision-making. This study contributes novel insights by addressing the evaluation and application of LLM effectiveness from teachers’ perspectives, ultimately fostering the advancement of quality education.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Enhancing preservice teachers’ collaborative problem solving through
STEM project-based learning
Authors: Rita Fitriani; Hadi Suwono, Ibrohim Ibrohim, Betty Lukiati
Abstract: This study aimed to determine the effect of science, technology, engineering, and mathematics project-based learning (STEM-PjBL) on the collaborative problem solving (CPS) of preservice teachers (PSTs). The pretest-posttest non-equivalent control group design was employed. A total of 72 PSTs enrolled in plant physiology course participated in this study. Self-assessment and project were used to evaluate PSTs’ CPS skills. Self-assessment scores were analyzed by analysis of covariance (ANCOVA), while project scores were analyzed by the Mann-Whitney U test. The results of self-assessment indicated that STEM-PjBL enhances CPS skills, particularly in social regulation, task regulation, and knowledge building. The results of the team’s problem-solving skills in completing the project did not differ between the two groups. But the result of integrated STEM skills showed that the STEM-PjBL group was better at integrating STEM disciplines into their project. This study highlights the importance of interdisciplinary projects in a PjBL environment that can be adopted by teacher preparation programs for enhancing PSTs’ CPS skills as well as gaining knowledge of STEM integration.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Evaluating the effectiveness of intervention on professional and
pedagogical skills among prospective physics teachers
Authors: Dian Artha Kusumaningtyas; Moh. Irma Sukarelawan, Muhammad Syahriandi Adhantoro, Wahyu Nanda Eka Saputra
Abstract: This study evaluates the effectiveness of a targeted intervention designed to enhance the professional and pedagogical skills of prospective physics teachers, addressing a key gap in teacher education. The research involved an experimental group that received the intervention and a control group that did not. The research subjects in the experimental and control groups were 120 each. To rigorously assess the impact, Whitney and Wilcoxon’s statistical tests were employed to compare pretest and posttest outcomes. Additionally, Wright map analysis was used to visualizes kill development. The results revealed a significant improvement in the professional and pedagogical skills of the experimental group compared to the control group, as indicated by Mann-Whitney test (U=1274.500, p<0.05 and U=421.500, p<0.05). The Wright map analysis further demonstrated that the experimental group experienced more consistent and substantial gains in pedagogical skills. This study contributes to the field by demonstrating the effectiveness of interventions in improving the skills of prospective physics teachers, offering educational policy recommendations, and filling important gaps in the literature. Moreover, it emphasizes the critical role of ongoing evaluation in the continuous development of teacher training programs. By addressing these areas, this research provides valuable insights that can inform the design and implementation of more effective teacher training strategies.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Experiential learning using Google Classroom on students’ academic
performance and motivation in language subject
Authors: Loh Boon Ping; Norasykin Mohd Zaid, Nor Hasniza Ibrahim, Johari Surif, Megat Aman Zahiri Megat Zakaria, Hendro Permadi
Abstract: This study investigates the effectiveness of experiential learning using Google Classroom on year 2 students’ academic performance and motivation in Malay language. This study also highlighted the elements in Google Classroom’s experiential learning that motivate students to achieve academic performance. The study conducted with 32 students at Chinese primary school in Johor Bahru; utilized online pre-tests, post-tests, and 5-point Likert scale online questionnaire to identify students’ motivation level. Results revealed significant improvements in students’ Malay language post-test scores, indicating the effectiveness of experiential learning using Google Classroom. Descriptive statistics showed a high level of student motivation, significantly motivated by the experiential learning treatment using Google Classroom, with the materials provided by the teacher being the most preferred by students and effective element in motivating them to achieve academic success. The study suggests that implementing experiential learning with Google Classroom positively influences academic performance in Malay language. Teachers, schools, and communities are suggested to review current learning methods and platforms; and strive to incorporate experiential learning through Google Classroom to enhance students’ academic performance in Malay language. Future studies are encouraged to provide more reliable data, particularly within the context of Chinese primary schools in Malaysia, to further enrich educational practices.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Modeling English teachers’ intention to use ICT: technology
acceptance and TPACK
Authors: Li Cao; Mohamad Sattar Rasul, Marlissa Omar, Hutkemri Zulnaidi
Abstract: Teachers’ acceptance of technology in the teaching setting is significantly influenced by their behavioral intention to utilize information and communication technology (ICT). A considerable amount of study has been done on the use of ICT in teaching English as a foreign language (EFL). Nevertheless, there exists a significant lack of deep studies among EFL teachers in Chinese vocational colleges. Drawing on the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) theoretical frameworks, this current study aimed to ascertain whether EFL teachers’ TPACK levels could predict their intention to adopt ICT. A quantitative study was conducted with the participation of 440 EFL instructors from vocational schools in Shandong Province. The seven components met the scale’s validity and reliability requirements and the partial least squares (PLS) approach was utilized to describe the structural model and examine the relationships among significant components. The findings revealed that EFL teachers’ perceived usefulness (PU), perceived ease of use (PEU), and attitudes towards use (ATCU) significantly impacted their behavioral intention to use (BIU) ICT. Moreover, the TPACK framework exerted a substantial influence on their acceptance of ICT. The study’s findings may provide insights and resources for subsequent theoretical research and teaching approaches centered on enhancing the integration of technology in EFL education.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Leveraging active learning practices for effectiveness of higher
education: performance based investigation
Authors: Vignesh Saravanan Kirubakara; Swarna Sudha Muppudathi, Jothi Thilaga Paul Ayyadurai, Sakthi Priya Gomathi Nayagam
Abstract: Engineering graduates in India struggle with employability due to outdated curricula and ineffective teaching methods, which limit their ability to apply knowledge and think critically. A performance-based study investigated the impact of active learning (AL) techniques in technical education using methods like concept mapping, role-playing, virtual labs, and collaborative coding in computer science and engineering courses. The findings showed a 35% to 40% improvement in academic results compared to traditional methods, along with significant boosts in student engagement, comprehension, and critical thinking. Student feedback and performance evaluations strongly favored AL. Cluster analysis revealed fewer slow learners, highlighting its effectiveness in meeting diverse needs. The study concludes that integrating AL can better prepare students for the job market and enrich their educational experience.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Best practices of effective classroom management strategies supported by
digital ICT in higher education
Authors: Enaz Mahmoud; Ali Khaled Bawaneh
Abstract: In the field of higher education, incorporating digital information and communication technology (ICT) into classroom management has gained significant attention due to its potential benefits in enhancing students’ engagement and learning. One of the significant challenges in higher education is managing students learning in the classroom effectively. Higher education students cannot gain effectively the targeted learning outcomes by using regular classroom management in teaching higher education subjects away from digital ICT. The purpose of this study is to explore the advantages of using digital ICT tools into classroom management in higher education and to discuss the challenges and considerations that are involved in this process. This study uses the descriptive research methodology that does not include or present students during preparing of the suggested framework, because it suggests a well-designed cohesive framework of preparing steps, best digital ICT software programs, and the most suitable practical techniques for ICT effective classroom management. It describes the best practices of using 10 professional ICT digital software tools for effective integration and provides examples of practical techniques at the higher education level using suggested ways of successful implementation. It finds that using these software programs can lead students to engage in classroom activities actively, increase their academic achievement, and maximize their technology communication skills. It recommends that providing instructors with enough ICT digital professional development programs and the availability of most updated digital infrastructure are crucial factors for effective classroom management.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Active online learning with remote sensing data in higher education
Authors: Khuralay Moldamurat; Sabyrzhan Atanov, Karakat Nagymzhanova, Luigi La Spada, Dinara Kalmanova, Sapiya Tazhikenova, Syrym Zhanzhigitov, Altynbek Zhakupov, Assylkhan Yessilov, Makhabbat Bakyt
Abstract: The increasing popularity of online learning has created a need for effective methods to enhance educational quality. This study addresses this need by developing and evaluating an active online learning model incorporating remote sensing data (RSD). The study included a pedagogical experiment with 181 students divided into control and experimental groups. The model included an interactive database, a web portal with tools for processing and visualizing RSD, and the implementation of active learning methods. Data were collected through testing, analysis of completed projects, and questionnaires. Quantitative and qualitative analysis methods were used to process the data. The pedagogical experiment showed that the model improved students’ average scores, increased the number of students with high levels of knowledge acquisition, and enhanced motivation. Thus, the use of RSD and active learning methods in online education is a promising approach to improve the quality of the educational process and foster students’ digital competence.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Technological leadership in industry 4.0 education: influence of digital
transformation and ICT adoption
Authors: Asma Khaleel Abdallah; Ivan Trifonov, Vadim Samusenkov
Abstract: The objective of this article is a systematic investigation into the effectiveness of information and communication technologies (ICT) usage within the framework of the educational model “industry 4.0”, focusing on the influence of digital transformation on technological leadership in educational institutions. The problem is insufficient technical equipment, uneven distribution of resources, and insufficient support for teachers. The solution lies in systematic innovative training and support for teachers, creating incentives to increase their motivation. The study employs an experimental research design, utilizing survey methods. The subjects of the research include six directors, six teachers, and 120 students from educational institutions in the United Arab Emirates (UAE) and the Russian Federation. According to the survey results, teachers have a positive attitude toward using ICT. A majority of teachers believe that the use of ICT has a positive impact on students’ academic achievements. Responses to open-ended questions indicate a lack or uneven distribution of technical equipment, emphasizing the need for training and support for teachers. One teacher suggesting the “introduction of incentives and rewards” raises the issue of creating a reward system for teachers, which could affect their motivation. Regarding students’ academic performance, the results show that students in educational institutions with active ICT integration demonstrate better results.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Effect of integrating student-developed videos into a virtual environment
Authors: Khoo Yin Yin; Mohamad Rohieszan Ramdan
Abstract: Many users experience loneliness’ and feel disconnected from teachers and friends during online learning. Lack of engagement between teacher and students can hinder learning and lead to unpleasant feelings such as anxiety and a lack of motivation. Hence, some lecturers require students to develop videos in pairs and share them with peers. The purpose of this study was to measure the effect of integrating of student-developed videos into a virtual environment. The quasi-experimental method with was conducted to investigate students’ perceptions of interest, motivation, engagement and performance. A total of 333 students was divided into experimental and control group. Results showed a positive impact of this approach, which can draw out students’ creativity and their understanding of the content knowledge to integrate these with information and communication technology skills. Examination of the qualitative results suggest that the students need to be closely monitored while making the video to prevent free-riders. This study also recommends that the design of the video must be integrated into the course in order to achieve the learning outcome. This study contributed to literature on the effect of student-developed videos.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Development and validation of a cooperating teacher mentoring scale for
student teachers
Authors: Leemarc C. Alia; Ehlrich Ray J. Magday, Daisy R. Palompon
Abstract: Teaching internship is a crucial component of teacher education to prepare student teachers for their future careers in education. This study developed and validated an instrument to measure and evaluate the performance of cooperating teachers in mentoring student teachers. Items capturing the concept of teacher mentoring were developed through literature review, interviews, and focus group discussions. The 110-item 5-point Likert scale was given to 265 randomly selected student teachers from higher education institutions in the Philippines. Validity and reliability of the cooperating teacher mentoring scale (CTMS) were tested using exploratory factor analysis (EFA) and reliability analyses. Moreover, EFA showed three-factor structure of the instrument regarding the CTMS. The study reported the average variance extracted (AVE), composite reliability, and Cronbach alpha coefficients. These findings confirmed that the extracted constructs possess convergent validity and meet the necessary requirements. The item remained in the factor loadings of less than 0.50 (instructional support and professional development: 20 items; supportive teaching and mentorship: 15 items; and effective mentoring and coaching: 15 items). This study has confirmed three-factor structure of the CTMS. Researchers, educators, administrators, and student teachers can use the CTMS to evaluate cooperating teachers’ mentoring skills and provide feedback on areas that need improvement.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- The impact of innovative technology on shaping digital design skills in
primary school students: a case study of Kazakhstan
Authors: Saltanat Anapiyayeva; Gulnar Uaisova, Almash Turalbayeva, Sabira Nishanbayeva
Abstract: The trajectory of digital progress in Kazakhstan has highlighted several challenges within the primary education system. A critical component of developing digital design skills (DDS) lies in the impact of innovative educational technologies on these skills. Despite the potential of such technologies to enhance DDS and engage students in digital literacy, the existing literature falls short in exploring this area comprehensively. The study aims to examine students’ DDS and examines how innovative educational learning technology affects these skills. This study used a quantitative research approach to measure innovative educational learning technology's impact on primary school students’ DDS. The experiment involved 120 participants and uncovered several key insights. The deficiency in DDS and lack of motivation revealed by the study called for systematic changes in how digital literacy is taught. These changes included restructuring curricula, enhanced teacher training, access to digital resources, and more engaging, practical learning environments. The study demonstrated substantial improvements in students’ DDS following the introduction and testing of the author's academic program with the experimental group (EG) participants. The findings from this study can serve as a foundation for developing strategies to enhance DDS in primary school and provide a methodological basis for adapting educational programs to support DDS development.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- The effectiveness of edutainment in teaching cell cycle and transport
mechanisms
Authors: Emman A. Litera; Minie L. Bulay
Abstract: Traditional lecture-based teaching methods prevalent in Philippine schools often lead to passive learning. By contrast, this study investigates the active engagement and enhanced conceptual comprehension facilitated by edutainment through Classcraft v.4.2.6, focusing on the least learned competencies of cell cycle and transport mechanisms. Expert evaluation of edutainment content affirmed its potential as a valuable educational tool. Students exposed to the edutainment method showed significantly improved learning outcomes compared to those taught via traditional lecture method, as validated by statistical analyses. However, challenges such as technological barriers and distractions were acknowledged. To optimize edutainment’s benefits, strategic design considerations and support mechanisms are recommended, including purposeful design, progressive complexity, and educator training. This study significantly updates knowledge in educational practices by highlighting edutainment’s efficacy. By challenging lecture-based teaching, it advocates for more engaging instructional approaches in Philippine secondary education, promising enhanced learning experiences and outcomes.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- The practical reality of learning assessment in initial teacher training
from the perspective of students vs teachers
Authors: Francisco Gallardo-Fuentes; Bastian Carter-Thuillier, Sebastian Peña-Troncoso, Luis Añazco-Martínez, Jorge Gallardo-Fuentes
Abstract: A central issue in the initial training of physical education teachers lies in the dominance of traditional assessment systems that fail to fully support student learning and engagement. This study addresses this issue by identifying the assessment systems used in four university campuses in the southernmost region of Chile, comparing the perspectives of teachers and students. A sample of 538 students (M=21.8, SD=2.9) and 60 teachers (M=42.9, SD=12.3) was surveyed using the “Questionnaire for the study of the assessment system in the initial training of physical education teachers”. The results revealed significant differences between students and teachers in their perception of the importance of cognitive abilities and the coherence of syllabus elements. Traditional assessment tools were used more frequently, and students attributed failed assessments to issues with teaching methods. Additionally, students perceived having less influence on grading processes. These findings suggest a need for reform in assessment practices, emphasizing more formative and participatory approaches to better align with student needs and improve the learning process in physical education teacher training. The practical applications of the study facilitate implementing formative assessment in physical education with active feedback and training teachers in shared assessment.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Enhancing educational outcomes using AlAfnan taxonomy: integrating
cognitive, affective, and psychomotor domains
Authors: Mohammad Awad AlAfnan
Abstract: Following the introduction of AlAfnan’s taxonomy of educational objectives, this study offers a framework for educational development encompassing cognitive, affective, and psychomotor domains essential for nurturing well-rounded learners. The cognitive domain emphasizes knowledge acquisition, critical thinking, ethical reasoning, practical application, creativity, and lifelong learning skills. It prepares students to analyze, synthesize, and evaluate information effectively, fostering intellectual depth and adaptability in navigating complex challenges. The affective domain focuses on emotional intelligence, creativity, resilience, collaboration, and visionary thinking. By cultivating these attributes, educators create a supportive environment that encourages self-awareness, empathy, and ethical decision-making. This domain prepares students to excel academically and contribute meaningfully to society, emphasizing holistic personal development alongside academic achievement. The psychomotor domain enhances sensory perception, cognitive-motor integration, feedback responsiveness, creative motor expression, precision, and leadership through physical action. It equips learners with practical skills and dexterity, enabling them to effectively apply theoretical knowledge in real-world contexts. This domain emphasizes hands-on learning experiences that promote mastery, innovation, and leadership in various fields. The study emphasizes that integrating AlAfnan’s taxonomy into educational practices requires strategic alignment of instructional methods and assessment approaches tailored to each domain’s objectives. Educators are encouraged to utilize inquiry-based learning, collaborative projects, experiential activities, and reflective practices to foster comprehensive skill development across all learning styles. This shall foster students’ intellectual curiosity, emotional resilience, and practical competence. This framework promotes a balanced educational approach that prepares learners to thrive in diverse professional settings and contribute actively to global challenges.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Suggestions for a better tertiary physical education experience: insights
from students at a rural state university
Authors: Ruben L. Tagare, Jr; Marlene E. Orfrecio, Eduard S. Sumera, Marlon A. Mancera, Marichu A. Calixtro, Cheeze R. Janito, Helen Grace D. Lopez, Priscilla P. Dagoc
Abstract: This study explored the concerns and suggestions of generation Z students in rural communities to improve the newly implemented tertiary physical education (PE) program in the Philippines - physical activity towards health and fitness (PATHFit). Employing a qualitative-ethnographic approach, data were gathered from 20 generation Z students who were selected and participated in purposive interviews using open-ended questions validated by experts. The findings highlighted several themes following the data analysis using the Colaizzi method: PE should be engaging and fun, moving beyond traditional books and materials; a more flexible curriculum is needed, one that does not feel like a rigid prescription; student-centered activities should be prioritized to promote active involvement; lectures should be limited, with a greater focus on interactive, hands-on experiences; access to sports equipment through a borrowing system is crucial for student participation; and high-quality teaching, characterized by clear communication and practical demonstrations, is essential for a more meaningful learning experience. The study concludes and implies that generation Z students in rural communities desire a more engaging, flexible, and interactive PATHFit program that aligns with their interests and needs. Their insights provide valuable direction for enhancing the curriculum, promoting active student involvement, and ensuring that teaching is clear, practical, and engaging.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Assessing Saudi learners’ engagement with social media in English
classrooms
Authors: Mohammad Jamshed; Iftikhar Alam, Abduh Almashy, Wahaj Unnisa Warda
Abstract: The study assessed Saudi English as a foreign language (EFL) learners’ perspectives on utilizing social media for educational and instructional activities, their experience with learning and teaching on social media, and how frequently they utilize these platforms to improve their language skills. The researcher randomly selected 288 EFL students from male and female campuses of College of Science and College of Business Administration, Prince Sattam bin Abdulaziz University. Respondents answered a questionnaire containing modified items from earlier studies. The data collected was examined using quantitative methods. The findings of the study revealed that tech-savvy Saudi EFL learners held exceptionally positive attitudes toward social media utilization as an effective language learning tool. It was also revealed that both learners and instructors had a very positive experiences utilizing social media for educational purposes, commonly employing it for different academic and educational activities in EFL classes. The study has implications for students and instructors because social networking sites and social media may be tailored to meet the demands of tech-savvy Saudi learners when conventional instruction no longer conforms to the taste of modern learners.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
- Effect of self-efficacy sources and attitude on pronunciation learning
strategies among EFL learners in China
Authors: Shuli Zou; Paramjit Kaur Karpal Singh
Abstract: Pronunciation learning is a crucial yet often neglected aspect of second language acquisition, particularly for English as a foreign language (EFL) learner. However, the factors influencing effective pronunciation learning strategies (PLS) remain underexplored. This study aims to address this gap by investigating the effects of self-efficacy sources (mastery experiences, vicarious experiences, social persuasion, and physiological/emotional states) and attitude (cognitive, conative, and affective components) on the adoption of PLS among EFL learners in China. To explore these relationships, a quantitative approach was employed, using structural equation modeling to analyze data from 320 EFL students. The results reveal that self-efficacy sources, namely, mastery experiences and vicarious experiences, have a positive and significant effect on PLS, while verbal persuasion and psychological state have an insignificant impact on PLS. Moreover, findings indicate that cognitive and conative attitudes were found to have a positive and significant impact on PLS, whereas affective attitudes had no significant effect on PLS. This study contributes to the growing body of research on pronunciation learning by providing insights into how psychological factors can shape EFL learners’ strategy use, offering implications for language educators to support students in improving their pronunciation skills.
PubDate: Sun, 01 Jun 2025 00:00:00 +000
