Background/Purpose – This study explores the relationship between gamification and student achievement, and provides a brief overview of how gamification can be used more effectively to enhance student learning. The study also addresses the potential opportunities and limitations of using gamification in education.

Practical implications – Research indicates that gamification can be an effective tool to improve students’ learning motivation. Therefore, in contemporary education systems where students’ motivation can be easily challenged, teachers should reserve more room for gamification in their lesson planning, and school administrators should provide schoolwide support for such activities to enhance student motivation and school outcomes.

Background/purpose. Ethical leadership and moral integrity researches have predominantly focused on Western, low power distance cultures, with limited attention to its expression in collectivist, high power distance contexts like China. This study explores the specific manifestations of ethical leadership and moral integrity among vocational college lecturers in Chongqing.

Materials/methods. Using a qualitative approach, semi-structured interviews were conducted with two groups: 30 exemplary lecturers and 5 senior experts in vocational education. Participants were selected through purposive and stratified sampling. 

Results. The findings reveal ten core manifestations of ethical leadership and moral integrity, including three novel themes: (1) culturally adaptive ethical behaviors, (2) collectivist influences on moral responsibility, and (3) collective motivation in upholding academic ethics.

Background/purpose. It revisits Partial Least Squares Structural Equation Modeling (PLS-SEM) as a robust tool for analyzing non-normal data and small samples, offering predictive modeling advantages. This study also compares the merits, practical applications, and added value of both tools in tackling complicated research issues, notably in education and social sciences, rather than reviewing their techniques. Simultaneously, it evaluates NVivo as a leading qualitative data analysis (QDA) tool, focusing on its effectiveness in organizing, coding, querying, and visualizing diverse qualitative datasets.

Materials/Methods. The study places both tools in real-world educational research settings to help researchers choose and utilize methodologies that align with their data and goals. This mixed-methods research employed two approaches. Method A utilized empirical data to assess PLS-SEM's performance using statistical metrics such as R², Q², and Composite Reliability. It compared PLS-SEM with MRA, CB-SEM, and Factor Analysis. Method B involved surveys, interviews, usability testing, and case studies to evaluate NVivo’s capabilities. NVivo was compared with ATLAS.ti, MAXQDA, and Dedoose on parameters like coding flexibility, usability, visualization, and collaborative features.

Results. The manuscript demonstrates how PLS-SEM can model latent concepts, such as student engagement, learning outcomes, and institutional support, while NVivo can analyze qualitative data, including interview transcripts, reflective diaries, and classroom discourse. NVivo outperformed competing QDA tools in advanced coding, data visualization, and integration features, with 72% of surveyed researchers preferring it for its effectiveness and usability. Usability testing revealed NVivo had a 30% higher task efficiency and a high user satisfaction score (8.5/10), despite a moderate learning curve. NVivo was particularly effective in thematic exploration and supported collaborative research.

Background/purpose. The contemporary educational landscape, shaped by technological advancements, demands that pre-service teachers cultivate creative thinking to design engaging learning experiences. This study addresses this need by investigating the efficacy of a pedagogical model that integrates Project-Based Learning (PjBL) and e-modules. The research specifically evaluated the model's impact on four key dimensions of creative thinking: fluency, flexibility, elaboration, and originality.

Materials/methods. This study utilized a mixed-methods convergent parallel design involving a cohort of 45 pre-service physics teachers at a public university in Indonesia. Data were collected concurrently using: (1) pre- and post-tests to measure creative thinking skills; (2) direct observation of the learning process; (3) rubric-based analysis of student-produced projects (videos, websites, games, and posters); and (4) feedback from student and lecturer questionnaires. Quantitative data were analyzed using paired-sample t-tests, while qualitative data underwent thematic analysis; both were integrated for a comprehensive understanding.

Results. The results indicate a statistically significant improvement across all four dimensions of creative thinking post-intervention (p < 0.05). While fluency demonstrated the most substantial gain, elaboration showed the least pronounced, yet still positive, development. Qualitative analysis further revealed that the PjBL framework successfully fostered collaboration, communication, and critical thinking skills, with high-quality project outcomes and positive perceptions from both students and the lecturer.

Background/purpose. The main objective of this research is to investigate the impact of employing e-learning on the level of reading comprehension among basic stage students from the perspective of their female teachers in Amman. It also sought to determine whether there were statistically significant differences in these perceptions attributable to academic qualification or years of experience.

Materials/methods. To achieve the study’s objectives, the descriptive-analytical approach was adopted. The researcher developed an instrument consisting of 30 items to measure the impact of technological advancements on the level of reading comprehension among basic stage students from their teachers’ perspectives. The instrument’s validity and reliability were confirmed. The study sample consisted of 270 female teachers.

Results. The study concluded that the perceived impact of employing e-learning on students’ reading comprehension was high. The results also indicated no statistically significant differences in perceptions based on academic qualification, while statistically significant differences were found based on years of experience, in favor of teachers with less than four years of experience.

Background/purpose. Learning chemistry is often considered challenging due to its abstract nature. To address this, the application of Project-Based Learning (PjBL) emphasizes learning through real-world projects to enhance conceptual understanding. The Science, Technology, Engineering, and Mathematics (STEM) approach enriches this process by promoting cross-disciplinary integration and contextual problem-solving, particularly through Lesson Study, with a focus on developing the 4C skills (Critical Thinking, Creativity, Communication, Collaboration).

Materials/methods. This research employs a qualitative descriptive approach, involving 5 chemistry teachers, 3 lecturers, 10 prospective teachers, and 30 grade XII students from a high school in Indonesia. The learning process is implemented across three stages of Lesson Study (Plan-Do-See), with data collected through observations, interviews, documentation, and student reflections. Specifically, 30 students were observed during the planning stage, 28 during the implementation stage (due to 2 absences), and 30 during the reflection stage.

Results. The findings demonstrate that STEM-PjBL integrated with Lesson Study significantly enhances 4C skills, with an overall development rate of 85% across the cohort. Critical Thinking improved by 87%, evident in students' ability to analyze problems and evaluate the effectiveness of their voltaic cell designs, with 25 out of 30 students demonstrating advanced analytical skills. Creativity increased by 83%, showcased through the innovative use of local materials such as dragon fruit, papaya, and chayote as alternative electrolytes, with 24 students proposing unique designs. Communication advanced by 80%, as observed in students' systematic idea presentations during discussions, poster sessions, and Q&A sessions, involving 27 students. Collaboration rose by 88%, reflected in effective task division, conflict resolution, and collective project responsibility, with 26 students actively participating in team dynamics.

Background/purpose. This study addresses challenges in graduate research supervision by developing and evaluating an AI chatbot research coaching system designed through Design Thinking and Educational Design Research. The research aimed to examine system usability, perceived value, and alignment between user experiences and original design principles.

Materials/methods. Thirty graduate students from Learning Management Innovation programs at a Thai university participated in a mixed-methods evaluation. The system, grounded in the GROW coaching model and delivered via LINE and Dialogflow, provided structured guidance, templates, and automated feedback. Data collection included Likert-scale questionnaires, open-ended reflections, and focus group discussions, which the researchers analyzed using a convergent mixed-methods approach.

Results. The system achieved high satisfaction (M = 4.52) and strong emotional engagement across diverse levels of digital literacy. Qualitative analysis revealed six themes, including enhanced understanding of research, increased confidence, and perceived social presence. Participants developed unexpected emotional attachments, describing the system as a "thinking partner." A strong alignment emerged between user feedback and design principles, yielding notable outcomes in conceptual understanding, skill application, and milestone completion.

Background/purpose. This study investigated the assessment practices of secondary school civic education teachers in Kaduna State, Nigeria, focusing on the evaluation methods, tools, and strategies used to assess students' understanding and mastery of civic education content. Three (3) research objectives, research questions, and null hypotheses guided this study.

Materials/methods. This study employed a descriptive survey design. The study population comprised Civic Education teachers in public senior secondary schools across the three Senatorial Districts of Kaduna State, Nigeria. A sample size of four hundred (400) was selected using sampling techniques. The research supervisors validated the instrument, and a reliability coefficient of .82 was obtained. The mean and standard deviation were used to answer the research questions, and the t-test was used to test the null hypotheses.

Results. The study revealed no significant difference in teachers' opinions regarding the objectives of using assessment techniques in the teaching of Civic Education in senior secondary schools. In addition, no significant difference was found in the assessment techniques used, nor in the challenges teachers face when using these techniques for teaching Civic Education in senior secondary schools. Based on the findings, it was recommended, among others, that the Kaduna State Ministry of Education and other stakeholders in the sector should organize workshops and seminars for teachers to update their knowledge on the use of learners' assessment techniques for improving the teaching of Civic Education at the senior secondary school level in the state.

Background/purpose. The teaching of integral calculus has become increasingly important in higher education due to its role in the development of advanced mathematical thinking. In this context, the definite integral is recognised as a complex mathematical object with multiple interpretations. The present article aims to systematically review the literature on its conceptualisations in mathematics education research, focusing on identifying the predominant approaches, uncovering theoretical gaps, and identifying opportunities to improve teaching and learning practices for this mathematical object.

Materials/methods. A systematic review of the literature was conducted between 2010 and 2024, following PRISMA guidelines. The search was conducted across databases including Scopus, ERIC, ScienceDirect, Taylor & Francis, and Google Scholar.  In total, 64 articles were selected for analysis. Artificial intelligence tools and VOSviewer-based bibliometric network analysis were applied to identify conceptual patterns.

Results. Eight main conceptualisations of the definite integral were identified: area under the curve, antiderivative, accumulation, accumulation function, average value, numerical approximation, application to real situations, and solids of revolution. The results reveal a fragmentation between formal, technological, and curricular approaches. Bibliometric networks show poorly connected clusters, which indicates a weak link between theoretical frameworks and their implementation in teaching.

Conclusion. This study demonstrates that fostering a deep understanding of definite integrals requires integrated teaching, explicit attention to infinity, and thoughtful use of technology. Although this review provides an updated theoretical basis, it has limitations: it excludes studies prior to 2010 and focuses mainly on publications in English, thereby limiting the diversity of perspectives. It is suggested that future research expand the analysis to other languages and different educational levels.

Background/purpose. This study aims to fill this gap by analyzing the forms of language avoidance strategies employed by BIPA students. The results are expected to contribute to the development of language avoidance theory in language learning within a multilingual context.

Methods. This study uses a qualitative approach to examine the avoidance strategies employed by BIPA students in BI production as an L3. The research participants consisted of six BIPA students from Universitas Negeri Surabaya. Data collection was conducted using elicitation techniques. Eliciting was conducted through casual conversation to elicit natural utterances. Data analysis was conducted in three stages: identification, classification, and interpretation.

Results. Based on the research results, there are forms of language avoidance strategies in BI production as L3 in BIPA students, namely topic avoidance, message abandonment, and meaning replacement. These strategies are not entirely passive in the face of linguistic constraints.  The use of language fillers has been identified as having a dual role: as a marker of linguistic unpreparedness and as a tool for regulating the conversational rhythm.

Conclusion. Based on the results, BIPA students employ three main avoidance strategies in BI production as L3: topic avoidance, message abandonment, and meaning replacement, as a means of adapting to linguistic and non-linguistic limitations. These findings underscore the importance of explicitly teaching compensatory communication strategies in BIPA learning, including training in the effective use of language fillers, so that learners can manage linguistic limitations strategically, adaptively, and communicatively.

Background/purpose. This study aimed to identify the impact of teaching science based on John Zahorek’s model on the acquisition of scientific concepts among seventh-grade female students.

Materials/methods. It was based on the quasi-experimental method. The study participants, comprising 58 seventh-grade students, were intentionally selected from the Kasbah Zarqa District and divided into two groups. The sample was selected from among the two divisions by random appointment, where the experimental group consisted of 30 female students in the first division and the control group (28) female students in the second division.

Results. After conducting statistical analysis through the SPSS program, the study showed a statistically significant effect at the significance level (α=0.05) of teaching science based on John Zahorek’s model in acquiring scientific concepts among seventh-grade female students.

Background/purpose. This study investigates the impact of online instruction on students' learning achievement and motivation in simplifying radical expressions in mathematics. With the increasing integration of technology in education, understanding its effectiveness compared to traditional modular learning is essential. The main purpose is to compare the effects of online versus modular instruction on student outcomes, particularly focusing on motivation and achievement among Grade 9 students.

Materials/Methods. This research utilized a mixed-methods embedded design, integrating a quasi-experimental methodology with qualitative survey data. Sixty Grade 9 students from a public high school in Nueva Ecija, Philippines, were purposefully assigned to control (modular) and experimental (online) groups. Data collection involved a 50-item proficiency test, the Modified Course Motivation Survey, and an open-ended survey concerning instructional experiences. Quantitative data were analyzed using descriptive statistics and t-tests, whereas qualitative responses were analyzed using thematic analysis.

Results. Findings revealed that both instructional methods improved students' achievement and motivation in mathematics. However, online instruction was significantly more effective, especially in enhancing motivation. Students reported that online activities were engaging, participatory, and promoted independent learning, despite some challenges. Post-intervention, the online group demonstrated higher motivation and achievement levels compared to the modular group.

Purpose. This study examined Thai general practitioners’ (GPs) actual and expected levels of critical thinking skills (CTS) and identified developmental priorities through an educational development needs assessment (EDNA) using the modified Priority Needs Index (PNImodified).

Methodology. A descriptive survey was conducted with 346 Thai GPs selected through proportional stratified random sampling from five national training institutions. Data were collected using a dual-response questionnaire covering five CTS domains and analyzed using means, standard deviations, dependent-samples t-tests, and a PNImodified gap analysis.

Findings. GPs rated their current CTS as moderate, while expected levels were very high. The greatest developmental need was synthesis of ideas, followed by analytical processing and evaluation of outcomes. These statistically significant gaps underscore an urgent need to enhance higher-order thinking skills (HOTS) in GP training.

Conclusions. The results confirm a considerable CTS gap, with synthesis as the highest priority. Addressing these deficits is essential to strengthening decision-making and holistic care in Thai primary healthcare.

Background/purpose. Children with autism should have access to inclusive educational settings that aid in their development. The stigma associated with autism can be alleviated with mutual respect and positive social interactions. Understanding and awareness of autism amongst peers can be improved. The research focus is on the attitudes of teachers towards the inclusion of students with autism spectrum disorder (ASD) in regular classes in the elementary schools of the Arab sector in Israel.

Materials/methods. The research strategy consisted of eight interviews with inclusion teachers who taught these students over a year. The researcher wanted to understand the situation, learn about the challenges of inclusion, and the perspectives of inclusion teachers in inclusive classrooms.

Results. The emerging trends in inclusion education are informed by this research's findings. One of the key and promising findings is that inclusion teachers aid students with ASD in acquiring social, educational, and cultural values, thus enabling them to participate in the wider community. Furthermore, the study offers insight into the difficulties teachers face and offers solutions to these challenges.

Conclusion. The study cites the need to adequately train teachers, provide them with the necessary support, motivate them to design tailored instructional strategies for each student, and promote parental engagement in their children's education.

Background/purpose. Despite growing evidence that Project-Based Learning (PjBL) fosters students' Self-Regulated Learning (SRL) skills, the perspectives of those who design and deliver these experiences —teachers —are largely absent from the conversation. Existing studies overwhelmingly focus on students' outcomes, leaving a critical gap in understanding how in-service English teachers perceive and enact PjBL to enhance SRL skills in real classroom contexts. Therefore, this study aimed to explore in-service English teachers' perspectives on PjBL as an approach to support the activation of students' SRL skills.

Materials/Methods. A case study was employed to deeply examine that phenomenon. Data were gathered through structured interviews with two teachers selected for their experience with PjBL and analyzed using thematic analysis.

Results. The results showed that teachers viewed PjBL as effective in enhancing students' SRL skills by fostering motivation, metacognition, self-efficacy, and behavior. They implemented strategies such as checklists, peer collaboration, and specific project planning to support student autonomy. However, challenges arose due to differences in students' abilities, interpersonal conflicts, and absenteeism, prompting teachers to use mixed-ability grouping and quality control to ensure equitable learning outcomes.

Background/purpose. The incorporation of generative artificial intelligence (AI) into higher education is transforming competency-based learning by enabling adaptive, interactive, and immersive environments. This study aimed to design and evaluate an innovation mechanism that integrates AI agents with 3D interfaces, focusing not only on technical feasibility but also on pedagogical contribution, including motivation, personalization, and competency development.

Materials/methods. Three AI systems—Ser, Edu, and Male—were developed at Universidad Sergio Arboleda and integrated into Unity-based 3D environments. The modular architecture combined voice-to-text, large language model processing, summarization, and text-to-speech. A mixed-methods approach was employed with instructors at the School of Aeronautical Instruction, including surveys, focus groups, and learning analytics to capture interaction data.

Results. Findings showed high acceptance: 81% of instructors reported motivation to use the system, while 68% perceived AI as a complement to teaching. Whisper achieved 93% transcription accuracy, and response latency averaged under 2.5 seconds. Over 3,100 interactions were recorded, mainly focused on rubric design, motivational strategies, and instructional materials. Teachers highlighted the pedagogical value of AI-generated bullet-point summaries for reducing cognitive load and organizing content.

Background/purpose.  This study aims to address the limited availability of educational platforms for art appreciation among university students by developing the Home Digital Art Spectacle (HITS) as an online space for performing arts engagement.

Materials/methods.  The research employed the Borg & Gall R&D model, which involved data collection, planning, initial product development, expert validation, and field trials with undergraduate students in the Performing Arts Education program at Surabaya State University. Instruments included questionnaires, expert assessments, and descriptive statistical analysis.

Results.  The feasibility test results indicated very high ratings for the HITS platform in terms of website display (89%), content quality (92.5%), and visual appeal (89%). Effectiveness analysis showed a moderate improvement in students’ appreciation skills, with an N-Gain score of 0.43 (medium category).

Conclusion.  The findings suggest that HITS is a viable digital platform for integrating art, culture, and education. While moderately effective, its development expands opportunities for art appreciation in higher education. Future improvements should focus on interactive features and broader art forms to increase impact.

Background/purpose. Although the adoption of mobile games among African students has increased significantly, the factors that influence this adoption have not been fully explored. The goal is to understand mobile gaming adoption in Africa by examining both psychological and external factors.

Materials/methods. This study explored the key factors that influence mobile game adoption using an extended Technology Acceptance Model, incorporating intrinsic motivation, perceived usefulness, and perceived ease of use. This study examined how students’ perceptions of mobile games and their intention to use them are influenced by competence, relatedness, and control. The study employed a quantitative design to collect data from 350 students at a private Nigerian university using a structured questionnaire. Structural equation modeling was used for data analysis.

Results. The findings indicated that perceived usefulness and ease of use were significantly enhanced by competency and control, highlighting the role of intrinsic motivation in mobile gaming adoption. Relatedness did not significantly affect perceived ease of use, suggesting that social interactions have a limited influence on adoption. Perceived usefulness and ease of use strongly affected intention to use mobile games, but economic constraints, inadequate infrastructure, and cultural perceptions of gaming hindered actual usage.

Background/purpose. The study explores how educational attainment among migrant communities in Lagos and Oyo states shapes perceptions and practices of early marriage. Using primary sources of data collection, focus group discussions and interviews were conducted with Hausa/Fulani parents, adolescent girls, and community leaders in Lagos and Oyo, respectively.

Materials/methods. The sample size of this study is 107 respondents. The collected data underwent thematic analysis. To facilitate this process, NVivo software version 14 was employed for data organisation, coding, and pattern identification.

Results. Key findings indicate a significant relationship between educational attainment and the incidence of early marriage among Hausa/Fulani settlers. Education is increasingly seen as a transformative factor that delays early marriage, especially in Lagos, where exposure to diverse ethnic groups and modern educational and alternative educational opportunities cultivates progressive attitudes. In Oyo, the influence of education is also apparent; however, traditional and economic constraints contribute to a more multifaceted reality.

Background/purpose. Chemistry is one of the five science subfields typically covered in secondary schools in the United Arab Emirates. Chemistry is a branch of science that studies the properties, composition, and structure of substances. Numerous subfields fall under the umbrella of chemistry, including inorganic, organic, analytical, and physical chemistry. One topic covered in chemistry classes is the analysis of chemical compounds, which is divided into two types: quantitative and qualitative analysis. While qualitative analysis determines the kind of element or group present in each solution sample, quantitative analysis determines the quantity of each component or group present. Students' low achievement and poor chemistry performance are significant issues plaguing education in the UAE. For example, in the 2018 PISA international exam, the average science performance of 15-year-old UAE students was 434 points, which is lower than the OECD average of 489 points. This qualitative case study aims to identify the factors influencing Rawaa's (pseudonym) and grade 12 students' learning of an essential Chemistry concept (OQA) topic in Chemistry.

Materials/methods. A qualitative research approach was employed in the Rawaa case study to gain an in-depth understanding of the factors contributing to the difficulties that UAE students in grade 12 experienced while studying OQA topics in Chemistry, as revealed through interviews, class observation, and document analysis of Rawaa's study materials, including her journals, notebooks, and worksheets. The thematic analysis was utilized to examine the raw conceptual understanding of the topic using the qualitative data gathered.

Results. The results highlighted challenges within teaching OQA in chemistry, including resource constraints that impact practical instruction, curriculum-content misalignments, instructional method deficiencies, and issues with teacher motivation.

Background/purpose. Folklore has been simplified in the official elementary school textbooks in Indonesia. The simplification of folklore could alter its narrative structure and diminish its cultural significance. Simplification can become an educational paradox: teaching character but eliminating local identity. This study identifies the pattern of simplification of folklore texts and their implications for culture and education.

Materials/methods. Three folktales in two versions (complete and simplified) were analyzed qualitatively and descriptively using a narrative method. Folklore sourced from elementary school textbooks is analyzed using Vladimir Propp's theory, with simplification analysis rubrics, instruments, and narrative structure tables.

Results. Simplification causes folklore to lose its narrative structure: complications, climaxes, and resolutions. The characters' roles are reduced, the plot is streamlined, and the dominant elements of local culture are eliminated. Eliminating local terms, distinctive geographical settings, and cultural symbols makes folklore more universal, but it loses cultural substance.

Background/purpose. Academic procrastination is widely recognized as a common challenge to academic performance. Self-compassion, on the other hand, is considered a potential protective factor that may mitigate such maladaptive behaviours. These psychological constructs, though important for academic performance, have received little attention in the Arab context. This study, therefore, aimed to investigate the interplay between academic procrastination and self-compassion among Saudi postgraduate students, while examining differences by gender, marital status, and academic program.

Materials/methods. A total of 203 postgraduate students (87 males, 116 females) from the College of Social Sciences were randomly selected. Data were collected using the Academic Procrastination Scale and the Self-Compassion Scale. Statistical analyses included correlation, t-tests, and multiple regression.

Results. Findings revealed a statistically significant negative correlation between academic procrastination and self-compassion. Gender differences were evident: males scored higher on procrastination, and females scored higher on self-compassion. No significant differences were found based on marital status or academic program (MA vs. PhD). Regression analysis indicated that self-compassion significantly predicted academic procrastination, explaining 2.65% of the variance

Background/purpose. Early Childhood Education (ECE) is critical in shaping cognitive and socio-emotional development. In Banten Province, Indonesia, most ECE institutions are privately operated, reflecting strong community involvement. This study examined the coherence between learning models and techniques in fostering scientific attitudes, cognitive learning, and socio-emotional learning among young children.

Materials/methods. A quantitative ex post facto design was applied using Structural Equation Modelling (SEM) to analyse relationships among variables. Data were collected from 199 ECE institutions selected through proportionate stratified random sampling (99 formal and 100 non-formal). The study investigated four learning models: group-based, corner-based, area-based, and centre-based, and two techniques: exploration-based and direct experience-based.

Results. The findings reveal that group-based and centre-based learning models play a significant role in fostering scientific attitudes and interest in science learning. Cognitive learning attitudes are best supported when group-based and centre-based models are combined with exploration-based techniques, while socio-emotional learning attitudes are more effectively developed when the group-based model is paired with direct experience techniques. Other models, such as corner-based and area-based learning, demonstrated limited coherence with enhancing learning attitudes.

Background/purpose. This experimental case study explores professional motivation in learning English among Computer Information Technology (CIT) students at an applied college in Saudi Arabia. The study investigates how motivational drivers, integrated with pedagogical intervention, influence language learning.

Materials/methods.  A total of 120 students participated in a structured 8-week English for Specific Purposes (ESP) program incorporating Task-Based Learning (TBL) strategies. Using pre-test/post-test and pre- and post-intervention surveys to collect numerical data and structured interviews to collect qualitative data, participants' levels of instrumental and intrinsic motivation were measured.

Results. Results obtained from the post-test and post-intervention motivation survey showed a significant increase in professional motivation, with the majority of the Experimental group participants identifying career advancement and employability as initial motivators. Complementary qualitative data, gathered through semi-structured interviews and analyzed thematically in six phases (following the work of Braun and Clarke), confirmed that learners viewed English as essential for technical documentation, job applications, and international collaboration.

Background/purpose. Traditional language instruction in Saudi EFL classrooms often limits learners’ exposure to authentic language, reducing communicative competence. This review article explores how corpus-based approaches, particularly using the Corpus of Contemporary American English (COCA), can bridge this gap and foster pedagogical innovation.

Materials/methods.  This study employed a systematic literature review of relevant empirical studies and theoretical works obtained from Google Scholar and academic databases. It focused on identifying the instructional potential of linguistic corpora, with an emphasis on COCA. The review also presents practical lesson scenarios and instructional applications in Saudi educational contexts.

Results. Findings indicate that corpus-based methods enhance learners’ understanding of vocabulary, grammar, and discourse markers, particularly when used to teach linking adverbs like therefore and however. COCA’s concordance lines and frequency tools offer valuable input for contextualized language learning. Saudi EFL students have shown improved lexical awareness and positive attitudes toward such approaches.

Background/purpose. Foreign language speaking anxiety poses a persistent challenge for Indonesian ESP students in hospitality programs. Traditional classroom settings often exacerbate this anxiety, limiting students' confidence and speaking fluency. This study investigates how ChatGPT's Voice Conversation Mode can create a low-pressure environment for practicing English-speaking skills, exploring students' perceptions and the technology's impact on their speaking anxiety.

Materials/methods. A qualitative research design was adopted, involving 15 undergraduate students from an English for Hotel course. Data were collected through 15 semi-structured interviews (approx. 12,000 words) and 83 reflection papers. Thematic analysis was employed to identify key patterns related to students’ experiences, perceptions, and emotional responses when using ChatGPT Voice Mode for speaking practice.

Results. The findings indicate that ChatGPT Voice Mode provides a “safe space” for speaking, reducing fear of judgment and lowering speaking anxiety. Students appreciated the flexibility of self-paced, private practice sessions that allowed for repeated attempts without social pressure. Themes such as emotional comfort, improved fluency through repetition, and ease of use emerged prominently. However, students also acknowledged limitations, including lack of emotional feedback and the “robotic” nature of AI interactions.

Background/purpose. Mobile technologies have brought about significant changes in human life over the past quarter-century. The greatest advantages offered by these technologies, which have had a profound impact across a wide range of areas from work life to private life, are connectivity and mobility. This advantage, which allows individuals to stay connected anytime, anywhere, eliminating time and space constraints, also brings with it certain problems. Particularly during the quarantine period of the pandemic, working life around the world was attempted to be carried out through mobile technologies, and these technologies made a significant contribution to ensuring that working life could continue without interruption. After the pandemic, employers began to increasingly demand that their employees deal with work-related issues after-hours, using the capabilities of mobile technologies. This situation creates an increased workload for employees even during their rest hours, seriously affecting the concepts of work-family conflict and psychological detachment, which are extremely important for working life.

Materials/methods.  The aim of this study is to reveal the effects of after-hours work-related mobile connectivity on work-family conflict and psychological detachment through a meta-analysis. Studies conducted between 2020 and 2025 in Web of Science and Scopus were screened, and 24 articles suitable for analysis were selected from the 138 identified articles.

Results. The results of the study show that as after-hours mobile connectivity (AHMC) significantly increases work-family conflict (WFC) and significantly decreases psychological detachment (PD). The meta-analysis of studies conducted by researchers from different countries after the pandemic reveals that mobile connectivity demands outside working hours have emerged as a significant problem area.

Background/purpose. The growth of distance education in English learning has raised special problems, as rural students are accorded fewer opportunities to be effectively exposed to the language. This paper set out to discuss how a group of Jordanian students in rural settings who participated in a web-based English learning experience received it, their impressions, and the outcomes, with particular attention to the advantages and disadvantages.

Materials/methods. A qualitative research design was adopted, with a purposive sample of 60 participants. Semi-structured online interviews were conducted to get in-depth information about learners. Thematic analysis was used to identify the most common patterns and to develop key themes regarding distance learning, technological tools, and learning outcomes.

Results. Four dominant themes were identified: (1) enhanced accessibility and flexibility, (2) communication challenges, (3) technological challenges and (4) loss of motivation because of less interaction. Flexibility, autonomy, and access to various forms of online resources, including VR and gamified applications, were valued by students and supported their reading, writing, and independent learning. Barriers included a lack of speaking time, a lack of a live connection, technical difficulties, and a lack of motivation. These results are consistent with self-regulated learning, social constructivism, and/or experiential learning.

Background/purpose. Psychological well-being is a key factor in student success and a priority in global education reform, as reflected in Sustainable Development Goal 3, which promotes Good Health and Well-being. This study examines the factors influencing university students’ perceived well-being in the context of higher education in the United Arab Emirates, a context that has received less attention in higher education research despite significant government investments. Guided by the Study Demands–Resources (SDR) theory, the research examines how academic demands, institutional resources, and experiences with artificial intelligence (AI) relate to student well-being.

Materials/methods. The research used a cross-sectional, quantitative survey, collecting data from 265 university students in the UAE. The study applied descriptive statistics, correlation, and regression analyses to examine the relationships between academic demands, institutional resources, and student well-being.

Results. We found that academic workload acted as a significant demand on students, serving as the strongest predictor of stress and a significant negative predictor of well-being. Conversely, AI use emerged as a key resource, positively predicting student well-being. Other institutional resources, such as lecturer support and growth opportunities, were not significant predictors of well-being or stress. Demographic analysis showed that female students reported significantly higher wellbeing.

Background/purpose. Programming education faces persistent challenges, including high attrition rates, low student engagement, and difficulty grasping abstract concepts. Innovative pedagogical strategies are needed to support today's diverse learners better. Game-Based Learning (GBL) has emerged as a promising approach that uses interactive and motivational game elements to enhance learning. This study examines the effectiveness of GBL in programming education, focusing on its potential to improve student engagement, conceptual understanding, and skill acquisition.

Materials/methods. Adopting a descriptive literature review methodology, this study analyzes research published between 2009 and 2025. The review synthesizes evidence on GBL’s effectiveness relative to traditional instructional methods, with particular attention to inclusivity, accessibility, curriculum alignment, and recent innovations in AI-driven and immersive GBL platforms.

Results. The findings indicate that GBL significantly enhances student engagement, conceptual understanding, and skill acquisition. At the same time, barriers such as limited infrastructure, teacher preparedness, and inequitable access persist. The review also identifies important gaps, including a lack of longitudinal studies and limited representation of diverse learner populations.

Background/purpose. In-service training is essential for EFL teacher development, yet its success depends on impacting motivation, self-confidence, knowledge, and classroom practices. This research was conducted to evaluate the effectiveness of a specific professional development program for Palestinian EFL teachers, aiming to understand its impact on these core aspects and identify implementation challenges.

Materials/methods.  A quantitative design was employed with a cohort of 50 Palestinian EFL teachers. Data were collected via a validated questionnaire (Cronbach’s α = 0.92) measuring perceptions of the program's impact on motivation, self-confidence, TEFL knowledge, and classroom practice. An open-ended question gathered data on challenges. Responses were analyzed using SPSS for quantitative data and thematic analysis for qualitative responses.

Results. Participants reported positive improvements across all measured areas (Mean scores: Motivation=3.39, Classroom Practice=3.22, Knowledge=3.21, Confidence=3.19). The program had the strongest impact on teacher motivation. Significant differences were found based on teaching experience and grade level taught, with early-career teachers and those teaching higher grades (9+) reporting more positive outcomes. No significant difference was found based on gender. Major challenges included logistical issues, long training hours, financial burdens, and inconvenient scheduling on weekends.

Background/purpose. This study aims to examine the inferential statistical literacy of mathematics education students based on their cognitive styles—field-dependent (FD) and field-independent (FI). Inferential statistical literacy involves not only understanding statistical concepts such as hypothesis testing and parameter estimation but also applying them critically and appropriately in real-world contexts.

Materials/methods. A qualitative descriptive method within a case study design was employed. Two students, each representing FD and FI cognitive styles, were selected as subjects. Data were collected using the Group Embedded Figures Test (GEFT), statistical literacy problems, and structured interviews. The data were analyzed qualitatively and categorized according to indicators of inferential statistical literacy: formulating hypotheses, testing hypotheses, and making decisions.

Results. The findings revealed clear differences in reasoning patterns between the two cognitive styles. FI students demonstrated strong analytical thinking and provided logical justifications throughout the problem-solving process. In contrast, FD students relied more on procedural thinking and often failed to explain their reasoning clearly, showing limited conceptual understanding.

Background/purpose. Instructional interaction barriers—including physical, psycho-emotional, perceptual, semantic, and management-related factors—can impede learning and diminish the overall effectiveness of classroom practice. This study examines the barriers faced by mathematics teachers in Saudi Arabia and their differences across gender, school type, school level, and teaching experience.

Materials/methods.  A descriptive research design was employed using a purposive sample of 270 mathematics teachers from Al-Ahsa schools during the 2023–2024 academic year. Data were collected using a structured questionnaire and analyzed in SPSS 25.0 with independent-samples t(268) tests, one-way ANOVA, and Tukey post hoc comparisons.

Results. Male teachers reported significantly higher levels of instructional interaction barriers than female teachers (t(268) = 2.81, p = .005, Cohen’s d = 0.35). Public school teachers experienced greater challenges than those in private schools (p < .05). Secondary school teachers reported higher psycho-emotional, management, and perceptual barriers than primary and intermediate teachers (p < .01). Teaching experience was associated with differences in physical and perceptual barriers, with less experienced teachers reporting higher levels of barriers.

Conclusion.  Demographic and institutional factors meaningfully shape classroom interaction for mathematics teachers. Targeted professional development and structured mentoring—particularly pairing expert teachers with novice ones—are recommended to strengthen teacher–student interaction across educational settings in Al-Ahsa and comparable contexts.

Background/purpose. In the digital era, learning technology plays a crucial role in fostering 21st-century skills such as critical thinking. Despite many studies on technology in education, comprehensive analyses of global research trends on learning technology for critical thinking skills (LTCTS) remain limited. This study addresses the gap through a bibliometric analysis that maps patterns, key contributors, thematic developments, and future research directions.

Materials/methods. This study employed bibliometric analysis using 1,118 Scopus-indexed journal articles published between 2005 and 2025. Data were collected using targeted keywords and filtered by document type, language, and publication stage. The dataset was cleaned with OpenRefine and analyzed using VOSviewer, Biblioshiny (Bibliometrix R package), and Microsoft Excel.

Results. Findings reveal a consistent growth in LTCTS publications, with a sharp increase since 2017. The USA, China, and Indonesia emerged as the most productive countries, while Indonesia dominated in top-affiliating institutions. Key research themes have evolved from e-learning and pedagogical issues to AI-driven learning systems, federated learning, and immersive technologies. Ethical considerations in AI and domain-specific applications, such as medical and science education, are identified as emerging areas.

Background/purpose. This study aimed to explore the interactions among the most prominent internal and external factors (and their interplay) that influence the professional development of talented leaders in the economic field and how educational institutions can maximize their potential.

Materials/methods. Longitudinal tracking of leadership trajectories was conducted using a qualitative phenomenological approach. Data were collected through documentary analysis, semi-structured interviews, and focus groups. The study involved economic leaders in Saudi Arabia listed in the Saudi Financial Market Authority (CMA) registry, covering 491 companies. Participants were selected through purposive and snowball sampling, including 26 leaders, 10 focus group participants, and 13 gatekeepers.

Results. The findings revealed key interactions within this context. Prominent internal interactions included independence and decision-making, motivation and decision-making, and motivation and autonomy. The most significant external interactions were between family and school, family and community, family and peers, family and career opportunities or business organisations, and school and community.

Background/purpose. As urban classrooms in Thailand become increasingly multicultural due to migration and social change, teachers face growing challenges in fostering inclusion and cultural understanding among students. This study examined how the integration of the School as Learning Communities (SLC) model and Psychological Capital (PsyCap) can enhance teachers’ instructional competencies and promote students’ understanding of cultural diversity in Thailand’s urban school systems.

Materials/methods. A sequential exploratory mixed methods design was employed. In Phase 1, qualitative data were collected from 20 teachers in Bangkok to co-develop a professional development program. Phase 2 involved a quasi-experimental study with 300 upper-primary students to evaluate the program’s effectiveness.

Results. Teachers’ instructional competencies significantly surpassed the quality benchmark across four dimensions: learning activity design, instructional delivery, media selection, and assessment. Students also demonstrated significant improvement in understanding cultural diversity across five dimensions: gender, ethnicity, religion, social class, and inclusion of individuals with special needs (Wilks’ Lambda = .28, F(5, 295) = 148.68, p < .001, η² = .72).

Background/purpose. This study aims to analyze students' ability to solve differential calculus problems in relation to their prior mathematical knowledge (PMK).

Materials/methods. A qualitative research design method was employed. Participants in this study were 103 third-semester students at the university enrolled in the Differential Calculus course. They were divided into three groups, i.e., high, medium, and low, based on their PMK scores. They were given the same real-life problems to solve using differential calculus. In-depth interviews were conducted to identify and clarify things written and not written on the answer sheets. Data were analyzed using the Miles and Huberman model, while the process stages were analyzed according to the Bransford and Stein stages.

Results. The results showed that the real number course was the most mastered, indicated by the highest average PRK test score. The majority of students, namely 50.49%, were at the medium PMK level. Only the best group at the high PMK level could achieve correct final results and follow the Bradford and Stein stages. The group that excelled most at solving differential calculus problems was those with high limit course scores, not those with high real number course scores. It was also found that converting real-life problems into mathematical models was the most difficult stage.

Background/purpose. Vietnam’s educational reforms and the 2018 General Education Curriculum require primary school teachers to possess strong competencies in innovation, creativity, and adaptability. Existing training is often theoretical and detached from classroom practice. This study designs and tests a school-based professional development program based on a competency framework to enhance these skills, aiming to identify key components and evaluate its impact on teachers’ professional growth.

Materials/methods. Based on a competency framework developed through theoretical analysis and practical surveys, the authors designed a flexible professional development program delivered at primary schools in a blended format, with 748 teachers participating in a controlled experimental design.

Results. Data were collected before and after the professional development program and analyzed using descriptive statistics, Cronbach’s Alpha reliability testing, Exploratory Factor Analysis (EFA), and Pearson correlation analysis. The results indicated that the on-site professional development program had a positive impact, significantly enhancing the manifestation levels of innovation, creativity, and adaptability competencies. 

Background/purpose. Digital games have been recognized as valuable tools for creating motivating, interactive learning environments, particularly for vocabulary learning. In this line, the purpose of the present study is to determine the impact of the FunBingo video game on students’ motivation to learn English as a Foreign Language vocabulary.

Materials/methods. The research process lasted five months. A quasi-experimental design with a quantitative approach was used with a sample of 416 public school participants (242 females and 174 males) aged 11 to 12. Their proficiency in English was A1 according to the Common European Framework. The students were divided into an experimental and a control group; the control group was assigned to learn vocabulary using traditional resources, while the experimental group used the FunBingo game. Data were collected using a survey and pre-test and post-test techniques with their corresponding validated instruments (a motivation questionnaire and multiple-choice questionnaires, respectively). The data were analyzed using SPSS software.

Results. Findings demonstrate that key motivational constructs, such as enjoyment, interest, and satisfaction, were fostered by the FunBingo video game in EFL vocabulary learning. Besides, the results confirmed meaningful gains: the experimental group outperformed the control group (H = 14.61, p = .00013) and showed substantial pre- to post-test improvement (H = 225.04, p < .00001), with a moderate-to-large time-factor effect (η² = .271

Background/purpose. The integration of the Sustainable Development Goals (SDGs) into education positions schools as central actors in promoting global sustainability. Islamic Education, rooted in values of stewardship, justice, and moderation, inherently aligns with Education for Sustainable Development (ESD). Yet, empirical evidence from Arab contexts on teachers’ awareness of sustainability remains limited. This study examined Islamic Education teachers’ awareness of SDG-related concepts in public schools in Irbid Governorate, Jordan, and explored differences according to gender, academic qualification, and years of experience.

Materials/methods. Data from 242 teachers (2023/2024) were collected using a validated questionnaire across three sustainability domains and analyzed through descriptive statistics and a three-way ANOVA.

Results. Results indicated high teacher awareness, highest in the social domain and lowest in the environmental domain, with no significant differences by gender, qualification, or experience. The findings support integrating sustainability into Islamic Education through targeted environmental training and culturally aligned ESD/SDG-based curriculum development.

Background/purpose. The increasing urgency of environmental sustainability in higher education institutions has prompted the need for innovative approaches to Green Campus implementation. Artificial Intelligence (AI) offers transformative potential to optimize resource management and support sustainable campus operations. However, many institutions face challenges such as high implementation costs, fragmented data systems, and organizational resistance. This study focuses specifically on State Islamic Universities (Perguruan Tinggi Keagamaan Islam Negeri / PTKIN), aiming to analyze how AI can effectively support Green Campus initiatives and provide strategic guidance for its successful adoption.

Materials/methods. The study employs a SWOT analysis framework, supported by IFAS and EFAS matrices. Primary data were collected through surveys and semi-structured interviews with key campus stakeholders from 14 PTKIN listed in the UI GreenMetric World University Rankings 2024. Secondary data were gathered from institutional documents and a comprehensive literature review. The combined analysis identifies critical internal and external factors influencing AI-driven Green Campus initiatives within the PTKIN context.

Results. The findings reveal that internal strengths—such as improved operational efficiency, optimized resource management, and rapid adaptability—significantly outweigh internal weaknesses. Externally, strong opportunities—such as global sustainability policies and advancements in AI technologies—surpass potential threats, including data security concerns and regulatory shifts.

Background/purpose. The growing environmental issues in Medan City, particularly regarding plastic use and its detrimental effects, have prompted the Indonesian Forum for the Environment (WALHI) to launch the Green Student Movement (GSM) program. This program aims to raise awareness and involve youth in tackling environmental and humanitarian concerns.

Materials/methods. A descriptive qualitative approach was employed, utilizing data collection techniques such as in-depth interviews with WALHI and GSM organizers, direct observation, and documentation. The CIPP evaluation model (Context, Input, Process, Product), developed by Daniel L. Stufflebeam, was adopted to guide the evaluation.

Results. The findings indicate that GSM, as an environmental education program, has had a significant impact on students’ behavior, particularly in reducing plastic bag usage and promoting eco-friendly alternatives. Involvement in campaigns, training, and community-based activities has proven effective in raising ecological awareness. Despite challenges such as limited policy support and funding, GSM has contributed to the creation of a more environmentally conscious youth generation. The program’s focus on education and participation has been impactful, though its scope remains limited to educational institutions.

Background/purpose.  The study aimed to assess the effectiveness of an educational program based on coordination-thinking activities and mental stimulation in improving speaking and creative writing skills among tenth-grade female students in Jordan. In order to achieve the study's objectives, experimental and semi-experimental designs were employed.  

Materials/methods. The Sample of the study consisted of (40) female students divided into two groups: (20) experimental and (20) control groups, which were selected as available samples from the tenth grade at Princess Basma Secondary School for Girls in Eastern Badia District. The speaking skills and creative writing tests were administered for the two groups.

Results. The study finds statistically significant differences in educational programs in favor of the experimental group.

Conclusion. The study recommends using coordinated thinking activities and mental stimulation to teach primary-stage students speaking and creative writing skills.

Background/purpose. This study examined the adaptation and user experience of the Chinese version of the Hungarian music teaching software Music Island, addressing the need for localized digital tools to support elementary music education in China. The objective was to assess its user experience for both teachers and young learners within the national curriculum context.

Materials/methods. Over the course of a year, the adaptation retained core gamification elements while integrating translated text, localized audio, and culturally relevant materials. Content and face validity were evaluated by six music education experts and three elementary school teachers. Additionally, 124 elementary students participated in a one-month, one-group, posttest-only user experience study.

Results. Expert review indicated I-CVI ≥ .78 across items and modified kappa (k*) ≥ .74 after revisions, supporting clear and culturally appropriate content. Student feedback reflected high perceived ease of use and engagement. The adapted content was considered linguistically clear, pedagogically appropriate, and culturally aligned with Chinese aesthetic values, supporting its use in classroom-based music instruction. Major revisions focused on translating and localizing textual and audio components, and integrating culturally relevant materials aligned with national curriculum standards.

Background/purpose. This study investigates the perceived competencies, resource availability, and systemic challenges faced by early childhood educators (ECEs) in Philippine public schools. The research aims to identify gaps in professional development, resource adequacy, and teaching conditions to inform policy interventions that can enhance the quality of early childhood education.

Materials/methods. A mixed-methods approach was employed, combining quantitative surveys and qualitative open-ended questions across diverse regions. Data were analyzed to assess educators’ confidence levels, resource accessibility, and systemic issues such as workload and funding disparities.

Results. Findings reveal that educators feel highly confident in key teaching skills, particularly in mentorship and developmentally appropriate strategies, but identify needs for improved behavior management and technology training. Resources such as instructional guides and health supplies are generally available, though outdoor play equipment and manipulatives are limited. Access to learning materials and outdoor spaces is adequate but requires enhancement. Challenges include workload, resource shortages, behavioral diversity, and parental involvement. Strengths include culturally relevant visual aids and safe learning environments.

Background/purpose. This study examines integrating the VARK learning style model into Learning Management Systems (LMS) to create more personalized learning experiences. The VARK model classifies the learners as Visual, Auditory, Reading, Writing, or Kinesthetic, enabling tailored instructional strategies.

Materials/methods. By employing an explanatory mixed-methods design, the study involved 62 Malaysian undergraduates who completed a survey and participated in interviews.  

Results. The quantitative data revealed a strong preference for visual and auditory learning styles, with moderate support for kinesthetic and writing activities, while reading seems less preferred. The qualitative data provided context, illustrating the role of visual aids, verbal explanations, and hands-on activities in enhancing comprehension and engagement.

Conclusion.  The study addresses a research gap on the impact of VARK-based adjustments in LMS environments, suggesting adaptive digital learning strategies to improve engagement, comprehension, and learning outcomes in higher education. These findings emphasise the value of multimodal strategies to meet the diverse learning preferences within LMS platforms.

Background/purpose. This study aims to know the effectiveness of clinical education programs in the Faculty of Medicine, Indonesian Christian University (FK UKI), in terms of Context, Input, Process, Product, and the constraints that occur during the implementation of the program to improve and enhance the quality of the program, so that learning objectives can be achieved optimally.

Materials/methods. The study is conducted at the Faculty of Medicine, Universitas Kristen Indonesia (FK UKI), using the CIPP model (Context, Input, Process, Product). The results for the context variables, input variables, process variables, and product variables are effectively organized.

Results. Generally, based on the CIPP model analysis, the implementation of the clinical education programs at the Faculty of Medicine, Indonesian Christian University (FK UKI) is effective in improving students' achievement in these programs.

Background/purpose. Friendship skills among people with learning disabilities (LD) are affected by the amount of social skills they possess, which are characterized by their inability to start a conversation, ask a question, and apologize, in addition to behavioral problems associated with attention deficit, social stigma, feelings of inferiority, and lack of self-confidence. The current study aimed to investigate the nature of the relationship between perceived social stigma and friendship among LD students, and the differences between males and females in social stigma and friendship skills.

Materials/methods. The sample consisted of 68 male and female students from an elementary school. The Perceived Social Stigma Scale and Friendship Skills Scale were applied in the study. The results of the study showed a negative correlation between the perceived social stigma and friendship among LD students.

Results. The results also showed statistically significant differences in favor of females in the preserved social stigma and differences between students in favor of males in friendship skills.

Background/purpose. Peer attachment refers to the quality of adolescents’ relationships with peers and plays a critical role in social adjustment and engagement in learning within school environments. Despite its importance, a standardized instrument for measuring this construct has not been available in the Indonesian educational context. Therefore, this study aimed to adapt the Peer Attachment Subscale of the Inventory of Parent and Peer Attachment (IPPA) into the Indonesian language and to evaluate its psychometric properties among secondary school students.

Materials/methods. The adaptation process followed international guidelines for test translation and adaptation through several systematic stages to ensure linguistic and cultural equivalence. The Indonesian version consists of 25 items organized into three subscales: trust, communication, and alienation. Data were collected from secondary school students in Medan, Indonesia. The adapted scale was examined for construct validity and internal consistency.

Results. The findings confirmed that the Indonesian version retained the three-factor structure of the original instrument and demonstrated satisfactory psychometric properties. After analysis, 20 items showed strong validity and reliability, making the adapted scale suitable for assessing students’ peer attachment in school environments.

Background/purpose. The research was conducted to explore how digital transformation can enhance LLCT teaching quality by integrating advanced technologies, improving interactivity, and fostering critical thinking among cadres. The main purpose is to analyze the necessity, current status, challenges, and solutions for digital transformation in LLCT education, aiming to develop a modern, dynamic cadre force capable of addressing contemporary governance issues.

Materials/methods.  The study employs a qualitative research design, integrating document analysis, case studies, and expert interviews. Primary sources include national policies like Decision 749/QD-TTg and Resolution 52-NQ/TW, alongside local policies and reports from provincial political schools in Phu Tho, Ha Tinh, Quang Ninh, and Binh Dinh. Case studies examine digital platform usage and outcomes in these schools, while expert interviews provide insights into practical challenges and solutions.

Results.  The findings highlight that digital transformation enhances LLCT teaching through interactive platforms (e.g., Microsoft Teams, Zoom) that foster engagement, real-time discussions, and practical application of ideological concepts. Schools in Phu Tho, Ha Tinh, Quang Ninh, and Binh Dinh have adopted digital tools, with successes like online classes and smart classrooms. However, challenges include inadequate IT infrastructure, particularly in rural areas, uneven digital competencies among lecturers, limited LLCT-specific digital resources, and cybersecurity risks. Proposed solutions involve infrastructure upgrades, lecturer training, blended learning models, and policy incentives to ensure sustainable digital adoption.

Background/purpose. The current research aims to construct a criterion-referenced test using the amplified objectives for the Environmental Education subject for students of the Educational and Psychological Sciences Departments in the Faculties of Education, based on item response theory (IRT) and the Rasch one-parameter logistic (1PL) model. The academic content was derived from five chapters developed by the Deans' Council of the Ministry of Higher Education and Scientific Research and reviewed by subject instructors. From this, seventy behavioral objectives were formulated, distributed among Bloom's taxonomy levels: remembering (35), understanding (29), and application (8).

Materials/methods. Seventy multiple-choice items were developed and evaluated by specialized experts for validity. The research sample included 500 male and female second-stage students from the Universities of Baghdad, Al-Mustansiriya, Al-Iraqiya, Karbala, Anbar, and Diyala for the academic year 2024–2025. Students were selected using a stratified random method with proportional distribution. A pilot test was conducted with 30 students to ensure clarity of test items and instructions; all were found to be clear.

Results. The cut-off score was established using the amplified objectives and the contrasting groups method under item response theory (IRT), resulting in a score of 47 (65.28%). Statistical analysis using SPSS and the ICL program confirmed that all items had strong psychometric properties. The results indicated a decrease in the number of proficient students in Environmental Education.

Background/purpose. This study explores the experiences of Indonesian student teachers in utilizing artificial intelligence (AI) and digital technologies to complete academic journal article projects. It aims to understand how these tools shape their academic writing processes and professional learning as emerging scholars.

Materials/methods. Adopting a narrative inquiry approach, data were collected through interviews with five student teachers. The data were analyzed thematically to identify recurring patterns across several key dimensions: initial perceptions, project implementation, use of AI for sourcing and understanding materials, application of AI in writing and revision, challenges encountered, and strategies adopted to address them.

Results. The findings revealed that AI tools significantly enhanced the clarity, coherence, and academic quality of participants’ manuscripts. Applications such as grammar checkers, paraphrasing tools, and citation generators facilitated clearer expression, enhanced literature discovery, and boosted students’ confidence in producing publishable work. However, participants also encountered notable challenges, including overreliance on AI, concerns about academic integrity, and ethical ambiguities surrounding authorship and plagiarism.

Background/purpose. Accurate measurement is crucial for effective instructional methods. Therefore, the purpose of this study is to develop a reliable and validated Vietnamese questionnaire to assess Vietnamese students’ learning investment across different aspects. 

Materials/methods. This study adopted the English version of the questionnaire by Dauzón-Ledesma and Izquierdo (2023), which was then translated into Vietnamese.  This four-point Likert-scale questionnaire was designed to measure language-learning investment among undergraduate students in Vietnam, to develop a new version for the Vietnamese context following validation. The questionnaire was delivered to 351 students from three universities in southern Vietnam.

Results. The results revealed four key dimensions: Motivation, Necessity, Engagement, and Agency in the instrument. The motivation dimension plays the most substantial role in boosting students’ learning investment. Fewer items were observed in this validated version.

Conclusion. Motivation, necessity, engagement, and agency are conducive to students’ learning investment, with more emphasis on motivation. The results also suggest redefining these dimensions to minimize cross-factor loadings, thereby leading to more refined dimensions for this construct.

Background/purpose. This research aimed to investigate the Contribution of school theater to the development of values among kindergarten students from teachers’ perspectives in Irbid Governorate.

Materials/methods. A descriptive-analytical approach was adopted using a questionnaire of three dimensions (psychological, social, and aesthetic). The study sample comprises 108 kindergarten teachers. To obtain the study results, means and standard deviations were used, along with multivariate analysis of variance (MANOVA).

Results. Findings revealed a moderate role of school theater in developing social, aesthetic, and psychological values among kindergarten students. No statistically significant differences were found in the impact of school theater on the development of psychological, aesthetic, and social values, attributable to the years of experience variable. Similarly, no statistically significant differences in the psychological dimension were observed due to academic qualifications. The findings also indicated statistically significant differences in the aesthetic and social dimensions of the impact of school theatre on the development of values among kindergarten students, with a preference for those with a bachelor's degree.

Background/purpose. Muslim parents in the Deep South of Thailand prefer to send their children to Islamic private schools, expecting that they would simultaneously accumulate Islamic and secular knowledge and become devout Muslims. This study employed a future-oriented research design to explore parents' and alumni's expectations of Islamic private schools and to synthesize future administrative models for these schools.

Materials/methods. The research consisted of three parts: Part I collected quantitative data from 416 parents and alumni; Part II obtained qualitative data from 261 school administrators, department heads, teachers, parents, and alumni; and Part III developed future models for Islamic private schools using data from 32 essay submissions and 10 focus group discussions.

Results. Findings showed that the top expectations included Islamic private school graduates becoming devout Muslims and possessing the ability to apply knowledge in daily life, and schools cultivating students' morals and ethics and providing practical experiences aligned with the Islamic way of life. Three curriculum models emerged—dual education with a special secular program, a merged time structure, and a merged time-curricular structure—supported by two administrative strategies: modernizing for change and preserving cultural quality. Expected learner outcomes included integrative and Islamic lifestyle skills, leading to professional lives grounded in Islamic values and in religious leadership. Administrators were expected to uphold three pillars—Ikhlas, Amaanah, and Adalah—guided by seven proposed strategies.

Background/purpose. The current study aimed to investigate the extent to which collaborative educational applications based on connectivism theory are used to organize big data and their impact on university students' digital self-efficacy.

 Materials/methods. The researcher adopted a descriptive survey approach to examine the effectiveness of the independent variable (collaborative educational applications) on the dependent variables (big data organization and digital self-efficacy). The study used two main tools: a questionnaire to measure the extent of the use of collaborative educational applications in big data organizations, and a digital self-efficacy scale for university students. The study sample included 424 students from public and private universities in Jordan. The sample was obtained via a random selection method in which the two tools were sent via a link.

Results. The study found that collaborative educational applications grounded in connectivism theory were being widely used in big data organizations. There were noteworthy discrepancies in students' responses to the questionnaire, favoring students in scientific fields and postgraduate students, with no differences attributed to the type of university attended. It was also found that students demonstrated a high level of digital self-efficacy with significant differences in favor of students from scientific disciplines and postgraduate students, and no differences by university type. The last finding was that there was a significant correlational relationship between the level of big data organizational collaborative educational applications and digital self-efficacy.

Background/purpose. Since teachers’ self-efficacy (TSE) beliefs influence the instructional practices used in the classroom, investigating TSE beliefs in using learner-centred instructional practices may inform research, policy, and practice. Therefore, this study aimed to validate a survey questionnaire to measure science and mathematics teachers’ self-efficacy beliefs regarding the enactment of learner-centred instructional practices, and to examine TSE beliefs and the extent to which teacher characteristics may influence them.

Materials/methods. A quantitative survey design was employed to measure the TSE beliefs of science and mathematics teachers regarding the enactment of learner-centred instructional practices. An online seven-point questionnaire was distributed to teachers enrolled at three Zambian universities, and 257 respondents completed it.

Results. Data analysis using SPSS shows that the questionnaire was reliable (α = .944). Additionally, teachers report high TSE beliefs in being able to apply learner-centred instructional practices. Furthermore, differences in TSE beliefs between in-service and pre-service teachers were statistically significant (p < .001). Nevertheless, the statistical differences based on gender, age, teaching experience, specialisation, and highest qualification were not significant. The implications of these findings were discussed. 

Background/purpose. Kindergarten teacher competence in Indonesia continues to face significant disparities and structural challenges. To address this issue, multidimensional approaches to professional development are urgently required. This study aims to examine the effects of Management Development (MD), Emotional-Spiritual Quotient (ESQ), and Lesson Study (LS) on the pedagogical, professional, personality, and social competencies of kindergarten teachers.

Materials/methods.  A quantitative research design was applied using Structural Equation Modeling (SEM) via SmartPLS. The study involved a sample of 200 kindergarten teachers from various institutions. Participants were selected using purposive sampling based on their involvement in recent professional development programs. The research instrument consisted of a validated questionnaire measuring each latent variable on a four-point Likert scale. Data were analyzed using path analysis, R², Q², f², and significance testing via SmartPLS 4.

Results.  Results revealed that ESQ significantly influences all four competence dimensions, whereas MD and LS showed varied effects across domains. The model demonstrated strong predictive power with high R² and Q² values across all competence areas.

Conclusion.  These findings suggest that an integrated development strategy involving ESQ, MD, and LS is both practical and essential for improving the quality of early childhood education in Indonesia.

Background/purpose. There is increasing interest in incorporating maker culture into primary and secondary education to foster student competencies beyond academic achievement and prepare students for 21st-century challenges. This systematic literature review examines the implementation of maker education in formal educational contexts, focusing on its benefits for students. The study addresses three objectives: (1) to analyze the terminology used to describe maker-based interventions; (2) to identify the variables, assessment instruments, and results reported; and (3) to synthesize best practices for implementation in formal education.

Materials/methods. Following PRISMA guidelines, 25 articles published between 2013 and 2023 were selected from the Web of Science, Scopus, ERIC, and Dialnet databases.

Results.  The most frequently reported outcomes include increases in student motivation, self-efficacy, and socioemotional development. A variety of instruments are used to assess these interventions, though few studies explicitly evaluate content knowledge. “Maker education” is the most used term to describe these practices, although terminology across studies remains diverse. The review also highlights a range of best practices, including collaborative learning, hands-on activities, inclusive materials, pedagogical integration, and formative feedback.  

Background/purpose. This study aimed to develop and examine the consistency of competencies for Sports Coaches in International Schools (SCI)

Materials/methods.  The study of competencies was conducted using in-depth interview techniques with five experts. The research instrument was a semi-structured interview form, analyzed using analytic Induction. The development of competencies was conducted using the Delphi technique with 17 selected experts. The research instruments were open-ended questionnaires and rating scale questionnaires. The consistency of experts' opinions was analyzed using the median and interquartile range. The consistency of competencies was examined with 264 SCI. The research instrument was a rating scale questionnaire. Data were analyzed using Second-order Confirmatory factor analysis.

Results. 1) The study of competencies revealed that knowledge competencies comprised six main terms, skill competencies comprised seven main terms, ethical competencies comprised four main terms, and personal characteristic competencies comprised five main terms. 2) In developing the competencies, the expert group agreed with the constructed competencies, and their opinions were consistent, passing all criteria. 3) Examine the consistency of competencies for SCI shows that p-value of 0.21, relative  χ2 of 1.07, GFI of 0.93, AGFI of 0.91, NFI of 0.97, CFI of 1.00, Standardized RMR of 0.03, and RMSEA of 0.01. It was concluded that the null hypothesis was accepted, indicating that the research model was consistent with the empirical data.

Conclusion. The results contribute to the understanding of competencies for SCI and emphasize important indicators suitable for developing SCI competencies and establishing policies for universities that offer international physical education programs.

Background/purpose. Research on how school principals in the United Arab Emirates (UAE) remain resilient in the face of workplace challenges remains limited. This study seeks to address this research gap by investigating how principals cope with work adversity (which is a time of intense stress or serious anxiety that can cause physical or psychological problems) and how they thrive in their leadership roles by moving beyond their pre-adversity level of functioning.

Materials/methods. The study used a quantitative design to examine the association of five variables with thriving: internal and external resilience factors, self-efficacy, job satisfaction, and Perceived Organizational Support (POS). Each variable was assessed independently and then analyzed for its relationship to thriving. Guided by the resilience framework, theories of response to adversity, and the socially-embedded model of thriving at work, the study explored whether these variables enhance the thriving of school principals. Out of a total of 104 school principals in one school district, 84 completed a six-part Likert-scale questionnaire. Data analysis employed descriptive, correlational, and regression analyses to examine relationships and predictors of thriving.

Results. The results showed that thriving was correlated with all variables except external resilience factors, with the strongest associations found for internal resilience factors and job satisfaction. Principals’ demographics did not significantly affect levels of thriving. Furthermore, internal factors of resilience and self-efficacy emerged as the strongest predictors of thriving, highlighting the importance of psychological resources.

Background/purpose. Creative thinking is an essential 21st-century skill in mathematics education, closely connected to logical-mathematical ability. Solving numerical problems requires students to think systematically, flexibly, and deeply beyond technical skills. In this context, the creative thinking process remains underexplored empirically. Therefore, this research aims to describe and visualize the stages of students’ creative thinking in solving numerical problems.

Materials/methods. This research used a quantitative-descriptive and qualitative phenomenological method to investigate the creative thinking process. Category development was achieved through a combined concept-driven and data-driven process. The subjects were students in the Mathematics Education Research Program at Muhammadiyah University of Purwokerto, Indonesia. Students selected had taken courses relevant to numerical problems, namely the methods course.

Results. Students’ creative thinking process in solving numerical problems reflected an integration of logical-mathematical intelligence skills across all stages from preparation in understanding the problem, incubation in planning, to illumination in generating strategic ideas. In the formulation and verification stages, students exhibited systematic thinking. However, limited alternative exploration and critical evaluation reduced the overall solution efficiency. These results emphasized the importance of instructional methods that promoted cognitive flexibility and metacognitive reflection throughout each stage of the creative thinking process.

Background/purpose. Generative artificial intelligence (GenAI) is often promoted as a transformative tool for assessment, yet evidence of its validity compared to human raters remains limited. This study examined whether an AI-based rater could be used interchangeably with trained faculty in scoring complex coursework.

Materials/methods. Ninety-one essays from teacher education courses at two Greek universities were independently evaluated by two human raters and an AI system, using a common rubric.

Results. Human inter-rater reliability was excellent (ICC(2,1) = .884; ICC(2,k) k=2 = .938). In contrast, AI–human agreement was substantially weaker (AI vs Human-Z: ICC(2,1) = .406; ICC(2,k) = .578; AI vs Human-S: ICC(2,1) = .279; ICC(2,k) = .436). The AI consistently inflated scores by 2.71–3.32 points and compressed distributions, limiting its ability to discriminate across performance levels. Bland–Altman analyses confirmed systematic proportional bias, with over-scoring of weaker work and under-scoring of stronger work. Results revealed significant inconsistency in AI performance: while the model failed to align with Human-S (κ = .017), it demonstrated statistically significant, moderate agreement with Human-Z (κ = .367). This discrepancy highlights the lack of standardization in human grading and the sensitivity of algorithms to divergent interpretive frameworks. A principal component analysis suggested that AI captured a narrower construct of quality than human raters.

Background/purpose. This study aimed to develop a Proposed Model for Social and Cultural Heritage in Early Grade Social Education Textbooks in Jordan.

Materials/methods. The study adopted a qualitative methodology, involving content analysis of the textbooks for grades one, two, four, and five, along with interviews conducted with 35 experts in social studies, heritage, and curriculum design. The analysis was based on multiple sources, including textbooks, educational documents, academic references, and the perspectives of educators.

Results. The results showed that the social dimension ranked first (37.65%), followed by the national (28.95%), historical (22.38%), and cultural (10.97%) dimensions. Heritage representation varied by grade level: the social dimension predominated in grades one and two, while national and historical aspects became more pronounced in grades four and five. The cultural dimension showed notable inconsistency across all grades. Accordingly, this study developed a proposed model comprised of four main dimensions: social, cultural, historical, and national. The model includes specific learning objectives, coherent content, effective teaching strategies, alternative assessment tools, and diverse learning resources. It is characterized by its developmental progression, the integration of dimensions, and vertical alignment across grade levels, thereby enhancing students' awareness of heritage within their lived context.

Conclusion.  The study highlights the imbalance in the treatment of heritage in early-grade textbooks, with the cultural aspect being marginalized. It recommends adopting the proposed model to ensure a balanced representation of the curriculum. However, the findings are limited to a selected sample of textbooks and qualitative analysis, indicating the need for future research to validate the model empirically. Therefore, the study recommends the systematic integration of social and cultural heritage concepts into these texts to strengthen national identity among Jordanian students.

Background/purpose. This study examines recent scholarship on Educational Administration in Europe’s outermost regions, focusing on sixteen master's dissertations defended at the University of Madeira (2020‑2025).  It examines how these works reflect emerging governance challenges related to leadership, inclusion, and local development.

Materials/methods. A qualitative meta‑synthesis was conducted. Each dissertation was coded against four analytic dimensions (objectives, conceptual lenses, methodology, findings) and the resulting matrix was triangulated with international literature to identify convergences and gaps.

Results. The corpus converges on four themes: the centrality of collaborative leadership, the mediating role of organizational culture in implementing policy, the growing use of mixed‑method approaches to evaluate curricular and social‑action initiatives, and the persistent quest for equity in marginalized settings such as prisons, social housing and senior education. Leadership style, stakeholder participation and inter‑institutional cooperation emerge as decisive factors for successful innovation.

The meta-synthesis reveals convergent trends toward collaborative, participatory, and adaptive leadership, and highlights the role of educational governance in promoting social inclusion and territorial development across diverse contexts.

Conclusion. Evidence indicates that educational administration in peripheral territories is most effective when anchored in adaptive, inclusive leadership and supported by coherent multilevel policies. The review generates a four‑pillar reference framework - leadership, policy-culture nexus, pedagogical processes, and equity - that can guide future research and practice.

Background/purpose.  Azerbaijani higher education is undergoing a rapid digital transformation in response to global advances in artificial intelligence (AI). Within this context, English language teaching (ELT) faces the challenge of integrating AI tools to enhance learning outcomes. However, little is known about how prepared educators and learners are for this shift. This study compares ELT faculty and student readiness for AI-integrated teaching and learning at a public Azerbaijani university, identifying gaps and capacity-building needs.

Materials/methods. A convergent mixed-methods design was employed. Quantitatively, a survey measured technological and mindset readiness among 150 bachelor-level ELT students and 16 ELT faculty members. Qualitatively, two focus group interviews explored perceptions, perceived benefits, and concerns regarding AI in education.

Results. Survey findings indicate that students reported higher technology familiarity and more positive attitudes toward AI compared to faculty, who demonstrated cautious optimism but lower self-assessed AI skills. Focus groups revealed that both groups recognised potential benefits, such as personalised learning support, while also expressing concerns about ethical use, data privacy, and insufficient training opportunities.

Background/purpose. This study investigates the efficacy of Project-Based Learning (PjBL) as a pedagogical framework for teaching poetry in Indonesian elementary schools. Despite the prevalence of PjBL in Western contexts, there is a dearth of empirical research on its effects in Indonesian educational settings

Materials/methods. This quantitative study utilized a pretest-posttest quasi-experimental design to examine the effect of Project-Based Learning (PjBL) on the poetry-reading-literacy skills of fifth-grade students. The analysis of the data revealed a statistically significant enhancement in students' poetry-reading-literacy skills following the implementation of PjBL.

Results. The findings suggest that PjBL can be an effective pedagogical approach for enhancing student learning outcomes in Indonesian elementary education. However, to fully leverage the benefits of PjBL, it is essential to ensure adequate interaction time between students and teachers and access to relevant resources.

Background/purpose. This study explores the use of Artificial Intelligence (AI) technology on college academic outcomes among students in the College of Humanities and Sciences at a large research university in the United Arab Emirates, focusing on students taking a sociology course. With the growing incorporation of AI in educational settings, its ability to improve student learning results, engagement levels, and overall efficiency has garnered significant interest. Nevertheless, empirical research linking students' views on AI to quantifiable academic achievement remains scarce, especially in the social sciences.

Materials/methods. This study employed a quasi-experimental quantitative design to examine the impact of generative Artificial Intelligence (AI) on undergraduate students' academic achievement.

Results. The findings suggest that perceived GPA Improvement is the most significant factor, indicating that students who see a measurable enhancement in their academic outcomes tend to have a more favorable view of AI.

Background/purpose. Shifts in academic pathways among higher education students have become a critical issue in Oman, raising concerns for both students and institutions. Such shifts are influenced by multiple psychosocial, academic, and institutional factors, resulting in potential educational, psychological, and social costs. The purpose of this study is to identify the primary factors affecting students’ decisions to change their academic tracks at Sultan Qaboos University.

Materials/methods. A quantitative cross-sectional survey design was employed. The sample study consisted of 59 students from the College of Arts and Social Sciences who had previously changed their academic tracks. Data were collected using the Academic Pathway Shift Factors Questionnaire (APSFQ), which included five dimensions: university environment, academic factors, personal factors, professional and social factors, and health-related factors. Ordinal logistic regression (OLR) was applied to analyze the predictive power of these factors.

Results. Findings revealed that the university environment and academic factors were the strongest predictors of students’ motivation to change their academic track, with odds ratios of 1.122 and 1.093, respectively. Personal factors (OR = 1.074) and professional/social factors (OR = 1.075) also made significant contributions. In contrast, health-related factors showed no significant effect. The model demonstrated high explanatory power (Nagelkerke R² = 0.656).

Conclusion.  The study concludes that institutional and academic factors are the most influential in students’ academic mobility, followed by personal and social considerations. These results underscore the importance of strengthening academic advising systems, enhancing student support services, and aligning admission policies with students’ interests. Limitations of the study include a relatively small sample size and a focus on a single institution, which may limit the generalizability of the findings. Policy implications highlight the role of proactive advising strategies, targeted institutional reforms, and integrated support mechanisms to reduce academic attrition and better align higher education outcomes with Oman’s Vision 2040.

Background/purpose. This study aims to investigate how a culturally integrated cooperative learning model, combining Poster Comment with Longko's cultural values, affects students' self-efficacy.

Materials/methods. There were an experimental group and a control group in a quasi-experimental 2x2 factorial design to examine how two independent factors affect a single dependent variable and how the two independent variables interact. Researchers used self-efficacy surveys in questionnaires, observation, and documentation to gather data. The results of this study were from Structural Equation Modeling-Partial Least Squares (SEM-PLS).

Results. The SEM-PLS analysis results showed that the poster comment model had a large effect on students' self-efficacy, both directly (β = 0.305, p = 0.028) and indirectly through Longko's cultural values (indirect effect = 0.393, p = 0.001). Local cultural values had a big effect on self-efficacy (β = 0.523, p = 0.000) and were also affected by the poster comment technique (β = 0.752, p = 0.000). The model explained 60.6% of the variance in self-efficacy, underscoring the importance of learning together and in ways that are culturally grounded. Adding indigenous values to cooperative learning can help students become more involved and build self-confidence.

Conclusion. Using Longko's cultural values in a poster-based cooperative learning approach enhances students’ self-efficacy, making them feel more capable, motivated, and involved in character education by making it culturally relevant, encouraging peer collaboration, and fostering a strong sense of participation.

Background/purpose.  Rapid developments in educational technology have led to the emergence of educational robots that serve as interactive tools aimed at enhancing active learning and stimulating students' thinking and problem-solving skills. The study aimed to evaluate teachers' perspectives on the use of educational robots in teaching mathematics. Specifically, the study sought to assess teachers' acceptance of this technology and their perceptions of its effectiveness, as well as to identify the key benefits and challenges they encounter in its application.

Materials/methods. This study employed a quantitative approach, utilizing an attitude questionnaire as the primary data collection tool. The questionnaire was administered to a sample of 75 primary school mathematics teachers.

Results. The findings indicated that teachers perceive educational robots as effective tools for enhancing students' motivation to learn mathematics and for developing their problem-solving skills. However, the results also revealed that teachers face various obstacles in integrating robots into math lessons.

Conclusion. The study offers several recommendations, including the provision of specialized training programs, enhancement of technical infrastructure, and strengthening of institutional support for teachers. These interventions could advance mathematics education and improve students' academic outcomes.

Background/purpose. This study aimed to examine the effectiveness of developing a geography unit on nanotechnology in enhancing students' skills, systemic thinking, and environmental intelligence in Jordan.  

Materials/methods.  A quasi-experimental approach was followed to achieve the study's objectives. To collect data, the systemic thinking test and the environmental intelligence test were developed. The tools were applied to a group of 60 ninth-grade female students from Al-Karama Secondary Mixed School, affiliated with the Northern Badia Directorate. The participants were divided into two groups: 30 students in the experimental group, who studied according to the developed unit, and 30 students in the control group, who studied according to the usual (non-developed) unit.

Results. Results of the study indicated statistically significant differences between the experimental and control groups in the systemic thinking and environmental intelligence tests, favoring the experimental group. The effect size for the developed unit was 55.6% for systemic thinking and 49% for the environmental intelligence test.

Background/Purpose. This study aims to examine the role of character education grounded in local wisdom in developing students’ resilience in conflict-affected regions of East Java, Indonesia. Local wisdom-based character education is expected to help students face life challenges with independence and strong moral character.

Materials/Methods. The research employs a Pretest-Posttest Control Group Design involving two groups: experimental and control, with a total of 173 primary school students living in conflict-prone areas. Data were collected through questionnaires measuring four dimensions of resilience: courage, perseverance, responsibility, and adaptability, alongside classroom observations assessing the integration of local wisdom values into learning activities. Data analysis was conducted using a t-test to determine differences between pretest and posttest scores in both groups.

Results. The findings indicate that local wisdom–based education has a positive impact on students’ resilience. The mean resilience score of the experimental group increased from 5.61 (SD = 0.52) to 7.71 (SD = 0.57), while the control group increased from 5.56 (SD = 0.51) to 6.11 (SD = 0.59). The t-test revealed a highly significant difference between pretest and posttest scores for the experimental group (t = -16.41, p < 0.001), compared with a smaller but still significant improvement in the control group (t = -3.32, p = 0.002). Among the four measured dimensions, perseverance and adaptability showed the most significant improvement, reflecting the influence of cultural practices such as traditional games and community-based values that foster determination and flexibility in overcoming challenges.

Background/purpose. In the digital age, education is no longer considered an activity carried out during a specific period of life, but rather a lifelong concept. The skills acquired through formal education processes can become obsolete within a few years due to the rapid pace of the era. It is precisely at this point that corporate structures are under more pressure than ever to keep their employees' skills up to date. These training programmes are conducted with intensive use of educational technologies in order to prevent workforce loss and provide training at an appropriate cost. In the field of corporate learning and development, the impact of artificial intelligence technologies on employee training is also increasing.

Materials/methods. This article systematically examines the effects, opportunities, and challenges of AI applications in employee training. The field of artificial intelligence applications in education has been evaluated within a theoretical framework, and articles published between 2020 and 2025 have been analysed using a systematic review and a thematic content analysis, focusing on impacts, opportunities, and challenges.

Results. The analysis revealed that artificial intelligence affects cognitive, affective, behavioural, and technical-organisational dimensions of employee training. Opportunities were reported in learning quality, cognitive development, affective and social aspects, performance and efficiency, and organisational aspects, while challenges were reported in technical, infrastructure, ethics and law, organisational, and pedagogical dimensions.

Purpose. This study examines how schools and colleges are distributed geographically throughout the district and pinpoints the causes, including socioeconomic circumstances, population density, transit systems, and governmental regulations.

Methods. This study uses Geographic Information System (GIS) tools and descriptive statistical methods to investigate regional differences in the distribution of educational facilities in developing country Bangladesh's Narsingdi District.

Results/findings. The results show notable disparities in educational access, especially in isolated and rural sub-districts.

Background/purpose. In its explorations of the transformatively generative role of Arabic poetry in the constitution of modern Arab identity, the present study maps the historical trajectory, cultural roles, and modern developments in its history. Based on the pre-Islamic conventions, Arabic poetry was always a form of cultural expression, ethical probe, and critique.

Materials/methods. A qualitative systematic review was conducted on peer-reviewed articles (2000–2024) listed in Scopus and the ISI Web of Science. Thematic analysis was used to identify key tendencies related to identity, gender, migration, digital transformation, and learning activity in Arabic poetry.

Results. Data show that contemporary Arabic poetry blends ancient motifs with modern concerns such as displacement, women's empowerment, and social justice. Social media and machine learning have increased poetry's acceptability and influence, notably in marginalized and diasporic communities.

Background/Purpose. In the context of higher education being strongly influenced by globalization, the knowledge economy, and the Fourth Industrial Revolution, university governance effectiveness has become a central issue in many countries, including Vietnam. This study aims to identify and measure the factors influencing governance effectiveness in Vietnamese universities, addressing the gap in large-scale empirical research within the domestic context.

Materials/Methods. A mixed-methods approach employing a convergent parallel design was adopted, combining a survey of 455 administrators, faculty members, and staff from various types of higher education institutions with 15 in-depth interviews. Quantitative analyses (Cronbach’s Alpha coefficients ranging from 0.89 to 0.92, EFA, ANOVA, and multiple linear regression) and qualitative analyses (thematic analysis) were conducted independently and later integrated during the discussion phase.

Results. The findings indicate that leadership competence (β = 0.21) and the legal-policy framework (β = 0.18) are the strongest predictors of governance effectiveness, followed by international collaboration (β = 0.14), infrastructure (β = 0.12), and organizational culture (β = 0.10). Financial governance did not show a statistically significant direct effect in the regression model (β = 0.08, Sig. = 0.070).

Background/purpose. Smartphone addiction is widespread among adolescents. Recent literature reports a strong link between excessive use of smart devices and declines in sleep quality. This study investigated smartphone addiction and sleep quality among adolescents at a university and examined differences by demographic variables (gender and academic level).

Materials/methods. Using a descriptive correlational approach, a sample of 295 male and female students was selected from a Saudi university using stratified random sampling. Data were collected using the Smartphone Addiction and Sleep Quality Scales.

Results. University students suffer from high levels of smartphone addiction symptoms. Multidimensional sleep disturbances were prevalent, with the most common being difficulty initiating sleep and reduced overall sleep duration. Next, addiction levels significantly differed by gender, favoring males. However, no differences were observed by academic level. Correlation analysis results showed significant relationships between some addiction dimensions and sleep quality, particularly a negative relationship between loss of control and sleep duration, and a positive relationship between psychological distress and difficulty initiating sleep. Linear regression analysis indicated that addiction dimensions like social withdrawal, relationship deterioration, distress, and negative emotions significantly contribute to predicting sleep quality decline. However, the model explains a limited amount of variance.

Conclusion. Smartphone addiction negatively affects sleep quality among university adolescents, with detailed effects from two dimensions: social action and negative beliefs.

Purpose. This study aims to describe how automation works in microteaching evaluation by an Artificial Intelligence (AI)-based application through video analysis.

Background. The rapid integration of Artificial Intelligence (AI) into education has transformed assessment and teacher training practices. However, most existing AI applications in microteaching focus on providing feedback or assisting instruction, rather than functioning as autonomous evaluators. This gap underscores the need to understand how automation can systematically operate in evaluating microteaching performance through video analysis, bridging technological capability with pedagogical interpretation.

Method. A qualitative approach was used to elaborate on the explanations of 9 participants selected purposively – including learning experts and AI technology practitioners. In-depth semi-structured interviews were adopted – using instruments curated by education research experts. Thematic analysis techniques, formulated into 6 steps with Nvivo support, were utilized.

Results. The research findings indicate that the process consists of 8 steps. A dataset of human facial expressions and voice intonations embedded into the AI-based application enables the application to identify and categorize students' reactions to learning. This categorization is projected by the adoption and integration of convolutional neural network (CNN) and recurrent neural network (RNN) systems, which can analyze students' verbal and non-verbal aspects in microteaching videos based on the dataset.