Background/Purpose. This study examines the use of the Interactive Growth Guide, a structured coaching tool, within a year-long high-intensity induction program for beginning teachers. Specifically, the study investigates how the Interactive Growth Guide was integrated into the mentoring relationship between a beginning teacher and her coach and identifies elements that supported practical application for enhancing mentoring and coaching practices.

Materials/Methods. Using a triangulated mixed-methods design, data were collected from 29 completed Interactive Growth Guides, 16 written reflections, two semi-structured interviews, and student achievement records. The sampling focused on one beginning teacher and her assigned coach, selected for their active participation in the induction program. Data were analyzed thematically, supported by qualitative coding and quantitative data comparisons to identify key patterns of use and impact.

Results. Analysis revealed two primary themes: the Interactive Growth Guide (1) anchored mentoring support and (2) fostered collaboration. Subthemes indicated the Interactive Growth Guide facilitated goal setting, progress tracking, reflective practices, and data-driven discussions. Additionally, the tool promoted shared responsibility through joint action planning, collaborative data analysis, and continuous dialogue about instructional improvement and professional growth.

Background/purpose. This study explores the different ways in which critical friend roles are conceptualized. The critical friend role is adaptive by nature, with significant ambiguity surrounding it, which has resulted in disjointed and fragmented literature. This study sought to provide insights into the varied and potentially boundary-spanning roles that critical friends may need to draw upon when supporting school-based improvement work.

Materials/methods. A focus group methodology was adopted to examine the type of role that experienced critical friends anticipated that they would be required to undertake as part of a longitudinal school improvement program. A semi-structured interview protocol guide was used to uncover the participants' prior experiences when undertaking the role of a critical friend.

Results.  This study analyzed the work of five critical friends whose primary role was to support principals to lead improvement in improving teaching and learning in mathematics. The results show that critical friends defined four key archetypes they anticipated to utilize during the professional learning program.

Background/purpose. This study addresses the challenge of engaging students in meaningful assessment processes within mathematics education, particularly in pre-university preparatory courses. Peer assessment, a growing pedagogical practice, can enhance learning outcomes, promote critical thinking, and improve collaborative skills. However, concerns over fairness, reliability, and students’ confidence in their evaluative capabilities often hinder its adoption. This research was conducted to explore students’ attitudes toward peer assessment, assess its perceived benefits and challenges, and evaluate its viability as a formative assessment tool in a structured educational context. The main purpose is understanding how peer assessment can contribute to learning while addressing the barriers to its broader implementation.

Materials/methods. The research employed a mixed-methods approach, combining quantitative data from a 29-item attitude questionnaire distributed to 50 students with qualitative insights gathered through semi-structured interviews with 11 participants. Peer assessment activities were conducted in six 90-minute sessions involving problem-solving, developing assessment criteria, and evaluating peers’ solutions. Data analysis included statistical evaluations of questionnaire responses and thematic coding of interview transcripts.

Results.  Students reported that peer assessment enhanced their learning, improved their understanding of mathematical content and pedagogical requirements, and fostered meaningful peer interactions. However, they expressed concerns about fairness, reliability, and the social dynamics of open peer evaluations. While students valued the educational benefits of the process, they hesitated to accept peer assessment as part of formal grading due to perceived subjectivity and lack of expertise.

Background/purpose. This study aimed to investigate teachers' perceptions of using advanced technological tools, specifically the NAO robot, in co-teaching settings to enhance class development and promote complex thinking in higher education. Complex thinking is a crucial skill in higher education, enabling students to effectively address and solve multifaceted problems.

Materials/methods. A survey was conducted among 192 participants following a workshop where the NAO robot was used as a co-teaching tool. Participants were divided into three age groups: young adults (n=29, 15.1%), middle-aged adults (n=129, 67.2%), and older adults (n=33, 17.2%). The survey evaluated their experiences and perceptions of the robot's impact on the teaching-learning process.

Results. Findings highlighted the importance of integrating technological innovations, like the NAO robot, in higher education. Participants reported that such tools not only fostered the development of complex thinking but also enhanced the overall educational experience by making classes more engaging and accessible.

Background/purpose. Positioned within the Australian context, this study explores the experiences of mentor teachers using professional standard-informed Conversation Cards to support the professional growth of pre-service teachers. With a particular focus on practical solutions, the research investigates the opportunities and challenges mentor teachers face during standard-informed conversations aimed at enhancing pre-service teachers' development.  

Materials/methods. An exploratory case study methodology was employed for the larger study; however, this paper focuses on a focus group discussion (FGD) with five teachers from rural schools participating in a structured professional experience program. The FGD, involving teachers with varying mentoring experiences, examined their use of Conversation Cards in mentoring. Data were analyzed through the lens of Bandura's self-efficacy theory, focusing on cognitive, motivational, affective, and selection processes.

Results. The study found that cards provided structure and focus during mentoring conversations, aligning discussions with teacher standards and enhancing professionalism. Cognitive benefits included more organized and thorough feedback. However, some mentors felt the cards made conversations less natural and were challenging due to assumed proficiency levels and complex language.

Background/purpose. Science, Technology, Engineering, and Mathematics (STEM) interdisciplinary education in schools may spark students’ interest in learning the subjects and further help develop human capital and a STEM-educated workforce. However, many teachers are yet to be prepared to integrate STEM education into the school curriculum. Considering the significance of teachers’ perspectives on STEM education, this study aimed to determine the correlation between primary school mathematics teachers’ attitudes and beliefs about STEM education.  

Materials/methods. Using simple random sampling, forty-nine primary school mathematics teachers were selected to participate in this quantitative research utilizing a questionnaire with a five-point Likert scale. The study objectives were addressed using descriptive analysis. Further, the Statistical Package of the Social Sciences (SPSS) was used to conduct Pearson’s correlation and simple linear regression analyses.

Results.  The study found that primary school mathematics teachers had moderate attitudes and beliefs toward STEM education. Additionally, a significant correlation existed between primary school mathematics teachers’ beliefs and attitudes towards STEM education. A simple linear regression test confirmed that teachers’ beliefs in STEM education influenced their attitudes towards STEM education with a value of adjusted R2 = .860. Furthermore, the Multivariate Analysis of Variance (MANOVA) test results showed that participation in STEM Professional Development (PD) is a significant factor in mathematics teachers’ beliefs and attitudes towards STEM education.

Background/purpose.  Moral leadership is essential to foster ethical, effective school management and create positive educational environments. Existing moral measurement instruments focus on general morality, and there is a lack of tools tailored to assess the moral leadership of prospective primary school principals in Indonesia. This study aims to develop and validate Bafadal’s Leadership Morality Questionnaire (BLMQ) to measure the moral leadership qualities of prospective elementary school principals based on spiritual, national, and human morality aspects.

Materials/methods. The instrument development followed these steps: (i) content validity was assessed by two experts, (ii) a readability test was conducted with 100 respondent teachers, (iii) an assessment of the internal structure, and (iv) a reliability test involving 362 teachers from East Java, Indonesia, who were selected using multi-stage random sampling.

Results. Content validity, assessed by two experts, demonstrated perfect alignment between moral variables, aspects, competencies, and items, with an inter-rater agreement index of 1, requiring no item elimination. The practical evaluation highlighted exceptional usability, achieving a perfect Kappa index of 1.000 (p < 0.01). The readability test confirmed the instrument's clarity. Confirmatory Factor Analysis (CFA) validated the instrument’s hierarchical structure, with the third-order model showing the best fit (e.g., RMSEA = 0.074, CFI = 0.915). Of the 65 items, 52 were validated with strong factor loadings (>0.5), while 13 items were excluded for enhancement. Reliability testing revealed high internal consistency, with Cronbach’s Alpha and Composite Reliability exceeding 0.9 for most aspects. Norms established using percentile scores classified moral leadership into high (P75 and above), moderate (P50–P75), and low (below P50), providing a robust framework for assessment and intervention.

Background/purpose. Mathematics education develops critical thinking and problem-solving skills, yet middle school students often face challenges, including didactical, epistemological, and ontogenic obstacles, that influence their academic orientation. This study investigates how Self-Organizing Maps (SOMs) can address these challenges by clustering students based on shared characteristics and designing targeted interventions.  

Materials/methods. A mixed-methods design was used. Phase One analyzed data from 200 high school students to explore the link between middle school mathematics performance and academic orientation. Phase Two focused on 60 middle school students completing a mathematics assessment and orientation questionnaire. SOMs identified learning patterns and guided peer-learning interventions. Pre- and post-intervention performances were compared.

Results. SOM clustering identified four distinct student groups. Targeted interventions significantly reduced mathematical errors, with a 45% overall decrease. Post-intervention, there was a 20% increase in students choosing the scientific track, reflecting improved confidence and interest in mathematics.

Background/purpose. The increasing prevalence of digital tools in education necessitates models that enhance students' metacognitive skills. Despite this need, limited research exists on structured pedagogical approaches to foster metacognition within digital learning contexts. This study aimed to develop and evaluate the Cognitive Innovation Model to Enhance Metacognitive Skills in the Digital Age (CIMEMSDA) for Thai secondary students, addressing this gap in contemporary education.  

Materials/methods. A quasi-experimental design was employed to assess the efficacy of CIMEMSDA, which follows a four-stage structured approach: (I) introduction and recalling, (ii) reviewing and planning, (iii) investigating and applying knowledge, and (iv) summary and evaluation. Rooted in constructivist and metacognitive principles, the model was validated by nine experts for utility, feasibility, suitability, and accuracy. The study involved 80 Grade 8 students in 2024, divided equally into experimental and traditional groups. The experimental group used CIMEMSDA with modules on computational thinking and Python programming, while the traditional group received standard instruction.

Results. The experimental group demonstrated significantly higher metacognitive skills and academic performance than the traditional group. The MAPS Model significantly improved students' digital technology competencies, with post-learning DTS scores exceeding the benchmark by 8.07%. This demonstrates the model's ability to surpass foundational expectations and foster advanced technological skills. Students maintained their academic achievement and digital technology skills for 14 days post-learning without significant decline, illustrating the model's effectiveness in ensuring durable and long-lasting learning outcomes.

Background/purpose.  This research aims to examine the effect of a Cognitive-Behavioral Coaching (CBC) model on the academic performance of adolescents with attention deficit hyperactivity disorder (ADHD) and to analyze the relationship between academic performance, self-esteem, and relationship with parents. 

Materials/methods. The sample comprised 31 students enrolled in Yeshivot (Jewish religious high schools) in Israel. Qualitative multiple case study methodology was used to examine data collected before and after intervention based on the coaching CBC model. Data were collected from two sources: (a) client files that included complete documentation of all coaching sessions and (b) semi-structured in-depth interviews. The triangulated data coming from different sources and times were analyzed and discussed from a retrospective perspective.

Results.  The findings demonstrate an improvement in the academic functioning of adolescents with ADHD, particularly in the components "managing academic tasks" (73%) and "achievements" (76%). The CBC model was found to be effective in improving the academic performance of adolescents with ADHD. The relationship between academic improvement, increased self-esteem, and improvements in the relationship between adolescents and their parents is discussed.

Background/purpose. This study investigates the selection process of preservice mathematics and science teachers in Morocco, aiming to assess the perspectives of candidates on the fairness and efficacy of the process. The primary purpose of the study is to explore the challenges and concerns surrounding the criteria used for teacher recruitment. 

Materials/methods. A cross-sectional survey approach was used, involving 212 candidates enrolled at the Regional Center for Education and Training Professions in Rabat. Data were collected through a structured questionnaire focusing on the preliminary selection criteria, written tests, and interviews.

Results. Candidates expressed concerns over age-based selection criteria and qualification requirements in the initial selection, suggesting these do not predict teaching quality. The alignment of written exams with university curricula was questioned, particularly regarding didactics and educational sciences. Additionally, the written tests were seen as insufficient in assessing practical teaching competencies, calling for more scenario-based questions.

Background/purpose. Recent developments in information and communication technology have opened up many new opportunities in various research fields, including religious studies (Burton, 2020). One of the most notable innovations was integrating artificial intelligence and deep learning in religious studies, including Quranic education and research. This study conducted a bibliometric analysis of Quranic education and research integrating deep learning and artificial intelligence. The study evaluated five key indicators in bibliometrics: scientific production, authors, country level, affiliations, and sources or journals.

Materials/methods. Data were collected from the Scopus database using Boolean search, and the final data set included 244 studies published between 1966 and 2024. Data were analyzed using R/R-Studio, VOSViewer, and Microsoft Excel software.

Results.  The results showed that most publications were from the United States, the United Kingdom, and China, with the University of Michigan and Ann Arbor as the most productive institutions. The analysis also revealed that publications integrating DL and AI in Quranic research peaked in 2023. Network visualization identified three main clusters that illustrate the relationship between terms and concepts, with keywords such as "religion" and "Artificial Intelligence" being the most frequently discussed topics.

Background/purpose. The increasing integration of digital technology in education underscores the need for instructional models that support personalized, skill-based, and problem-solving-focused learning. While traditional pedagogies often fail to address these needs comprehensively, this study proposes that the Mastery Adaptive Problem-Solving (MAPS) Model offers an innovative solution for enhancing digital technology skills (DTS) and academic achievement (AA) among Thai community college students. 

Materials/methods. The MAPS Model incorporates mastery learning, micro-learning, adaptive learning, and problem-based learning (PBL) into a six-step framework. Expert validation of the model was conducted using the Connoisseurship method via focus group discussions. A quasi-experimental design was employed to evaluate the model's implementation with 19 second-year Thai community college students. Student DTS and AA were measured using validated tools with reliability indices exceeding 0.80. Retention of skills and knowledge was assessed 14 days post-instruction.

Results. Experts rated the MAPS Model highly for utility, feasibility, appropriateness, and accuracy. After implementation, students' DTS significantly exceeded the set threshold (70%), with statistical significance at the .01 level. Additionally, students demonstrated significantly higher AA post-instruction than pre-instruction levels, at the .01 significance level. Retention analysis revealed no significant decline in DTS or AA 14 days after program completion.

Background/purpose. Despite the contributions of existing literature, there is a clear deficiency in studies that systematically address the development of pedagogical acmeology skills as a core component of teacher training programs. This study aims to address this gap by examining pedagogical acmeology as a holistic approach to improving essential skills in future educators, aiming to understand how teacher training can be improved to meet contemporary educational demands.

Materials/methods.  This study employed a validated psychometric survey instrument designed to measure acmeological competencies—self-regulation, resilience, self-efficacy, and collaborative skills—among pre-service teachers. Data were collected from 174 participants using a Google Form during the autumn semester of the 2024–2025 academic year. The survey development involved an iterative process with expert review and pilot testing. Confirmatory Factor Analysis was used for validation. Descriptive and inferential statistical methods, including Mann-Whitney U and Kruskal-Wallis tests, were used to analyze demographic group differences and factor relationships.

Results. Female pre-service teachers scored significantly higher than males in Self-Regulation and Reflective Practices and Self-Efficacy in Pedagogical Skills, while no gender differences were observed for Goal Orientation and Resilience or Collaborative Skills and Peer Learning. There were no significant correlations between age and the survey factors, and no significant differences were found across academic disciplines. The survey instrument demonstrated high reliability, with a Cronbach’s alpha of 0.89 and validity, with all factors showing significant loadings in the Confirmatory Factor Analysis.

Background/purpose. This study aimed to investigate the differences among the equations used in estimating the reliability coefficient using the half-split method. These equations demonstrate Spearman-Brown’s, Rulon’s, Guttman’s, Mosier’s, Flanagan’s, and Horst's.

Materials/methods. The study instrument was a 43-item scale for evaluating the computerized mathematics curriculum for the tenth grade in southern Jordan. It was applied to a sample of 303 male and female teachers and educational supervisors.

Results. The results showed that all values of the reliability coefficients estimated in the six equations were acceptable. In addition, the best equation for estimating the half-split reliability coefficient was the Spearman-Brown equation, followed by two equations by Flanagan and Rulon.

Conclusion. Considering the results of the current study, the researchers do not recommend using Mosier’s equation because it gave the lowest reliability-coefficient value.

Background/purpose.   Generation Z (Gen Z) teachers often face problems related to low intrapersonal skills in the workplace. Although empirical evidence shows how important intrapersonal skills are in supporting Gen Z teachers, there is still limited research on the intrapersonal problems faced by these teachers. Therefore, this research aimed to explore the intrapersonal skill problems often faced by Gen Z teachers as well as ways to solve these problems.  

Materials/methods. Adopting a qualitative research method, a Focus Group Discussion (FGD) was conducted to explore the experiences and views of Gen Z teachers regarding intrapersonal skills. Data were collected from 50 teachers from Bima City and Regency, West Nusa Tenggara Province, Indonesia, between the ages of 23 and 28. The data were analyzed using thematic data analysis.

Results. The results showed that Gen Z teachers often face problems such as work pressure, emotional regulation, and negative self-image. Strategies adopted for improving intrapersonal skills included mindfulness, self-reflection, seeking feedback, and maintaining a balance in life.

Background/purpose. The purpose of this study was to analyze the efficacy of the dynamic assessment (DA) Portfolio model for language learning in higher education. This study was conducted in the Indonesian Syntax classroom at Universitas Negeri Surabaya (Unesa).  

Materials/methods. The learning topics selected in this study were syntactic functions concluding subject; predicate; object; and adverb. The participants of this study were Unesa students in the Indonesian Language and Culture Study Program. DA was conducted with the train-within-test designs. Tests were used in data collection techniques. Descriptive statistics were used for data analysis.

Results. DA was conducted on the topic of syntactic functions in Indonesian sentences. There are four sub-topics, namely subject, predicate, object, and adverb. In the four topics, two topics at the beginning required intervention because students' test scores were low, namely a mean score of 47.18 on the subject and 40.26 on a predicate. After that, there was an increase in scores to 67.44 and 79.74. The last two topics have met the learning targets, namely 67.18 on objects and 85.13 on adverbs so no additional intervention is needed. This can be influenced by student interaction on the two previous topics. DA by integrating tests and interventions. This intervention is in the form of feedback and reinforcement of the material.

Background/purpose.   Religious moderation at the high school level is an essential part of the curriculum. One of the supporting factors in education is the principal's leadership style. The aim of this research is to explore the strategy and implementation of the principal's leadership in promoting religious moderation.

Materials/methods.  This research employs a qualitative method with a phenomenological approach. The data sources for this study include school principals, teachers, and students from public Islamic high schools. Data collection instruments consist of interviews and observations, using structured interview guides and data recording tools such as tape recorders and video recordings, along with other research support tools. The technical data analysis involves data coding procedures and presenting the research findings through written narratives, interviews, documents, and other field materials.

Background/purpose. Gender inequality in higher education remains a persistent issue that hinders the equitable access and participation of both women and men in the academic field. This study aims to analyze global research trends in gender inequality in higher education from 1993 to 2024, focusing on how these trends are reflected in publications indexed on the Scopus database. 

Materials/methods. A bibliometric analysis was conducted, encompassing 380 documents published in Scopus. The review identified the main trends in scientific production on gender inequality in higher education and its evolution over the past decade.

Results. The findings revealed an exponential increase in scientific production on the topic, particularly since 2017. The United States and the United Kingdom were identified as the most productive countries, with a high concentration of publications in specialized journals. Furthermore, the social sciences field represented the most significant scientific output.

Background/purpose. This study aimed to explore various demographic and relational factors affecting adolescents, with a particular focus on their self-esteem.  

Materials/methods. This study employed a descriptive and correlational research design to gather quantifiable data and examine the relationship between parent-adolescent dynamics and adolescents’ self-esteem. The study used descriptive and inferential statistical methods to analyze the data, including mean (M), standard deviation (SD), frequency, and Pearson’s correlation coefficient. The research sample consists of 573 adolescents determined by a simple random sampling method.

Results. The findings indicated a significant positive correlation, suggesting that a stronger parent-adolescent relationship is associated with higher adolescent self-esteem.  The results of the data analysis showed that gender is an influential factor in adolescents' self-esteem. We also found that the level of parent-adolescent relationship and the parenting style were significantly related to the level of adolescents' self-esteem.

Background/purpose. Although mathematical representation ability is a significant ability and an interesting topic to study, quite a few researchers have studied this ability, and even fewer have examined it through the implementation of epistemic learning patterns based on problem-solving. In fact, this learning pattern is epistemic and makes problems the core situation for students in constructing concepts or solutions. Therefore, this study aimed to optimize students’ mathematical representation abilities through the implementation of this learning pattern. 

Materials/methods. This study employed a didactical research design to achieve the research objectives. Participants were 56 prospective mathematics teachers and pharmacists (14 men and 42 women) aged between 20 and 24 years. The main instrument was the researcher, with several additional instruments, such as lecture design, mathematical representation ability forms, and documentation studies. Data were analyzed using qualitative data analysis methods.

Results. The results of the study revealed that all prospective teacher participants used verbal representation forms, and most others used symbolic and verbal representation forms when solving problems. All prospective pharmacist participants did not use visual representation forms but used symbolic and verbal representation forms when solving mathematical problems. This finding depended on the form of the task given.

Background/purpose. Education is crucial for fostering sustainability awareness and thinking among university students in a world increasingly defined by mounting environmental crises. Textbooks, as fundamental learning resources, have the potential to shape the minds of global citizens by offering insights into contemporary environmental challenges. This study aimed to investigate the promotion of sustainable thinking in international English language textbooks by incorporating Green Education elements throughout various aspects of the Unlock English series.  

Materials/methods. In light of the research objectives, a series of textbooks (A1, A2, B1, and B2 levels) from the Unlock series has been analyzed using content analysis and criteria developed by the researchers, which covered various dimensions of Green Education.

Results. The findings revealed that the textbooks moderately included Green Education components, primarily focusing on increasing students' environmental awareness. However, there was a noticeable lack of content aimed at developing personal environmental values, critical thinking skills, and active participation in action-oriented activities. In contrast, the textbooks were found to have the potential to enhance sustainability thinking among university students.

Background/purpose. In modern society, the process of shaping students’ creative thinking takes on a new and broader dimension. This study aimed to understand ways of forming creative thinking in students by identifying the impact of the Guided Discovery Strategy on developing creative thinking. It is a process in which students are encouraged to invent through the discoveries and inventions of other people. This happens when learners are immersed in authentic situations and are allowed to figure out the solutions and discover knowledge themselves.

Materials/methods. The study employed a quasi-experimental approach. The sample consisted of 60 students taking fitness courses at the faculty of physical education and sports sciences at Hashemite University. The sample was divided into two groups. The first group applied the educational program using the Guided Discovery Strategy. The second group applied the lecture method. All researchers were involved in the design of the teaching units for the Guided Discovery Strategy. A scale was designed to assess creative thinking consisting of 28 items and four dimensions: sensitivity to problems, originality, fluency, and flexibility.

Results.   The results indicated differences in the impact of using the Guided Discovery Strategy on the development of creative thinking skills of students between the two groups. The group that used the Guided Discovery Strategy showed better improvement in their critical thinking skills.

Background/purpose. This study aims to assess the international competitiveness of Thai Higher Education and the satisfaction levels of Chinese international students, taking into account the previously overlooked experiences of this group. These criteria are crucial for Thailand's objective of positioning itself as a leading educational center in Southeast Asia.

Materials/methods. The research methodology employed a mixed-methods approach, combining qualitative and quantitative research methodologies. The qualitative component consisted of conducting in-depth interviews with 25 participants, while the quantitative component comprised administering a complete survey to 718 students. The poll specifically targeted four primary domains: entrance protocols, curriculum structure, tuition and living expenses, and student support services.

Results.  The research findings demonstrated a direct and favorable relationship between student happiness and the international competitiveness of Thailand's Higher Education Institutes (HEIs). Student satisfaction is influenced by various aspects such as the quality of instruction, the rapport between teachers and students, extracurricular activities, campus facilities, tuition fees, curriculum design, the overall environment of the institution, and the availability of academic resources.

Objectives: This study aimed to determine the cognitive awareness of digital drugs as a phenomenon among Sultan Qaboos University undergraduate students. It also aimed to identify differences based on certain variables such as gender, college affiliation, ownership of social media accounts, and average Internet usage among students.

Method: This study employed a descriptive-analytical approach. The study tool was distributed electronically via e-mail to a sample of 673 male and female students at Sultan Qaboos University at Oman to measure their cognitive awareness of digital drugs.

Results: The findings showed that undergraduate students at Sultan Qaboos University have an average level of cognitive awareness of digital drugs. The results also revealed no significant differences in the mean sample responses among undergraduate students at Sultan Qaboos University regarding cognitive awareness of digital drugs based on variables such as gender, college affiliation, ownership of social media accounts, and average Internet usage.

Background: This study examines the effect of test anxiety on the academic performance of postgraduate female students, focusing on their perceptions and experiences in open-book exams (OBE) and closed-book exams (CBE).

Method: A qualitative case study design was employed using the Thinking Aloud Protocol (TAP) to collect data from five Saudi postgraduate students majoring in English at King Faisal University. Participants verbalized their thoughts and reflections during and after the exams, offering insights into their cognitive and emotional processes.

Findings: The results indicate that while OBEs generally reduce anxiety by offering access to resources, they introduce unique challenges, including synthesizing information and managing time. CBEs, on the other hand, often exacerbate anxiety due to their emphasis on memorization and dense curricula. Vocabulary-related anxiety emerged as a significant factor across both exam formats, although students found unfamiliar terms easier to manage in OBEs.

Implications: The study highlights the critical role of educators in shaping students’ exam perceptions and the profound impact of initial expectations on their performance. Practical implications include the need for anxiety-sensitive assessment designs and the creation of supportive learning environments that mitigate stress and foster success.

Background: Boredom has recently attracted increasing attention in second (L2) or foreign language learning (EFL), but little is known about how this feeling affects student and teacher engagement in virtual English learning. The present study aims to determine the arbitrary factors and strategies for managing boredom in virtual learning.

Method: The current study conducted a qualitative survey on 14 teachers and 126 students from a public university in Saudi Arabia.

Results: The study found that students and teachers considered virtual classes to be more boring than face-to-face classes. However, teachers considered skill sets and content-related classes of virtual classes boring, while students only considered content-related virtual classes boring.

Background/purpose. This study examines the design, development, and implementation of Small Private Online Courses (SPOCs) at Bulacan State University to standardize high-quality instructional materials and support asynchronous online learning.

Materials/methods. Employing the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), the study involved feedback from faculty and students to refine SPOC guidelines and improve teaching and learning experiences. Implementation involved pilot courses supported by capacity-building workshops for instructors and orientation for students. Evaluation gathered qualitative and quantitative data, offering actionable insights for further improvements. The systematic integration of feedback at each phase ensured that the process addressed key gaps in teaching and learning.

Results. Results revealed a positive reception of Small Private Online Courses (SPOCs). Instructors benefited from reduced preparation time and increased focus on student engagement, while students appreciated the flexibility and organized resources but highlighted the need for timely feedback and more substantial administrative support. SPOCs addressed challenges in flexible learning modalities, streamlining processes to enhance teaching efficiency and consistency. Despite shared appreciation for the SPOC structure, distinct priorities emerged: Instructors emphasized operational efficiency, whereas students sought more responsive interactions and clearer policies. These findings underscore the need to refine feedback mechanisms and enhance administrative involvement, guiding recommendations for improved support infrastructure and feedback systems to optimize SPOC implementation and efficacy.

Background/purpose. Nature-based schools merge environmental learning with character education, cultivating future-ready students through holistic, nature-driven growth. This study aims to examine students’ character profiles in nature-based schools.    

Materials/methods. This study employed a qualitative case study method. The participants were selected from two elementary schools using a purposive snowball sampling technique. Data were collected through observations, interviews, questionnaires, and documentation analysis.  Data gathered from various sources were analyzed using content analysis by coding and categorizing information to identify themes. Results were organized and presented based on the emergent themes, and conclusions were drawn based on findings interpreted to answer research questions.

Results.  The results showed that the character of students in nature-based school were as follows: (1) students’ curiosity were evident from their ability to explore, discover, engage in adventure, and question; (2) students’ initiatives were evident from their ability to come up with new ideas, to be positive in learning, to be courageous to try without fear, to have high enthusiasm, to have broad insight, and desire for continuous experience; (3) students’ persistence could be seen through their optimistic attitude, toughness, tenacity and endless practice; (4) students' adaptability were evident from their ability to create changes in their surroundings, their focus, and their interpersonal skills; (5) students’ leadership was manifested through their honesty, sense of responsibility and ability to organize; and (6) students' social and cultural awareness were evident from their attitude of helping each other, caring, showing empathy, tolerance, charity, cultural awareness, knowledge and love of culture.

Background/purpose. One of the essential components of the online education system is the university students' adversity quotient (AQ). This study examines the implications of students' AQ on the constructiveness of online learning within the Islamic Education Program (PAI) at the State University of Malang (UM), Indonesia. 

Materials/methods. Data were collected using a qualitative case study method through observations, documentation, and online interviews with ten students from term one, ten from term three, and seven from term five studying at the participating universities. The study employed the interactive model of Miles, Hubermann, and Saldana for data analysis.

Results. The findings revealed four key indicators of university students' AQ: persistence, resilience, self-gratitude, and sincerity. These indicators contributed to enhancing the effectiveness of PAI online learning, grounded in the philosophical principle that "students are whole persons." The development of these AQ indicators was further supported by humanist-religious lecturers who facilitated the PAI learning process at UM.

Background: Artificial Intelligence has become an invaluable tool in academia, offering instant feedback, personalized learning experiences, and support for various academic tasks. This study investigates the impact of ChatGPT, an AI-driven language model, on developing critical thinking, evaluation, and independent judgment skills among higher education students across various academic disciplines.

Method: This research uses a systematic literature review methodology to examine studies from Scopus and Education Resources Information Center (ERIC), covering publications from 2023 to 2024. A total of 19 documents were included and analyzed in depth to address two research questions: (1) the effect of ChatGPT on the development of student's critical thinking skills in higher education, and (2) the impact of ChatGPT on students' ability to evaluate information and form independent judgments critically

Results: Findings reveal that ChatGPT can enhance students' critical thinking by facilitating quick access to diverse perspectives, aiding information analysis, and supporting argument construction. However, over-reliance on AI can hinder students' motivation for self-reflection and critical evaluation, raising concerns about academic integrity and the verification of AI-generated content.

Background/purpose. This study aims to identify strengths and areas for improvement in educational management by assessing the extent to which Jordanian school principals in Mafraq apply the Six Sigma (SS) methodology. The research addresses the need to understand how effectively SS principles are being implemented to enhance school management processes, focusing on teachers' perceptions.

Materials/methods. A convenient sample of 383 teachers participated in the study. A survey comprising 36 items was used, distributed across five main domains: the Identification domain, the Measurement domain, the Analysis domain, the Improvement domain, and the Control domain. The survey data were analyzed to evaluate the extent of SS application and the impact of demographic variables such as gender, academic qualifications, and years of experience.

Results. The findings indicate that teachers perceived a moderate application of SS methodology among school principals. Among the five domains, the Improvement domain ranked highest, while the Control domain ranked lowest, revealing a gap in understanding the importance of post-process control measures. Statistically significant differences in perceptions were observed based on gender, academic qualifications, and years of experience.

Conclusion. The study concludes that SS methodology is moderately applied by Jordanian school principals. It recommends that we encourage training teachers and school principals on Six Sigma methodology and how to apply it in an educational setting.

Background/purpose. This study aimed to investigate the impact of pedagogical variation on student academic achievement in science among basic school students in Jordan. Specifically, it compared the Traditional Method (TM) and the Homogenous Groups Method (HGM) to address the need for improved teaching strategies that cater to students' learning abilities and interests. The research sought to determine whether HGM enhances academic outcomes compared to TM.

Materials/methods. A quasi-experimental design was employed involving a sample of 69 students from Sahlouliya Basic School in the Directorate of Education for Ain Al-Basha, Jordan, during the first term of the 2023–2024 school year. The students were divided into two groups: a control group of 34 students taught using TM and an experimental group of 35 students taught using HGM. The experimental group was further divided into seven homogenous groups based on similar learning abilities and interests, studying the same topics and objectives as the control group. Academic achievement was measured using a multiple-choice test (MCQ).

Results. The findings revealed statistically significant differences in academic achievement between the experimental group (HGM) and the control group (TM). Students taught using the HGM achieved higher mean scores, demonstrating the method's effectiveness in enhancing academic performance.

Background/purpose. This study investigates the perceptions of Chemistry teachers and students in UAE public schools regarding the use of graphically enhanced teaching (GET) in grade 12 Chemistry classes. The study addresses the need to explore the benefits, challenges, and opportunities of integrating visual aids, simulations, and other graphical elements into Chemistry education.

Materials/methods. Data were collected using a quantitative approach from 71 Chemistry teachers and 81 students. Surveys were designed to assess the effectiveness of GET in enhancing student interest and understanding of Chemistry topics, with specific attention to gender differences and educational tracks (General and Advanced streams).

Results. Findings reveal that Chemistry teachers generally perceive GET as effective in improving student engagement and comprehension. Advanced track students reported greater benefits from GET than their General track peers. Teachers identified challenges such as resource limitations and the need for professional development.

Conclusion. GET demonstrates significant potential for enhancing Chemistry education in UAE public schools. Addressing the identified challenges can further amplify its benefits, supporting more engaging and effective teaching practices.

Background/purpose. The study aims to analyze opportunities for the intensive growth of youth well-being in Western Kazakhstan, focusing on factors like education, employment, technology, infrastructure, and social activity. This research addresses the regional challenges and prospects for youth development, contributing to policy-making and program improvements.

Materials/methods. A qualitative research design was employed, involving semi-structured interviews with 94 students from four universities in Western Kazakhstan. Thematic analysis using NVIVO software identified key trends and regional differences in youth well-being perception. Data reliability was ensured through member checking and methodological triangulation.

Results. The study identified key factors influencing youth well-being: practice-oriented education, youth entrepreneurship support, access to digital technologies, and opportunities for cultural development. Regional differences were also observed, such as environmental concerns in Atyrau and tourism development in Aktau.

Background/purpose. This study aimed to identify the students' needs for English grammar instructional materials based on local folktales, with the PACE model as the teaching procedure, design a prototype of instructional materials, and examine the efficacy of the developed instructional materials.

Materials/methods. We employed the ADDIE Research & Development model. Data was collected through multiple techniques. Questionnaires were distributed to gather information about the needs of students. To ascertain the quality of the designed instructional materials, an expert evaluation was conducted, observations and forum group discussions were conducted, and questionnaires were administered. Pre- and post-tests were administered to examine the efficacy of the instructional materials.  Results. Results of the need analysis revealed that most students needed instructional materials based on the local folktales with specific PACE model procedures. The developed instructional materials were categorized as valid based on expert validation, classroom observations, forum group discussions, and questionnaires. Additionally, the results of the pre-and post-tests indicated that the instructional materials were effective.

Conclusion. The implication is that the instructional materials developed with the inclusion of local folktales and oriented to the PACE model procedure are of great importance and, therefore, will likely become primary instructional materials for teaching English grammar.

Background/purpose. The Computational Thinking ability has become a fundamental skill in the 21st century and has been integrated into educational curricula in various countries. For this curricular integration to be effective, it is essential that teachers are prepared to incorporate the development of this competency into their practices. In this context, this study aims to analyze whether a training program implemented over an extended period, encompassing theoretical, practical, and reflective components, has influenced pre-service teachers' perceptions of the competencies of Creativity, Algorithmic Thinking, Cooperativity, Critical Thinking, and Problem-Solving within Computational Thinking.

Materials/methods. This is a mixed-methods study, using both quantitative and qualitative methods to analyze the perception of the Computational Thinking competence levels of 38 pre-service primary school teachers, who constitute the sample of this study, before and after the implementation of a 9-month training program.

Results.  The study results revealed statistically significant differences in all the competencies analyzed from the Pre-Intervention to the Post-Intervention phases. The data collected during the intervention highlight the specific moments within the training program that contributed to the development of each competency.

Background/purpose. This article aims to identify and analyze the actions of a trainee teacher in orchestrating mathematical discussions in an Exploratory Teaching environment.

Materials/methods. This qualitative study of an interpretative nature and case study design focuses on analyzing the content of four Multimodal Narratives.

Results. The results show that the predominant actions focus on questioning to foster understanding. In the sessions where the students experienced the most difficulties, it proved necessary to interpret the interactions with the students and between the students by attributing meaning and sense to the different interactions. There was a need for the trainee teacher to understand the students' strategies better and to reflect on the questioning strategies. The characteristics of Exploratory Teaching facilitated actions related to the systematization of learning. The phase of systematizing mathematical learning led the trainee teacher to actions related to systematizing learning. Finally, the absence of some actions reinforces the importance of reflection for professional development.

Conclusion. These results indicate that during the orchestration of collective discussions, the teacher's main actions center on questioning and asking for clarification to interpret interactions with and between children. The study also shows that Exploratory Teaching helps to systematize learning, such as revisiting and summarizing the main topics of the discussion and recovering students' prior knowledge. The absence of some actions leads us to believe in the importance of analyzing and reflecting on practice for teachers' professional development.

Background/purpose. The challenges in implementing Indonesia's Merdeka Curriculum highlight the urgency for innovative educational approaches to address gaps in historical knowledge and develop 21st-century skills. This study explores the integration of the Among System into the Merdeka Curriculum framework to foster critical thinking, collaboration, and contextual understanding among senior high school students.

Materials/methods. A qualitative descriptive design was employed, involving 35 Grade XI students and 3 history teachers from two high schools in Karanganyar Regency. Data were collected through semi-structured interviews, direct classroom observations, and document analysis. Thematic analysis was applied to the dataset, ensuring validity (through triangulation of sources) and reliability (through consistency checks).

Results.  The findings reveal that incorporating the Among System with project-based learning (PjBL) enables students to explore local historical narratives, critically evaluate sources, and connect these narratives to broader national contexts. Teachers were pivotal facilitators, guiding students toward active and reflective learning. However, the study identified significant barriers, including limited availability of contextual teaching materials, inadequate technological infrastructure, and insufficient teacher training.

Conclusion.  This research contributes to the theoretical development of localized education frameworks aligned with global standards and offers practical recommendations for educators and policymakers. Enhancing teacher competencies and integrating digital tools are critical to achieving sustainable educational practices within the Merdeka Curriculum. The study underscores the importance of empowering educators to effectively adapt innovative teaching strategies to modern educational demands.

Background/purpose. The need to recognize and support in-school adolescents with giftedness who could drive Africa's economic progress is critical to the continent's future. This concern motivated the present study, which assessed teachers' competency to manage gifted adolescents in schools from the perspective of school principals.

Materials/methods. The study adopted a mixed-methods research approach. A total of 102 school principals and five 5 teachers were sampled for the study, comprising 63.7% females and 36.3% males, were sampled for the study. The Data collected was analyzed using frequency distributions, thematic analysis, and multiple regression.

Results. The findings revealed that school principals perceive their teachers as lacking the pedagogical abilities to manage gifted adolescents. The qualitative inquiry with the teachers themselves confirmed that they lack the pedagogical skills required, have insufficient knowledge of giftedness and inadequate cognitive abilities, and are unable to provide the support necessary for gifted adolescents. Furthermore, the results showed that giftedness knowledge contributes the most to the management of gifted adolescents (β = 0.508; t = 8.775; p < 0.05), followed by the support provided (β = 0.401; t = 6.218; p < 0.05), the cognitive abilities of the teachers (β = 0.339; t = 5.885; p < 0.05), and their pedagogical abilities, which made an inverse contribution (β = -0.122; t = -2.043; p < 0.05)

Background/purpose. This study represents the first comprehensive study investigating the beliefs about the glass ceiling (GCB) of women working in Kazakh universities. It aims to examine the theoretical validity of the multidimensional structure of GCB in Kazakhstan's higher education context.

Materials/methods. The study evaluated the glass ceiling beliefs of female employees working in higher education institutions in Kazakhstan using the Career Paths Survey (CPS). Data were collected from 150 female employees. The first- and second-order confirmatory factor analysis findings conducted with CPS were determined using covariance-based structural equation modeling (CB-SEM).

Results. The present study's findings corroborate the existence of the glass ceiling phenomenon and its associated beliefs within the context of higher education in Kazakhstan. Additionally, the findings suggest that gender-based barriers impede women university staff from attaining senior positions.

Background/purpose. This research aimed at designing an educational program based on gamification for teaching mathematics as required by the Trends in International Mathematics and Science Study (TIMSS) to determine its impact on advancing strategic competence among fourth-grade male students in the first semester of Academic Year 1445AH in elementary schools in Arar City. The experimental method was utilized in the current research and based on two equivalent control group designs.

Materials/methods. This research utilized the experimental approach to determine the effect of the educational program on advancing strategic competence among fourth-grade students. This approach is based on the design of two equal groups (pre-measurement, application of the experiment, post-measurement) for the experimental and control groups. The study's purposive sample was selected using a simple random method, in which 61 male students were divided into two groups: control and experimental groups, which comprised 30 and 31 students.

Results. Research findings led to the design of an electronic educational program predicated on gamification to teach mathematics based on the requirements of TIMSS for fourth-grade male students of elementary schools and the preparation of a teacher's guide for the program. Moreover, findings show statistical differences at the 0.01 level between the rank averages of students' grades in the experimental and control groups in favor of the experimental group in the strategic competence test.

Background/purpose. This study investigates the state of education for Persons with Disabilities (PwDs) in Afghanistan, focusing on the challenges and opportunities within special vocational schools and inclusive education practices. Despite legislative frameworks like the 2004 Constitution and the ratification of the CRPD in 2012, systemic barriers such as resource shortages, geographic disparities, and socio-political instability hinder access to equitable education. This research aims to identify these gaps and propose actionable strategies to enhance educational inclusion.

Materials/methods. Using a qualitative approach, the study integrates field data, document reviews, and semi-structured interviews with government officials, NGO representatives, and educators. Data was collected from multiple provinces, including insights from the Ministry of Education and NGOs operating special education and inclusive programs. Analytical emphasis was placed on legislative frameworks, institutional practices, and systemic challenges.

Results. Findings reveal critical gaps in infrastructure, teacher training, and assistive technologies, with significant reliance on NGOs for program implementation. Despite incremental progress, geographic and gender disparities persist, and standardized diagnostic tools remain absent. Lessons from global models demonstrate the need for integrated, context-specific policies and sustained investments.

Conclusion. Afghanistan requires a multi-stakeholder approach involving government, NGOs, and international partners to address systemic gaps. Investments in teacher training, infrastructure, and culturally relevant policies are crucial to achieving an inclusive and equitable education system for PwDs. This study provides recommendations for future strategies for advancing disability-inclusive education in conflict-affected regions.

Background/purpose. This study investigates the costs and returns of education in Thailand, comparing the International and Bilingual Education Programs. It examines the financial implications of these educational choices, aiming to determine the economic viability of each program. The findings offer insights to guide parents and policymakers in making informed choices.

Materials/methods. Data were collected from 1,230 participants, including 794 from the International Education Program and 436 from the Bilingual Education Program, using a structured questionnaire. The analysis employed cost-benefit principles, focusing on metrics such as net present value (NPV), benefit-cost ratio (B/C ratio), internal rate of return (IRR), and payback period.

Results. The International Education Program incurs higher costs (4,883,078 THB per student) than the Bilingual Education Program (1,634,480 THB per student). Despite the higher costs, graduates from the International Education Program achieve a higher cumulative income of 76,961,952.97 THB, with an NPV of 10,326,880.71 THB, a B/C ratio of 3.11, an IRR of 16.39%, and a payback period of 8 years. In comparison, the Bilingual Education Program offers a cumulative income of 48,101,220.61 THB, with an NPV of 7,871,744 THB, a B/C ratio of 5.82, an IRR of 25.30%, and a shorter payback period of 5 years.

Conclusion. Both programs are economically viable investments. The International Education Program yields higher lifetime income, while the Bilingual Education Program offers greater cost efficiency and faster returns. These findings underline the significance of aligning educational investments with long-term economic goals and individual affordability.  

Background/purpose. Globalization and the advancement of communication technology have increased diversity and complexity, including in education. Diversity is currently in classrooms. This situation adds a need for multicultural competence.

Materials/methods. This research explains the creation of new products through learning models to develop students' multicultural competencies. This research uses a research and development (R&D) approach based on the development theory of the Dick and Carey model. The learning model is developed for Pancasila subjects by integrating culturally responsive teaching (CRT), local wisdom, and gamification (CERITALOGAM). Research data collection, model development, model trials, and model testing were carried out in public elementary schools in Bogor, Indonesia. Testing research instruments through tests of validity, reliability, test difficulty, test differences, and validation from model, language, and media experts.

Results. This study finds that the Pancasila learning model for developing students' multicultural competencies based on CRT, integrated with local culture and gamification (CERITALOGAM), is feasible and in line with the theory of the Dick and Carey learning model. The model of this study is also proven to be effective based on the results of the N-Gain test between the CERITALOGAM learning model and the Problem-Based Learning (PBL) model. The responses of teachers and students also showed that the CERITALOGAM model was easy to implement and motivated students more.

Background/purpose. Since Vietnam’s accession to ASEAN in 1995, English has become crucial for regional and international engagement, driving changes in language education policies and increasing the demand for qualified teachers of English. However, little context-related research focuses on second-career EFL teachers (SCETs). This study explores the experiences of three SCETs: a plant pathologist, a salesperson, and a graphic designer, focusing on the process of adapting and sustaining commitment in English Language Teaching (ELT).

Materials/methods. The study adopted narrative inquiry design under the lens of Ecological Systems Theory and Self-Determination Theory with observation, semi-structured interviews and outsider comments.

Results.  Findings show that these SCETs leverage their prior career experiences to reflect on factors affecting their autonomous teaching philosophies and job sustainability through community-driven professional development. The plant pathologist evolves himself based on the upgrading from caring for emotionless trees to emotional learners. The saleswoman transfers and acclimates her belief in business ethics into education ethics. The designer inspires learners to be creatively forward-thinking and independent in their learning.

Conclusion. Discussions indicate that SCETs need more support for targeted training in pedagogical competencies and interdisciplinary teaching to maximize the use of their previous expertise assets. This study contributes to the understanding of SCETs' experiences and paves the way for future research to consider expanding the participant base and exploring comparative studies amongst SCETs and other traditional teachers.

Background/purpose. This research aimed to evaluate the impact of integrating the WSQ-based flipped learning method with cooperative learning on speaking performance among English as a Foreign Language (EFL) learners. Addressing the challenges EFL learners face in oral proficiency, the study sought to determine whether this innovative pedagogical approach could enhance vocabulary pronunciation, oral fluency, and content length in speaking tasks.

Materials/methods. The study employed a single-group quasi-experimental design with 25 tertiary-level EFL learners aged 18 to 21. Due to participant attrition, the final sample size was 15. Over six weeks, participants underwent an intervention combining multimedia content, cooperative learning principles, and Watch-Summary-Question (WSQ) worksheets. Pre-test and post-test evaluations assessed vocabulary pronunciation accuracy, oral fluency, and speaking content length.

Results. The findings demonstrated significant improvements in speaking performance. Participants' average pronunciation scores increased from 10.33 to 13.47, oral fluency scores rose from 4.27 to 7.49, and speaking content length expanded from 147 to 229 words. All improvements were statistically significant at the 0.01 significance level, underscoring the efficacy of the integrated approach in enhancing EFL learners' oral proficiency.

Background/purpose. The rapid expansion of English-medium instruction (EMI) programs is a key feature of higher education internationalization, especially in non-native English-speaking countries. Vietnam, aiming to position itself as a global educational hub, recently introduced a medical EMI program for its first large cohort of international students, primarily from India. This study investigates Indian students' satisfaction with this program based in a medical university in the Mekong Delta, identifying strengths and improvement areas to enhance its effectiveness and inclusivity.

Materials/methods. A structured survey was administered to 130 Indian students enrolled in the program.  The survey assessed satisfaction across six clusters: lecturers, administrative staff, the courses, training and outcome assessment, facilities, and support activities. Statistical analysis, including reliability checks and regression techniques, was conducted to assess the impact of these factors on overall satisfaction.

Results. Findings revealed high academic and administrative support satisfaction, particularly in lecturers' expertise (mean = 4.38) and staff responsiveness (mean = 4.41). The curriculum was praised for its clarity and timely outcome assessments, though program flexibility and practical integration received moderate evaluations. Significant gaps were identified in career-related support services, language assistance, and technological infrastructure. Regression analysis highlighted outcome assessment as the most influential factor, followed by support activities and administrative support.

Background/purpose.  Since the establishment of New China in 1949, traditional monastic education has played a pivotal role in Chinese Buddhism, encompassing cultural dissemination, social welfare, and environmental consciousness. This study rigorously examines Guangdong Buddhist monastic education of Lingdong College from 2012 to 2022, meticulously analyzing its developmental trajectory and transformations across distinct periods.

Materials/methods. The research design employs an exploratory sequential mixed method to confirm and interpret the qualitative result. In the first phase, qualitative method, the data-gathering process involved conducting in-depth interviews and engaging in participant observation by scrutinising policies, students’ teacher qualifications, college employees and leaders of the Chaozhou Buddhist Association. In the second phase, a questionnaire was designed that was based on qualitative themes. A total of sixteen participants were interviewed during the study in the Guangdong Province, China, followed by a total of 355 participants for the quantitative stage.

Results.  This study proves that religious education towards curriculum diversification and innovative training methods plays an important role in influencing students’ Buddhist temple moral courage and scouting behaviour. Education and religion are possible to facilitate moral development among students; there is also a possibility that it will exacerbate the existing dichotomy between majority and minority in the religious field.   

Background/purpose. This research aims to explore the role of digital educational content in eliminating traditional teaching methods within Iraqi universities. The study addresses the increasing shift towards digital learning and the necessity of adapting educational processes to modern technological advancements, particularly in response to challenges faced by traditional education.

Materials/methods. The study employs a descriptive survey method, utilizing a questionnaire distributed to 120 faculty members (60 males and 60 females) from various Iraqi universities between August 31 and September 15, 2024. The collected data was analyzed to assess the effectiveness of digital educational content and its potential to replace traditional teaching approaches.

Results. The findings reveal that faculty members widely acknowledge the effectiveness of digital educational content in enhancing student engagement and learning outcomes. The study highlights the extensive adoption of Google Classroom, especially during the COVID-19 pandemic, which significantly contributed to the continuity of education.

Background/purpose. Despite the rapid assimilation of generative artificial intelligence (GenAI) into education, and initial evidence suggesting its potential in language learning, rigorous empirical investigations into its efficacy for cultivating specific language skills remain limited. This study aimed to address this lacuna by examining the impact of guided chatbot interactions on English as a Foreign Language (EFL) learners’ listening and writing skills.

Materials/methods. A quasi-experimental design was employed, involving 93 undergraduates enrolled in mandatory EFL courses at a public university. Participants were randomly allocated to an experimental group (n=48), engaging in 10 weekly researcher-designed GenAI-mediated listening and writing activities, or a comparison group (n=45) following a traditional curriculum with optional chatbot use. Data were collected at three time points: pre-test, immediate post-test, and a delayed follow-up. Additionally, post-test qualitative reflections on chatbot use were garnered.

Results. While both groups demonstrated improvement over time, the experimental group reached significantly greater gains in both listening and writing at the immediate post-test compared to the control group. However, these advantages were not maintained at the follow-up assessment. Thematic analysis revealed that students valued the personalized and immediate feedback offered by the chatbots, yet expressed concerns about inconsistent content quality, occasional repetition, and the need for clearer task structures.

Background/purpose. Education is a complex process, so higher education institutions (HEIs) must be increasingly aware of the importance of improving the quality of their various activities. Higher education is one of the crucial elements of the global education system, which must be flexible, diverse, effective, and in tune with the needs of the economy and knowledge. The study was developed in the IV Academic Region of Angola and attempted to assess the Quality and Social Responsibility of public higher education institutions.

Materials/methods. Quantitative research methodology. Case Study using a questionnaire survey with closed questions.  Population: students, employees and teachers of the HEIs of the IV Academic Region of Angola. Sample: Students (n=447), employees (n=131) and teachers (n=62) participated in the study, totaling 640 individuals.

Results. The results determined that the dimension of Social Responsibility of Higher Education Institutions, best evaluated was the “Research” (média = 2,93) dimension and the least considered was “Structures” (média = 2,72), and that teachers significantly identify this dimension more in the educational institutions where they work, than staff or students. These results emphasize the need for strategic reforms to improve infrastructure and promote civic responsibility in Angola's HEIs.

Background/purpose. The introduction of ChatGPT has rapidly transformed various aspects of life. It has raised concerns about its impact on current jobs, especially in education. The study aims to examine the factors that may influence university lecturers’ intention to adopt ChatGPT in their work.

Materials/methods. This study uses the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model and proposes new components to examine the factors. The data was collected from 460 lecturers working in various universities in Hanoi, Vietnam.

Results. The results have identified that Performance Expectancy has the most significant positive impact, followed by Personal Innovativeness, Effort Expectancy, Social Influence, and Image. On the other hand, facilitating conditions and insecurity negatively affect the intention to use, while hedonic motivation has no impact. The results also highlight the moderating effect of Information Accuracy on the relationships between some of these factors and the Intention to Use.

Conclusion. The study extends the UTAUT2 model through the integration of novel constructs and provides insights into optimizing and enhancing the use of AI in the academic environment.

Background/purpose. This study aimed to reveal the accuracy of estimation of multiple-choice test items parameters following the models of the item-response theory in measurement.

Materials/methods.  The researchers depended on the measurement accuracy indicators, which express the absolute difference between the estimated and actual values of the parameters of the items. The researchers depended on the square root of the error's mean squares and their relative efficiency (RE). (1500) responses were generated under the assumption of a normal distribution, following the ability parameter. Several tests comprising (50) items each were generated under the assumption of distributions (normal for difficulty, regular for discrimination, regular for guessing), assuming that the tests are multiple-choice, using the Wingen V data generation V.3 program. The BILOG-MG software was used to estimate the item's parameters using the marginal maximum likelihood method. Then, the estimated parameters were compared to the actual parameters using two indicators (absolute difference, the square root of the squares mean of the error, and the relative efficiency index of the variances of the estimated parameters).

Results.  The study results showed that the three-parameter model was more accurate in estimating the difficulty parameter, followed by the single-parameter model and then the two-parameter model.

Background/purpose. Writing is an essential skill for EFL learners, and the development of flawless writing proficiency in English is the intended learner outcome of every writing course in an EFL program. Development of flawless writing skills involves perfection in orthography (spelling, punctuation, capitalization), grammaticality and syntax, organization, coherence and unity, relevance and clarity of ideas and presentation, etc. A writing assessment method must be geared to monitor and enhance all these micro-skills. However, the question arises: Is there a potential correlation between writing assessment technique and learner outcomes?

Materials/methods.  Qualitative research was conducted at the English Language Institute (ELI) in Saudi Arabia to study the perceptions of writing instructors on the writing assessment techniques used for the health track courses (ELIH 110 and ELIH 120), i.e., quizzes and academic essay writing,  to review the assessment technique and its perceived impact on learner outcomes, if any, and to determine whether formative assessment should be given more weightage. The research data were collected from the writing instructors at the university using survey questionnaires and interviews.

Results. The findings show that ELI instructors perceive a correlation between the robustness of writing assessment techniques and learner achievement. However, the participants did not favour giving more weightage to formative assessment in the final grading.

Background/purpose. The purposes of this study were 1) to examine the effectiveness of concept mapping on Grade 10 students’ literary analysis skills, 2) to study the participants’ satisfaction with concept mapping in learning literary analysis skills, and 3) to establish the construct validity of the learning management plan through confirmatory factor analysis (CFA).

Materials/methods. The study utilized an experimental design with a single group. A sample of 41 Grade 10 students from a public school in northeastern Thailand was selected through cluster random sampling. The primary intervention, a learning management plan incorporating concept mapping, consisted of four lesson plans focused on key components of literary analysis. Instruments included a literary analysis test, with 30 validated multiple-choice items, and a satisfaction questionnaire with 10 items, demonstrating acceptable reliability. Data analysis involved the E1/E2 formula for effectiveness, a paired samples t-test to compare pre-test and post-test scores, descriptive statistics for satisfaction levels, and CFA to assess the construct validity of the intervention 

Results. Results showed significant improvement in students' literary analysis skills, with post-test scores markedly higher than pre-test scores. Satisfaction levels were also very high, indicating a positive reception of concept mapping as a learning tool

Background/purpose. Social alienation is an individual feeling or being isolated or disengaged from others and society. It has been a well-identified element in the lives of Muslim immigrants in Europe who face significant challenges in social, economic, civic, and political participation. These challenges may have adverse impacts on the academic performance of the young immigrant learners. This paper is an attempt to find out the impacts of social alienation on the academic achievement of Muslim immigrant children in Europe.

Materials/Methods. A semi-systematic literature review of the studies and literature relevant to understanding the relationship between social alienation and the academic performance of the children of Muslim immigrants.

Results. Such a review has pointed out several interdependent reasons for social alienation, such as socioeconomic status, parental choices between formal-public and community-based education systems, availability of resources to exercise choices regarding education, and the influence of ethnic neighborhoods. These factors combine and hinder academic achievement among Muslim immigrant learners.

Background/purpose. This study aims to examine the validity and reliability of factors influencing students' decisions in selecting the elementary education study program and to identify the most dominant factor.

Materials/methods. This quantitative study employed a cross-sectional design involving 722 students from various universities across multiple Indonesian islands. Data were collected through questionnaires and analyzed using Confirmatory Factor Analysis (CFA).

Results. The findings indicated that students' decisions to enroll in the elementary education study program were influenced by five key factors, represented as latent variables with 20 valid indicator items. CFA confirmed the alignment between these indicators and their respective latent variables through multiple goodness-of-fit tests using both first-order and second-order models. The average variance extracted and heterotrait-monotrait ratio values confirmed the validity of all indicators, while the composite reliability values demonstrated high reliability across all variables. The most dominant indicators influencing the latent variables were the acquisition of information from the socialization of the elementary education study program conducted in schools; the spacious, comfortable, and clean lecture building of the elementary education study program; enjoyment in teaching children; the desire to graduate promptly for employment opportunities; and the goal of graduating quickly.

Conclusion. These findings provide valuable insights for universities offering elementary education programs, helping them attract prospective students by addressing the most influential factors.

Background/purpose. This study investigates the integration of Islamic values into the general curriculum at SMP Unismuh Makassar, addressing the evolving educational need that combines academic excellence with spiritual and moral development. Using the Stake Countenance Model, this study aims to evaluate the effectiveness of this integration in planning, implementation, and outcomes while identifying areas for improvement.

Materials/methods. A mixed-methods approach was used, involving 20 teachers and 30 students. Data collection includes observation, interviews, and document analysis. The Stake's Face Model is applied, assessing three components: antecedent (planning), transaction (implementation), and outcome (result). Evaluation matrices and descriptive statistics are used to analyze quantitative and qualitative data.

Background/purpose. Although studies on teacher research are becoming more common in English language teaching (ELT), there is still a lack of understanding regarding how university lecturers shape their research identities. Using Ecological systems theory and Self-determination theory, this study examines the construction of research identities among Vietnamese lecturers of English as a foreign language (EFL). Particularly, this study explores how the lecturers perceived the role of research and the ecological factors that influenced their research identities.

Materials/methods. Data were collected from document analysis and semi-structured interviews with 18 EFL lecturers across different career stages (early, mid, and late) through a phenomenological research design.

Results. The findings from this study highlighted the complexities and dynamic nature of research identities among Vietnamese EFL lecturers within the context of national education reform. Research was seen as an important facet of EFL lecturers’ professional development (PD) because it enhanced their teaching practices, contributed to career advancement, strengthened professional relationships, promoted autonomy, and fostered reflective teaching practices. Additionally, the study indicated that the construction of research identities among these lecturers was influenced by diverse ecological factors (e.g., national foreign language projects, lack of managerial and collegial support, lack of financial incentives, lack of research resources, time constraints, personal responsibility, and professional recognition).

Background/purpose. This study aims to reveal in detail the extent to which the variables in The Primary and Secondary Education Institutions Scholarship Examination (PSEISE) predict the success of students on the scholarship exam with the help of artificial neural networks (ANN). In addition, in light of the findings obtained as a result of the research, it aims to contribute to improving the quality and content of PSEISE and to revising the variables in student selection.

Materials/methods. A descriptive-relational screening model and purposive sampling method were used in the study. The study group of the research included students who were studying in a provincial centre in the Aegean Region of Turkey in the 2023-2024 academic year and who took the PSEISE at the 5th-grade level. In the study, the prediction level of these students’ 4th and 5th grade written exam scores (independent variable) of Turkish, Mathematics, Science, Social Sciences, Religious Culture, and Ethics courses (independent variable) and their PSEISE achievement status (dependent variable) were determined through MATLAB 2023a program classification interface and optimised to achieve the best result.

Results. This process, carried out with a 5-fold cross-validation method, concluded that the ANN model with sigmoid activation function, forward cascaded back propagation, and double layer (230 neurons in the first layer and 2 neurons in the second layer) has the highest performance and an accuracy rate of 91.7%.

Background/purpose. This study evaluates the implementation and impact of the Merdeka Curriculum in music education at SMP Negeri 1 Padangpanjang, focusing on fostering creativity, critical thinking, and collaboration through a flexible and experiential approach. The curriculum faces challenges, including limited teacher training and inadequate resources, which may hinder its full potential.

Materials/methods.  A qualitative approach was employed, involving 32 seventh-grade students. Data collection included observations, interviews, documentation, and literature reviews. The curriculum's effectiveness was evaluated through the five learning syntax elements: Experiencing, Reflecting, Thinking and Working Artistically, Creating, and Impacting, using mixed methods to assess students' performance and the implementation process.

Results.  The findings show an average score of 89.80, categorized as "Independent Change." The highest achievement was observed in the Creating element (90%), demonstrating students' creativity in composing ensemble music. Other elements, such as Experiencing (85%) and Thinking and Working Artistically (87%), also showed strong outcomes, reflecting the curriculum's success in engaging students and enhancing their musical development.

Conclusion.  The Merdeka Curriculum effectively promotes creativity, critical thinking, and collaboration in music education. However, to optimize its impact, it is essential to address challenges such as teacher training, resource availability, and time constraints. These insights provide valuable guidance for enhancing arts education and curriculum reform in Indonesia.

Background/purpose. Background/purpose. This study aims to examine the impact of prospective mathematics teachers' metacognitive awareness on their perceptions and applications of ChatGPT in problem-solving processes. The research investigates how these prospective mathematics teachers perceive and utilize ChatGPT, focusing on the relationship between their metacognitive awareness levels and the use of artificial intelligence tools.

Materials/methods. The study utilizes both qualitative and quantitative research methods. In the quantitative phase, data was collected from 42 prospective mathematics teachers through a survey, exploring how their metacognitive awareness levels impacted their use of ChatGPT in solving mathematical problems. The qualitative phase involved in-depth interviews with four prospective teachers to gain detailed insights into their perceptions and practical applications of ChatGPT in problem-solving.

Results. The findings of this study give valuable results on the intersection of metacognitive awareness and artificial intelligence in education. By understanding how prospective mathematics teachers use ChatGPT, the research provides to the development of more effective pedagogical strategies for leveraging AI tools in teacher education. The study emphasizes the importance of professional development to help educators navigate the complexities of AI tool implementation in teaching and learning, ultimately enhancing problem-solving skills among future mathematics teachers.

Background/purpose. This study sheds new light on communication apprehension (CA) by specifically analyzing the role of public speaking courses in addressing anxiety concerns among university students. It offers a nuanced understanding of student viewpoints within the context of a public speaking course in a non-Western setting.

Methods/Materials. Focus groups—a methodology that has not been widely utilized in CA research—were used to understand student viewpoints. Focus group discussions were carried out using a semi-structured approach, using the Nominal Group Technique (NGT) at the start of the discussion. Thematic analysis was used to categorize recurring patterns in the data.

Results. The dominant themes emerging from the study were labeled as "enhancers" and "diminishers" of public speaking anxiety. The research findings, especially sub-themes relating to grading and group work, are noteworthy, offering valuable insights into student perspectives.

Conclusion. This study will aid educators in reimagining curriculum instruction and design. These findings have implications for the areas of oral communication, public speaking anxiety, and global higher education.

Background/purpose. This research paper investigates the lessons Taiwan can learn from Indonesia’s bilingual education policy, especially regarding abolishing the “Rintisan Sekolah Bertaraf Internasional” (RSBI) initiative. In line with this objective, the paper presents recommendations based on these lessons.

Materials/methods.  This study employs a qualitative approach that includes a comprehensive literature review method to analyze various sources, such as academic journal articles, government documents, and media reports, aiming to understand the complexities faced by the RSBI program.

Results. The findings highlight several key factors that contributed to its discontinuation, such as educational inequality, financial challenges, concerns about national identity, curriculum issues, lack of teacher preparation, and differing perspectives among stakeholders. These results have important implications for bilingual education policy in Taiwan, stressing the necessity for a balanced strategy that aligns language policy with national identity, fosters educational equity, enhances curriculum quality, and focuses on teacher training. By learning from Indonesia's experiences, Taiwan can develop inclusive, equitable, and culturally aware educational policies that improve international competitiveness while honoring local contexts.

Conclusion. The paper concludes with a proposed framework for delivering inclusive and culturally responsive bilingual education in Taiwan, providing a clear structure to guide future policy development.

Background/purpose. The study examined the potential benefits and concerns of implementing ChatGPT, an advanced tool of artificial intelligence technology, in the realm of teaching and learning.

Materials/methods.  A systematic review was conducted, detailing the processes of inclusion and exclusion criteria, selection, data extraction, and analysis to synthesize existing research findings.

Results. The integration of ChatGPT into education presents opportunities and challenges, especially in English Language Teaching. It provides benefits such as improved writing support, personalized learning experiences, improved language skills through real-time feedback, and efficient teaching tools that promote engagement and tailored instruction. However, challenges such as data privacy, academic integrity, ethical concerns, limitations in proficiency assessment, and over-dependence on technology must be addressed. To fully utilize the capabilities of ChatGPT, preserve academic integrity, and ensure independent learning, innovation, and legal and ethical safeguards must be balanced.

Conclusion. ChatGPT presents transformational opportunities for enhancing educational outcomes, particularly in ELT, by offering innovative and adaptive learning solutions. However, careful implementation strategies are required to address ethical and legal concerns and to ensure its responsible use in educational settings.

Background/purpose. This research aims to identify the key factors influencing the successful implementation of information systems in universities, especially in Indonesia. The main focus of the research is on work efficiency, collaboration, decision-making, and output quality in the context of university information systems.

Materials/methods. The study used Structural Equation Modeling (SEM) method to analyze the data. The research sample consisted of 412 respondents, including university faculty, students, and administrative staff. The analysis was conducted to measure the influence of various factors on system quality, user satisfaction, and operational performance.

Results. The findings showed that management support had the strongest influence on system quality (path coefficient = 0.77, p < 0.001) and user satisfaction (path coefficient = 0.72, p < 0.001). User experience (path coefficient = 0.80) and ease of use (path coefficient = 0.70) also significantly influenced positive perceptions of the system, which contributed to improved operational performance (84.8%, rated "excellent") and collaborative effectiveness (83.3%, rated "excellent"). However, the quality of the system's output remains a challenge, with only 50% of respondents rating it "excellent".

Background/purpose. Preschool education in Vietnam plays a critical role in fostering the development of children aged 3 months to 6 years. Enhancing teacher quality is essential to achieving educational goals, yet early childhood educators face significant challenges in professional skill development. This study examines the implementation of teacher development activities in the Mekong Delta region.

Materials/methods. A mixed-methods approach was employed, collecting quantitative data from 552 participants (50 administrators and 502 teachers) and qualitative insights through open-ended questions.

Results. Most institutions have structured plans for teacher development, with 81.2% assessing workforce needs and 91.8% establishing clear goals. Training participation is high, with 84.1% engaged in professional title courses and 73.9% in child-centered program development. Teachers favor courses on new programs, STEAM, and life skills education. Performance evaluations were generally positive, though teachers rated themselves higher (M = 4.09) than management (M = 3.36). Facility availability varied, with discrepancies between teacher and management perceptions. Policies remain inadequate, with only 10% finding salary support sufficient, underscoring the need for improved compensation.

Background/purpose. This study conducts a systematic review of research articles related to English as a Foreign Language (EFL) learners’ motivation under Organismic Integration Theory (OIT) in the early 2020s (between 2020 and 2024), based on PRISMA statement 2020 (Page et al., 2021), to find out about what recent trends in research on EFL learners’ motivation under OIT are, and what types of methodology have been employed for studies in this field.

Materials/methods. Relevant studies in the early 2020s were selected from various sources using Boolean operators to capture recent trends in EFL learners’ motivation based on inclusion criteria: (i) EFL learners’ motivation, (ii) OIT or SDT (Self-determination Theory) as a theoretical framework, and (iii) diverse EFL settings (e.g., Asia, Europe, etc.), and exclusion criteria: (i) studies focusing on non-EFL contexts, and (ii) review articles. Information from the selected studies was synthesized and described by using content analysis.

Results. The findings revealed that research on EFL learners’ motivation has been developing across Asia (Bangladesh, China, Indonesia, Japan, Turkey, and Vietnam). SDT and OIT have been increasingly employed in research on EFL learners’ motivation. With OIT and SDT frameworks, there have been more mixed- methods and qualitative than quantitative approaches.

Background/purpose. The enhancement of students' social skills and prosocial behavior in the learning process in the school environment is a must as an effort to minimize the emergence of various moral corruptions among students, such as acts of violence, bullying, being individual, lack of empathy, lack of motivation to learn, which has an impact on students' academic achievement. In this case, it is important to map the development of research related to strengthening social skills and prosocial behavior of students in the school environment.

Materials/methods. The development of students' social skills and prosocial behavior is essential in shaping their character and fostering positive interactions. This study aims to map research trends on enhancing social skills and prosocial behavior using a systematic literature review approach. The research data was collected from the Scopus database, covering publications from 2020 to 2024, with a total of 1,624 indexed journal article metadata. Data analysis was conducted using the R Program and Biblioshiny software combined with VOSviewer to identify research trends, thematic patterns, and frequently explored concepts.

Results.  The findings revealed that research publications related to social skills and prosocial behavior of students from 2020 to 2024, indexed by Scopus, were highest in 2022, reaching 403 published articles. In this case, Carlo, G. became the most productive author with 14 articles, and the United States occupied the first position as a country with author correspondence with 363 published articles regarding the study of social skills and prosocial behavior of students. Mapping the publication literature also shows that research on the study of social skills and prosocial behavior of students with the topics of "social interaction", "social cognition", "child parent relations", "problem behavior", "prosociality”, “morality”, “empathy”, “human relations”, “student aggretion”, “depression”, “gender”, and “decision making” has novelty as research issues and can be a research opportunity.

Background/purpose. The characteristics of each subject allow for adjustments to the learning model and the role that will be carried out by the teacher. One of them is Islamic education lessons with a diversity of student abilities and abstract and complex characteristics of Islamic education with its application. This research aiming to determine the improvement and difference in students' understanding of material due to the application of achievement grouping learning, and to examine teacher’s role in the model.

Materials/methods. This research is quantitative using a quasi-experiment approach. Grade VII students of Al-Irsyad Serang Junior High School in Banten became a sample. Through the purposive sampling technique, class A (experiment I) with the achievement grouping model, class B (control) with the conventional model, and C (experiment II) with the cooperative model. Data analysis was carried out using the Rasch model, general linear model test, independent sample T-test, Oneway Anova, and n-gain score.

Results. The results of Anova test significantly showed that a difference in the comprehension value of each research class. The difference based on post hoc Anova test showed that the experimental class I was 18.74% superior to the control class, and 7.36% from the experimental class II.

Conclusion Furthermore, supported by the average n-gain score (0.5395), that the application of the achievement group learning model is able to increase students' comprehension scores with a moderate improvement category.

Background/purpose. This study explores the methodologies for publishing research papers in SCOPUS-indexed journals, targeting academic professionals, including educators and researchers, to enhance their recognition and visibility within educational contexts. It investigates the critical processes—manuscript writing, journal selection, submission preparation, and peer review—aiming to equip educators with strategies to contribute meaningfully to educational research and policy. Grounded in the need to strengthen academic publishing skills among educational professionals, this research seeks to inform teacher training, research education, and institutional policies, ultimately improving scholarly impact and educational innovation.

Materials/Methods. The study employs a qualitative analysis, drawing on a comprehensive review of existing literature, SCOPUS indexing criteria, and best practices in academic publishing. Data were gathered from guidelines, ethical standards, and peer-reviewed publications in SCOPUS journals, focusing on educational and pedagogical research. The analysis includes case studies of successful publication strategies and interviews with experienced educational researchers, providing insights into challenges and techniques for navigating the publishing process effectively.

Results. The findings highlight key strategies for academic professionals to increase acceptance rates in SCOPUS-indexed journals, such as adhering to ethical standards (e.g., avoiding plagiarism), addressing reviewer feedback, and selecting appropriate journals based on research focus. These practices significantly enhance educators’ scholarly productivity, foster research-informed teaching, and elevate the quality of educational research. The study underscores the importance of professional development in research skills for educators, offering a framework to bridge gaps in academic publishing knowledge within educational institutions.

Conclusion. This research demonstrates that mastering SCOPUS-indexed publication methodologies can empower academic professionals, particularly educators, to advance their research profiles and contribute to educational innovation. The study offers actionable insights for educational policymakers and training programs to integrate research skills into teacher education curricula by providing systematic guidelines for manuscript preparation, ethical conduct, and reviewer engagement. These findings advocate for institutional support and policy reforms to promote scholarly publishing, enhancing educational quality and global academic visibility in the education sector.

Background/purpose. Students' emotional condition plays a crucial role in forming enjoyable learning in geography. One way to modify students' emotions is through field trips to sites with diverse geographical aspects.  This study aims to identify potential wetland field trip locations for geography learning in higher education and assess students' enjoyable learning through field trips at these locations.

Materials/methods.  This research uses a mixed-method sequential explanatory design approach. The first stage collects quantitative data, including the geographical aspect scores of four wetland locations in South Sumatra, Indonesia, and the enjoyable learning scores of 35 students during their field trips. The second stage gathers qualitative data through student interviews to explore emotional conditions based on participation during the field trip. Instruments used are observation sheets to assess the potential of the field trip location and the Achievement Emotions Questionnaire-short version (AEQ-S) to assess students' enjoyable learning.

Results.  The results show that based on observations, three locations have high potential in physical geography, while one location has high potential in human geography. AEQ-S scores show the dominance of positive emotions, with an average score of 81, reflecting a high level of enjoyable learning. Interviews reveal that active students felt happier and prouder, while passive students experienced anxiety about their lack of participation in field trips.

Background/purpose.Entrepreneurial universities are vital for economic development and innovation, yet securing sustainable funding beyond traditional sources is a critical challenge. This study addresses the need to identify and understand diverse financing mechanisms employed by these universities to foster their entrepreneurial activities. The main purpose is to provide a comprehensive overview of these mechanisms and explore future funding trends.

Materials/methods.This research employs a systematic literature review of articles published between 2000 and 2023. A structured search strategy was used across Scopus and ScienceDirect databases, focusing on keywords related to financing mechanisms, entrepreneurial universities, and higher education. Data was extracted and analyzed thematically using Atlas.ti software.

Results.The review identifies a diverse array of financing mechanisms used by entrepreneurial universities, including public funding and grants, private investment and venture capital, industry partnerships, technology transfer, philanthropic donations and endowments, and tuition and fees. Each mechanism presents distinct benefits and challenges impacting entrepreneurial activities. The study also highlights emerging trends such as revenue diversification, increased external funding, commercialization of academic programs, and organizational transformation.

Background/purpose. Insufficient integration of local history into the national curriculum has resulted in students’ limited understanding of their regional cultural identity. In Ciamis Regency, the Kagaluhan values embedded in Sanghyang Siksakandang Karesian (SSKK) hold great potential for character education but remain underutilized in history instruction. This study aims to analyze the integration of Kagaluhan values in high school history education and examine their impact on strengthening students’ cultural identity.

Materials/methods. Provide This study employed a qualitative method with a case study approach. Data were collected through in-depth interviews, classroom observations, and document analysis. The collected data were analyzed using the Miles and Huberman interactive model to identify patterns of Kagaluhan value integration in history education.

Results. The findings indicate that integrating Kagaluhan values through connected learning, Problem-Based Learning (PBL), and Project-Based Learning (PJBL) effectively enhances students’ historical awareness and character development. However, limitations in curriculum policies, learning resources, and teacher comprehension present significant challenges in implementing these values within history instruction.

Background/purpose. This study is designed to develop and evaluate the effectiveness of a sexual harassment prevention model through the "Courageous Campus" campaign, explicitly focused on educational strategies within higher education institutions in Medan city. The need for this campaign is driven by the rising incidents of sexual harassment within academic settings, which compromise not only the security but also the educational outcomes and comfort of students.

Materials/methods. Employing a qualitative methodology, this research utilizes participatory and non-participatory observations, in-depth interviews, and focus group discussions to gather data. The analysis was conducted using NVivo software to facilitate the coding and categorization of main themes, which assisted in uncovering significant patterns and insights regarding the educational campaign's impact on raising awareness about sexual harassment.

Results. The findings reveal that the educational campaign has effectively heightened awareness and engagement among the campus community in efforts to address and prevent sexual harassment. Notable behavioral and policy changes within the university underscore the campaign's role in transforming the campus culture towards enhanced safety and inclusivity.

Conclusion. The research highlights that integrating educational initiatives with robust legal protections and psychological support is vital for a comprehensive strategy to combat sexual harassment in educational settings. It emphasizes the necessity of a holistic and participatory approach within the campaign to significantly foster a safer educational environment.

Background/purpose. The integration of moral values into EFL teaching has been an important issue in Indonesia as multimodal literacy practices can be employed to foster both language learning and moral development among young learners. This study investigated how multimodal learning can be used to promote moral values alongside language skills among young learners in Indonesian primary schools.

Materials/methods. This research employed qualitative methods. Data was collected through observations, interviews, and analysis of students’ artifacts.  Activities such as storytelling, drawing, and collaborative projects were designed to encourage meaningful engagement with values such as kindness and responsibility. Kress and van Leeuwen’s multimodal framework, Unsworth’s literacy development cycle, and principles of critical literacy were used as analytical frameworks.

Results. The findings reveal that multimodal literacy practices not only enhance linguistic competence but also nurture critical literacy and moral-social awareness. Students demonstrated increased autonomy, creativity, and a deeper understanding of moral values in these interactive activities.

Background/purpose. This study investigates the relationship between digital literacy, metacognitive skills, social support, and students' self-efficacy to better understand the factors that influence academic confidence and performance.

Materials/methods.  A survey was conducted with 116 participants, and data were analyzed using partial least squares structural equation modeling (PLS-SEM). The analysis examined the direct effects of digital literacy, metacognitive skills, and social support on self-efficacy, as well as the moderating role of social support.

Results. The findings reveal significant positive effects of digital literacy (β = 0.540, p = 0.000), metacognitive skills (β = 0.675, p = 0.000), and social support (β = 0.600, p = 0.000) on self-efficacy. Notably, social support moderated the relationships between digital literacy and self-efficacy (β = 0.365, p = 0.001) and between metacognitive skills and self-efficacy (β = 0.408, p = 0.008). Additionally, the combined influence of digital literacy and metacognitive skills on self-efficacy was amplified by social support (β = 0.522, p = 0.001).

Conclusion. This research highlights the necessity of developing digital literacy, social support networks, and metacognitive skills to boost students' self-efficacy. For students to learn proficiently, schools need to extend social support programs that would enable students to apply their cognitive and digital skills with confidence.

Background/purpose. This study scrutinizes the increased gravitation of children towards YouTube and assesses the subsequent effects on their viewing behaviors. Parental mediation emerges as a critical factor within the digital setting.

Materials/methods. Case study, one of the qualitative research methods, was used in the study as a research model. This study involved ten Emirati parents who actively participated, shared viewing experiences, and implemented viewing boundaries to navigate their children’s digital engagements. Data was analyzed by the exploratory analyzing and word clouds.

Results. The findings of this study enhance the dialogue surrounding digital parenting, emphasizing the necessity for context-aware mediation practices. It proposes a nuanced understanding of parental roles that reconcile cultural values with the imperatives of digital safety, aiming to enrich the digital experiences of children in a protective and constructive manner.

Background/purpose. The purposes of this research are to develop a reliable and valid assessment tool for measuring systems thinking skills in upper primary students in Thailand and to establish a normative criterion for evaluating their systems thinking abilities based on educational standards.

Materials/methods. The study followed a three-phase data collection process, involving a total of 1,000 students from 17 schools in the Thai educational context. The sample was divided into three groups: 70 students for item analysis difficulty (p) and discrimination (r), 430 students for construct validation using Confirmatory Factor Analysis (CFA), and 500 students for T-score ranking and normative criteria development. The Systems Thinking Skills Assessment for Upper Primary Students was developed as a multiple-choice test.

Results. The results showed that the assessment had strong content validity (IOC = 0.60–1.00), appropriate item difficulty (p = 0.30–0.66), acceptable discrimination indices (r = 0.20–0.45), and high internal consistency (KR-20 = 0.82). The CFA confirmed that the assessment model was well-aligned with empirical data, with χ² = 0.24, p = 0.62, RMSEA = 0.00, CFI = 1.00, GFI = 1.00, and AGFI = 1.00. Additionally, T-score ranking was established, providing normative criteria for interpreting students' systems thinking performance.

Conclusion. This study was conducted to develop and validate a reliable assessment tool for measuring systems thinking skills in upper primary students. The research followed a three-phase data collection process, involving content validation, construct validation through Confirmatory Factor Analysis (CFA), and the establishment of normative criteria using T-score ranking.

Background/purpose. Learner autonomy has been a burgeoning interest among language researchers and practitioners. Given extensive research into the construct, it remains necessary to explore it from a wider context. This study thus aims to investigate the perceptions of autonomy in English language learning among English-major students at a Vietnamese university, particularly focusing on how demographic factors and academic disciplines influence these perceptions.

Materials/methods. Drawing on a survey research design, the study quantitatively explored 334 students' perceptions about their autonomy in learning English through 40-item questionnaires and open-ended questions using Google Form.

Results. From both an overall questionnaire and cluster measurements, findings revealed that English majors positively perceive their autonomy in learning English at a high level. Their demographics of gender, age and academic years of study did not influence their perceived autonomy related to learning English. However, the students of English Teacher Education differed statistically from their counterparts in English Studies over two perceptions of autonomy: first, in their beliefs about their teacher's role, and second, freedom in learning between students from rural and urban areas. Besides, findings from the open-ended questions indicated four common strategies teachers deployed to promote their autonomy in learning English, comprising testing, homework and assignments, checking their participation in classroom activities, and group work.

Conclusion. English-major students had a high level of perceived autonomy in learning the English language, with notable differences based on majors and geographical location.

Background/purpose. This study aims to develop and assess the effectiveness of a sexual harassment handling model through the "Courageous Campus" campaign, which is based on educational outreach in higher education institutions in Medan city. The urgency of this campaign is underscored by the increasing cases of sexual harassment in the academic environment, which not only threaten security but also affect the comfort and academic achievement of students.

Materials/methods. The methodology employed in this study involves a qualitative approach, utilizing participatory and non-participatory observation, in-depth interviews, and focus group discussions to gather data. Data were analyzed using NVivo software to facilitate the coding and categorization of main themes, which helped in identifying significant patterns and insights related to the campaign's impact on raising awareness about sexual harassment.

Results. The results indicate that the educational campaign has successfully increased awareness and engagement within the campus community in efforts to prevent and handle sexual harassment. Notable behavioral and policy changes at the university concerning sexual harassment issues point to the effectiveness of the campaign in fostering a change in campus culture towards greater safety and inclusivity.

Conclusion. The findings suggest that integrating educational initiatives with strong legal protection and psychological support is crucial as part of a comprehensive strategy to combat sexual harassment on campus. The research underscores the necessity for a holistic and participatory approach in the campaign, which can significantly influence the creation of a safer learning environment.

Background/purpose. This study aims to determine the preferences and opinions of University of Sharjah students about hybrid learning, taking into account its increasing use globally, especially during and after the pandemic.

Materials/methods. Participants were invited to complete a voluntary web-based questionnaire (Google Form), which was distributed online during the second semester of the 2023–2024 academic year. The initial sample included 450 UOS students. However, only 400 completed the questionnaire, leading to a response rate of 89%. Descriptive analysis and multiple regressions were conducted on data collected from 400 undergraduate students from different majors at the University of Sharjah. Participants had to voluntarily answer an online self-survey questionnaire.

Results. The results revealed positive and negative opinions of students regarding hybrid learning, indicating that although students preferred face-to-face and hybrid learning, they had a stronger preference for face-to-face education, especially when it requires direct interaction, as well as during assessments. The results reflect a clear influence of specialization and year of study, as well as place and type of residence on students’ preferences and opinions.

Conclusion. The results indicate the need to improve hybrid learning by addressing communication and direct interaction issues, activating the human element in the learning process, and improving the level of technology training for teachers and learners.

Background/purpose. The emergence of educational technologies has profoundly transformed teaching and learning methods in health sciences. This bibliometric study aims to identify the most widely used educational practices in this field between 2014 and 2024, exploring their applications within a constantly evolving technological context.

Materials/methods. Data were collected from the Scopus database using a specific query incorporating terms related to educational technology, resulting in a final corpus of 2460 articles written in English. A quantitative analysis was conducted using the R programming language within the RStudio development environment, utilizing the Bibliometrix package and its Shiny App interface. This analysis included a keyword co-occurrence analysis to identify the most cited publications, leading journals, and the most frequently associated keywords.

Results. The findings reveal a strong predominance of terms related to education, learning, and teaching, reflecting a significant focus on pedagogical approaches tailored to health sciences. Constructivist and cognitive theories emerged as the most commonly used conceptual frameworks. The integration of advanced technologies, such as artificial intelligence (AI) and online learning environments, was also highlighted. The COVID-19 pandemic served as a catalyst to accelerate these pedagogical transformations.

Background/purpose. Collaborative concept maps (CCMs) stand out for their ability to organize knowledge and enhance retention. However, their use in higher education raises questions about their effectiveness. This study aims to evaluate the effect of CCMs on learning of students enrolled in the Master’s program in Training and Supervision Professions in Morocco, identify the challenges they faced during the creation of these maps, and propose improvements aimed at optimizing the use of these tools in higher education.

Materials/methods. The study involves 60 students divided into two modules, "Work Psychology" and "Andragogy." Organized into small groups, the participants designed concept maps throughout the semester, using course materials and recommended scientific articles. Data were collected at the end of the semester through a questionnaire that included Likert-scale items and open-ended questions. The results were analyzed using descriptive statistics and thematic analysis, respectively.

Results. CCMs proved to be effective in fostering creativity, enhancing critical thinking, and improving knowledge retention. However, certain limitations were identified, including cognitive overload related to organizing complex information and interpretive divergences within groups, which slowed down the collaborative process. Additionally, technical and organizational challenges, such as a lack of digital skills and coordination difficulties, were also noted. These limitations occasionally hindered the effectiveness of collaborative dynamics and the achievement of learning objectives.

Background/purpose. This study aims to develop and validate a Massive Open Online Course (MOOC) in Elementary Statistics (ES) following the ADDIE Model of Instructional Development.

Materials/methods.  Employing a descriptive-developmental research design, anchored on different MOOC development policies and guidelines and aligned to Philippine Professional Standards for Teachers, the MOOC-ES was crafted in collaboration with Mathematics and MOOC experts, alongside participation from Mathematics teachers and first-year BSEd Mathematics students. Each meticulously crafted unit within the MOOC-ES framework comprises essential components: Introduction, Course Outcomes, Learning Competencies, Pre-Assessment, Discussion, Discussion Forum, Activity, and Generalization.

Results. The design and content of the MOOC-ES garnered commendable feedback, with assessments indicating a classification of 'very good'. Mathematics educators lauded the utilization of the MOOC-ES as an innovative pedagogical tool for disseminating Mathematics content. Moreover, first-year BSEd Mathematics students expressed satisfaction with the MOOC-ES, highlighting its efficacy in elucidating Elementary Statistics concepts. The interactive nature of the material was well-received, resonating with their learning preferences amidst the prevailing 'new normal' paradigm.

Conclusion.  The integration of the MOOC-ES into pedagogical practice heralds a transformative stride in the teaching and learning landscape of Elementary Statistics.

Background/purpose. The integration of artificial intelligence (AI) in education has the potential to address inequalities and enhance teaching and learning outcomes. However, challenges such as AI biases, limited teacher literacy, and resource constraints hinder equitable implementation, especially in contexts like South Africa. This study investigates strategies for inclusive AI adoption, focusing on localized solutions, co-design practices, and ethical frameworks tailored to the region's unique needs, including linguistic diversity and cultural inclusivity.

Materials/methods. Using a literature review methodology spanning studies from 2000 to 2024, this research examines global and local initiatives to identify effective practices for AI integration in education. The study emphasizes the importance of localized datasets, culturally responsive AI tools, continuous professional development, and collaborative learning communities.

Results. The study proposes a phased implementation model that includes fairness-aware algorithms, diverse datasets, and sustainable infrastructure investments. It highlights the need to adapt global frameworks to local contexts and foster stakeholder collaboration. These strategies aim to address barriers and provide policymakers and educators with practical recommendations for equitable AI adoption.

Conclusion. The findings highlight the importance of localized and culturally responsive approaches to AI integration in education. By leveraging diverse datasets, co-design practices, and ethical frameworks, South Africa can create inclusive AI systems that address inequalities and improve learning outcomes. The study offers policymakers, educators, and stakeholders a practical roadmap to ensure context-sensitive and equitable AI implementation in education.

Background/purpose. The Merdeka Curriculum is an important aspect in the reform of Indonesian education in facing global challenges and industry 4.0. Its early implementation requires comprehensive analyses and evaluations to determine its effectiveness. This study aims to determine the effectiveness of elementary school students' learning styles (auditory, visual, and kinesthetic) in terms of gender and subjects.

Materials/methods.  This study employed a mixed-methods research design using purposive sampling. Data were collected through teacher interviews and the compilation of students' daily test scores in Mathematics and Indonesian subjects.

Results. The analysis results with the general linear model (GLM) test show differences in average scores as a form of learning style effectiveness in terms of gender, specifically in mathematics. In detail, male students with visual learning styles have the most dominant average score (84 points) in math, and with kinesthetic learning styles in Indonesian (84.5 points). Through the ANOVA test, it was also obtained significant (>α 0.05) that there was no difference in the effectiveness of each learning style in terms of each subject. The N-gain score test results were also obtained (>55%) for the effectiveness of each learning style in terms of each subject, which was stated to be in the moderately effective category.

Conclusion. In general, the effectiveness of learning styles in terms of subjects fluctuates. Some of these results indicate that the implementation of the Merdeka curriculum at the primary school level has been able to encompass and equalize students' learning style preferences with the same learning outcomes or achievements.

Background/purpose. This study addresses the lack of statistical thinking skills among Applied College students, a key requirement for professional success. Traditional statistics education focuses on procedural and computational methods rather than conceptual understanding, leading to misconceptions and difficulties in data organization, summarization, and interpretation. The research aligns with Umm Al-Qura University's Program Transformation Project, emphasizing workforce readiness by enhancing statistics courses. The study's primary goal was to design and implement Excel-based statistical learning tasks to improve students' statistical thinking skills, particularly in the Banking and Finance diploma program. The study aimed to equip students with essential data-handling skills for professional environments by integrating practical applications.

Materials/methods. This study utilized a mixed-methods approach, combining qualitative and quantitative techniques. The qualitative aspect focused on designing Excel-based statistical learning tasks and identifying essential statistical thinking skills, while the quantitative component employed a quasi-experimental design to evaluate task effectiveness. 

Results. The study demonstrated a significant improvement in statistical thinking skills among the experimental group using Excel-based tasks. It confirmed their effectiveness in developing key skills. It emphasized their importance in the job market, particularly for banking and finance diploma students, highlighting their role in enhancing future professional competencies.