Background/purpose. While the significance of English for Medical Purposes (EMP) in medical education continues to grow, research on the motivational dynamics shaping non-Anglophone students’ efforts to learn EMP remains limited. To address this gap, we developed a contextualized questionnaire based on the L2 Motivational Self System.

Materials/methods. The study, conducted across Hungary’s four medical schools, involved 283 medical students in Hungarian-medium instruction. Using linear regression and mediation analyses, we examined the direct and indirect effects of core motivational dimensions (Ideal L2 Self, Ought-to L2 Self, Integrativeness, and Instrumentality) on students’ intended learning effort (ILE).

Results. Results identified Integrativeness, Ideal L2 Self, and Instrumentality Prevention as direct predictors of ILE. Further analyses explored supplementary psychosocial dimensions (Self-efficacy, Self-confidence, L2 anxiety, and Attitude toward EMP), revealing significant but varied effects on ILE’s direct predictors.

Background/purpose. This research examines the use of one artificial intelligence application, "ChatGPT," its importance, and its use in developing the educational process in Jordanian universities from the viewpoint of faculty members.

Materials/methods. The study sought to answer three main questions: What are the impacts of using ChatGPT on educational development? What challenges do faculty members face when using it? And are there statistically significant differences in the extent of its use attributable to gender, experience, and academic rank? A quantitative approach was adopted, employing a 12-item questionnaire divided into two fields: use and challenges. The study sample consisted of 310 randomly selected faculty members from various Jordanian universities.

Results. The primary results were as follows: Sample members strongly agreed on the importance of using artificial intelligence programs such as ChatGPT in teaching and on its role in developing the educational process. In addition, the sample members moderately agreed on some constraints that limit the use of artificial intelligence applications (ChatGPT) in teaching.  

Background/purpose. In the ever-evolving landscape of education, student behavior and classroom management have always been subjects of concern for both scholars and academicians. Given the lack of in-depth summaries in the literature, the bibliometric analysis employed in the present study aims to conduct a detailed exploration of the literature. Thus, providing an overview of trends, patterns, and knowledge gaps in the domain.

Materials/methods. A pool of 747 articles extracted from the Scopus database was analyzed using RStudio and VOSviewer software. Various bibliometric techniques, including production analysis, journal analysis, citation analysis, and influential author analysis, were conducted.

Results. The findings of the study reveal that studies on student behavior and classroom management have increased significantly over time, especially in the past two decades. The significant contribution to literature originates from the developed Western countries. Additionally, terms such as classroom discipline, psychological aspect, and behavioral disorder are trending topics within the domain.

Background/purpose. This study addresses the critical challenge of preparing special education teachers in Mongolia to integrate accessible digital technologies effectively into inclusive classrooms. Despite growing global emphasis on digital competence, there remains a gap in localized research on teacher readiness within the Mongolian context. The primary purpose of this research is to analyze teachers' capabilities using digital technologies for inclusive education, aiming to support the digital transition in special education training programs. This study conducts an empirical, framework-based analysis of Mongolia’s Special Needs Education Teacher (SNET) bachelor's curriculum at the Mongolian State University of Education (MSUE), evaluating its alignment with national policies and international digital inclusion standards. Grounded in Vision 2050, the Education Sector Medium-Term Development Plan (2021–2030), and the Law on the Rights of Persons with Disabilities (2016), the research tests six hypotheses: (H1) policy fulfillment, (H2) digital-inclusive curriculum design, (H3) institutional and faculty capacity, (H4) teacher preparedness, (H5) curriculum content benchmarking, and (H6) alignment of learning outcomes (CLOs, PLOs, PEOs) with digital-inclusive competencies.

Materials/methods. The study employed a mixed-methods approach, combining quantitative surveys and qualitative interviews with special education teachers from multiple institutions. Data were analyzed using descriptive statistics and thematic coding to assess teachers’ technological, pedagogical, and content knowledge (TPACK) in relation to inclusive education practices.

Results. Findings of the bachelor's program and curriculum of the special education teachers revealed that while teachers demonstrated strong pedagogical and content knowledge, their technological proficiency—especially in using accessible digital tools—was limited. Institutional support and targeted professional development were identified as key factors influencing the success of digital integration.

Conclusion. The study concludes that enhancing digital competencies among special education teachers is essential for inclusive education reform in Mongolia. The TPACK framework, Digital technology for inclusive education, provides a valuable framework for guiding curriculum development and teacher training initiatives aimed at bridging the digital divide in special pedagogy. International comparisons reveal Mongolia’s program ranks among the weakest in digital preparation for inclusive teaching. A four-phase reform roadmap is proposed, including curriculum restructuring, UDL/TPACK integration, capacity building, and continuous monitoring. The findings highlight a policy–practice gap that risks undermining Mongolia’s digital transition and offer a replicable model for developing countries seeking to align teacher training with inclusive digital pedagogy.

Background/purpose. The TICE Match Pro system has been developed to address the persistent challenge of effectively integrating information and communication technologies in education. Given the abundance of digital resources and the varied constraints teachers face, selecting the most appropriate tools remains complex. This research aims to facilitate this selection process by providing personalized recommendations tailored to teachers’ pedagogical and technical contexts.

Materials/methods. The system’s design is grounded in theoretical frameworks such as TPACK (Technological Pedagogical Content Knowledge) and SAMR (Substitution, Augmentation, Modification, Redefinition). TICE Match Pro analyzes both instructional needs and technical constraints to generate contextualized recommendations. The approach involves matching teachers’ profiles with suitable digital tools through an intuitive and accessible interface intended for regular classroom use.

Results. Expected outcomes include increased adoption of ICT, enhanced teaching practices, and improved alignment between pedagogical objectives and technological tools. The system also anticipates providing valuable insights for assessing the impact of ICT integration on educational practices.

Background/purpose. Microplastics (MPs) pose major health risks, yet public awareness is critically low in high-risk areas, such as Thailand's Map Ta Phut Industrial Estate, leading to hazardous behaviors. This study assessed residents' knowledge, attitudes, and practices (KAP) regarding MPs exposure and subsequently designed a targeted, theory-driven health education program to empower the community.

Materials/methods. A three-phase research and development design was applied. Phase 1 involved a cross-sectional survey (n=382) assessing KAP. Phase 2 involved in-depth interviews (n=30) to explore perceptions and barriers. In Phase 3, mixed-methods data were synthesized to develop a four-session health education intervention grounded in Nutbeam’s health literacy model and Thailand’s V-SHAPE framework.

Results. The baseline assessment revealed profound knowledge deficits, with over 50.00% of participants unaware of MPs and their health implications. The majority (78.50%) engaged in moderate-risk behaviors, while attitudes were predominantly neutral (50.30%). The qualitative findings identified critical barriers, including misinformation, structural impediments (such as economic reliance on local seafood), and widespread apprehension about contamination. The developed intervention directly addressed these issues through sessions on awareness, media literacy, risk communication, and self-management skills.

Background/purpose. Traditional online learning platforms exhibit limitations relative to face-to-face education, as students tend to prefer and achieve superior performance outcomes in conventional classroom environments. This study aimed to examine comparative experiences across various learning modalities and to identify opportunities to improve virtual education platforms, specifically through the incorporation of Augmented Reality (AR) technology as a transformative educational tool.

Materials/methods. The study employed a comprehensive review of contemporary literature examining various learning modes (face-to-face, online, and immersive virtual learning) and analyzed instances of AR integration in educational settings to assess their impact on teaching and learning outcomes.

Results. The results indicated a distinct preference for in-person learning and improved performance outcomes compared to online platforms. The study identified several effective instances of augmented reality (AR) integration in educational settings, demonstrating positive effects on learning experiences and underscoring AR's potential to enhance educational outcomes in virtual learning environments.

Background/purpose. The online learning environment poses unique challenges to maintaining student engagement due to the diminished social presence and heightened demands for self-regulated skills. While research on student engagement in digital higher education has been growing quickly, existing findings are often inconsistent and lack theoretical integration. The current study addresses this gap by synthesizing empirical studies using a meta-analytic framework and extending the contextual model of engagement to online learning situations. The purposes of this study are to identify the antecedents and educational outcomes related to student engagement and to evaluate the strength of these associations in digital higher education.

Materials/methods. Following the PRISMA guidelines, 124 relevant studies were identified in the context of digital higher education. A systematic literature search was conducted across the ERIC, PsycInfo, PsycArticles, PubMed, and ProQuest databases. Effect sizes were extracted and analyzed using the Comprehensive Meta-Analysis software.

Results. We examined the overall mean effect size for the associations between student engagement and personal antecedents (r = 0.46), contextual influences (r = 0.42), and educational outcomes (r = 0.43). Motivation, self-regulated learning, and online learning readiness accounted for personal-level predictors of engagement. Instructor support and collaborative learning environment were the strongest contextual-level predictors. Student engagement in digital settings was also significantly correlated with their academic performance and emotional experiences.

Aim. This study aimed to investigate conceptual errors related to fungi and their relationship with the level of scientific curiosity among tenth-grade students in public schools in Jordan.

Method. A descriptive-correlational design was employed to identify students’ misconceptions and examine their association with scientific curiosity.

Results. Findings revealed that the highest percentage of conceptual errors occurred in the domain of fungal reproduction, followed by fungal structure and functions, fungi in medicine and industry, and fungi in the environment and their ecological role, while the lowest errors were observed in symbiotic interactions and pathogenic fungi. The results also indicated a high level of scientific curiosity across all domains and on the overall scale. Moreover, a significant negative correlation was found between students’ conceptual errors about fungi and their level of scientific curiosity.

Background/purpose.  This research aims to describe the mathematical literacy of camper and quitter students using technology-assisted scaffolding when solving PISA problems.  The Indonesian government has attempted various ways to improve students' mathematical literacy. However, mathematical literacy scores remain low. Mathematical literacy refers to the ability to use and apply mathematical knowledge in a relevant context.

Materials/methods.  The subjects of this research were selected using a purposive sampling, taking into account communication skills. Three eighth-grade students from SMP Negeri 2 Jombang Regency served as the research subjects: one was categorized as a camper, and the other as a quitter. The data were collected through a questionnaire and a task-based interview on the space and shape mathematics literacy level-four subject matter.  The data were analyzed using Miles and Huberman’s conceptual framework, which comprises data reduction, presentation, and conclusion.

Results.  The results of this research are as follows: (1) subjects in the camper category met four indicators in completing the initial mathematical literacy test: communication, mathematizing, reasoning, argumentation, and devising strategies for solving problems; and (2) quitter subjects only met one mathematical literacy indicator, namely mathematizing. The alternative scaffolding provided for the campers and quitters included Environmental Provisions, Explaining, Reviewing, Restructuring, and Developing Conceptual Thinking.

Background/purpose. This study addresses the growing need for technologically enhanced clinical simulation tools within the UAE Ministry of Education’s Grade 12 Health & Artificial Intelligence curriculum. Traditional manikin-based simulations provide limited opportunities for authentic data-driven learning. To address this gap, the study evaluates sensor-equipped medical chairs as a transformative pedagogical tool. Guided by TPACK, SAMR, conceptual change theory, and Vygotsky’s Zone of Proximal Development (ZPD), the purpose of the study was to examine how real-time clinical data can enhance students’ clinical decision-making, technological literacy, health knowledge, and intrinsic motivation, while also validating the clinical accuracy of the sensor systems.

Materials/Methods. A mixed-methods design was employed across two phases. In the educational phase (N = 60 Grade 12 students), a pre-post quasi-experimental design compared students using live sensor data in simulated clinics (n = 30) with peers using traditional manikins (n = 30). In the clinical validation phase (N = 230), pre- and post-assessments were conducted across three UAE hospitals to evaluate clinical accuracy. Quantitative measures included clinical reasoning scores, technological literacy, health knowledge, and motivation; qualitative artefacts included student-created diagnostic outputs aligned with SAMR levels.

Background/purpose. The primary objective of this paper was to measure the effect of Copilot AI on vocabulary improvement among language learners.

Materials/methods. The study involved 90 Omani students with pre-intermediate English proficiency, randomly divided into three groups: control, experimental A, and experimental B, with equal allocation. While all groups received in-class training, experimental A used Copilot in the classroom setting, and experimental B used Copilot outside classes for extra vocabulary practice and feedback. Some researcher-developed tests were prepared as pretests, posttests, and delayed posttests, with high validity and reliability, to measure the impact of the treatment and compare results promptly.

Results. The study's findings revealed that all groups made significant progress in their posttests; however, experimental group A performed the best, followed by experimental group B and the control group. Later, the analysis of the delayed posttest revealed progress in experimental group A with no sign of improvement in the other two groups. Additionally, in this delayed posttest, the control group's scores decreased dramatically.  

Background/purpose. This study aimed to examine the effect of using Geographic Information Systems (GIS) in teaching geography on developing students' map-reading and interpretation skills.

Materials/methods. The study employed a quasi-experimental design based on two groups: an experimental group and a control group. The study population consisted of all eighth-grade students at Bushra Secondary Comprehensive School for Boys, affiliated with the Directorate of Education in Qasabat Irbid District, during the second semester of the 2024/2025 academic year. The study sample was purposefully selected from the population, and the two groups were randomly assigned. The experimental group consisted of 20 students who were taught using GIS-based instruction. The researchers developed a test to measure students' map reading and interpretation skills, which included the following components: map reading, map analysis, map interpretation, and concluding the map.

Results. The results showed that using Geographic Information Systems (GIS) in geography teaching significantly improved students' map reading and interpretation skills. The experimental group achieved a higher mean score on the post-test compared to the control group. The teaching strategy variable explained a large proportion of the variance in post-test scores on the map reading and comprehension test.

Conclusion. The study explores the use of Geographic Information System (GIS) in teaching geography as an educational content. GIS is a digital tool that engages students and enhances their interaction with the subject. The study found that the experimental group performed better in map reading and comprehension skills due to the interactive features provided by GIS. This enhances their ability to recognize spatial relationships, analyze geographical data, and interpret phenomena. The study emphasizes the importance of GIS in developing critical and analytical thinking skills.

Background/purpose. Harassment among students is a critical issue that affects adolescent well-being and social development. Despite growing awareness, there is limited empirical evidence on the prevalence and gender differences of harassment tendencies in Indonesian schools. This study aimed to identify trends in harassment among students in West Sumatra, Indonesia, and to examine whether gender differences significantly influence these trends.

Materials/methods. This study employed a quantitative research design with a cross-sectional survey. A total of 732 students from Senior High Schools in Padang City were recruited using simple random sampling. Data were collected using the Harassment Behavior Tendency Scale (HBTS), which consists of 42 Likert-scale items. Scores were categorized into low, medium, and high harassment tendencies based on percentile distribution. Frequency distribution tables and graphical analyses, including histograms and boxplots, were used to examine the prevalence, distribution, and gender differences of harassment behaviors.

Results. The findings revealed that overall harassment tendencies were generally low. The mean HBTS score was 125.58 (SD = 9.01), with scores ranging from 98 to 156. Categorization of harassment tendencies indicated 275 students in the low group, 218 in the medium group, and 239 in the high group, showing a balanced distribution around the median. Further analysis demonstrated no significant gender differences, with median scores of 120 for male students and 118 for female students, and an interquartile range (IQR) of approximately 20 points for both. The distribution of categories by gender was also balanced, with nearly equal numbers of male and female students in each level.

Conclusion. The results challenge the assumption that harassment behaviors are more strongly associated with one gender. Instead, the findings highlight the need for educational and intervention programs that foster interpersonal skills and empathy. Integrating behavioral education into school curricula may serve as an effective strategy to prevent and address harassment among students, the main conclusion presented and verified in the study.

Background/purpose. Students with disabilities (SwDs) remain significantly underrepresented in Afghan higher education institutions (HEIs), facing barriers linked to inaccessible infrastructure, inadequate accommodations, and entrenched social stigma. While global frameworks such as the CRPD emphasize inclusive higher education (HE), limited empirical evidence exists from conflict-affected and low-resource contexts like Afghanistan. This study explores how SwDs experience HE and how their narratives illuminate both resilience and systemic barriers.

Materials/methods. Using a qualitative narrative analysis approach, 26 SwDs (17 with physical or locomotor impairments, eight with visual impairments, and one with a hearing impairment) from diverse universities and provinces across Afghanistan were interviewed. Semi-structured interviews were conducted in Pashto and Dari, transcribed, translated into English, and analyzed inductively with MAXQDA. Thematic narrative analysis focused on how participants positioned themselves, navigated institutional barriers, and constructed their identities in academic and social environments.

Results. The narratives revealed five interrelated themes: reconstructing identity through education, navigating institutional barriers, societal influences on disability narratives, turning points in educational journeys, and aspirations alongside employment challenges. Participants emphasized education as both a refuge and a tool of empowerment, but also reported pervasive structural obstacles, including inaccessible campuses, limited access to assistive technologies, and unsupportive attitudes. Concerns about post-graduation employment underscored broader systemic exclusion.