Background/Purpose. The integration of information systems in higher education has gained momentum, with accounting software becoming increasingly prominent in accounting education. Despite this trend, limited research has focused on how students perceive these tools. This study addresses this gap by analyzing the factors that influence the intention to use Siigo accounting software among accounting science students in Medellín, Colombia. The primary purpose is to understand students’ behavioral intentions regarding the adoption of this software in their academic training.

Materials/methods. The study applied the Technology Acceptance Model (TAM) as its theoretical foundation and employed a quantitative research approach. Data were collected using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).

Results. The analysis revealed that the variables "vocational training" and "perceived usefulness" significantly influenced students’ intention to use the Siigo software. In contrast, "perceived ease of use" did not exhibit a statistically significant effect on their behavioral intention.

Conclusion. The study provides original evidence on accounting students’ perceptions in an emerging-economy context. The findings suggest that enhancing students' understanding of the usefulness of accounting software and aligning it with vocational training objectives can foster greater adoption. Future research should explore strategies to integrate such tools more effectively into the academic curriculum to maximize their educational impact.

Background/purpose. Teaching Indonesian Foreign Policy (IFP) for international relations (IR) students comes with its challenges. The wide coverage of substantive topics and the use of pedagogical strategies that facilitate active learning have been largely overlooked by instructors in Indonesian and Southeast Asian higher education institutions offering IFP courses. The purpose of this study is to explore alternative means of learning IFP, which enable a more nuanced understanding of the key empirical cases, events, and policies related to Indonesia’s external outlook.

Materials/methods. This study employs a qualitative empirical case study that bridges the analytical frameworks of ‘retrospective’ and ‘decision-forcing’ case studies, as proposed by Ralph G. Carter (2021), and draws upon existing studies on the benefits of case studies for IR learning processes.

Results. Through Student-Centred Learning (SCL) methods such as simulations, debates, and discussions, retrospective and decision-forcing case studies can cover a wide range of themes to enhance learning in IFP courses. Retrospective case studies, which examine past events or policies, can select cases such as the ‘Bandung Conference’ and the policies of the Association of Southeast Asian Nations (ASEAN). Meanwhile, decision-forcing case studies, which address unresolved crises, can explore the following topics: the South China Sea dispute, foreign policy identity dilemmas, and Indonesia’s challenges in the context of transnational organized crime.

Background/purpose. Embedding animated, interactive e-books into early childhood instruction in the Arab world creates new opportunities to increase engagement and cognition. This research explores how design, animation, and pedagogical matching influence the educational experience of young students in Jordan, creating a localised design framework that enhances learning outcomes and user experience.

Materials/methods. The study adopted an exploratory sequential mixed-methods design. Qualitative data were collected through interviews with educational designers from the Ministry of Education and the National Centre for Curriculum Development in Jordan, complemented by expert evaluations of animated e-books. Quantitative data were obtained from a teacher survey examining perceptions of engagement, usability, and pedagogical impact. Instrument reliability was verified through pilot testing and descriptive analysis.

Results. Results showed that participants judged animated e-books as very useful and pedagogically efficacious, having a positive impact on vocabulary learning, conceptual understanding, and learner engagement. However, participants also mentioned insufficient institutional reinforcement and inadequate preparatory training for teachers to exploit such tools efficiently. These findings both emphasize the promise and the pitfalls of adopting animated e-books in formal instruction in the Arabic language.

Conclusion. Animated, interactive digital books are an enriching resource for advanced-grade students learning Arabic. Their sustainability is also contingent on design premises, cultural norms, teacher in-services, and administrative backing. The proposed framework renders learner-centered, pedagogically consistent pedagogy central to making both the integration of technology and pedagogic richness in early learning of the Arabic language possible.

Background/purpose. Memorizing and differentiating structurally similar textual content represents a widespread pedagogical challenge across disciplines, including language learning, religious education, and medical training. Within Qur'anic education, structurally similar verses (mutashābihāt al-alfāẓ) pose challenges to systematic memorization, yet effective evidence-based methods remain underdeveloped despite growing global interest in Qur'anic memorization. This study developed and examined the LAM (Lafal, Asosiasi, and Makna) method, a cognitive-based instructional approach designed to enhance memorization of structurally similar content, with specific application to Qur'anic education.

Materials/methods. The LAM method integrates phonetic articulation, visual-associative cues, and semantic reinforcement grounded in cognitive learning theory. The method was tested through a quasi-experimental pretest-posttest design involving 44 students at an Islamic boarding school in Indonesia. Data were collected via pretest-posttest instruments, expert validations, and observation, with statistical analysis performed using the Mann–Whitney U test.

Results. The experimental group demonstrated statistically significant improvement in memorization quality compared to the control group (p < 0.05), with students reporting increased recall accuracy and reduced cognitive interference. Expert validation confirmed the method's feasibility and alignment with cognitive learning principles. The 17.12% improvement in posttest scores indicated the method's effectiveness in addressing structural differentiation challenges.

Background/purpose. Artificial intelligence (AI) offers transformative potential for advancing student-centred learning (SCL) through the Teacher–AI–Student relationship, where AI acts as a mediator to personalise, adapt, and enhance learning experiences. However, AI bias, limited teacher preparedness, ethical concerns, and infrastructure gaps hinder equitable adoption, particularly in resource-constrained contexts such as Africa. This study systematically reviews global and local literature to explore strategies for leveraging AI within this triadic model to strengthen SCL while ensuring cultural and linguistic inclusivity.

Materials/methods.  A systematic literature review was conducted, examining studies published between 2000 and 2025 from academic databases, policy reports, and case studies. Inclusion criteria focused on AI-enabled SCL models, teacher–AI collaboration, and context-sensitive implementation. Thematic synthesis identified recurring challenges, success factors, and best practices, with an emphasis on co-design approaches, ethical use of AI, and teacher professional development.

Results. Effective AI integration in SCL requires a phased approach that incorporates diverse, locally relevant datasets, culturally responsive AI tools, sustained educator capacity-building, and collaborative learning communities. The Teacher–AI–Student relationship, when optimised, enhances learner autonomy, facilitates real-time feedback, and supports differentiated instruction aligned with individual learner needs.

Conclusion. Context-sensitive, ethically grounded, and culturally aligned AI adoption is essential to maximise SCL benefits. By embedding AI into the Teacher–AI–Student relationship through co-design, inclusive datasets, and targeted professional development, education systems can address systemic inequities and create personalised, meaningful learning experiences. This study contributes a practical roadmap for policymakers, educators, and technology developers.

Background/Purpose: This article examines the impact of M-learning tools in economics courses, focusing on students' academic performance, self-directed learning, and ability to manage their studies outside traditional classrooms. The underpinning theories are the Technology Framework Model (TAM) and the self-directed learning theory. Implementing these two theories is also aligned with 21st-century teaching and learning approaches.

Materials/Methods: The study used a quasi-experimental research design to identify the impacts of M-learning tools on students' academic performance and self-directed learning. There were 28 participants in both treatment and control groups. The research instruments were a set of questionnaires, a pretest, and post-tests. The data were analyzed using a paired t-test.

Results: The findings indicate that the M-learning tool for the economics subject has positive impacts on students' academic performance and self-directed learning capabilities. The integration of M-learning tools in economics courses significantly enhances students’ academic performance and self-directed learning. The findings of this study provide insights for economics teachers on integrating M-learning tools into their classrooms.

Background/purpose. The study investigates the effectiveness of an adapted Multi-Tiered System of Supports (MTSS) framework for teaching statistics and probability in Vietnamese high schools, with a particular focus on integrating digital literacy development. It addresses the limited empirical evidence on MTSS implementation at the secondary level in developing-country contexts.

Materials/methods. A quasi-experimental design with non-equivalent control groups was implemented across three high schools (N = 243 Grade 10 students) over 12 weeks. The intervention strengthened Tier 1 instruction through explicit teaching, visual representation, differentiated task structures, and structured technology integration using spreadsheets, GeoGebra, and data-visualization platforms. Data sources included a standardized mathematics test, a digital literacy scale, curriculum-based measurements (CBM), and implementation fidelity checks. ANCOVA was used to estimate group differences while controlling for pre-test performance.

Results. The experimental group demonstrated significantly greater gains in mathematics achievement compared with the control group, with a moderate effect size (Hedges’ g = 0.45). Students also showed significant improvements in digital literacy, with average increases of approximately Δ = 0.50 across the subscales of data collection, visualization, and digital product creation. Progress monitoring data indicated steeper learning trajectories and higher target-achievement rates in the intervention group.

Background/purpose. Deep learning-oriented mathematics learning to strengthen students' critical thinking is an urgent need. Strengthening critical thinking prepares students to face the challenges of an era of globalisation marked by complexity. This article has two research objectives. 1) To describe the process of deep learning-oriented mathematics learning. 2) To explore strategies for strengthening students' critical thinking in deep learning-oriented mathematics learning.

Materials/methods. This article is a qualitative-ethnographic study. The research was conducted at SMP Negeri 3 Kartasura, Sukoharjo, Central Java. The research period was from February 2025 to July 2025. The research data were primary and secondary. The research subjects were the principal, mathematics teachers, and students of class VIII B in the first semester at the research location. Data collection was conducted through interviews, observations, and document analysis. The researcher was the key instrument. Data validation was conducted through source and method triangulation. Data analysis was conducted through induction.

Results. 1) The deep learning-oriented mathematics learning process to strengthen critical thinking in junior high school students, namely a) preliminary activities; b) core activities; and c) closing activities. 2) Strategies to strengthen students' critical thinking in deep learning-oriented mathematics learning in junior high school, namely strategies to strengthen the indicators of a) analysis, b) evaluation, and c) inference.

Conclusion. Deep learning-oriented mathematics learning in junior high schools is designed to strengthen students’ critical thinking—analysis, evaluation, and inference—through structured objectives, components, syntax, and targeted strategies.

Background/purpose. This study examined the preservice teachers’ hybrid learning experience and its impact on their learning outcomes. The approach has gained significant global attention across most higher education institutions due to its transformative role in education. However, only a few studies have critically examined the benefits and challenges in Nigeria using a phenomenological approach.

Materials/methods. The study employed a phenomenological approach to delve into the lived experiences of 10 preservice teachers at a Nigerian university, where 75% of its teaching practices use a hybrid instructional strategy. A semi-structured interview lasting approximately 15 minutes was conducted with each participant, and the collected data were analyzed thematically.

Results. Four themes emerged for this study: perceived academic benefit, effectiveness and efficiency, challenges, and coping strategies. The findings revealed that hybrid learning improved students’ understanding and flexibility, primarily through recorded lectures that allow them to rewatch. However, issues such as unstable internet connectivity, unequal lecturer attention, environmental distractions, and lack of supervision limited its effectiveness. Peer collaboration and self-time management were suggested as coping strategies, but they were only partially successful.

Background/purpose. The decline in the use of the Sundanese language among younger generations demands innovations in education that combine digital technology and cultural heritage. The proposed paper seeks to explore how learningsundanese.com can be used in the transformational learning process and how it can preserve local identity within the human-oriented paradigm of Society 5.0.

Materials/methods. Using a qualitative case study design, the study investigates the platform as a cultural and pedagogical ecosystem. The data were gathered through non-participatory observation, digital content analysis of multimodal materials, and a literature review on culture-based digital learning. The thematic analysis of the data was grounded in the Technology-Pedagogy-Culture (TPC) paradigm, which emphasizes the integration of technological affordances, pedagogical design, and local cultural content.

Results. The results demonstrate that learningsundanese.com uses multimodal and interactive materials in order to involve users in collaborative learning, critical reflection, and participatory discussion. Its blending of Sundanese folklore, proverbs, and traditions enhances cultural literacy and identity, contributing to a change in perspective. The design of the platform encourages critical thinking, linking linguistic practice with cultural meaning-making and community-based interaction.

Background/purpose. Despite the findings on the value of using multilingual pedagogies, the role of translingual instruction in adult correctional centre mathematics classrooms remains unrecognised. In this paper, we present an empirical analysis of the dispositions of correctional centre mathematics educationists towards translingual instruction.

Materials/methods. Scaccia's (2014) Readiness Theory served as a lens for the study. The study was framed within the QUANT-QUAL explanatory sequential research design. We utilised both qualitative and quantitative data drawn from questionnaires and semi-structured interviews. Qualitative data were analysed thematically. SPSS was used to analyse quantitative data using a t-test to assess the mean difference between negative and positive questionnaires.

Results. Quantitative findings showed that positive questionnaire scores were higher than negative questionnaire scores. To determine whether this difference was statistically significant, the t-value of 3,472 (which exceeds the critical value of 2,045) was used to conclude that educationists have positive dispositions towards translingual instruction.  From the qualitative findings, three themes emerged: (i) educationists' synonymous conceptualization of translingual and code-switching instructional approaches; (ii) the translingual instructional approach as a resource for actualizing concept—based curriculum; and (iii) educationists' perception of translingual strategies as scaffolds for decolonizing offender education. Based on the themes, we identified the misapprehension of differences between code-switching and translingual instruction. The themes further surfaced educationists’ positive dispositions towards translingual instruction.

Conclusion. We conclude by underscoring the critical role that fostering supportive educationists’ dispositions to translingual instruction can play in improving adult offenders’ mathematics performance. We subsequently recommend the need for the transfiguration of Languages of Learning and Teaching within adult offender mathematics classrooms, thus challenging the adult education policy framework to a deliberate multilingualism in adult mathematics learning situations.

Background/purpose. This study investigates how peer feedback translates into actual improvements in high school poetry analysis. It aims to connect feedback processes, feedback network structures, and final product quality by integrating process mining, social network analysis (SNA), and outcome modeling.

Materials/methods. Thirty-four students (N = 34) from a high school in Semarang participated in two 90-minute sessions following the sequence: briefing – peer assessment – revision – presentation. Process mining (Optimal Matching and Partitioning Around Medoids) was used to identify workflow archetypes, while SNA examined how feedback was distributed across students. Feedback quantity and quality were linked to final task scores using ANCOVA and linear mixed models, and path analysis was used to test whether revision behavior mediated the effect of feedback on product quality.

Results. Process mining revealed three workflow archetypes: Presentation-Leap, Linear-Fast, and Iterative-Revision. SNA indicated a sparse but moderately modular feedback network (density = 0.070; modularity = 0.448; Gini = 0.437; reciprocity = 7.7%). ANCOVA/LMM results showed that revision intensity was the strongest predictor of final quality, followed by weighted incoming feedback, whereas betweenness centrality contributed less. Path analysis confirmed that the effect of feedback on final quality was partially mediated by revision behavior.

Conclusions. Meaningful revisions serve as a key mechanism linking peer feedback to improved performance in poetry analysis. Teachers are advised to incorporate mandatory revision checkpoints and to distribute feedback opportunities more equitably across students. The study is limited by its small sample size, single-school context, and non-random design; future research should employ multi-site or randomized designs and explore long-term learning outcomes to strengthen generalizability.

Background/purpose. The aim of this study is to present classical and robust alternatives for the validation of an instrument that assesses critical thinking (CP). The Chilean adaptation of the Halpern Critical Thinking Assessment Using Everyday Situations (HCTAES) test was analyzed using three factorial models and a short-version model, with two estimation methods: maximum likelihood (ML) and weighted least squares (WLSMV). Internal consistency was examined with point and interval estimation for different reliability coefficients.

Materials/methods. The sample consisted of 214 students from a Colombian university. The instrument used was the Chilean adaptation of the Halpern Critical Thinking Assessment Using Everyday Situations (HCTAES), which assesses five dimensions of critical thinking through open-ended and closed-ended items. For the psychometric analysis, three-factor models and an abbreviated version were considered, using Maximum Likelihood Estimation (MLE) and Weighted Least Squares (WLS) as estimation methods. Internal consistency was evaluated using reliability coefficients with confidence intervals, while construct validity was examined using Confirmatory Factor Analysis (CFA), complemented by convergent and discriminant validity indicators.

Results. The results indicate that the complete test and the open-ended question factor exhibit satisfactory internal consistency (ω=0.78 and ω=0.79, respectively). The confirmatory factor analysis using the robust WLSMV estimator yielded better fit across the absolute, incremental, and parsimony fit indices, corroborating Halpern's theoretical model.

Background/purpose. The purpose of this study is to explore and analyze the challenges novice English teachers face in rural secondary schools and to identify the coping strategies they employ to develop their professional identity.

Materials/methods. This study adopted a qualitative exploratory case study design. The research involved five novice teachers from different regions to capture diverse teaching contexts. Data were collected through semi-structured interviews and non-participant classroom observations. Data analysis followed four systematic stages: coding, conceptualization, categorization, and theory development to identify key themes and construct an interpretive framework grounded in the participants' experiences.

Results. The study found that novice English teachers in rural Indonesia face low student motivation, mixed-ability classes, limited facilities, and unrealistic syllabi. Most rely on informal mentoring and use adaptive strategies like grouping and material simplification. Despite their resilience, sustainable growth requires systemic support through structured mentoring, adequate resources, and context-sensitive curricula to improve teaching effectiveness. The study revealed that novice English teachers in rural Indonesia showed strong adaptability and dedication despite facing diverse challenges. However, limited institutional support and lack of structured mentoring hindered their long-term professional growth and teaching effectiveness.

Background/purpose. This systematic research examines global curricular methods for integrating computational thinking into secondary school. 

Materials/methods. Forty empirical research published from 2008 to 2024 identified five principal categories: curricular practices, instructional models, methods of mainstreaming computational thinking, specific content areas, and evaluation procedures.

Results. The findings highlight a wide range of approaches, including visual and textual programming, instructional robotics, unplugged activities, design and prototyping, and STEAM projects. These practices are implemented through active pedagogical approaches such as project-based learning, problem-solving, and collaborative learning, which promote the development of transversal abilities relevant across a variety of knowledge disciplines. However, substantial obstacles remain due to a lack of curricular articulation, limited teacher participation in practice design, and insufficient systematization of evaluation systems that often focus primarily on final products and ignore learning processes.  Furthermore, inequalities in access to technology resources, as well as a lack of studies in contexts such as Latin America and Africa, prevent a thorough global understanding of the phenomena.

Background/purpose. The study aimed to identify the challenges of using smart and virtual systems in university education, the theoretical and applied foundations, and the challenges that faculty members in Saudi Arabian universities face when using these systems.

Materials/methods. The study employed a descriptive-analytical approach and administered a questionnaire to a sample of 371 faculty members to assess the current situation.

Results. The indicators for the dimension related to personal learning challenges (M=2.63), the indicators for the dimension related to organizational challenges (M=2.61), and the indicators for the dimension related to technical challenges (M=2.58). In addition, the indicators for the dimension related to educational efficiency challenges (M = 2.54). These results indicate that technical infrastructure and individualization processes are the most critical problem areas for faculty members. The lack of significant differences by gender, academic title, faculty type, and years of experience (p>0.05) suggests that the problems are structural and systemic.

Background/purpose. Emotional Well-Being is essential for adolescent development and future professional growth, gaining increasing global recognition. Its expanding relevance for adolescents creates a need to review the current landscape of interventions in Thailand.  This study examines the ways these initiatives are conceptualized and implemented within national practices and in relation to international frameworks. 

Methodology. A scoping review was conducted on interventions published from 2013 to June 2025 across four databases (ThaiJO, TDC-ThaiLIS, Scopus, and Web of Science). Eligible studies were screened and analyzed in terms of terminology, conceptual frameworks, components, and delivery methods, following the Joanna Briggs Institute methodology and PRISMA-ScR guidelines.

Results. A total of 81 eligible studies were identified. Most interventions were grounded in Emotional Intelligence models promoted by Thailand’s Department of Mental Health, with none explicitly framed around adolescent Emotional Well-Being. Although the components of both approaches overlapped, Emotional Intelligence frameworks dominated practice, leaving a clear gap for interventions explicitly designed to foster Emotional Well-Being in educational settings. 

Conclusion. The findings indicate that Thailand is at an early stage of transitioning from long-established emotional development practices toward more comprehensive well-being approaches. A central contribution of this review is the suggestion that the existing national model for promoting emotional skills can serve as a culturally compatible foundation for gradually introducing Emotional Well-Being into educational settings, supporting closer alignment with international directions.

Background/purpose. Each country uses the curriculum as a vehicle to support and guide both teaching and learning within its education system, as is the case in South Africa. Post-1994 in South Africa (SA), several efforts were undertaken to address past educational inequalities, leading to rapid curriculum reform, overhaul, review, and/or transformation. The study examined Technology Education (TE) teachers’ efforts to Africanise Environmental Education (EE) through Indigenous Knowledge Systems (IKS) underpinned by cultural absolutism theory. The literature revealed that less inquiry has been undertaken with TE teachers’ Africanising EE through IKS.

Materials/Methods. In this community engagement project, action research was used as a research design to emancipate TE teachers. The study involved interviewing eight purposively sampled TE teachers from six schools teaching in the Senior Phase (Grades 7, 8, and 9) who served as participants, co-researchers, or respondents in this study. Data was collected from eight TE Senior Phase teachers in three villages and coded using thematic analysis.

Results. The study found that the TE curriculum embraces IKS and EE; however, TE teachers struggle to facilitate their EE interaction and IKS integration when delivering lessons to their learners. Therefore, curriculum designers should develop active programs to assist TE teachers in improving their teaching strategies to meet the curriculum’s Africanisation needs.

Conclusion. The study focuses on Africanising the subject content of EE through IKS, using TE teachers as a case study. It is a common belief that every country should take pride in the investments it makes in its education system, which serves as an enabling environment for advancing the country. A nation that fosters an environment conducive to the efficient operation of its human capital will be able to grow its economy rapidly. It would not befit to unpack the concepts of Africanising the curriculum without mentioning the decolonisation of the education system.

Background/purpose. The present study aimed to investigate the correlation between burnout and psychological alienation among Students of the College of Basic Education in Kuwait, identify whether there are statistically significant differences in burnout levels and its dimensions between students with high and low levels of psychological alienation, and examine the extent to which burnout can predict psychological alienation among university students.

Materials/methods. The study adopted a descriptive correlational design and was conducted on a sample of 320 male and female students from various university faculties. Two standardized instruments were used: the Burnout Scale and the Psychological Alienation Scale.

Results. The findings revealed high levels of burnout symptoms among the participants, particularly in the dimensions of emotional exhaustion and reduced personal accomplishment. Moreover, statistically significant positive correlations were found between burnout and the dimensions of psychological alienation, including meaninglessness, isolation, and powerlessness.

Background/purpose. This study aims to validate the computer-based physics test (CBPsyT) construct through confirmatory factor analysis (CFA) to ensure that CBPsyT is suitable for its intended use. However, CFA studies are based on weak theoretical perspectives, a lack of testing of alternative theoretical views, or insufficient evidence for construct validity, so item response theory (IRT) analysis needs to be added to this study.

Materials/methods. The research is exploratory and includes a quantitative approach. We developed CBPsyT according to test development procedures consisting of twelve steps and administered it to 516 students. Construct validity analysis based on the CFA and IRT perspectives using the R program.

Results. The relationship between indicators and latent constructs, with multiple representations in CBPsyT, is indicated by indicator loadings> 0.70, which denote a strong relationship between the two. Internal consistency is demonstrated by a composite reliability > 0.80, and CFA model fit values indicate that the hypothesized model is consistent with the empirical data. The IRT results add that discrimination and difficulty scores range from -2 to +2. The test information function indicated that the instrument was reliable for ability (Theta) scores ranging from -3 to +3.

Background/purpose. Field training is a cornerstone in preparing future teachers, as it bridges theoretical knowledge with real classroom practice. This study aimed to evaluate the level of the field training program in the Classroom Teacher Department at Yarmouk University from the perspective of cooperating teachers. It also examined whether teachers’ evaluations varied by school type (public or private).

Materials/methods. A stratified random sample was drawn from cooperating teachers in public and private schools. The study tool, an electronic questionnaire, was distributed to both groups, with a total of 260 respondents (136 from public schools and 124 from private schools). The instrument consisted of 15 items covering five domains: the academic supervisor, the cooperating teacher, the school principal, the cooperating institution, and the program procedures. Validity and reliability were verified prior to administration.

Results. The findings showed that the overall level of the field training program was rated as moderate by cooperating teachers. Significant statistical differences at (α = 0.05) were found in responses across the total scale and all domains, attributed to the school type variable, in favor of cooperating teachers from private schools.

Background/purpose. Poetry, as a pedagogical resource, enriches educational experience by incorporating aesthetics and expanding students’ formative process. It serves to break the cycle of manipulation, oppression, violations of rights, and the degradation of human dignity. This article aims to present the findings of a study on the use of poetry in designing strategies for the prevention and intervention of school bullying in a high school classroom.

Materials/Methods. The study followed a qualitative approach with an exploratory-explanatory scope and an action research design. The sample included 12 eighth-grade students and 1 teacher from a public school in Cali, Colombia. The instruments used in the study included observation logs, document analysis, semi-structured interviews, and pedagogical interventions. The data analysis was conducted through the interpretation of coded data organized in an EXCEL matrix.

Results. Findings highlight that poetry is a powerful tool in addressing bullying, enabling adolescents to convey meaningful messages, fostering reflection, awareness, and the development of empathy among peers. This, in turn, contributes to creating a safer and more respected school environment. The primary outcome of the study was the generation of a poetry book structured as a guide for addressing bullying in school, comprising promotion, intervention, prevention, and follow-up strategies.