Volume 6, Issue 1

The increase in digital teaching and learning methodologies creates the opportunity for new educational approaches, both in terms of pedagogical practice and in the availability of new technological tools. The flipped classroom as an active teaching methodology is one example of blended learning (b-learning), which aims to harmonize and enhance the fusion of face-to-face teaching with online teaching, allowing students to get better use of both face-to-face contact with classmates and professors and digital teaching resources. However, active teaching methodologies allow us to merge educational techniques from different methodological approaches, for example, gamification and team-based learning (TBL), among others. This study aims to demonstrate how to implement a flipped classroom with the possibility of integrating gamification and TBL, indicating possibilities and challenges to overcome, through the comparative study and research carried out with students in higher education. The study was conducted with a group of 88 students from the engineering and technology fields, which showed that students have a very positive perception of active teaching methodologies and their teaching and learning techniques, especially those involving digital. Data collection was performed by a survey submitted to quantitative analysis using the Software SPSS version 28.

Purpose The aim of the article is to analyse subdisciplines of management and quality and sub-indicators of the European Innovation Scoreboard (EIS) as a measure of innovation management: 1.1.1 “New doctorate graduates in science, technology, engineering, and mathematics (STEM) per 1,000 population aged 25–34,” 1.2.1 “International scientific co-publications per million population”; 1.2.3 “Foreign doctorate students as a percentage of all doctorate students.” Design/methodology/approach As Kotarbiński (Kotarbiński, T. (1961). Elementy teorii poznania, logiki formalnej i metodologii nauk (p. 516). Wrocław: Zakład Narodowy im. Ossolińskich) and Lisinski, the research procedure was divided into exploration, explication, operationalization, and verification. Triangulation (diversity) of data sources, methods, theories, and researchers has been used. Research methods: literature studies, method of document examination with secondary data analysis, descriptive analysis, comparative analysis, cause and effect analysis. Findings For 12 Member States indicator values 1.1.1 “New doctorate graduates” the first sub-indicator of the EIS 2022 declined in 2020, and for only one Member State it increased (Finland). There is a similarity between indicator 1.1.1 and the Summary Innovation Index (SII), which could mean that the fewer New Doctorate graduates (Indicator values by country in 2022) the worse the SII is. This result is worse than in 2019, the last year before the COVID-19 pandemic, when indicator values declined for only six Member States. However, also in 2016, there was an increase in the number of Member States for which performance declined, and in 2017, this number was also high. Considering that completing a doctorate degree is the result of various years of study, the increase in 2020 in the number of Member States showing a decline in the indicator is not likely to be related to the Covid-19 pandemic as this would be too early to observe any possible impact. The more (higher indicator) doesn’t always mean better innovation, as authors. Recommendation: to change the EIS 2022 description from “classification scheme” to “typology,” because the scheme had doubled items or change the scale (we could see that the scale for EIS 2018 and EIS 2022 doubled in terms of ranges for strong and moderate innovators (the range ending and starting, ex. for EIS 2018 in 90% and EIS 2022 in 100%)). The recommended changes in the scale are for strong innovators in EIS 2018: above 90–120%, EIS 2022: above 100 to 125%. In 2017, the indicator “New doctoral graduates per 1,000 inhabitants aged 25–34” in many European countries, including Poland, is below the values of 2010 year, and in 2017, Poland was in the second place since the end of the ranking. The international conferences, also for PhD Candidates, maybe could help to improve the EIS indicator and its sub-indicators (ex. 1.2.1 International scientific co-publications per million population) and also compare and broaden the knowledge about different scientific methods, techniques, and tools in member countries and its network. Short-term mobilities could increase the sub-indicator 1.2.3 Foreign doctorate students as a percentage of all doctorate students (better: “candidates”), but also help PhD Candidates, who cannot leave a country for a long period or could help PhD Candidates during the war in Ukraine and in other countries. But it doesn’t mean that we need to promote wars to increase sub indicator. International mobility could help to achieve Level 8 of the Polish Classification Framework, which must be met by a doctoral candidate, i.e.: “is able to plan and implement an individual and team research or creative project, lead and bear responsibility for the group, participate in the exchange of ideas, also in the international environment.” There is in EIS 2022 in the UE, and in all member countries, increase of scientific publications (which is a unique situation in EIS) like articles, including international, we may consider promoting the PhD as a connection of a few articles what is important, e.g. in Medicine, Law, Engineering’s studies. Such a way is possible, but unfortunately not popular in Poland, despite article 187. point 3 Act of 20 July 2018 Law on Higher Education and Science (Ustawa z dnia (2018)): “a doctoral dissertation may consist of a written thesis, including a scientific monograph, a collection of published and thematically related scientific articles, a design, construction, technological, implementation or artistic work, as well as an independent and separate part of a collective work.” It is also important that PhD candidates be paid for their work in a proper way and allowed to graduate studies thanks to a collection of published and thematically related scientific articles. Research limitations/implications Many issues were not discussed in detail. The voluminousness of the material and the combination of issues with two different subdisciplines could cause chaos. Practical applications Interdisciplinary subdisciplinary analysis can be used to look for potential problems to be solved in PhD thesis, to provide an impetus for further work by other scientists wishing to use the right methods, techniques, and tools and be a new doctorate graduated in STEM. Originality/value Presentation of the modified model of Nadler (Nadler, G. (1967). Work system design: The ideals concept . Irwin: Homewood) and Szarucki (Szarucki, M. (2016). Modele doboru metod w rozwiązywaniu problemów zarządzania w ujęciu G. Nadlera. Zeszyty Naukowe UEK , 954(6)), indicating that there is no ideal model in practice, taking into account all methods, and we can say techniques and tools with maximum effectiveness and help to choose a specific methodology, method. The main thesis PhD Candidates could help to increase innovation in countries thanks to international events, articles, and thesis.

Problem-solving competency is important not only in many careers but also in everyday life. Successful problem solvers regulate their cognitive processes and emotions. Our research aimed to study the impact of gamified problem sheets designed in Seppo on self-regulated learning skills. The intervention was carried out with second-year students in the specialization of Primary and Preschool Pedagogy. The research tool was a self-regulated problem-solving scale that was used as a pre- and posttest. In the experimental group, gamification lasted for 6 weeks. The game had 3 levels and the players could choose exercises from any level they wished. The results show that the gamified task sheet helped students to stay motivated and made problem-solving more enjoyable, but decreased some of their self-regulated processes, such as checking the correctness of the solution or searching for more solutions. This decrease could be explained by some psychological theories, the game elements, and the rules of the Seppo gamified problem sheets used in the intervention. On the basis of the conclusions, the role of some gamification aspects in developing different self-regulated processes can be identified, and the importance of a careful design of gamified problem sheets is highlighted.

This research aims to find out how to reduce cases of violence among elementary school students by uncovering solutions and their implementation. Currently, violence among students is rampant in Indonesia. The 2018 Program for International Student Assessment data show that students who report having experienced violence are above the average for OECD member countries. This research method uses a qualitative approach supported by focus group discussions and in-depth interviews with elementary school teachers and principals. The research results obtained nine themes: oppression as a problem, causes, impacts of oppression, institutional, curricular, cultural, religious, family intervention, current challenges, and recommendations. Curricular factor interventions include educational curricula and behavioral principles based on culture and customs. Extracurricular interventions include the application of values and norms. Additional interventions include socializing anti-violence values and norms to inspire students to be more enthusiastic about learning and increasing the role of parents at home. This research found an ideal combination of curricular and extracurricular activities to prevent cases of bullying at school. The curriculum on cultural values, customs, and institutions also determines the components that will help students have good morals and avoid violence inside and outside school.

Many professionals are confronted in their practice with clients who show post-traumatic symptoms (PTS). “Trauma-informed practice” helps professionals recognize, understand, and appropriately respond to the effects of trauma. This work presents the “Trauma-Informed Practice for Workers in Public Service Settings” – TIPS (Erasmus+). The project sought to: (1) increase awareness among professionals about the occurrence of PTS; (2) equip them with skills to identify PTS and reduce barriers related to discrimination; (3) improve the care and support provided; and (4) reflect on innovative pedagogical strategies. This was a distance learning experience aimed at professionals from various sectors, namely education. The project is based on training through new digital spaces and learning tools, combined with strategies of storytelling and teaching practices based on narrativization. The project includes the following final outputs (1) guidelines; (2) a catalog; (3) a resource pack; (4) an interactive e-platform; and (5) a mobile application. The diverse learning opportunities and formats aims to promote new and improved learning strategies, respecting personal preferences and diversity of learning styles, thus ensuring new paths to the “old” objective of effective learning.

Metacognitive activities are reported to improve learning but prompts to support metacognition have only been investigated with mixed results. In the present study, metacognitive prompts for confidence judgments were implemented in a learning platform to provide more insights into their effectiveness and their limits. Comparing the prompted group ( n = 51) with the control ( n = 150), no benefits of the prompts are seen: Performance is not better with prompts, and there is no improvement in metacognitive accuracy over time within the prompted group. Notably, half of the prompted group did not use the metacognitive prompts as intended. Alternative ways to integrate such prompts are discussed.

To investigate the pending problem and improve the effectiveness of online classrooms in the post-COVID-19 era, researchers conducted semi-structured interviews with 41 teachers from China, the Philippines, and other countries who have experienced long-time online classrooms. The research indicated that (1) all problems the teachers face in the online classroom can be classified into two types, including internal problems (the problems in teachers’ teaching, students’ learning, classroom discipline, and students’ psychology) and external problems (the problems in hardware and equipment, school management, education equity and privacy protection, and family interference). (2) To better improve online classroom effectiveness, teachers strongly call for a series of reforms, including the reform of school management, curriculum and teaching, after-class instruction, and psychological support, which require schools, teachers, and parents to work together to make fundamental improvements. (3) Educational equity issues caused by economic development level, long-term inefficient online interaction, and various internal contradictions are the fundamental reasons why the previous problems existing in the online classroom have not been solved. Teachers, schools, educational researchers, and government departments need to deeply study and analyze these reasons, which will help solve a series of past and present problems in the online classroom.

This research provides information toward answering the question of whether bilingual studies at the university level might be elitist. This is a recurring research topic in terms of using English for nonlanguage instruction at the primary and secondary levels, but very few studies refer to university education. We seek to fill that gap in the literature by way of a case study centered on the International Studies degree offered by the Universidad Autónoma de Madrid in Spain. A survey was conducted of students in this program inquiring as to the educational and language levels of their parents as well as their possibilities for exposure to English during secondary (high school) education. The analysis of this quantitative data, student’s grades, and qualitative responses gathered through interviews with program professors does not allow us to affirm the presence of class bias in said institution during student selection for the bilingual track; nor are students in the bilingual group found to have obtained better academic outcomes than their peers in the monolingual group.

The world’s move to a global economy has an impact on the high rate of student academic failure. Higher education, as the affected party, is considered crucial in reducing student academic failure. This study aims to construct a prediction (predictive model) that can forecast students’ time to graduation in developing countries such as Indonesia, as well as the essential factors (attributes) that can explain it. This research used a data mining method. The data set used in this study is from an Indonesian university and contains demographic and academic records of 132,734 students. Demographic data (age, gender, marital status, employment, region, and minimum wage) and academic (i.e., grade point average (GPA)) were utilized as predictors of students’ time to graduation. The findings of this study show that (1) the prediction model using the random forest and neural networks algorithms has the highest classification accuracy (CA), and area under the curve (AUC) value in predicting students’ time to graduation (CA: 76% and AUC: 79%) compared to other models such as logistic regression, Naïve Bayes, and k-nearest neighbor; and (2) the most critical variable in predicting students’ time to graduation along with six other important variables is the student’s GPA.

The article discusses the risks involved in identifying gifted students in mathematics in the school environment. Although the theory of gifted students is widespread and available today, school practice shows many cases of gifted students who have not been identified in the school environment. The reasons for this are various. The article will present the theory related to this topic. The research was conducted as two case studies using qualitative research methods. Semi-structured interviews with parents and pupils were used, and the pupils were observed for a long time by the researcher. In the first case, it was a mathematically gifted pupil with dyslexia, and in the second case, it was a mathematically gifted pupil with an extremely high IQ. The result of the study was to find out in which moments the school did not provide support to the pupil in the two cases mentioned and what kind of help the pupil would appreciate at school. Both pupils were involved in a 1-year intervention in which the intention was to cultivate their mathematical thinking and expressions with the help of appropriately chosen tasks. The stated findings are important for practice and discussion about the training of future mathematics teachers, for which consistent professional training focusing, among other things, also on the education of gifted students is essential. Both case studies are part of long-term research dealing with the identification of gifted students.

The integration of digital technology into the practices of teacher education is expected to become the norm in the Fourth Industrial Revolution era. This study sought to determine how lecturers integrate technology into teacher education in two Southern African universities (one in South Africa and one in the Kingdom of Eswatini). In this study, a multiple case study design was utilised, employing a qualitative research approach within an interpretive research paradigm. The study occurred at the two universities as mentioned earlier, conveniently chosen as they were the workplaces of the researchers. Data collection involved an open-ended questionnaire completed by lecturers, and a focus group discussion consisted of purposively selected lecturers from both institutions. Thematic analysis was applied to examine the data gathered from study participants. The findings indicated that initially, lecturers from both universities had limited digital literacy as they were in the process of transitioning from traditional face-to-face teaching methods and required guidance on integrating technology into their instructional practices. The study concludes that the availability of digital tools, software, and the Internet will not automatically equip student teachers with the required competencies to include technology into their instructional methods.

This study aims to explore primary school students’ perspectives of emergency remote teaching and learning during the COVID-19 pandemic and their preferences when comparing it with face-to-face learning. Data from 114 Greek primary students showed that students did not find online learning particularly intriguing, enjoyable, and interactive and felt social isolation due to the lack of communication and interactions. Most students preferred traditional learning to online learning as they found it more enjoyable and interactive, and made it easier to learn, focus on, comprehend, and perform better. They greatly valued the class atmosphere and the ability to actively participate and freely communicate, and stated that it was easier to devote time to studying, complete their assignments, and get answers to their question when learning in person. Students believed that despite its disadvantages, online learning might be more broadly used in the future. Finally, no significant differences were found regarding students’ gender, age, and class level.

Introduction The model for implementing pedagogical technologies to the develop cognitive processes of secondary education students is highly significant in the present era. Objectives The purpose of the study is to substantiate and practically test some pedagogical technologies used in the process of secondary education. Methods To investigate this issue in more detail, theoretical research methods were used, namely: analysis, generalisation, synthesis, structural and functional methods, and empirical research methods such as testing, survey, and experiment. Results The main result of the study is the proof of the fact that pedagogical technologies for the development of cognitive abilities in students affect their success in learning and their level of productivity. Discussion The experimental part of the study showed that it is necessary to introduce such teaching methods as game techniques “In search of the truth,” “Perceive the date,” “Naughty numbers,” and “Black Box” in the development of chronological knowledge in history lessons, since the use of such techniques at any age contributes to the development of stable associative connections, as opposed to direct memorisation. Moreover, such training promotes the development of imagination, logical thinking of students, and memorisation mechanisms and effectively affects the development of cognitive abilities of the individual. The practical significance of this study is that all the materials can be used in educational institutions by teachers, students, and other researchers.

Sense of belonging plays an essential role in the retention and success of distance learning students. This study investigated the influence of a sense of belonging on the intentions to drop out among black and white distance learning students at a university in South Africa. A total of 831 participants were surveyed and constituted the sample of this study. The study was conducted using a quantitative research approach. The independent samples t -test results showed that there are racial differences in students’ perceived sense of belonging towards the university, with black students ( M = 3.26, SD = 0.84) scoring significantly higher on the sense of belonging compared to white students ( M = 2.88, SD = 0.79). Additionally, multiple linear regression analysis results showed that a sense of belonging significantly predicts intentions to drop out of university among black and white students. The results suggest that minority students in distance learning institutions should be supported to enhance their sense of belonging towards their learning environment. Furthermore, the results indicate that distance learning institutions should consider multiple strategies to foster a sense of belonging among students and improve the rates of retention.

The research aims to determine whether and to what extent teacher education curricula in Croatia are gender sensitive and to examine the status of courses dealing with gender-related topics. For this purpose, a qualitative and quantitative analysis of the seven teacher education curricula was conducted. The analysis was based on Bernstein’s theory of classification and framing rules, which explains how control and power over knowledge and curriculum are exercised by selecting knowledge (from scientific disciplines) for the curriculum, design rules, and curriculum implementation. The findings indicate that gender-based knowledge is not given high status and significance as a teaching subject. Gender-related topics are included in teacher education curricula by weak framing and classification rules. While there are several advantages to such a curriculum design, weak classification and framing rules can lead to a lack of compliance in education on gender-related topics. A vague structure can interfere with students’ understanding of basic concepts and their interconnectedness. Students can choose courses based on personal interest rather than necessity and importance. Recommendations are made to achieve a higher level of gender sensitivity in teacher education curricula, which would contribute to better preparation of teachers for the education of children on gender equality.

The aim of this case study is to present the most frequent teaching methods used by biology teachers in the Republic of Croatia, based on the observations made during biology class and the teachers’ statements. The study included six distinguished primary school biology teachers, along with their seventh-grade classes. The data comprised an interview with each teacher and twelve class observations. The results show that biology education in the Croatian educational system is mostly traditional, whereby students mostly practice listening to the teacher (34%) and answering the questions (18%). In summary, the majority of teaching consists of teachers presenting the content materials and asking questions or engaging students in specific individual or group activities. The present study has determined a lack of student questions and class discussions. Additionally, the nature of teachers’ questions does not encourage students to think and provide extensive answers. For this reason, the study suggests that teachers encourage students to ask questions and organize teaching activities in ways which will contribute to more class activity and deep learning of students. Despite some acknowledged limitations, the results of this study can contribute to a better understanding of the teachers’ experiences in authentic science classrooms, in specific contexts.

This study aimed to investigate the impact of the Scratch programming environment on student engagement and academic performance in primary informatics education. The research was conducted over three academic years (2020–2023) in educational organizations (ADAN and Navoiy schools) involving 170 first and third-grade students. The Student Engagement Instrument (SEI) was used to assess cognitive, emotional, and behavioral engagement, and academic performance was evaluated based on trimester grades in informatics. The results indicated significant improvement in both student engagement and academic performance post-implementation of Scratch. Cognitive, emotional, and behavioral engagement scores showed a marked increase, from an average SEI score of 3.3 to 4.0 for first graders and 3.7 to 4.4 for third graders. Similarly, academic performance demonstrated a considerable enhancement, with average grades rising from 53.5 to 80.3 for first graders and 57.3 to 84.5 for third graders over four trimesters. Teachers’ observational data, complemented by qualitative focus group discussions, reinforced these findings.

The current study aimed to examine the structural relationships between pre-service science teachers’ intention to teach and perceptions of the nature of science (NOS) and attitudes toward teaching science. The sample consisted of 206 pre-service science teachers from a major university in the United Arab Emirates who have bachelor’s degrees in science. Quantitative research methodology was used to study the structural relationships among pre-service science teachers’ intention to teach, perceptions of the NOS, and attitudes. Structural equation modeling using the Lavaan package was used to test these structural relationships. The results show that the relationships between the indigenous constructs (NOS) and the mediator constructs (DAS) can predict pre-service science teachers’ intention to teach science ( p < 0.05).

This study sought to propose the Undesirable Behavior Strategies Questionnaire – Physical Education (UBSQ-PE), based on Doyle, W. (1977). Paradigms for research on teacher effectiveness. Review of Research in Education , 5(1), 163–198. classroom ecology paradigm, and validate its use within Physical Education. 289 physical educators participated in the study (80 of them in the pilot study) and completed a survey evaluating the strategies they used across the classroom ecology task systems. An exploratory factor analysis proposed a four-factor solution that measured teachers’ strategies for Differentiation of Instruction, Interaction for Students, Classroom Management, and Interaction with Students and explained a cumulative 47.45% of the total explained variance (KMO = 0.809, χ 231 2 {\chi }_{231}^{2} = 1,266, 684, p < 0.001). A confirmatory factor analysis indicated a good fit of the data to the four-factor solution (χ2/df ratio = 1.52, comparative fit index = 0.906, Tucker Lewis index = 0.890, standardized root mean square residual = 0.079, root mean square error of approximation = 0.05), providing evidence for the instrument’s internal consistency. Multiple analyses of variance showed that there were differences in teachers’ strategies based on their gender, age, studies, professional knowledge, and school level. The use of UBSQ-PE asserts that teachers use undesirable behavior (UB) strategies according to their personal and professional characteristics. Teacher education programs could use this information for supporting PE teachers to adjust their UB strategies in response to each classroom’s interrelated task systems.

Adequate financial decision-making necessitates a solid foundation in financial literacy and comprehension of its principles. This is particularly crucial for students, as their financial and behavioral choices can significantly impact their future financial and career prospects. Consequently, the present study aimed to explore the causal links between economics education, financial literacy, decision-making abilities, and entrepreneurial intentions. Employing a descriptive-correlational approach, the researchers utilized structural equation modeling, drawing on a sample of 375 individuals purposefully selected from a population of 11,345 students at Urmia University. Data were collected through a questionnaire, and the research variables were initially assessed using multiple correspondence analysis. Subsequently, the research model was estimated. The findings revealed a positive and substantial impact of economics education on students' financial literacy and the influence of economics education on decision-making skills and entrepreneurial intentions through the mediating factor of financial literacy. Furthermore, the results confirmed the moderating role of socioeconomic status in the relationship between economics education and financial literacy. Consequently, the study's outcomes can inform educational institutions and policymakers, supporting the implementation of policies aimed at enhancing general economic education and emphasizing the equitable and distributive nature of such initiatives.

Student engagement is a complex measurement that can be viewed through behavioral, emotional, and cognitive constructs. Authentic intellectual engagement requires more than task compliance and requires teachers to make decisions and moves to promote engagement. Pre-service teachers need to have these teacher decisions deconstructed and explicitly reconstructed to “notice” and make sense of it. This study conducted a qualitative document analysis of 31 pre-service teachers’ observational reflections on a pre-selected video-recorded lesson. A pre- and post-assessment was used. When pre-service teachers were given explicit instruction on “noticing” teacher moves to enhance student engagement through multiple constructs, their understanding of student engagement within a lesson shifted from literal and compliance-focused to a multi-dimensional construct involving behavior, emotion, and cognition. The assessments also shifted focus from what the teachers did to the impact the teacher’s decisions had on student engagement and learning. Future research should look at how noticing skills in video observations can transfer to the pre-service teachers developing their teaching skills in the classroom.

This research focuses on female managers and aims to explore the factors influencing work–life balance among female managers in Chinese higher education institutions (HEIs), while also ranking the importance of these factors within HEIs. The research is divided into five main sections and employs a two-round Delphi research method, utilizing expert discussions and opinions to thoroughly analyze the work–life balance challenges faced by female managers. The findings of the research reveal six primary dimensions that influence the work–life balance of female managers in Chinese HEIs. These factors, ranked in order of importance, are as follows: (1) family factors, (2) work-related factors, (3) cultural and social norms, (4) health factors, (5) self-management and personal skills, and (6) support and satisfaction. In conclusion, this research offers valuable recommendations for understanding and improving the work–life balance of female managers in Chinese HEIs, providing essential guidance for both these institutions and female managers in achieving a balanced development in their professional and personal lives.

Psychological variables are a key component of the general outcome of students. In this sense, their complementary role in the academic lives of students is not doubtful. Therefore, this study examined the interrelationship among curiosity, creativity, and academic motivation of students in high school. A total of 568 students were surveyed using the correlational design (purposive, simple random, stratified-proportionate, and systematic sampling techniques). Adapted and confirmed curiosity, creativity, and academic motivation scales were used to gather the data for the study. Multiple linear regression was used to test the interrelationships. The study found that curiosity, creativity, and academic motivation predicted among themselves, where curiosity predicted higher, followed by creativity, and academic motivation. In this, curious behaviours, creative abilities, and motivation of students are related. It is recommended among others that the Ghana Education Service, in collaboration with the Ministry of Education and Curriculum Developers, should harmonise curiosity, creativity, and motivation in the High School syllabus so that teachers can guide students to become curious, creative, and motivated.

Despite the several mismatches of methodological understanding between teachers and students in higher education, research methodologies in education are a relatively common pedagogical practice in most European advanced courses in education. However, only some studies have shown what pedagogical practices are mobilised by the teachers with their specific scientific conceptions. This article presents and discusses the results of an extensive research study conducted in Portugal with all the teachers involved in teaching research methodologies on master’s and doctoral programmes in education. The results show the personal and professional characteristics of the teachers involved in this teaching and the type of senses, decisions, and challenges experienced when teaching research methodologies. The study identifies and characterises the research culture generated by the different pedagogical practices in this scientific field. Based on the results, we argue that the teachers’ scientific conceptions and pedagogical practices may be developed by a “peer authorial construction of research understanding,” aiming to provide appropriate educational experiences to students in research methodologies courses in advanced studies in education.

Pearson’s correlation is widely used to test for an association between two variables and also forms the basis of several multivariate statistical procedures including many latent variable models. Spearman’s ρ \rho is a popular alternative. These procedures are compared with ranking the data and then applying the inverse normal transformation, or for short the normrank transformation. Using the normrank transformation was more powerful than Pearson’s and Spearman’s procedures when the distributions have less than normal kurtosis (platykurtic), when the distributions have greater than normal kurtosis (leptokurtic), and when the distribution is skewed. This is examined for testing if there is an association between two variables, identifying the number of factors in an exploratory factor analysis, identifying appropriate loadings in these analyses, and identifying relations among latent variables in structural equation models. R functions and their use are shown.

Knowing how teachers’ creativity can help them regulate their emotions is critical. Therefore, this study aimed to explore the role of creativity in how novice and experienced english as a foreign language (EFL) teachers regulate their emotions in their classes. To such end, a descriptive narrative design was used through which we conducted a thematic analysis of the autobiographical narratives of eight EFL teachers, including five novice and three experienced teachers, who utilized their creativity while managing their emotions. The findings showed that teachers’ creativity has a constructive role in helping novice and experienced EFL teachers regulate their emotions. According to the findings of Code Map, novice EFL teachers asserted that a detailed context helped improve their emotional state. They also felt better when they had access to a variety of different ideas and used both proactive and reactive emotion regulation strategies. Experienced EFL teachers, on the other hand, believed that using a variety of teaching and assessment methods helped them feel better about their work. They also felt that having access to many elaborated ideas was helpful in promoting positive emotions. We concluded that integrating creativity into teaching enables teachers to regulate their emotions more effectively. This outcome may be attributable to creativity, which discourages repetition, allowing teachers to adopt diverse approaches toward emotion regulation.

Previous studies tend to not only assess principals’ demographic variables but also use other dependent variables, such as administrative effectiveness, job performance, and student achievement. In the literature, principals’ demographic qualities and the misuse of material capital have been under-assessed. This study used a quantitative approach to investigate the demographic attributes of principals and the abuse of school material capital in secondary schools. Using a questionnaire, data were gathered from 667 secondary school administrators in Cross River State, Nigeria. The findings revealed significant differences in the misuse of school material capital by principals of different ages, professional qualifications, and years of experience. However, major disparities between male and female principals were not identified. More specifically, principals who were older, seasoned, and possessed bachelor’s and Master of Education degrees were efficient managers of school material capital. A high rate of misuse was found among principals who were younger and inexperienced than their counterparts who were young, less experienced, and possessed a postgraduate diploma in education, as well as other professional academic qualifications unrelated to the field of education (e.g., HND, BSc, BA, and MSc). Based on these findings, key implications for quality service delivery and administrative effectiveness were discussed.

System-based learning (SBL) in engineering domains integrates systems thinking and engineering principles to develop a system. In software engineering, to develop software using the DevOps process, using SBL environment, students gain a comprehensive understanding of the DevOps software development process and apply theoretical concepts to real-world problems by implementing a complete system pipeline, encompassing the design, development, testing, and deployment of software systems. This article introduces an SBL approach to teaching DevOps engineering, addressing the limitations of traditional methods in equipping students with the necessary skills and knowledge. To evaluate the effectiveness of the SBL approach, a case study was conducted to teach a DevOps course within an undergraduate software engineering program. Students completed a project involving the implementation of a system pipeline from requirement gathering to deployment. Results from the case study demonstrate that the SBL approach has improved students’ understanding of DevOps engineering and the software development big picture. The approach enhanced students’ systems thinking and problem-solving capabilities and prepared students for the challenges of a rapidly evolving technological landscape.

This study determines the critical success factors of teaching mathematics to special education (SPED) students wherein a list of success factors is identified through a literature survey and analyzes the causal relationships among the identified factors to evaluate the key success factors using the integration of the grey system theory and decision-making trial and evaluation laboratory (DEMATEL), named as the grey-DEMATEL. Results reveal that professional development (PD), institutional support (IS), and individual factors (IF) are categorized as net causes. They influence other factors considered as net effects, including mentoring, self-efficacy, teaching capacity, student feedback, teaching knowledge, instructional accommodation, and use of technology. Among those net causes, only PD yields as the key factor, while IS and IF are the minor key factors. Thus, decision-makers must allocate resources that provide PD to teachers in delivering SPED mathematics teaching. A sensitivity analysis suggests these findings are robust to linguistic evaluation scale changes. The insights outlined in this study would aid educational managers and decision-makers of educational institutions in carefully designing initiatives to improve the quality of mathematics education provided to SPED students. Some potential directions for future research agenda are also discussed.

This research analyzes the educational philosophy of progressivism and humanism in Tetsuko Kuroyanagi’s Totto-Chan Novel and its relevance to the Independent Curriculum in Indonesia. This study uses qualitative content analysis to reveal the progressive and humanistic educational philosophy in Totto-Chan and its relevance to the Merdeka Curriculum in Indonesia. The research involves reading the novel, extracting relevant texts, categorizing them by topics, and analyzing the relationship between these philosophies and the curriculum then the findings, detailed in a comprehensive manner, highlight indicators of progressive and humanistic educational philosophies. This research aims to identify parallels between the Merdeka Curriculum and progressivism and humanism in the Totto-Chan novel to assess the suitability and potential integration of educational philosophies. The result showed that Tetsuko Kuroyanagi’s Totto-Chan novel intensely reveals the progressive and humanistic educational philosophy at Tomoe Gakuen. The school prioritizes independent learning goals, equality, justice, self-reflection, environmental connection, and shared decision-making. Principal Mr. Kobayashi educate students’ independence based on interests and talents. This aligns with the Merdeka Curriculum in Indonesia, which emphasized meaningful learning design for students’ independence, equality, self-reflection, environmental connection, and democratic learning principles through the concept of Merdeka Belajar in the learning process. This implication can serve as a practical learning idea for educators, fostering harmony in educational philosophy and enhancing the implementation of the recently introduced Merdeka Curriculum in Indonesia.

Global Citizenship Education (GCE) is a topic of relevance in current international educational debates, which increasingly focus on the formation of critical citizenship. This makes it necessary to discover from a critical pedagogical perspective the relationships between this pedagogical approach, Critical Thinking (CT), and GCE. Throughout this study, through an extensive theoretical review of the literature, we try to show the characteristics in which critical pedagogy, GCE, and CT converge, giving rise to the Critical GCE towards which we must move today. Therefore, this study is revealing for discovering the path towards which GCE is currently heading by clearly showing the symbiosis between CT and GCE. In conclusion, if we want to educate global citizens, it is necessary not only to have a strong background in GCE but also to develop CT to understand global society critically and the need to act to try to transform the world into one free from oppression and injustice.

There is growing interested in the role of psychological resilience in shaping adolescent students’ delinquent behaviours in secondary schools. In this article, using locus of control theory, we examine the role of psychological resilience in terms of hardiness, resourcefulness, and optimism in minimizing the occurrence of cyber delinquent behaviours of secondary school students in Saudi Arabia. We introduce optimism and resourcefulness as protective factors critical for adolescents engaging in cyber delinquent behaviour and conceptualize them as characteristics of individuals with an internal locus of control. This study examines the multiple mediation effects of optimism and resourcefulness in the relationship between hardiness and cyber delinquent behaviours. The structural equation modelling results confirm eight hypotheses and that optimism and resourcefulness mediate the relationship between hardiness and cyber delinquent behaviours. These findings demonstrate the multiple mediation effects of optimism and resourcefulness and the important role of hardiness, resourcefulness, and optimism in predicting cyber delinquent behaviour. We draw implications for theory, secondary schools, and policymakers.

This study investigates the effectiveness of the “Power of Camp Inclusion” program in enhancing social skills among children with autism spectrum disorder (ASD) in an integrated educational environment of a camp. Caregivers, who received pedagogical training on disability issues, evaluated the program. The study involved 22 individuals with ASD, aged 7–25 years (mean age: 14.82), and 22 companions, aged 20–56 years (mean age: 25.27). Caregivers received in vivo training on social skills to support their role in the program. The Autism Social Skills Profile (ASSP) was used to assess social skills, including Social Reciprocity, Social Participation, and Harmful Social Behaviors, as well as the overall index of social skills. In addition to ASSP, all participants underwent semi-structured interviews. Statistical analysis examined demographic data, internal consistency of variables, their correlation, and t -test analyses of a sample and paired observations. The results indicated that the implementation of the “Power of Camp Inclusion” program had positive effects on the development of social reciprocity, social participation, overall index of social skills, and reduction of harmful social behaviors among children with ASD. The findings of this study highlight the importance of educational programs that support the development of social skills for children with ASD and emphasize the need for such programs to be integrated into modern educational policies.

The main aim of this research is to study the influence of traditional, online, and hybrid teaching modes on student academic performance. For this purpose, three determinants of perceived satisfaction and academic performance are used to compare student learning outcomes across the different teaching mediums. This is the first study to examine different teaching modes and their influence on students enrolled in higher education institutions. The study context is a set of China’s higher education sector after the COVID-19 outbreak. Data were collected on the model variables through an online questionnaire and distributed amongst a sample of undergraduate students who were enrolled at Overseas Education College at Jiangsu University. Data collection was divided into three categories: pre-pandemic, pandemic, and endemic situations in China. Structural equation modelling technique was adopted to inspect the collected data and confirm the hypothesis. Results show that student learning and student expectations have a significant positive impact on student perceived satisfaction in all contexts. Moreover, online mode of teaching yielded higher level of student satisfaction and hence, their academic performance. Findings of this study have generated implications for stakeholders of the education sector. Teachers must consistently improve themselves in terms of knowledge and skills, while the ministry of education should set required standards and monitor compliance. They should make some courses related to technology and innovation as a part of the undergraduate syllabus. These will help to stay relevant in today’s competitive academic sector.

While education is recognized as a fundamental human right and an important factor in improving economic and social conditions, child schooling rates in Burundi show that there are still children of school-age who are not attending school and those who drop out very prematurely. This scientific study aims to highlight the relationship between household size and access to education in Mutaho commune (rural Burundi) by documenting the socio-demographic factors of the head of household likely to influence the schooling status of children aged 7–17. The hypothesis put forward in this study is that children’s schooling is influenced by household size. Data from a survey of 215 households in the Mutaho commune were analyzed using binomial logistic regression. The analysis shows that a large household size (OR = 5.463; p < 0.05; 95% CI: 1.311–22.771) is negatively associated with the education of children aged 7–17 living in Mutaho commune. Reducing fertility should be an integral concern for all those involved in the fields of population, education, and development.

The objective of this research is to examine the impact of the Madrasati platform experience on acquiring mathematical concepts, and improving learning motivation from the point of view of mathematics teachers. To achieve the objective of the research, the researchers relied on the descriptive approach in its survey style. The sample of the study consisted of 613 mathematics teachers in the Kingdom of Saudi Arabia, and the study tool (questionnaire) was distributed to them. These data were processed through the use of quantitative methods and measures, such as the statistical packages program SPSS. The main results were as follows. First, there was a moderate level of agreement among participants regarding the impact of the experience of using the Madrasati platform. Second, there was a much stronger level of agreement regarding the degree to which using the Madrasati platform enabled students to acquire mathematical concepts. Third, there was almost universal agreement among participants that using the platform enhanced students’ motivation to learn. Fourthly, the participants perceived there to be an extremely strong relationship between enhanced motivation to learn and the acquisition of mathematical concepts. The researchers recommend that students and mathematics teachers should continue to use the Madrasati platform in the everyday school environment.

The present study discusses the social and personal challenges facing Arab-Bedouin students in teaching colleges and examines how they maneuver between the academic world, which represents modern urban life, and the social traditions of their society. The study is based on semi-structured interviews with 30 Arab-Bedouin students from education colleges in southern Israel. The Arab-Bedouin female students interviewed in the study reported that their status, as well as their families’ status, improved as a result of their decision to acquire higher education. Education is seen as a source of pride for them and their family members, even within their society. In addition, the study found that parental support contributed greatly to the students’ academic progress. The parents formed a safety net, for example, by helping to pay tuition or buying school supplies and equipment such as laptops.

This study pursues interventions by mentors in different mentoring phases. The mentoring refers to Engeström’s (2011. From design experiments to formative interventions. Theory & Psychology, 21 (5), 598–628) formative intervention to promote the self-directed development of novice teachers. This study involved data obtained from the preliminary survey, fieldwork experiences, and interviews with mentees during teacher training. The survey data were descriptively analysed for the close-ended question and thematically coded using an inductive approach. The fieldwork and interview data were thematically analysed. This study uncovered themes with supporting subthemes to identify mentors’ activities addressed during the mentoring process: designing a class, determining teaching methods, and reviewing a class. The themes for these processes were setting the direction for self-directed problem-solving, collaboratively clarifying unclear and ambiguous aspects of the teaching method, assessing good instructions and providing clues for further growth, and designing an opportunity for learning in dialogic communication and mutual negotiation. Mentor training opportunities are needed for experienced teachers to pursue the intervention that supports the self-directed development of novice teachers. This is a unique study to explore interventions that meet the needs of novice teachers according to mentoring phases, in certain contexts.

The increasing rate of publications on emotional intelligence, especially regarding student learning, underscores the need to study research trends in this domain. This research utilizes bibliometric and science mapping analyses to generate an overview of research on emotional intelligence in education, using data sourced from SCOPUS. The terms “emotional intelligence,” “teaching,” and “education” were used as keywords for data search and retrieval. Data were analysed using various bibliometric indicators such as the number of publications, citations, collaborations, co-citation, and keywords. While descriptive statistics were used to analyse bibliometric indicators, bibliometric network analyses using VOSviewer were carried out for science mapping analyses. The findings indicate that while publication counts surged between 2012 and 2021, average citations remained constant. Despite Western predominance, Asia significantly contributed to research output. Notable collaboration was seen among Asian, Balkan, and European nations, but limited among individual authors. The keyword analysis informed major themes such as leadership skills, training, medical education, entrepreneurship, personality, special needs, and psychosocial aspects. Summarily, emotional intelligence in education has emerged as a globally acknowledged research area, and this work elucidates its thematic knowledge, offering insights for prospective researchers.

This study aimed to assess the degree of openness to change among the faculties of educational sciences in Jordanian universities and its correlation with academic freedom, as perceived by faculty members. Additionally, it sought to identify whether there were statistically significant differences in the levels of openness to change and academic freedom based on variables such as gender, academic rank, university, and country of graduation. The study employed a descriptive correlational approach, involving 407 faculty members from the faculties of educational sciences in Jordanian universities during the first semester of the academic year 2021/2022. The study found a moderate level of openness to change and academic freedom, with a strong correlation between the two. No significant gender-based differences were identified, but Arab university graduates displayed higher levels. Hashemite University professors and associate professors emphasized these aspects more than counterparts at other Jordanian universities and different academic ranks. The results highlight the need for increased societal awareness, particularly within the educational community, about the importance of various freedoms. Additionally, the study recommends heightened awareness of the role of unions and institutions for Jordanian university faculty members, aiming to improve their scientific and social conditions.

This study investigates 14 digitally enhanced learning methods, shedding light on students with special educational needs (SEN) in inclusive digital learning environments. We seek to fill the gap in the literature by specifically investigating methods suitable for students with SEN. A survey among experts has been carried out to assess learning methods that are effectively applicable in inclusive digital learning environments. A mixed method: quantitative and qualitative data analysis with the use of a constant comparative method has been applied to synthesise and compare experts’ answers. Quantitative data analysis showed that cooperative learning, digital problem/project-based learning, and virtual exchange are the most suitable methods for all students, whereas digital problem/project-based learning, cooperative learning, and service-learning were agreed upon as the most appropriate for students with SEN. Answers to open questions, evaluated using a qualitative approach, showed that the effectiveness of digital approaches is heavily reliant on the skills, experience, willingness, confidence, and knowledge of teachers implementing them. Employing cooperative learning and digital problem/project-based learning, particularly by experienced and highly skilled teachers, has the potential to effectively support all students, including those with SEN, in digital learning environments.

This study aims to investigate the manifestations of instrumental translation competence (ITC) in translator training programs in six Saudi universities. It explores students’ knowledge and skills in ITC in terms of training and translation courses, translation tools, and usage patterns, drawing on the PACTE group of translation competence. In this empirical study, the data were collected from the documents of program and course specifications at translation programs in six Saudi universities, utilizing a checklist to analyze the manifestations of ITC in the targeted programs. Further, an open-ended questionnaire was utilized to identify translation students’ perceptions of ITC in such programs. While the open questions were analyzed using thematic analysis, the closed questions were analyzed quantitatively. The study found that the translation training programs include translation technology courses, albeit to a lesser extent, including only one or two translation technology courses within the entire 4-year program. The main emerging themes from the students’ responses are enhancement, level of experience, and utilization of ITC. The analysis also revealed a lack of training in translation technology, a lack of knowledge of advanced translation tools, their awareness of the impact of translation tools on translation quality, and inappropriate use of translation tools.

Purpose As the HyFlex learning environment becomes increasingly popular, the role of self-directed learning (SDL) cannot be ignored. Therefore, this study aimed to find the levels of SDL behavior among communication arts undergraduate students learning in a HyFlex learning environment, to compare the levels of SDL behavior between gender and year of study at a government university in Thailand, and to confirm the dimensions of SDL among communication arts students. Design/methodology/approach Through a stratified random sampling, a total of 560 participants from the communication arts program at a government university were selected. SPSS was used for the descriptive statistics, t-test and one-way analysis of variance were used to compare gender and year of study, and Amos was used to report the constructs of the SDL. Findings Although the levels of SDL were at a medium level among the respondents, the creativity ( M = 3.91) dimension was higher than the other dimensions in SDL. Among the constructs of SDL, love of learning was higher among female respondents ( M = 3.54) compared to that among male students ( M = 3.40). When compared among the different years of study, SDL showed no significant differences. The confirmatory factor analysis showed that the dimensions of SDL had a second-order factor loading score of 0.42–0.57. Implications The results of the study would be beneficial for educational administrators and lecturers in enhancing students’ SDL behavior in a HyFlex learning environment.

Background/objective The present study explored the correlation between different types of stress (acute and chronic) and the influence of their negative emotional manifestations on delinquent tendencies in adolescent students. Within the framework of the general strain theory, the study aims to analyse the intermediary role of depression in the relationship between anxiety and stress. This study investigated the relationship between stress, anxiety, depression, and delinquency proneness in adolescent school students in Sonepat, India. Methods and materials The present study utilised the descriptive survey method. Data were collected using standardised questionnaires based on self-reporting. Anxiety depression and stress scale and delinquency proneness scale were used to collect data from a sample of 200 students aged between 14 and 18 years from various schools in the district. Results The comparison (using independent t -test) revealed that levels of anxiety ( t = −1.683, p = 0.094), depression ( t = −0.196, p = 0.845), and delinquency proneness ( t = −1.348, p = 0.179) were not significantly different between males and females, with the exception of stress ( t = −2.929, p = 0.004). Furthermore, results of the Pearson product-moment correlation indicated a significant positive association between stress, anxiety, depression, and delinquency proneness. Regression analysis results showed that stress, anxiety, and depression have a significant effect on delinquency proneness ( F (3, 196) = 28.2, p < 0.001). It further indicated that stress, anxiety, and depression cause 29.1% variation in delinquency proneness. In addition, results of mediation analysis showed that depression mediates the relationship between anxiety and delinquency proneness (accounts for 82.1% mediation). Furthermore, depression also mediates the relationship between stress and delinquency proneness (accounts for 74.5% mediation). Conclusions The results support the general strain theory, which posits that strain (anxiety and stress) can lead to delinquency proneness, which is mediated by depression. Research shows that delinquency proneness, depression, and stress are prevalent among adolescents. To prevent juvenile delinquency, effective intervention programs should focus on equipping young people with interpersonal skills and coping strategies.

This corpus-based study explores the expression of gratitude in the acknowledgement section of doctoral dissertations in both English and Arabic. The objective is to analyse how gratitude in academic discourse is structured in these languages and to explore any differences related to gender. The study examines 80 dissertations (40 in English and 40 in Arabic), further divided by the authors’ gender (20 male and 20 female for each language). Data collection involved searching for doctoral dissertations from various sources, verifying the authenticity of the native language through biographical checks, and categorising the acknowledgements based on the year and field of study. The analysis utilised a mixed-methods approach based on Hyland and Tse’s (2004) framework, enabling quantitative and qualitative text analysis. The study revealed distinct differences in gratitude expression patterns between English and Arabic dissertations: English acknowledgements often used performative verbs and adjectives, while Arabic acknowledgements primarily employed nominalisation. Notably, Arabic texts showed no use of passive constructions or adjectives. Gender-related differences were also observed, such as the preference for nominalisation among male Arabic authors and the preference for bare mention among female English authors. These findings underscore the significant cultural and linguistic influences on the construction of gratitude in academic acknowledgements. The research contributes valuable insights into pedagogical approaches to teaching academic writing and highlights the interplay between language, culture, and gender in scholarly communications.

Although education is mostly the duty of educators, it is an important field that concerns all segments of society. Studies and regulations on education on a global scale have gained momentum in terms of increasing both quality and quantity. Which issues related to education are considered important and which problems are focused on can be a guide in giving direction to the regulations in education. In this study, a total of 351 articles published in SSCI journals are reviewed, with documentary analysis, and the subject areas of the most read articles on education are discussed. The most-read articles on education focus on the themes of inequality and injustice in critical education. Other results of the research are discussed in detail in the article.

The COVID-19 pandemic has transformed the educational landscape, making exploration of blended learning (BL) instructional delivery important. Higher education institutions are navigating the effects of the COVID-19 crisis on instructional delivery. Using Accra Learning Centre as a case study, this article explores the experiences of adult learners engaged in BL after the COVID-19 crisis in Ghana. A qualitative research method was employed, and a purposive sampling procedure was used to select 15 adult learners. An in-depth interview guide was developed to garner data. Thematic, narrative, and interpretivist analytical approaches were adopted in presenting the results. Participants’ voices, experiences, and meanings were sought. It emerged that BL promotes inquiry-based, self-directed, and constructivist learning rather than using conventional face-to-face teaching and learning, though conventional teaching and learning cannot be discounted, BL fosters self-paced learning among adult learners. It recommends that faculty continue to sharpen their skills in BL instructional delivery and adult learners should be equipped with skills in time management, and effective digital tools used to engage in BL.

The integration of science, technology, engineering, and mathematics (STEM)-based digital learning has shown a significant impact on enhancing the 6C skills (character, citizenship, critical thinking, creative thinking, collaboration, and communication) of elementary school students. This quasi-experimental study, involving 200 participants from primary schools, compared the efficacy of STEM-based digital learning against STEM-conventional methods in fostering these essential twenty-first-century skills. Data were collected through case study tests and analyzed to evaluate the differences in skill development between the two groups. The results indicate a noticeable improvement in the 6C skills among students engaged in STEM-based digital learning compared to those in STEM-conventional settings, with the former group achieving higher average scores across the skill set. These findings highlight the value of adopting STEM-based digital learning in elementary education to better prepare students with the competencies necessary for their future. This research underscores the positive influence of innovative learning models on developing critical life skills in elementary school students.

The article presents the results of a 2022 study involving students training to be civic studies teachers. Three research goals were set: to determine which gender and family stereotypes burden the interpretation of a photograph; to identify qualitative differences in the perception, analysis, and interpretation of the photograph depending on the form of the questions asked; and to gain respondents’ feedback on the test. The test used a computer and was based on a family photograph and a series of questions. Three methods of data collection and analysis were used (audio recording analysis, eye-tracking, interview). The study found that future teachers are substantially influenced by gender stereotypes in Czech society. It also confirmed the importance of didactic structuring when analysing iconographic material. The findings show the importance of gender-sensitive education and the development of didactic skills for interpreting visual texts as part of undergraduate training for future civic studies teachers.

As soon as a new technology emerges, the education community explores its affordances and the possibilities to apply it in education. In this article, we analyze sessions with ChatGPT around topics in basic linear algebra. We reflect on the affordances and changes between two versions of ChatGPT since its worldwide publication in our area of interest, namely, linear algebra. In particular, the question of whether this software can be a teaching assistant or even somehow replace the human teacher is addressed. As of the time this article is written, the answer is generally negative. For the small part where the answer can be positive, some reflections about an original instrumental genesis are given.

Partnership among higher education institutions serves as the central element for sustainable development. The quality of their partnerships is highly necessary for higher education development, specifically in academic infrastructure, curriculum design, pedagogical practices, and financial frameworks. This progression is expected to enhance students’ satisfaction and loyalty. Therefore, this study explores the effects of partnerships among higher education institutions with legal entities on students’ satisfaction and loyalty. Accordingly, this research adopted a quantitative descriptive and regressive survey approach. The research population consisted of students from a university with a legal entity. At the same time, the sample was taken through purposive sampling with the criteria of having interacted or received services from the university’s partner with a legal entity. Data were garnered through questionnaires, which have been declared valid and reliable. The collected data were analyzed using the structural equation model technique through Structural Equation Modeling-Partial Least Squares with SmartPLS 3 application. The research results indicate the following: (1) partnership quality (PQ) directly influences student satisfaction (SS), (2) SS directly affects student loyalty (SL), (3) PQ of higher education institutions with legal entity presents no effects on SL, and (4) PQ indirectly affects SL through SS.

This study investigates the perspectives of science teachers in Southeast Asia (SEA) regarding future curriculum using a modified World Café method. The research involved 19 science teachers from SEA participating in dialogues and a plenary session. Data were collected during the discussions taken place in groups as well as in the plenary session. In addition, an affinity diagram was used to record teachers’ voices in each group. Thematic analysis of data from affinity diagrams and participatory discussions identifies key themes and priorities for future curriculum development. The intra-country analysis reveals diverse findings in terms of (1) curriculum and assessment, (2) funding and resource allocation (3) organizational, and (4) context-specific complexities without consensus on underlying causes. The study emphasizes key themes in the situational analysis including teacher competency, facilities, curriculum, and systemic support, uncovering both similarities and differences in these areas. Participants focused primarily on practical improvements rather than speculative possibilities, advocating for better school facilities, systematic professional training, and community engagement. This research contributes to the on-going discourse on educational reform, providing critical insights for policymakers, curriculum developers, and educators seeking to enhance science education in the region.

In China, higher education increasingly emphasizes innovation and entrepreneurship, recognizing its pivotal role in enhancing college students’ entrepreneurial skills. While extensive research exists on entrepreneurship education for undergraduate students in Chinese universities and vocational colleges, there is a notable gap in studies specifically addressing entrepreneurship coaching for vocational art and design students. This investigation addresses this gap by examining the development of entrepreneurship coaching indicators for vocational art and design majors through a comprehensive literature review. By employing the fuzzy Delphi method, a questionnaire survey involving 12 experts was conducted to establish entrepreneurship coaching indicators for vocational art and design majors in Guangdong, China. The findings reveal a framework comprising entrepreneurship knowledge, practical skills, entrepreneurial dispositions, and intentions, organized into 4 dimensions, 15 principal indicators, and 46 sub-indicators.

This study applies audio-assisted reading (AAR), a technique that provides multimedia input, to encourage incidental learning of the present perfect tense. The decision to choose this tense was informed by previous studies, which have shown that its multifunctional nature presents EFL learners with considerable challenges. Thirty-four Iranian EFL learners recruited through convenience sampling participated in this eight-week-long research. The learners were assigned to the experimental and control groups. The experimental group received the AAR instruction while the control group received reading-only instruction. The analysis of the data collected through pre-test, post-test, and delayed post-test indicated that the learners not only learned the target grammar structure significantly better through AAR, but also retained it longer. The findings of the study and the implications for language teaching and learning are discussed.

The development of foreign language professional communicative competence (FLPCC) is crucial for professionals, considering communicative skills as an integral part of their competence. In Kazakhstan, acquiring a foreign language is a prerequisite for advancing chemistry education, enabling students to access global scientific advancements and exchange knowledge. Content and language-integrated learning (CLIL) stands out as an effective approach for cultivating FLPCC in future chemistry teachers. This study addresses the scarcity of theoretical and practical tools in content-language integrated learning in pedagogical universities. It aims to enhance the training quality for pedagogy bachelor’s degree students studying chemistry in a foreign language. By identifying active teaching forms, methodologies, and approaches in integrated learning, students’ foreign language competence can be successfully developed within the professional domain. A meticulously designed training model and exercises were developed to achieve these goals. The proposed modeling approach was evaluated using the Quasi research method, involving questionnaire data analysis. The results confirm that implementing this approach significantly improves future chemistry professionals’ training quality, enabling confident communication in English within their professional domains and demonstrating well-developed speaking skills. The practical value of this research extends to university educators implementing CLIL practices and researchers studying students’ FLPCC formation.

This study aims to explore the effectiveness of collaboration between the Teaching at the Right Level (TaRL) approach and the problem-based learning (PBL) model in improving student learning outcomes at junior high school and senior high school levels. TaRL is a method that emphasizes learning tailored to students’ individual ability levels, while PBL focuses on PBL that encourages students to develop critical thinking and problem-solving skills independently. In this study, 73 students participated in two cycles of learning practices integrating the two approaches. The results of the initial diagnostic test were used to group students based on their ability levels, which were then followed by the implementation of learning using problem-based scenarios according to their groups. Quantitative data were obtained through learning outcome tests and analyzed using descriptive statistics and ANOVA. The mean value of students’ final test results reached 79.73, indicating a significant increase in understanding after the implementation of this method. However, the ANOVA results showed that there was no significant difference between the tested groups, with a p -value of 0.662 and an F -statistic of 0.414. In addition, in-depth interviews were conducted to understand students’ perceptions of the applied learning method. The results of the interviews revealed that students felt more engaged and motivated in the learning process, especially since the materials were tailored to their abilities and they were given the opportunity to solve problems relevant to real life. However, variations in learning outcomes were still evident, indicating the need for further adjustments in the approach to reduce performance disparities between students. This study concludes that the collaboration of TaRL and PBL can be an effective strategy for improving learning outcomes. However, adaptation and continuous monitoring are needed to ensure that all students can benefit the most from this approach.

The study aims to assess the effectiveness of a pop-up story-based program in fostering environmental awareness and sustainability among first-grade elementary students. Using a quasi-experimental design, the study included experimental and control groups, each consisting of 56 students, randomly assigned to two groups: 28 in the experimental group and 28 in the control group. The experimental group participated in a 12-session program on environmental awareness and sustainability. After confirming the test’s validity, reliability, and appropriate difficulty and discrimination indices, both groups took a pictorial test covering four key concepts: water and air pollution, recycling, sustainable agriculture, and manufacturing. The results showed statistically significant differences at the 0.05 level between the post-test scores of the control and experimental groups regarding environmental awareness and sustainability concepts, in favor of the experimental group. This demonstrates the effectiveness of the pop-up story-based program in enhancing environmental awareness and sustainability concepts among first-grade students. The study recommends integrating environmental awareness and sustainability topics into teacher training programs at education colleges.

The objective of the study was to investigate the effect of computer simulation integrated with jigsaw learning strategy (CSIJLS) on students’ attitudes towards chemistry. Additionally, it sought to determine whether the usage of CSIJLS resulted in any changes in attitudes between male and female students. Researchers employed a quantitative research method and a quasi-experimental design. The participants consisted of three classes, with a total of 144 students aged above 18, assigned to two experimental groups and one comparison group. The researchers collected data using a chemistry attitude Likert scale test administered before and after the intervention. One-way ANOVA and independent t -tests were employed to analyse the data. The results of the one-way ANOVA indicated that there was a significant difference in attitude between the three groups after the implementation of CSIJLS among the three groups ( t (141) = 93.9, p = 0.000 < 0.05), indicating that students taught through CSIJLS performed significantly better than those taught using the jigsaw learning strategy alone and conventional methods in terms of their chemistry attitude post-test results. Additionally, the independent t -test analyses revealed no significant differences in attitudes towards chemistry between male and female students when they learned through CSIJLS.

This study examines vocational schools (VS) collaborative ventures, focusing on the VS Center of Excellence and its partnerships with local industries. The research explores how these collaborations shape a skilled workforce by investigating the Link and Match policy’s impact. Specifically studying machining engineering and construction in East Java, the research employs a multi-case qualitative approach to reveal context-specific insights. The study combines qualitative methods like interviews and observations with quantitative techniques such as surveys using a mixed-method approach. The sample comprises internship supervisors from significant industries in East Java, selected through proportionate random sampling. Thematic analysis is used for qualitative data, while descriptive statistics and Likert scale analysis handle quantitative data. The research offers insights into workforce needs by emphasizing technical competencies and soft skills development. It also looks ahead, considering the long-term effects of collaborative initiatives on graduates and industries. The study informs policymakers and educators by identifying challenges and aiming to enhance vocational education strategies. However, it is essential to recognize data collection biases and limitations in generalizability to other locations or sectors, which should be considered when interpreting findings and planning future research.

Problem-based learning (PBL) is a teaching technique in which students’ learning is conveyed using real-world problems. However, the implementation of PBL is confronted with several challenges, namely the involvement of students, the definition of the teacher’s role, and the development of effective assessment mechanisms. This paper describes and analyses a teaching framework based on PBL followed in the Differential and Integral Calculus and Statistical Models courses in a Biomedical Engineering Bachelor, at the School of Engineering, Polytechnic of Porto. In order to assess students’ points of view about the effectiveness of this PBL approach with regard to knowledge acquisition, development of soft skills, and assessment methods, a questionnaire was administered at the terminus of the semester. Data analysis revealed that newcomers are more likely to use PBL, while second-year students feel more pressure and report more workload with this type of assessment. In this regard, we consider that factors such as maturity, education level, workload in other courses, and prior PBL experience may influence students’ willingness to adhere to PBL.

This academic inquiry examines the efficacy of virtual reality (VR)-based pedagogy for higher learning, specifically analyzing immersive digital instruction for rural agriculture undergraduates studying soil science in Colombia. The investigation tests two hypotheses: first, simulated learning situations improve academic achievement and student investment compared to conventional in-person lectures; and second, modern modalities cultivate affirmative perspectives of the material. Employing a meticulous investigative blueprint across three Colombian university campuses situated in pastoral communities, the assessment involved 89 volunteers separated into experimental and control groups over 14 weeks analyzing soil nutrient administration. Scholastic aptitude, student absorption, and viewpoint appraisals were conducted before and after the module. Statistical calculations including independent sample examinations, variance examinations, effect magnitude, and association analyses were utilized to validate the hypotheses. The results endorse both hypotheses, evidencing augmented academic performance, student engagement, and affirmative attitudes toward soil science among participants experiencing VR-based coursework. This inspection lends valuable discernment into advanced technology’s potential to address rural student challenges, elevating educational outcomes and furthering constructive pedagogical encounters in the developing world.

This study examined the relationship between pre-service teachers’ epistemological views and their assessment conceptions, as well as how epistemological beliefs and their components contribute to the variation in their assessment conceptions. Utilizing a quantitative descriptive correlational research design, data were collected from 197 pre-service teachers at Fitche College of Teacher Education in Ethiopia through the Epistemological Belief Questionnaire and Assessment Conception Questionnaire. The analysis involved correlation and multiple regression techniques. The findings revealed a significant association between epistemological beliefs and assessment conceptions with a strong correlation in the ‘omniscient authority’ and ‘simple knowledge’ sub-dimensions. However, the ‘quick learning’ sub-dimension exhibited a weaker relationship. Furthermore, pre-service teachers showed a high level of agreement with the concepts of improvement and school accountability, whereas agreement with the irrelevance of assessment was moderate, yet students’ accountability was not significantly related to their epistemological beliefs. Generally, the findings of the study uncovered a meaningful correlation between pre-service teachers’ epistemological beliefs and their conceptions of assessment. This study’s findings could highlight the need to incorporate progressive assessment concepts and advanced epistemological beliefs into educational programs such as teacher education to improve pre-service teachers’ professional beliefs and competencies that would have cascaded effects on the school teaching-learning.

Several studies have stressed the necessity of fostering students’ creativity in the twenty-first -century learning process, particularly at the higher educational level. This study synthesized the characteristics (country, study population, and field of education/subject), methods, and theoretical ground used to foster students’ creativity in higher education research. Using the PRISMA 2020 as a guideline for writing a systematic literature review, two databases (ProQuest and Scopus) were searched for peer-reviewed, primary, and empirical research published in English between January 1, 2018, and October 15, 2022. A final selection of 28 studies that met the eligibility criteria were examined. The result showed that most of the studies reviewed were conducted on undergraduate students in developed industrialized East Asian countries and used surveys as the primary data collection method. Moreover, the grounding theories used in fostering creativity in higher education research were still scarce. This study showed that further research is needed to examine the mechanism for developing student creativity in higher education with more diverse samples, rigorous methods, and theoretical grounding.

Continuing education offers healthcare professionals the opportunity to adapt to the many changes in society and to improve their skills and knowledge to provide optimal care for patients. As technology evolves, healthcare workers can benefit from virtual peer-to-peer and mentor interactions with digital technology as a platform for continuing professional development (CPD). Nevertheless, healthcare professionals’ experiences in CPD in online learning settings have not been tackled clearly. The aim of our systematic scoping review is to investigate the effects of distance and hybrid learning settings in continuing education on learning outcomes and perceptions among healthcare professionals. A quantitative literature search was conducted following the preferred reporting items for systematic reviews and meta-analyses scoping research, allowing data collection of healthcare study scores from previous articles tackling the subject. A total of 17 articles met the inclusion criteria and were reviewed. We identified four main categories of learning outcomes: knowledge acquisition, skills and performance, participants’ attitudes toward training, satisfaction, confidence, and self-efficacy. This systematic scoping review highlights that continuing distance education improves health professional learning outcomes. Continuing education in online learning setting allow more learning accessibility for healthcare professionals, as it was found to be a solution for temporal and physical constraints.

Job satisfaction significantly impacts teachers’ overall well-being and mental health. Research reveals a strong connection between employment status and mental health, with teaching being a particularly stressful profession. The COVID-19 pandemic exacerbated these challenges, with the shift to online education and limited support causing heightened stress, anxiety, and depression. This study analyses scientific literature exploring the link between job satisfaction and mental health (depression, stress, and anxiety) in teachers. By examining relevant articles in major databases like Web of Science, PSYNDEX, PsycINFO, MEDLINE, EMBASE, and Google Scholar, the research identifies numerous sociodemographic and institutional factors contributing to teachers’ mental health struggles, including workload, teaching experience, job satisfaction, gender, and the nature of online education. The findings highlight the urgent need for educational policymakers to develop policies prioritizing teacher well-being, especially during times of crisis. This involves addressing factors affecting job satisfaction and implementing strategies to promote mental health support for educators.

This study provides a comprehensive analysis of multilingual education, highlighting key issues, methodologies, and future directions in this area. Based on the theoretical foundations of Vygotsky and Krashen, as well as practical approaches such as project-based learning and task-based language learning, the study highlights the importance of multilingual competence for future educators. The key findings highlight the need for reforms in teacher training, starting with teaching in the students’ native language, which promotes deep understanding and active participation in the educational process. Serious problems related to teacher resources and training are discussed, as well as the adaptation of teaching strategies to linguistic diversity. The presented results make a significant contribution to the existing literature, offering solutions to improve the effectiveness of multilingual educational strategies and their implications for future teaching practices. The recommendations of this study suggest areas for future research, including the development of comprehensive teacher training programs that will be adapted to the needs of a multilingual educational environment.

Artificial intelligence (AI) and virtual reality (VR) are interconnected, integrated technologies that help to visualize AI systems and increase the fidelity and interactivity of VR in the educational field. Using VR and AI technology, teachers can promote thinking and knowledge in learning. This research aims to analyze and highlight several research publications that examine the use of VR to improve ES students’ twenty-first-century skills. The systematic literature review method conducts research to identify, evaluate, explore, and interpret all research results relevant to the research questions. This research has identified the potential of applying AI to twenty-first-century learning to revolutionize education through universal access, adaptation, and intelligent content creation for understanding concepts effectively. VR has a positive impact on students and teachers, as well as increasing motivation, understanding, and effectiveness in learning activities. We discovered that integrating VR into twenty-first-century learning among ES students is associated with increased engagement and motivation, better learning outcomes, and improved creativity and critical thinking skills. The results of this research provide constructive insight for teachers to improve the skills of ES students in the twenty-first century.

STEAM education is designed to prepare students for the twenty-first-century life skills and has been extensively investigated in the past 10 years. Given the rapid evolution of educational practices and the diverse ways in which STEAM is implemented in science classrooms, there is an urgent need for an analysis of the current outlook of STEAM education within the science classrooms context. In this article, 22 empirical studies were included to highlight the methodology, STEAM characteristics, and pedagogical approaches implemented in STEAM-based learning. Findings suggest that STEAM education plays an important role in fostering students’ twenty-first-century skills and should be manifested by student-centered learning approaches. This study holds significant implications in providing direction for future studies regarding STEAM education in science classroom settings.

Science, technology, engineering, and mathematics (STEM)-integrated project-based learning (PBL) is essential in contemporary education as it improves students’ advanced cognitive capacities, critical thinking aptitude, scientific literacy, and ecological awareness. This study aims to identify and highlight some research publications that examine STEM-integrated PBL to improve students’ biology practical skills in higher education. The author guided the systematic review process with the preferred reporting items for systematic reviews and meta-analyses diagram, ensuring a structured approach to article selection. The author selected 24 potential articles for the literature review based on certain inclusion criteria. The chosen articles emphasize the importance of evaluating STEM-integrated PBL to improve biology practicum skills among students in higher education, highlighting the need for quantitative methods such as descriptive surveys and experiments in research. The research article’s findings show a positive trend toward improving educational practices in biology through the integration of STEM in PBL, with a growing body of literature focusing on this area. The findings of this study offer valuable insights for educators to improve students’ biology practical skills in higher education.

The issue of the multiple links between teachers’ work, schooling processes, and social inequalities has been one of the greatest concerns in the field of educational research in Argentina in recent decades. The way in which the task of teaching and the problem of inequality are related and configured has integrated the agendas of the different traditions and areas of knowledge with which the field of pedagogy has established articulations. This article aims to carry out a critical and systematic analysis of scientific production on the links between teaching work, schooling, and inequality in the period 1985–2024. That approach identifies the main conceptual and theoretical–methodological debates, reconstructing three cores of meaning: the way inequality has been signified, the forms of interpreting the multiple links between schooling and teaching in contexts of impoverishment, and the relationships between educational institutions and the environment that surrounds them.

This article focuses on the gap in research concerning the insufficient availability of information and communication technologies for teacher professional learning (TPL) and the consequent scarcity of research on technology acceptance (TA) in TPL. These research gaps are addressed through the implementation of a chatbot designed to support school-based TPL activities. Mathematics teachers and teacher training facilitators ( n = 11) were interviewed regarding their TA after testing the chatbot, as a crucial factor for its implementation. The chatbot was developed to assist teachers in structuring planning tasks and facilitating the exploration and application of well-prepared knowledge. Results from qualitative content analysis indicate that this presumed potential of the chatbot can be considered confirmed in the present context. Additionally, four external variables were identified as key evaluation factors, with Perceived Quality standing out as the main reference point for Perceived Usefulness.