International Journal of Evaluation and Research in Education (IJERE)
International Journal of Evaluation and Research in Education (IJERE), p-ISSN: 2252-8822, e-ISSN: 2620-5440 is a peer‑reviewed, open‑access international journal that publishes high‑quality work addressing evaluation and research across the field of education. IJERE provides a forum for researchers, educators, and policymakers to present empirical studies, conceptual analyses, and methodological discussions that advance understanding of educational systems, policies, and practices. The journal welcomes original contributions that explore how educational programs, curricula, instructional approaches, and learning environments are designed, implemented, and evaluated. Its coverage spans a wide range of topics, including educational evaluation and assessment, curriculum and instruction, pedagogy, literacy and language studies, teaching English as a second language (TESL), and informal or lifelong learning. Submissions may report new findings, examine methodological or theoretical issues in educational inquiry, or analyze the implications of evaluation results for decision‑making and practice. IJERE particularly encourages studies that investigate teaching and learning processes, educational innovation, technology‑supported environments, language education, and learner engagement across diverse cultural and institutional contexts. Special emphasis is placed on research that employs rigorous methodologies, data‑driven analysis, and interdisciplinary perspectives to address contemporary challenges in education. By promoting work that connects theory, practice, and policy, IJERE seeks to foster international dialogue and support the continuous improvement and sustainability of effective educational systems worldwide. Through this mission, the journal contributes to the advancement of impactful and innovative research in education. IJERE has been indexed by SCOPUS, and ScimagoJR. Beginning with issue 1 of volume 13 (2024), this journal will be published as a bimonthly journal (6 issues/year). The journal is published by Institute of Advanced Engineering and Science (IAES).
Institute of Advanced Engineering and Science
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Smart capital mobilization in shared-use educational facilities: evidence from mega public universities
Although smart capital and shared facilities can improve efficiency in large public universities, many institutions still rely on fragmented paper-based management. This study evaluates how smart capital, integrating facilities, digital systems, and human readiness, drives behavioral change in shared facility management (FM). A survey of 246 staff members across multiple constituent units of a large Vietnamese public university system was conducted. The study integrates constructs from the technology acceptance model (TAM), technology readiness index (TRI), and information system (IS) success model. Partial least squares structural equation modeling (PLS-SEM) was employed to examine structural relationships and role-based differences. The results indicate that perceived ease of use (PEU) and system quality (SQ) significantly influence system use, while TRI affects adoption indirectly through PEU and perceived usefulness (PU). Differences between facility and academic staff highlight the importance of role-sensitive strategies for shared FM. This study provides an integrated framework for mobilizing smart capital in shared-use governance of mega public universities.
Copyright (c) 2026 Van-Dam Vu, Minh-Anh Nguyen Thi, Van-Quynh Ha http://creativecommons.org/licenses/by-nc/4.0
Beyond diagnosis: using PNImodified and composite priority indices to orchestrate meta-skills-driven academic management innovation
This study translates an academic management–meta-skills integration framework into a data-driven innovation roadmap for private higher education institutions (HEIs) in Sichuan, China. Using an explanatory sequential mixed-methods design, Phase 1 surveyed 400 undergraduates who provided dual ratings of current performance (degree of success, D) and desired priority (importance, I), enabling computation of the modified priority needs index (PNImodified=(I−D)/D) across meta-skills domains and academic management subcomponents. In Phase 2, institutional leaders and senior academics rated the feasibility and impact of aligned innovations; these ratings were integrated with PNImodified to calculate a composite priority index (CPI) and propose phased implementation sequencing. Results indicated the largest perceived meta-skills development needs in adaptive expertise (PNImodified=0.48) and relational dynamics (0.34). At the academic management level, curriculum development (0.56) and evaluation and assessment (0.45) emerged as the most critical domains. Curriculum structuring (0.65), instructional design (0.53), meta-skills evaluation modules (0.59), and learning engagement (0.59) consistently ranked as top subcomponent priorities and were positioned as Phase 1 actions in CPI-based sequencing. Experts rated the overall innovation as highly suitable (M=4.55) and feasible (M=4.53). The combined indices provide a practical decision tool for sequencing meta-skills-oriented academic management innovations in Sichuan private HEIs.
Copyright (c) 2026 Chi Che, Sukanya Chaemchoy, Pruet Siribanpitak http://creativecommons.org/licenses/by-nc/4.0
Measurement of the ethical organizational climate in higher education institutions
Assessing the ethical climate in higher education institutions (HEIs) is essential, given their role in training future professionals and promoting social responsibility, academic integrity, and transparency. This study used a quantitative, cross-sectional approach to assess the ethical climate perceived by 150 students at a private university in Medellín, Colombia. Based on Victor and Cullen’s six-dimensional model, and using exploratory factor analysis and Cramer’s V statistic, significant associations were identified. In particular, positive relationships were found between rule-based and law/code-based ethical climates and perceptions of institutional efficiency. Likewise, a relationship was found between the dimensions of independence and care, such that students who act based on their own moral judgment appreciate supportive institutional environments. In addition, 65% of students value autonomy (independence), 43.2% prioritize compliance with legal norms (laws and codes), and 33.33% emphasize following strict rules (rules). These findings highlight the importance of both personal ethical values and external regulatory frameworks in the formation of ethical perceptions. Similarly, the results contribute practical guidance for HEIs managers to strengthen ethical leadership and institutional policies, promoting a more transparent and efficient academic environment. It is recommended that HEIs implement policies that strengthen ethical leadership and promote an organizational climate that favors ethical decisions and compliance with standards.
Copyright (c) 2026 Maria Camila Bermeo-Giraldo, Alejandro Valencia-Arias, Iván Alonso Montoya Restrepo, Luz Alexandra Montoya Restrepo, Jackeline Valencia Arias http://creativecommons.org/licenses/by-nc/4.0
The impact of design factors of virtual and augmented reality on tertiary students’ user experience in Metaverse
The Metaverse is a convergent space integrating virtual reality (VR) and augmented reality (AR) technologies, with market projections rising from $65.5 billion in 2022 to $1.3 trillion by 2030. Despite rapid adoption in education, the specific contributions of visual elements, environmental design, and communication features to user experience (UX) remain underexplored, limiting evidence-based design and resource allocation. This study examined how these design factors in VR and AR environments influence UX in Metaverse platforms. Using a correlational research design, data were collected from 321 purposively sampled tertiary students from engineering and computer science departments across four higher education institutions, all familiar with Metaverse platforms. A structured questionnaire with validated 5-point Likert scales measured UX; visual elements (field of view, resolution, color, complexity, and style); environmental design (interactivity, cohesiveness, naturalness, and complexity); and communication features (text/audio/video tools, avatar interaction, and spatial audio). Multiple regression analysis assessed the independent and combined effects of these factors on UX. Results show that environmental design (β=0.424, p<0.001) and visual elements (β=0.298, p<0.001) are the primary predictors of UX, jointly explaining 47.3% of its variance, with a strong correlation between them (r=0.792). Communication features did not significantly influence UX (β=0.053, p=0.196), challenging assumptions about virtual connectedness and indicating that communication design should better support social interaction. These findings highlight the importance of well-designed, interactive virtual spaces and suggest that developers and educational institutions prioritize environmental design to advance immersive learning and broader Metaverse applications.
Copyright (c) 2026 Julius G. Garcia, Alvie Simonette Q. Alip http://creativecommons.org/licenses/by-nc/4.0
Narrative comprehension in 5-year-old Vietnamese-speaking children using the multilingual assessment instrument for narratives
This study addresses how elicitation modes and socio-demographic factors influence narrative macrostructure understanding in 5-year-old Vietnamese-speaking children. A convenience sampling of 311 typically developing children were assessed using the multilingual assessment instrument for narratives (MAIN). Narrative comprehension was evaluated through 10 standardized questions for both retelling (cat story) and storytelling (baby goats story) modes. Findings revealed a significant advantage for retelling (M=7.21, SD=2.31) over storytelling (M=5.73, SD=2.50; p<.001), highlighting the role of linguistic scaffolding. While children mastered identifying character goals, challenges remained in explaining internal states and making causal inferences. Narrative comprehension was independent of gender, location, and general communication skills, but significantly influenced by maternal education level (p<.05). Vietnamese narrative development follows universal patterns, yet deep comprehension is shaped by specific environmental inputs. This study establishes a normative baseline for narrative skills within the Vietnamese preschool curriculum and provides a validated tool for speech and language therapists to facilitate early identification and targeted interventions.
Copyright (c) 2026 Nguyen Thi Hoang Yen, Ben Phạm, Hang Pham, Van Pham, Phuong Nguyen, Phuong Bui http://creativecommons.org/licenses/by-nc/4.0
Teacher self-efficacy: a second-order confirmatory factor analysis of student engagement, instructional strategies, and classroom management among secondary school teachers
Teacher self-efficacy plays an important role in improving teaching effectiveness and student learning outcomes; however, a validated measurement model tailored to the local educational context remains limited. Therefore, this quantitative study aims to develop a measurement model of teachers’ self-efficacy in Malaysia. The proposed model consists of three dimensions: student engagement (SE), instructional strategies (IS), and classroom management (CM). Data were collected from 144 teachers using a modified questionnaire based on the teacher sense of efficacy scale (TSES). the data were analyzed using confirmatory factor analysis (CFA) through structural equation modeling (SEM) with AMOS. The findings confirmed that 12 suggested behaviors were acceptable within the model. The CFA results demonstrated satisfactory factor loadings (FL) and reliability for SE (FL=0.758–0.820, composite reliability (CR)=0.870, average variance extracted (AVE)=0.627, square root of AVE (√AVE)=0.792), IS (FL=0.696–0.875, CR=0.895, AVE=0.683, √AVE=0.826), and CM (FL=0.741–0.864, CR=0.819, AVE=0.619, √AVE=0.871). These findings indicate that the proposed measurement model demonstrates acceptable validity and reliability and provides a useful framework for evaluating teachers’ self-efficacy and supporting efforts to enhance teaching quality in the Malaysian educational context.
Copyright (c) 2026 Mohd Faiz Mohd Yaakob, Mohammad Ahmad Abdelaziz Al-Zu’bi, Kholoud Imhammad Meqbel Al-Mseidin, Mat Rahimi Yusof, Mohd Sofian Omar Fauzee, Marni Ishak, Ismahany Abdul Rahman http://creativecommons.org/licenses/by-nc/4.0
Quality of life and well-being in university students with intellectual disabilities
This study examined the impact of an intervention applied through the module ‘emotional competencies and personal development’, aimed at university students with intellectual disabilities and autism, with the goal of improving their well-being and self-perceived quality of life. To this end, the INICO-FEAPS scale was used, designed for the multidimensional assessment of quality of life in people with intellectual disabilities. The results showed an improvement in perceived quality of life after the intervention, regardless of the degree of disability, the presence of autism, age or gender. This shows that individualized interventions focused on personal development can promote the well-being of participants, highlighting the importance of programs that strengthen socio-emotional skills and pre-employment preparation. A quasi-experimental design of repeated measures without a control group was used with 14 participants. Pre-post differences were analyzed using the Wilcoxon signed-rank test, estimating effect sizes. Significant improvements were observed in social inclusion, interpersonal relationships, and physical well-being, with high-magnitude effects on overall quality of life indices. Although the findings are preliminary, they provide evidence on the feasibility and potential impact of social-emotional interventions in understudied university contexts.
Copyright (c) 2026 Nerea Felgueras Custodio, José María López-Díaz, José David Carnicero Pérez http://creativecommons.org/licenses/by-nc/4.0
Vietnamese gender paradox: human rights education policy for sustainable development goal 4.7
The research evaluates whether gender predicts teachers’ perceived gender inequality (PGI) and whether employee experience (EX) mediates this association in Vietnam’s feminized teaching workforce. An online cross-sectional survey involved 283 in-service teachers nationwide, administered between March and August 2025. Sample adequacy was confirmed before data collection using a root mean square error of approximation (RMSEA-based) structural equation modeling (SEM) power approach. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) with 5,000-resample bootstrapping to test direct and indirect effects. Findings indicate that female teachers report higher PGI and less favorable EX than male teachers. EX strongly predicts perceived inequality and partially mediates the gender inequality relationship. The mediation pattern highlights practical evaluation targets in workload allocation, professional voice climate, and promotion feasibility. These results support substantive-equality reforms in school governance and institutionalized human rights education aligned with sustainable development goal (SDG) 4.7.
Copyright (c) 2026 Xiem Nguyen Thi, Chu Thi Mai Huong, Tran Hanh Linh http://creativecommons.org/licenses/by-nc/4.0
Visualizing complexity: an interactive web tool for mastering transformer equivalent circuits in engineering education
The analysis of transformer equivalent circuits remains a conceptually challenging topic in undergraduate electrical engineering, where students often struggle to connect abstract mathematical models with empirical data from open-circuit and short-circuit tests. This study aims to bridge this pedagogical gap by designing, developing, and evaluating a unified, web-based “transformer equivalent circuit and analysis tool” that facilitates real-time visualization of circuit parameters and voltage regulation. The research design employed an exploratory mixed-methods approach, utilizing a constructivist learning framework. The tool was integrated into an undergraduate curriculum where 25 electrical engineering students utilized the platform to process laboratory data. Evaluation was conducted using a structured questionnaire (Cronbach’s α=0.92) that assessed usability, conceptual understanding, and feature effectiveness, alongside qualitative feedback. Results indicated high perceived usability and a significant consensus that the tool clarified the relationship between theory and application. The implications of this study suggest that accessible, browser-based simulations serve as powerful supplementary resources that reduce extraneous cognitive load. By automating complex calculations and providing dynamic visual feedback, these tools effectively foster active learning and confidence in mastering complex engineering subjects, eliminating the barriers associated with traditional, high-complexity simulation software.
Copyright (c) 2026 Mohamad Y. Abou Shahine, Hassan M. Karaky, Abdel-Mehsen A. Ahmad http://creativecommons.org/licenses/by-nc/4.0
Student satisfaction in student affairs management: the role of cross-functional cooperation in Hainan, China
Student affairs management (SAM) is increasingly expected to deliver timely, coherent, and student-centered services, yet satisfaction remains uneven in Chinese universities because students experience SAM as an integrated system rather than isolated units. This study asks whether cross-functional cooperation (CFC) explains how service quality, service gaps, and students’ psychological and engagement factors translate into satisfaction with SAM in Hainan Province, China. Using a cross-sectional survey of 250 undergraduate and postgraduate students from ten public and private universities, the study applies partial least squares–structural equation modeling (PLS-SEM) with 5,000-sample bootstrapping to test direct and mediating effects. Results show that CFC is the strongest predictor of satisfaction (β=0.419, p<0.001). Service gaps reduce satisfaction (β=−0.217, p<0.001), while psychological and engagement factors increase satisfaction (β=0.206, p<0.001). Service quality has no direct effect but operates through CFC, indicating that coordination is required to convert service inputs into positive experiences. The findings highlight governance reforms that institutionalize cross-department coordination, shared case management, and gap monitoring to improve SAM effectiveness under Hainan’s reform context.
Copyright (c) 2026 Erlin Tian, Supot Rattanapun http://creativecommons.org/licenses/by-nc/4.0
Validating the factor structure of primary school teaching quality using the PDCA cycle
Improving teaching quality is a critical goal of educational reform, particularly in the context of Vietnam’s 2018 General Education Program (GEP). However, there is still a lack of valid instruments for assessing instructional practices based on continuous improvement models. This research fills this void by creating and validating the primary school teaching quality scale (PSTQS), based on the Plan-Do-Check-Act (PDCA) cycle, a well-known quality management framework. A cross-sectional survey design was used to collect data from 528 primary school teachers in Ho Chi Minh City. The 20-item PSTQS was constructed to align with the PDCA model and the competencies outlined in the 2018 GEP. The sample was randomly split into two groups for a two-phase validation: exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA found a four-factor structure that matched the PDCA cycle and accounted for 45.3% of the variance. CFA confirmed the model’s fit (comparative fit index (CFI)=0.95, Tucker-Lewis index (TLI)=0.94, root mean square error of approximation (RMSEA)=0.04, standardized root mean square residual (SRMR)=0.05). The scale demonstrated strong internal consistency (composite reliability (CR)>0.79), with robust convergent and discriminant validity. The PSTQS is a reliable, valid tool for evaluating teaching practices through a quality improvement lens. While results are specific to Ho Chi Minh City, the scale offers a foundation for broader application and supports continuous professional development and policy implementation.
Copyright (c) 2026 Nhat Thong Du, Van Dat Tran http://creativecommons.org/licenses/by-nc/4.0
Artificial intelligence literacy and adoption among basic education teachers
Despite growing interest in artificial intelligence (AI) integration, a gap in AI literacy and adoption among teachers limits the benefits of AI-enhanced learning and widens the digital divide. This study explored AI literacy and adoption among basic education teachers in Butuan City, Philippines, using the technological pedagogical content knowledge (TPACK) framework and social cognitive theory (SCT). It examined factors influencing readiness to integrate AI tools into teaching. Using a quantitative descriptive-causal design, data from 243 randomly selected teachers were analyzed through structural equation modeling (SEM) with the adopted research instruments. Results show that AI literacy and positive affective-cognitive variables strongly predict AI adoption, with behavioral intention (BI) mediating the link between self-esteem (SE) and AI literacy. Findings underscore the need for targeted professional development and institutional support to bridge the AI literacy gap and ensure the responsible and effective integration of AI in primary education.
Copyright (c) 2026 Trixie E. Cubillas, Neunna Vinzie D. Dela Cruz, Gwyneth Queen F. Galvadores, Jileen May B. Olivares, Ariel U. Cubillas http://creativecommons.org/licenses/by-nc/4.0
Modeling academic leadership in secondary schools: evidence from northeastern Thailand
This study aimed to develop and empirically test a structural equation model of academic leadership among secondary school administrators in northeastern Thailand. Data were collected from 480 administrators using a structured questionnaire and analyzed through confirmatory factor analysis (CFA) and structural equation modeling (SEM). The results indicate that leadership personality and organizational context significantly influence curriculum leadership and innovation culture, which subsequently shape academic leadership outcomes. The proposed model explains 73.8% of the variance in academic leadership, demonstrating strong explanatory power. These findings contribute to the literature by providing an integrated structural framework that highlights the interplay between leadership capacity and contextual support in enhancing instructional quality and school effectiveness. However, the findings should be interpreted with caution due to the cross-sectional design and reliance on self-reported data.
Copyright (c) 2026 Dusadee Butburee, Nawee Udorn, Paitoon Puangyod http://creativecommons.org/licenses/by-nc/4.0
Preservation and utilization dialogue in Indonesia’s future capital city
Environmental sustainability has become crucial, especially in tropical environments that act as lungs for the world. Therefore, exploring the pro-environmental behavior (PEB) of young citizens of Eastern Borneo in Indonesia is beneficial. Exploration focused on the PEB category of students, the PEB aspect (preservation, utilization, appreciation), and student responses to the local environmental issues. This study surveyed 651 9th-grade students (15-year-olds) in six cities around Eastern Borneo. The measurement of PEB was carried out using the adapted two major environmental values model with an added scale for appreciation. Additional open-ended questions were applied to clarify the students’ perspectives on the significant environmental issues in Eastern Borneo. The result showed that only half of the students (51.31%) had advanced PEB, with the rest classified as transitional (48.23%) and naive (0.46%). Among the three PEB aspects, utilization scored the highest, indicating that the students were strongly inclined to endorse the importance of environmental utilization for human welfare. Moreover, the majority favored relocating the capital city, which highlights the importance of a new capital city owing to the overcrowded state of the current capital city (Jakarta) and the decentralization of the development of Indonesia. Nevertheless, it was found that they are concerned about preservation and sustainability regarding coal mining and palm plantations. Therefore, it was considered that environmental education for students needs enhancement to shape their PEB with contextual environmental issues.
Copyright (c) 2026 Lambang Subagiyo, Nurul Fitriyah Sulaeman, Atin Nuryadin http://creativecommons.org/licenses/by-nc/4.0
Evaluating socioemotional skill interventions for preschool children with autism spectrum disorder: a systematic review
This study aims to systematically review and synthesize recent empirical evidence on socioemotional skill interventions for preschool children with autism spectrum disorder (ASD) from an educational evaluation perspective. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, a systematic search of Scopus and Web of Science (WoS) identified 15 peer-reviewed studies published between 2019 and 2025. The included studies were thematically analyzed and appraised using the mixed methods appraisal tool (MMAT). The findings revealed three dominant intervention themes: i) relationship-based and developmental interventions; ii) structured and skill-focused interventions; and iii) creative, expressive, and technology-supported approaches, demonstrating overall positive effects on socioemotional outcomes. However, the strength of evidence remains moderate due to methodological heterogeneity, small sample sizes, and limited longitudinal designs. These findings highlight the importance of developmentally appropriate and flexible intervention designs in inclusive early childhood education. The review offers practical implications for educators, curriculum developers, and policymakers. Specifically, it emphasizes the need for evidence-based socioemotional programs to strengthen inclusive preschool practices for children with ASD.
Copyright (c) 2026 Richard Rickie Akat, Suziyani Mohamed, Nurul Khairani Ismail http://creativecommons.org/licenses/by-nc/4.0
Social support and social connectedness as predictors of students’ resilience from a state university
Mental health issues of students are among the primordial concerns of educational institutions in the post-pandemic era. Thus, resilience as an innate trait has been in frequent discussions for its positive impact on well-being. This study aimed to analyze whether social support and social connectedness were predictors of resilience among undergraduate students. Utilizing a predictive non-experimental research design, data were gathered from 402 randomly selected students from a higher education institution in eastern Philippines through standardized scales. Statistical analyses employed descriptive and inferential statistics. Results revealed that students had high levels of social support, social connectedness, and resilience and that the three variables are significantly correlated. Moreover, results of regression analysis showed that both variables significantly predicted resilience, with social support exerting a stronger influence. In conclusion, the positive influence of social support and social connectedness on students’ resilience highlights the importance of fostering supportive networks in higher education settings.
Copyright (c) 2026 Kevin T. Lagat, Mra Lyme F. Correche http://creativecommons.org/licenses/by-nc/4.0
Examination of social studies teacher candidates’ views on digital citizenship
This research aims to reveal prospective teachers’ understanding of the concept of digital citizenship. This study utilized a qualitative research model, employing phenomenological design to identify pre-service teachers’ understanding of digital citizenship. The study group consisted of 100 prospective teachers enrolled in the Social Studies Education Department of the Faculty of Education at a university in Türkiye during the 2025-2026 academic year, selected according to convenient sampling. A semi-structured interview form consisting of five questions was prepared. Content analysis was used in the analysis of the study’s data. Based on the research findings, it was determined that prospective teachers defined digital citizenship, digital ethics, digital security, digital bullying, and digital literacy. Finding reveal that participants defined digital citizenship across dimensions such as digital literacy, ethics, security, bullying and identity, though often superficially. Results indicate partial awareness but limited competencies, highlighting the need to strengthen teacher education programs in digital citizenship.
Copyright (c) 2026 Ayşegül Çelik Geldi, Ebru Kamiş http://creativecommons.org/licenses/by-nc/4.0
Mapping global research trends in socioemotional skills interventions: a bibliometric analysis (1970–2025)
This study examines global research trends in socioemotional skills interventions through a bibliometric analysis of 687 Scopus-indexed publications (1970–2025). Using Bibliometrix and VOSviewer, the study analyses publication growth, influential contributors, and thematic structures. Results show a sharp increase in publications after 2015, with the United States dominating research output and citation impact. Keyword co-occurrence analysis identifies “social emotional learning” and “socioemotional skills” as the conceptual core, while early childhood and autism-related interventions remain underrepresented. The results reveal a core–periphery knowledge structure dominated by universal school-based frameworks, highlighting critical gaps in population-specific socioemotional intervention research.
Instructional and learning needs in evolution education: a multi-stakeholder needs assessment
Evolution is a foundational concept in biology, yet it remains challenging for learners and teachers alike. This study conducted a descriptive convergent mixed-methods needs assessment to examine instructional and learning needs in evolution education from the perspectives of students, teachers, and administrators. A total of 50 participants (35 students, 10 teachers, and 5 administrators) from a public senior high school completed researcher-developed questionnaires containing Likert-scale and open-ended items. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis, with integration occurring at interpretation. Findings indicate that students possess moderate conceptual understanding but struggle with abstract processes such as natural selection, long-term species change, and evidence interpretation, alongside gaps in science process skills. Teachers report difficulties addressing misconceptions, integrating inquiry-based practices, and accessing contextualized instructional materials. Administrators emphasize the need for laboratory resources, curriculum-aligned materials, and sustained professional development. Overall, results highlight that strengthening evolution education requires coordinated strategies that integrate structured science process skills, targeted teacher training, and institutional support systems. The study provides a multi-stakeholder framework to guide evidence-based instructional and systemic improvement in evolution education.
Copyright (c) 2026 Vanjoreeh A. Madale, Monera A. Salic-Hairulla http://creativecommons.org/licenses/by-nc/4.0
ChatGPT in the university classroom: perceptions, perceived usefulness and use intentions among undergraduate students
The objectives of the present study are to analyze university students’ perceptions of and attitudes toward ChatGPT as a support tool for learning, as well as the user profiles derived from their technological acceptance, were analyzed. A quantitative, nonexperimental and cross-sectional design was applied to a non-probabilistic convenience sample of 438 undergraduate students, and a validated questionnaire composed of three dimensions compatibility with learning styles, ease of use and perceived usefulness, and continued use intentions was used. The data were analyzed with hierarchical cluster analysis (Ward method). The results reveal three groups of users: i) enthusiasts, with highly favorable perceptions and high use intentions; ii) moderate users, who exhibit partial acceptance; and iii) critical or disconnected users, who have a negative view of the tool. Taken together, the findings confirm that perceived usefulness, ease of use and trust are determining factors in the intention to use ChatGPT. This study provides empirical evidence on the diversity of attitudes toward generative artificial intelligence (GenAI) in university contexts and highlights the need to promote institutional strategies of critical digital literacy and teacher training for its ethical and pedagogical integration.
Copyright (c) 2026 Vidnay Noel Valero-Ancco, Yolanda Lujano-Ortega http://creativecommons.org/licenses/by-nc/4.0
Educational support for disadvantaged students in Vietnamese higher education
This study aims to examine how social inequality is shaped; to determine the scope and evaluate the effectiveness of educational support programs for disadvantaged students in Vietnamese higher education. The study employs a mixed-methods design, combining document analysis, a questionnaire survey with 227 participants from 10 universities, and semi-structured interviews with 16 administrators, faculty members, and students. Quantitative data were processed using descriptive statistics, while qualitative data were analyzed thematically to clarify educational institutions’ practices and implementation gaps. The results show that support activities remain primarily focused on scholarships and financial aid, while academic support, psychological counseling, and capacity-building services are fragmented and not fully integrated into the management systems of higher education institutions. The study also indicates that inequality exists not only through economic disadvantage but also through deficiencies in cultural capital, learning skills, social support, and access to educational resources. From a theoretical perspective, the findings further clarify the theory of social reproduction and equity-oriented educational governance by showing that inequality is also reproduced through fragmented support governance. The conclusion is that support for disadvantaged students needs to be managed as an integrated, multidimensional, and systemic equity mechanism, rather than as isolated welfare interventions.
Copyright (c) 2026 Quoc Cuong Nguyen Dinh, Van Vu Hong http://creativecommons.org/licenses/by-nc/4.0
Beyond procedural mastery: a semiotic analysis of students’ understanding of the first derivative definition
In calculus learning, students often rely on procedural methods when studying the first derivative, which limits their ability to grasp its deeper conceptual meaning. This procedural focus represents a significant learning challenge that needs to be addressed. This study aims to analyze students’ semiotic processes in interpreting or expressing the definition of the first derivative using Peirce’s triadic framework, which emphasizes the interrelation among the representamen, the object, and the interpretant. A qualitative case study approach was employed with 21 mathematics education students, using written tests and in-depth interviews with three students who demonstrated the most complete semiotic competence. Thematic analysis identified three categories of understanding: comprehensive, partial, and pseudo. Results indicate that students with comprehensive understanding can coordinate symbolic, visual, and verbal representations, forming stable interpretants that conceive the derivative as the slope of a tangent line or an instantaneous rate of change. In contrast, students with partial or pseudo understanding exhibit fragmented semiotic processes and a dominance of procedural approaches. These findings provide important educational value by offering diagnostic insight into students’ conceptual difficulties, informing instructional design that integrates multiple representations, and supporting the development of more valid assessment strategies that capture students’ conceptual understanding beyond procedural performance.
Copyright (c) 2026 Beni Asyhar, Ummu Sholihah, Elva Yohana, Anwaril Hamidy http://creativecommons.org/licenses/by-nc/4.0
Psychometric validation of the humor styles questionnaire among Indonesian pre-service teachers
This study aimed to develop and validate the Indonesian version of the humor styles questionnaire (HSQ-ID) for use in pre-service teacher education. A cross-sectional psychometric design was applied to a sample of 729 Indonesian pre-service teachers, using systematic translation, content validation, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) with the robust maximum likelihood (ML) estimator. HSQ-ID showed a stable four-factor structure, strong model fit (comparative fit index (CFI)=0.97, root mean square error of approximation (RMSEA)=0.045, standardized root mean square residual (SRMR)=0.040), and acceptable internal consistency across all subscales (Cronbach α=0.72–0.89). One-way analysis of variance (ANOVA) indicated significant differences in humor styles across 10 teacher specialization fields, suggesting that humor use is shaped by disciplinary and professional training contexts. These findings confirm that the HSQ-ID is a valid and reliable instrument for evaluating humor styles in Indonesian teacher education and can support future assessment-based pedagogical interventions.
Copyright (c) 2026 Ali Rachman, Noorhapizah, Yogi Prihandoko, Nahdia Fitri Rahmaniah http://creativecommons.org/licenses/by-nc/4.0
Human-centered higher education reform in Vietnam
This study uses an explanatory sequential mixed-methods design to assess the level of implementation and effectiveness of human-centered higher education innovation in Vietnam in the context of digital transformation and international integration. Instead of just analyzing policy directions, the study focuses on evaluating: i) the level of awareness of educational stakeholders regarding four content groups (technology, culture-humanities, integration, and humanities); ii) the implementation gap between direction and practice; and iii) the relative weight of each group of factors in educational innovation. Quantitative data were collected from 247 survey responses and analyzed using repeated measures ANOVA. The results showed statistically significant differences between the content groups (F(3,247)=15.32; p<0.001; η²=0.24), with the “human-centered” group having a significantly higher average score than the technology and integration group. The statistically insignificant difference between the human group and the culture group suggests a complementary relationship between these two factors. The research results provide empirical evidence that human-centered indicators can be used as evaluative benchmarks for educational innovation in the context of developing countries.
Copyright (c) 2026 Dung Huy Nguyen, AnLong Dang Nguyen http://creativecommons.org/licenses/by-nc/4.0
Research competencies in Peruvian higher education: a mixed-methods evaluation
Research participation among Peruvian university students remains low, which limits the systematic development of research competencies needed for academic and professional training. This review identifies effective pedagogical strategies to strengthen research skills in Peruvian higher education and compares them with international trends. Following preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, we analyzed 52 peer-reviewed studies published between 2017 and 2024. The evidence shows that flipped learning, collaborative learning, research workshops and seedbeds, project-based learning (PBL), and academic mentoring consistently improve students’ research competencies, including critical thinking, methodological rigor, and scientific communication. These approaches also increase autonomy, engagement, and sustained work on authentic research problems. Overall, student-centered and practice-oriented strategies can strengthen research training and support a sustainable research culture in Peruvian universities.
Copyright (c) 2026 Carmen Lily Winchez Aylas, Patricia Bejarano Álvarez http://creativecommons.org/licenses/by-nc/4.0
Artificial intelligence acceptance and procrastination: metacognitive listening awareness mediation in foreign language students
This study aimed to investigate the mediating role of metacognitive listening awareness in the relationship between artificial intelligence (AI) acceptance and academic procrastination among university students learning foreign languages, specifically examining whether metacognitive processes explain how AI acceptance influences procrastination behaviors. A sample of 646 undergraduate students (378 males, 268 females; M age=20.49 years, SD=1.01) from Al-Azhar University, Egypt, completed the AI acceptance scale, metacognitive awareness listening questionnaire (MALQ), and academic procrastination scale during the second semester of the 2024/2025 academic year. Mediation analysis using Hayes’ PROCESS macro with 5,000 bootstrap resamples revealed that AI acceptance negatively predicted academic procrastination (β=-.196, p<.001), with metacognitive listening awareness serving as a significant partial mediator, accounting for 14.98% of the total effect. This study represents the first empirical examination of metacognitive listening awareness as a mediating mechanism in the relationship between AI acceptance and procrastination, addressing a critical gap in technology-enhanced language learning research. Educators should implement AI literacy modules within language courses that explicitly teach students to monitor their comprehension strategies while using AI tools, coupling technology training with reflective listening tasks that develop metacognitive awareness. Future research should employ longitudinal designs and examine additional mediators including self-efficacy, intrinsic motivation, and effort regulation.
Copyright (c) 2026 Mohamed Ali Nemt-allah, Mohammed Hassanin AbuAl-Saoud, Ahmed Hamed Soliman, Ahmed Abdelsalam Kelany, Abdelsatar AbdelHakim Mohamed, Ashraf Ragab Ibrahim http://creativecommons.org/licenses/by-nc/4.0
Equations of the heart and mind: a path analysis of psychological factors influencing mathematics performance
Mathematics performance remains a significant concern in higher education, as learners’ affective and motivational factors critically shape their achievement outcomes. In this context, the present study explored how anxiety, attitude, motivation, and academic well-being influence students’ performance in mathematics using a quantitative descriptive-correlational design with path analysis. Using a validated researcher-made questionnaire, data were gathered from 369 undergraduate students. The instrument demonstrated sound reliability and validity. Statistical analyses comprising descriptive measures and structural equation modeling (SEM) were conducted to identify both direct and mediated relationships among variables. Findings showed that students generally experienced moderate levels of mathematics anxiety and favorable levels of motivation and academic well-being. Correlation results revealed that anxiety was negatively linked to all other factors, whereas attitude, motivation, and academic well-being were positively associated with mathematics performance. Path analyses further indicated that motivation and academic well-being directly enhanced performance, while anxiety negatively affected achievement indirectly by lowering students’ attitudes and motivation. The final model demonstrated an excellent fit, suggesting that emotional and motivational mechanisms play a vital role in determining mathematics success. These results underscore the need for educational strategies that help students manage anxiety and strengthen their motivation and well-being to support sustained academic achievement.
Copyright (c) 2026 Nestor L. Gicaraya, Tedric Dave E. Senosa, Dolly Rose F. Temelo, Roberto G. Sagge, Jr., Salvador P. Bacio, Jr., Sybel Joy Farillon-Labis, Cheryl Lyn C. Delgado, Peter Ernie D. Paris http://creativecommons.org/licenses/by-nc/4.0
Teachers’ perceptions on continuous professional development programs in international schools in Klang Valley
This study explores teachers’ perceptions of continuous professional development (CPD) initiatives in international schools within the vibrant educational landscape of Klang Valley. Through qualitative research methods, including interviews and observations, this paper investigates the factors influencing teachers’ engagement and the impact of CPD on teaching quality. The study involves nine teachers and two principals, offering diverse perspectives on their CPD experiences. Findings reveal that CPD programs are generally well-received, contributing to teachers’ ongoing growth, enhanced teaching skills, and improved classroom management in diverse settings. Key factors affecting CPD participation include time constraints and workload, program relevance, leadership support, financial limitations, and mismatched group dynamics, with time constraints and workload being particularly significant. Observations during CPD sessions demonstrate active teacher involvement. This research enriches existing knowledge by providing a comprehensive understanding of teacher perceptions of CPD in Klang Valley’s international schools. This study highlighted that the provision of CPD opportunities should be proposed and provided with teachers’ professional needs taken into consideration, and leadership should ensure these needs are met for maximum effectiveness. These findings have great implications for policymakers, school administrators, and educators with an interest in developing better CPD practices in international settings.
Copyright (c) 2026 Edward Devadason, Babu Vengadasalam, Ng Yu Jin http://creativecommons.org/licenses/by-nc/4.0
Mentoring and organizational support as predictors of internship satisfaction: the mediating role of grit among pre-service teachers
This study examined the influence of mentoring and organizational support on internship satisfaction among pre-service teachers, with grit as a mediating variable. Using a quantitative cross-sectional design, data were collected from 140 pre-service teacher interns and analyzed using partial least squares structural equation modeling (PLS-SEM). The results showed that mentoring and organizational support had significant positive effects on internship satisfaction. Grit also significantly predicted internship satisfaction and partially mediated the relationship between mentoring and internship satisfaction, while no mediation effect was found for organizational support. These findings highlight the central role of interpersonal mentoring in fostering perseverance and satisfaction during teaching internships. The study contributes to teacher education literature by clarifying how contextual support and personal perseverance interact to shape internship experiences in a developing-country context.
Copyright (c) 2026 Cherryl C. Malonisio, Manuel O. Malonisio http://creativecommons.org/licenses/by-nc/4.0
Pakistan English language policy alignment with IDLE-informed policy model
English controls academic and professional access in Pakistan, yet the National Education Policy Development Framework (NEPDF) 2024 completely ignores informal digital learning of English (IDLE), which refers to self-directed learning through digital tools: WhatsApp, YouTube, and chatbots. No prior study has examined this policy-practice gap within Pakistan’s post-2024 framework, particularly across urban and rural communities in Khyber Pakhtunkhwa, Punjab, and Sindh. This qualitative case study gathered perspectives from 20 undergraduate students, 10 teachers, and 5 policymakers through semi-structured interviews, focus groups, and content analysis of NEPDF 2024 and provincial policy texts, analyzed using NVivo-facilitated STAP thematic analysis. Findings show that students and teachers actively use IDLE tools while policymakers remain largely unaware. The IDLE-informed policy model (IIPM), grounded in connectivism, sociocultural theory (SCT), and learner autonomy, is proposed as a practical policy framework that incorporates low-bandwidth tools like WhatsApp to expand access for under-resourced learners. This study contributes to educational evaluation by assessing the alignment between Pakistan’s national language policy and grassroots IDLE practices, producing a transferable policy evaluation model for global south English as a foreign language (EFL) context.
Copyright (c) 2026 Waqas Ahmad, Muhammad Taufiq Al Makmun http://creativecommons.org/licenses/by-nc/4.0
Art therapy toward children with autism spectrum disorder in Kota Kinabalu, Sabah, Malaysia
Autism spectrum disorder (ASD) is a neurodevelopmental condition that presents persistent challenges in communication, emotional regulation, and social interaction. Art therapy has emerged as a promising complementary approach that enables children to externalize emotions, foster creativity, and build social connections. This study is to identify the effectiveness of structured art therapy interventions in enhancing communication, emotional regulation, and social skills among children with ASD. The 10 children aged 4 to 6 years were purposefully selected in structured art therapy sessions for 3 weeks, which were facilitated by five experienced teachers with over 20 years of services (1 teacher: 2 children’s). Data collection employed the behavioral and emotional rating scale‑2 (BERS-2), artwork analysis using the visual emotional and social coding framework (VESCF), and semi‑structured interviews. Quantitative data were analyzed using descriptive statistics, correlations, analysis of variance (ANOVA), and regression, while qualitative data underwent thematic coding with NVivo, ensuring triangulation. Findings revealed significant improvements across communication, social interaction, and daily living skills, with mean scores more than doubling post‑intervention. Studies should be integrated as a complementary intervention alongside traditional therapies, with larger longitudinal studies needed to validate outcomes and support policy integration into early childhood programs.
Copyright (c) 2026 Naldo Janius, Mohammad Aniq Amdan, Mohd Salehudin Marji, Mohamad Izzuan Mohd Ishar, Nur Firzana Rosman, Vennyssa Anak Anthony, Faizul Hafizzie Dasuki http://creativecommons.org/licenses/by-nc/4.0
Bug safari: promoting ecological awareness in early childhood through nature-based learning
This study examines the effectiveness of a nature-based educational program called bug safari, designed to enhance preschool children’s attitudes toward small creatures, particularly bugs, and to foster their ecological awareness. Developed within the framework of the Reggio Emilia approach, the program integrates multi-sensory and interdisciplinary learning methods, including observation, drama, storytelling, art activities, and parental involvement. The study was conducted in two preschool classrooms in Balıkesir, Türkiye. In the experimental group, bug safari activities were implemented once a week for six weeks, while the control group continued with the existing preschool curriculum. Data were collected using the 22-item bug awareness and ecological awareness questionnaire, developed by the researcher, and administered as both a pre-test and post-test. A mixed-design analysis of variance (ANOVA) revealed that the experimental group showed statistically significant improvements in bug awareness, understanding of the role of bugs in the ecosystem, and ecological consciousness, whereas no significant changes were observed in the control group. The findings indicated that nature-based programs involving direct experiences and active participation effectively promoted positive environmental attitudes and ecological awareness in early childhood. This study underscores the importance of integrating child centered, experiential, and nature-oriented approaches into preschool education to support cognitive, emotional, and behavioral development.
Copyright (c) 2026 Kazım Biber, Caner Börekci http://creativecommons.org/licenses/by-nc/4.0
Prevalence and socio-demographic correlates of attention-deficit/hyperactivity disorder among Albanian students
Attention-deficit/hyperactivity disorder (ADHD) may significantly interfere with daily functioning, particularly among nursing students who face high academic stress and demanding clinical schedules. This study aimed to assess prevalence of screening-positive ADHD symptoms and associated factors among 370 Albanian nursing students. A descriptive cross-sectional study was conducted using the adult ADHD self-report scale (ASRS) v1.1. Data analysis included descriptive statistics and inferential tests (such as χ² and analysis of variance (ANOVA)), with significance set at p<0.05. Results indicated that 11.7% of students without a prior ADHD diagnosis screened positive for high ADHD symptom levels. Low to moderate symptoms were recorded by approximately 59% of participants in both ASRS part A and part B, and by 65% based on the total score. No significant associations were found between ADHD symptom severity and gender, living situation, residence, or peer integration (p>0.05). However, symptom severity was significantly associated with help-seeking behavior (p=0.009) and daily life difficulties, particularly economic challenges (p=0.02), with higher symptoms more common among students relying on themselves-coping strategies. Based on these results, targeted interventions such as cognitive-behavioral workshops, academic coaching, and psychoeducational programs could help Albanian nursing students develop organizational and time-management skills, improve emotional regulation, and enhance academic performance.
Copyright (c) 2026 Flora Lamcja Zeqaj, Eliona Sula, Elona Prifti, Paola Pina, Kaçe Baushi, Sabina Tosuni http://creativecommons.org/licenses/by-nc/4.0
The integration of gamification in educational robotics as a tool to enhance discovery learning: teachers’ perceptions
The study examines the combined use of gamification and educational robotics as a means of enhancing the learning experience and fostering active student engagement. Through a literature review, the benefits of this approach are presented, including increased motivation, the development of creativity, the cultivation of collaboration, and problem-solving skills. A new educational methodology is proposed, based on the analysis, design, development, implementation, evaluation (ADDIE) model in combination with gamification techniques. The approach aims to create a more engaging, effective, and interactive learning environment. This methodology was evaluated through a usability study involving 302 educators from primary, secondary, and tertiary education institutions across Greece. Data were collected via an adapted software usability measurement inventory (SUMI) questionnaire and analyzed using non-parametric statistical tests including Mann-Whitney U and Kruskal-Wallis tests. The results indicate that participants generally evaluated the methodology favorably across all measured dimensions. The strongest influences on these perceptions derived from personal background variables such as age, educational level, and professional training. Specifically, perceptions related to learning and access to technology were more sensitive to these factors. Correlation analysis further confirms that concepts such as effectiveness, usefulness, and satisfaction are interconnected, reinforcing the notion that improving one aspect of the experience (e.g., training or support) can positively impact others. The analysis is comprehensive, appropriately executed, and provides actionable insights for tailoring future implementations of the methodology based on educators’ demographic characteristics and training levels. The study concludes that the integrated gamification-robotics methodology demonstrates strong potential for implementation across diverse educational contexts, with professional development and information and communication technologies training identified as critical success factors.
Copyright (c) 2026 Maria Chatzikyrkou, Apostolos Tsagaris http://creativecommons.org/licenses/by-nc/4.0
Evaluating gamified learning strategies in internet of things-based software engineering education
This study examines the effectiveness of gamified formative assessment in undergraduate internet of things (IoT) education, focusing on how content complexity and question format influence student performance. A quasi-experimental comparative design was employed, administering two gamified quizzes to 75 undergraduate students enrolled in two IoT-related courses DevOps for IoT (n=41) and human computer interaction in IoT (n=34) during spring 2025. The gamified platform incorporated visual feedback, progress indicators, and interactive components. Results revealed statistically significant differences in student performance between the two quiz conditions, with human–computer interface (HCI) students substantially outperforming DevOps students. Question-level analysis further indicated that fill-in-the-blank formats impaired performance more than multiple-choice formats, and a pronounced ceiling effect was observed in the HCI assessment. These findings suggest that gamification effectiveness is contingent on alignment between content complexity, question format, and students’ prior knowledge. Educators are advised to calibrate assessment difficulty and question types carefully when designing gamified learning experiences in technical education.
Copyright (c) 2026 Amneh Shaban, Arar Al Tawil http://creativecommons.org/licenses/by-nc/4.0
A qualitative study of mathematical content knowledge and pedagogical content knowledge and self-perception in Moroccan context
Pre-service teachers’ (PSTs) tertiary training is essential to their development as competent educators and to their professional readiness. Teachers must acquire the ability to communicate mathematical material in a variety of ways. Teachers of excellence must be proficient in the relevant mathematics content knowledge (MCK) and possess a strong foundation in interacting successfully with students. This study on education has two objectives: looking into how secondary PSTs who take part in a mathematics teaching unit view themselves as they interact with and solidify their MCK, and investigating how these PSTs view and understand their “readiness” to take on such a task. 25 PSTs participating in postgraduate teacher preparation programs were given the pre-unit survey (Phase 1), whose answers were subject to an extensive analysis through a high level of evaluation using a framework assisting the researcher in identifying relationships among social phenomena, based on the similarities and differences that connect these phenomena. Self-reflections of participants revealed different levels of readiness to teach lower secondary students in mathematics. All participants emphasized the need to enhance their pedagogical content knowledge (PCK) and their MCK, and a very limited number of studied participants said they felt comfortable teaching mathematics. The study implies a significant issue with professional readiness and self-efficacy, and it recommends a need for earlier and more intensive practical experience integrated with strong mentorship. A number of implications for either policy or teacher training practice are proposed. This study will cover the main outcomes of Phase 1 in light of the body of current studies on preparing PSTs of mathematics.
Copyright (c) 2026 Jamal Ahmichane, Mostafa El Mallahi, Youness Hadder http://creativecommons.org/licenses/by-nc/4.0
Rural students’ perspectives of blended learning educational reform in Malaysia
Blended learning has become increasingly important in education reform, especially after the COVID-19 pandemic. This case study examines how rural students perceive blended learning towards education reform in Malaysia through a semi-structured interview with 20 students from a selected rural school in Malaysia. Thematic analysis applied to the research found that students had positive views of blended learning, appreciating its flexibility, potential to ensure equitable education, and ability to motivate learning, besides contributing to better educational outcomes and supporting government efforts to reform education. However, students identified several challenges to the implementation of blended learning, such as difficulty focusing on online lessons, unstable internet, and limited comprehension of blended learning. There were mixed responses to the necessity of education reform, with the majority opting for unnecessary or unsure. Hence, this study recommends a versatile learning model integrating online and face-to-face education to better support rural students and ensure an inclusive, equitable, and effective education system.
Copyright (c) 2026 Soo Kum Yoke, Nur Izzah Jamil, Faizah Abd Majid, Cuong Huy Pham, Siti Nur Aleesah Mohd Rosley http://creativecommons.org/licenses/by-nc/4.0
Teacher self-efficacy in music teaching: an exploratory study in Chile
Teaching music in primary education is frequently assigned to generalist teachers despite their limited musical training, which raises important challenges regarding educational quality. This study investigates teacher self-efficacy in music teaching among generalist primary school teachers in Chile, a context that remains underexplored in international research. This study employed a mixed-methods sequential explanatory design. In the quantitative phase, data were collected from 61 generalist teachers using an adapted version of the self-efficacy scale for music teaching. Descriptive statistical analyses were conducted to identify the levels and dimensions of the teachers’ self-efficacy. In the qualitative phase, semi-structured interviews were conducted with eight teachers selected purposively based on high and low self-efficacy scores, and the data were analyzed using content analysis. The results indicate that a high proportion of teachers report low self-efficacy, particularly in instrumental performance and singing, which are closely associated with limited initial training and insufficient institutional support for these subjects. Conversely, teachers with higher self-efficacy demonstrate adaptive strategies, innovation, and active help-seeking behavior. The findings highlight the need to strengthen musical competencies in initial teacher education programmers and enhance institutional support, contributing to improved music teaching practices and informing educational policies in similar contexts.
Copyright (c) 2026 Karla Valdebenito, Alejandro Almonacid-Fierro http://creativecommons.org/licenses/by-nc/4.0
Expert validation of a causal model of 21st-century academic leadership in northeastern Thailand
This study aimed to validate and refine a causal model of factors influencing 21st-century academic leadership among secondary school administrators in northeastern Thailand. The study addresses the growing need for an integrative leadership framework that reflects digital transformation, instructional demands, and contextual constraints in contemporary educational reform. A qualitative expert validation design was employed. A total 10 experts in educational leadership, curriculum administration, and organizational development were purposively selected to participate in semi-structured in-depth interviews. Data were analyzed using thematic content analysis and cross-expert validation to ensure conceptual clarity and contextual relevance. The findings confirmed four interrelated causal domains: leadership personality and identity; contextual and organizational support systems; proactive instructional and curriculum leadership; and innovation-oriented professional learning culture. Instructional leadership emerged as a central mediating mechanism linking internal leadership capacity and external organizational conditions to academic leadership outcomes. A refined causal model with validated indicators was synthesized, providing a theoretically grounded foundation for future instrument development and structural equation modeling (SEM). The findings offer practical and policy implications for leadership development and sustainable school improvement in rapidly changing educational environments.
Expert-derived indicators for evaluating design thinking prototypes in teacher education
Evaluating design thinking prototypes in teacher education remains challenging due to the absence of standardized and theory-aligned evaluation criteria. Existing assessment practices are often inconsistent and insufficiently aligned with the process-oriented nature of design thinking–based research. This study aimed to develop expert-derived indicators to inform the construction of a prototype evaluation instrument for teacher education research. Using a qualitative instrument development approach, a focus group discussion (FGD) was conducted with research advisors and panel members experienced in evaluating undergraduate and graduate research outputs. Data were analyzed using Braun and Clarke’s reflexive thematic analysis, resulting in six evaluation domains: problem alignment and functional relevance, novelty and intellectual property integrity, standardization of evaluation practices, alignment with design thinking processes, feasibility and sustainability, and demonstration of research and professional competencies. These domains were operationalized into a pool of observable indicators representing key dimensions of prototype quality. The resulting domains provide initial content validity evidence for the development of a standardized prototype evaluation instrument, supporting subsequent content validation and psychometric testing. The findings offer an expert-informed evaluation framework that contributes to more rigorous, transparent, and consistent assessment of design thinking prototypes in teacher education and higher education research.
Copyright (c) 2026 Mary Cris J. Go, Jovelyn G. Delosa, Christine C. Royo http://creativecommons.org/licenses/by-nc/4.0
Investigating determinants of effective game-based learning implementation in primary education
The purpose of this study is to identify the factors influencing the organization of game-based learning (GBL) activities in primary schools and to validate the reliability, validity of these factors. The research sample consisted of 621 primary school teachers, randomly divided into two groups: 311 samples were used for exploratory factor analysis (EFA), and 310 samples for confirmatory factor analysis (CFA). The EFA results uncovered seven latent factors, accumulating for over 68.995% of the data variance. The CFA validated the seven-factor model, with model fit indices passing acceptable standards, implying high reliability and validity of the measurement structure. The primary factors influencing the organization of GBL activities in primary schools include confirmation, teaching environment, students, belief, motivation, perception, and competence. The findings affirm that this seven-factor model accurately reflects critical dimensions of organizing GBL activities in our current context. Thus, these results provide a scientific foundation for teachers, educational administrators, and researchers to enhance and promote GBL activities in primary education effectively.
Copyright (c) 2026 Dao Thi Thai, Chi Thi Diep Nguyen, Tuan Anh Phan, Dung Tien Nguyen, Giang Thi Chau Nguyen http://creativecommons.org/licenses/by-nc/4.0
Students’ perceptions of mathematics collaborative problem-solving session (MCPSS) at the foundation level
Collaborative problem-solving (CPS) skills are a vital component for students, especially in preparing them for future endeavors. It combines elements of collaborative and problem-solving skills into a single skill, emphasizing students’ ability to work together efficiently to solve everyday problems. While many studies have emphasized the importance of CPS, there remains a lack of research on students’ perceptions of its implementation in teaching and learning. The objective of the study is to determine students’ perceptions towards the mathematics collaborative problem-solving session (MCPSS) at a foundation center in Malaysia. The study utilized the mixed-method approach, using both a questionnaire and an interview to collect the data. The study sample consisted of 140 students randomly selected for a foundation center. Data from the study were analyzed using descriptive and thematic analysis. The study’s findings showed that most students held positive perceptions of the implementation of MCPSS in the mathematics course, with the majority of responses being between agreeing and strongly agreeing with the items related to meaningful learning, reflective learning, teamwork, and communication skills in MCPSS (SD=0.74–1.20). The outcome of the survey highlighted the overall acceptance of the students in the implementation of MCPSS in the mathematics foundation course.
Copyright (c) 2026 George Tan Geok Shim, Abdul Halim Abdullah, Ahmad Alif Kamal http://creativecommons.org/licenses/by-nc/4.0
Cognitive and metacognitive learning strategies as correlates of university students’ mathematics proficiency
Mathematics remains one of the most difficult disciplines in the school curriculum. As such, strategies to address these difficulties are being implemented by educators over the years. This study aimed to determine the influence of the cognitive and metacognitive learning strategies on the mathematics proficiency of university freshmen. Specifically, it sought to assess how students’ use of various cognitive and metacognitive strategies relates to their performance in mathematics. A descriptive-correlational research design was employed to describe the prevailing levels of these learning strategies and examine their association with mathematics proficiency. Data were gathered from 80 randomly selected freshmen students through a validated researcher-made questionnaire and record analysis of their mathematics grades. Results revealed significant positive correlations between control, elaboration, rehearsal, planning, monitoring, and evaluation strategies with mathematics proficiency. The study recommends providing additional mathematics support to struggling students such as remedial and tutorial classes and integrating cognitive and metacognitive learning strategies into the mathematics syllabi. These findings imply that strengthening students’ cognitive and metacognitive awareness can significantly improve their ability to learn and perform in mathematics. Furthermore, integrating these strategies into instructional design may help develop more independent, reflective, and effective learners, leading to higher mathematics achievement.
Copyright (c) 2026 Polemer M. Cuarto, Enya Marie D. Apostol http://creativecommons.org/licenses/by-nc/4.0
Influence of digital educational platforms on cognitive development and emotional well-being
This study aimed to identify psychophysiological markers that shape students’ cognitive–emotional trajectories during learning with Moodle 3.9, supplemented by Canvas learning management system (LMS) for video delivery and Kahoot for game-based assessments. The experiment involved 124 undergraduate students and spanned 16 weeks with five measurement points: the experimental group studied using digital platforms, while the control group followed a traditional format. The methodology incorporated Raven’s, Stroop, and N-back cognitive tests; measurements of heart rate, skin conductance, and cortisol levels; facial expression analysis; and learning-platform data. Working memory improved by 2.2 points with an effect size of d=2.14, and Stroop interference decreased by 36 milliseconds. The physiological cost included a reduction in heart-rate variability (root mean square of successive differences or RMSSD) from 42±12 to 28±8 ms and a two-hour shift in daily cortisol rhythms. Cluster analysis revealed three behavioral profiles. The strategic group scored 8.7 out of 10 while completing 40% of the material. Predictive models identified academic failure with 82.3% accuracy 21 days in advance, showing 76% sensitivity and 81% specificity. Individualized interventions triggered by physiological indicators increased academic performance by 24% and reduced stress by 38%. The return on investment was 4.2 to 1. The findings support the integration of early-warning algorithms into educational systems.
Copyright (c) 2026 Vladimir Beketov, Marina Taranova, Marina Lebedeva http://creativecommons.org/licenses/by-nc/4.0
Student perspectives on designing generative AI-based learning companions for higher education in Oman
Artificial intelligence (AI) has rapidly permeated nearly every sector, from healthcare and finance to manufacturing, transportation, and communication. The emergence of generative AI (GenAI) applications, including intelligent assistants, recommendation engines, and predictive analytics, has further accelerated this transformation. Within education, these advances are reshaping teaching and learning, moving away from traditional instructor-centered models toward learner-centered ecosystems that emphasize adaptability, inclusivity, and self-directed growth. Despite the growing interest in AI-supported learning, existing literature reveals several important gaps that limit the effective integration of AI in educational contexts especially, students’ learning behaviors, and preferred learning resources, have received limited attention. This study explores student’s perceptions of AI-based educational tools to inform the design of an effective AI assistive learning companion for higher education. A structured survey was administered to 135 students across IT and business programs, examining demographics, language skills, learning habits, AI tool exposure, perceptions, concerns, and self-assessed learning confidence. The result of study highlights the need for AI learning companions that are adaptive, language-aware, discipline-specific, and ethically responsible, providing personalized scaffolding, practical skill reinforcement, and support for self-directed learning. These insights inform the design of AI tools that enhance learning confidence, inclusivity, and effectiveness in higher education.
Copyright (c) 2026 Saleem Raja Abdul Samad, Pradeepa Ganesan, Shanmuga Pria, Madhubala Radhakrishnan, Khadija Ahmed Al Isaei http://creativecommons.org/licenses/by-nc/4.0
Practices and strategies of informal assessments on grammar rules among second language learners
While informal assessment offers authentic insights into second language (L2) grammar acquisition, the specific strategies and implementation challenges remain underexplored. This study investigated the practices employed by L2 educators in conducting informal grammar assessments and the obstacles they encounter. Using a qualitative exploratory design, 20 purposively selected language educators from diverse linguistic regions in the Philippines participated in semi-structured interviews. Data were analyzed using reflexive thematic analysis. The findings revealed a pedagogical shift from static testing to stealth monitoring, characterized by contextualized micro-checks, gamified strategies to lower affective filters, and peer-scaffolded evaluation. However, significant challenges emerged, specifically the tension between assessment validity and reliability, as well as cognitive overload due to the dual burden of instruction and real-time data recording. The study concluded that while educators prioritize the authenticity of low-stakes assessment, effective implementation requires enhanced assessment literacy and structural support to mitigate subjectivity and operational fatigue.
Copyright (c) 2026 Jason V. Chavez, Rolly G. Salveleon, Ma. Theresa L. Eustaquio, Haydee G. Adalia, Ma. Pilar T. Rosaldo, Joseph B. Quinto, Salita D. Dimzon, Sar-Ana M. Abdurasul, Rasmil T. Abdurasul, Ivy M. Nazareth http://creativecommons.org/licenses/by-nc/4.0
Threat appraisal and prevention of risky sexual behavior among high school students in Indonesian: the mediating roles of response efficacy and self-efficacy
Premarital sexual behavior among adolescents remains a public health concern. However, school programs often focus on risk perception without showing how perceived threat can lead to protection. This study examined the influence of threat appraisal (severity and vulnerability) on the prevention of premarital sexual behavior through response efficacy and self-efficacy as mediators. A cross-sectional survey was conducted among 333 high school students selected by multistage sampling. Likert-scale measures assessed severity, vulnerability, response efficacy, and self-efficacy. The model was analyzed using partial least squares structural equation modeling (PLS-SEM) with bootstrapping (α=0.05). Most participants reported no premarital sexual behavior (66.1%). Severity and vulnerability positively predicted response efficacy and self-efficacy, with severity exerting a stronger effect. Response efficacy and self-efficacy were negatively linked to premarital sexual behavior (p<0.05), meaning that higher coping appraisal (the ability to handle risky situations) was associated to lower risk behavior. Indirect effects from severity and vulnerability to behavior through both mediators were significant. The model explained 34% of the variance in premarital sexual behavior. Threat appraisal reduced premarital sexual behavior mostly by improving coping appraisal. Thus, school-based interventions should combine risk communication with the development of refusal, negotiation, and self-confidence skills to support protection.
Copyright (c) 2026 Erni Gustina, Ira Nurmala, Nunik Puspitasari http://creativecommons.org/licenses/by-nc/4.0
Impact of a university–school collaboration model on pre-service teacher leadership development
The purpose of this study was to examine the impact of an innovative university–school collaboration model on leadership development (LD), operationalized through leadership competencies (LCs), among pre-service teachers (PTs) enrolled in teacher education programs (TEPs), and to explore the relationship between LCs and teaching self-efficacy. Specifically, the study investigated whether participation in the university–school collaboration model led to statistically significant improvements in key LCs within the Kazakhstani teacher education context. A quantitative quasi-experimental pretest–posttest control group design was employed, involving 120 PTs from Abai Kazakh National Pedagogical University in Almaty, Kazakhstan. The findings indicate that participation in the university–school collaboration model was associated with significant improvements in LCs across multiple dimensions. In addition, strong positive relationships were observed between LCs and teaching self-efficacy, suggesting that leadership-oriented learning experiences support broader aspects of professional confidence among PTs. No subject-specific differences in LD outcomes were identified, indicating the discipline-general applicability of the model. Overall, the study provides empirical evidence supporting multidimensional LD through structured university–school collaboration. The findings extend existing research on teacher leadership and offer practical guidance for designing scalable, experiential leadership components within initial TEPs.
Copyright (c) 2026 Sholpan Kolumbayeva, Marfuga Absatova, Shyngys Nurlanov, Aliya Kosshygulova, Aigul Nogayeva http://creativecommons.org/licenses/by-nc/4.0
Using Python programming to foster students’ scientific thinking
This paper explores the role of programming not only as a technical skill but also as a method for developing students’ scientific thinking. The study is based on an experiment involving 258 university students who completed a course designed to foster logical, analytical, and project-based cognitive strategies. The experiment was conducted at V.I. Vernadsky Crimean Federal University, Humanities and Education Science Branch, Yalta, Russia. The proposed model integrates elements of the technological pedagogical content knowledge (TPACK) framework with a custom-designed pedagogical approach, treating programming as a universal structure for processing and representing information. The data suggest that systematic engagement with programming enhances students’ ability to solve complex problems, conceptualize, decompose tasks, and apply reflective design. The findings emphasize the need to rethink the role of programming in higher education curricula across disciplines, beyond purely technical training.
Copyright (c) 2026 Nadezhda Gallini, Anatoliy Kazak, Nataliya Gorbunova, Victor Gallini, Anisa Atik, Elena Sergeeva http://creativecommons.org/licenses/by-nc/4.0
Teachers’ attitudes toward ICT integration in higher secondary education: evidence from Manipur, India
One of the most basic imperatives in the current education system is the integration of information and communication technology (ICT) in education, and the teachers’ attitude is an important component for the successful integration of ICT. The aim of this study is to investigate the attitudes exhibited by the higher secondary school teachers with respect to the integration of ICT in the state of Manipur, India, and to examine the results with selected demographic variables. The study adopted a quantitative approach with a sample size of 1,100 teachers selected through proportionate stratified random sampling from government and private schools in Manipur using the attitude toward ICT scale (ATICT). The results show the positive existence of affective, cognitive, and behavioral attitudes among teachers towards the integration of ICT, and the results proved to be significantly valid among teachers from government schools, teachers with professional degrees, and mid-career teachers.
Copyright (c) 2026 Ningchuiliu Gangmei, Kennedy Andrew Thomas http://creativecommons.org/licenses/by-nc/4.0
Counteracting fake news as a factor in the development of professional competencies of future journalism students
The purpose of this study is to assess the impact of training in countering fake news on the development of professional competencies among journalism students. This research provides a structured pedagogical framework for teaching fact-checking and critical thinking. Using a quasi-experimental design at Toraighyrov University (n=190), the study compared an experimental group (EG) with a control group (CG) across three phases: diagnostic, instructional, and evaluative. Results from the 2024 final testing demonstrate significant efficacy: the EG showed a 64% increase in critical thinking, news analysis, fact-checking, vastly outperforming the 11% growth in the CG. Qualitative data further confirmed a marked reduction in trust toward unverified sources. These findings offer a scalable model for journalism education, proving that targeted instructional interventions are highly effective for developing professional competencies in media content evaluation.
Copyright (c) 2026 Rufina Torpichsheva, Elena Burdina, Albina Anesova, Nataliia Fominykh, Maiya Kayumova http://creativecommons.org/licenses/by-nc/4.0
School development in challenging social conditions: achieving academic success and management difficulties
The aim of the study is to compare the experiences of working with socially vulnerable children in European countries and the United States with similar needs in the Russian Federation and the Republic of Kazakhstan. The study addresses the problem of social tension negatively affecting children’s academic performance. A qualitative design was combined with elements of quantitative analysis. The study was conducted among fifth- and ninth-grade students (ages 11–12 and 15–16, respectively) in schools in Kazan (Russia) and Almaty (Kazakhstan), involving a total of 255 participants. Academic performance was monitored throughout the school year, with performance changes analyzed using descriptive statistics. The study found that social tension originating from students’ home environments adversely impacts their academic achievement. Data from schools in Kazan and Almaty confirm that educational success depends not only on diligence but also on the ability to solve non-standard tasks. A comparative analysis revealed that pedagogical strategies fostering student self-government and intuitive teaching methods contribute to improved academic performance, even among children from socially disadvantaged groups. The results of the study can be used in university lectures and seminars on pedagogy, as well as for further research on social factors in education.
Copyright (c) 2026 Yerdan Sovetovich Katayev, Guzalia Rasikhovna Shagivaleeva, Rsaldy Bagdatovna Orazaliyeva, Liia Nailevna Voronova http://creativecommons.org/licenses/by-nc/4.0
Pre-service early childhood educators’ attitudes toward supporting digital safety of preschool children
The readiness of preschool teachers to ensure children’s digital safety (DS) is currently one of the overarching challenges for early childhood education (ECE) systems. Unfortunately, developing countries, particularly Kazakhstan, do not necessarily possess the required resources to run preschool educational programs to ensure children’s DS. This study explores pre-service early childhood educators’ (PSECEs) cognitive, affective, and behavioral attitudes toward supporting DS of preschool children. It also considered PSECEs perceptions of their role and responsibility in supporting preschool children’s DS and their readiness to address these issues in their future professional practice. The research adopted a cross-sectional mixed-methods design without instructional intervention. The study was carried out at the Abai Kazakh National Pedagogical University in Almaty, Kazakhstan, with 344 participants in the experiment. The findings highlight the interrelated nature of cognitive, affective, and behavioral components of study participants’ attitudes. Study participants had strong affective engagement. However, the results revealed a noticeable imbalance between emotional concern and practical readiness. This research highlighted that DS content in preschool teacher education programs has not kept up to date with global digital advances. Consequently, there is a need to adopt coherent content of practice-oriented approaches to DS in preschool teacher education programs. This paper further extends the body of theory on PSECEs attitudes toward supporting DS of preschool children and provides new insights into the educator candidates’ cognitive, affective, and behavioral attitudes.
Copyright (c) 2026 Zhanna Assankhanova, Assem Bulshekbayeva, Ulbossyn Kyyakbayeva, Kaliya Akhataeva, Nazira Atemkulova http://creativecommons.org/licenses/by-nc/4.0
Gender and academic-level variations in perceived effects of artificial intelligence on English majors’ critical thinking
Integrating artificial intelligence (AI) tools in English studies raises significant concerns about whether it would diminish critical thinking and cognitive skills. The research aims to analyze how English majors in Bangladesh perceive the impact of AI tools on their critical thinking skills with regard to gender and academic levels. A mixed-method approach was employed through a purposive sampling technique. Constructivist learning and the technology acceptance model (TAM) theories were used in the study. The research design employed two instruments: a survey administered to 245 students from the Bachelor of Arts (BA) and Master of Arts (MA) programs, and six in-depth interviews. The study analyzed quantitative data using descriptive statistics and an independent-samples t-test and qualitative interview data using thematic analysis. Key quantitative findings suggested that students widely recognized the usefulness of these tools across multiple academic areas, such as structuring writing, generating ideas, and goal setting (mean=4.31), indicating positive responses across all items. The t-test findings did not show statistically significant differences in gender or academic level; however, small effect sizes slightly favored male and MA students across all items. Additionally, AI tools helped students cope with cognitive stress by helping them meet deadlines. However, the interviewed participants expressed concern about ethical issues, including the potential for AI to plagiarize. Therefore, this study argues for a balanced approach to AI in education, highlighting its advantages while acknowledging its potential drawbacks and mitigating the challenges before implementation.
Copyright (c) 2026 Mariam Mardia, Md. Mahadhi Hasan http://creativecommons.org/licenses/by-nc/4.0
Constrained contexts, resilient teachers: instructional adaptation, student engagement, and professional well-being
Filipino secondary teachers face significant challenges in constrained educational contexts, including limited resources, rigid curricula, and systemic pressures that affect instructional quality and student engagement. This study explored how teachers navigate these constraints, adapt instruction, and maintain professional well-being. A qualitative descriptive design was employed, involving fifteen purposively selected teachers who met criteria of active teaching and willingness to participate. Data were collected using validated open-ended guide questions and analyzed through Colaizzi’s framework to identify recurring patterns and themes. Findings revealed five interconnected themes: normalization of instructional compromise, limited opportunities for pedagogical innovation, teacher morale vulnerability, student compliance over genuine engagement, and resilience-driven teaching culture. These results indicate that systemic constraints shape instructional practices, often prioritizing syllabus completion over mastery, and influence student engagement through extrinsic motivation. Despite these challenges, teachers exhibited resilience through adaptability, improvisation, and commitment, sustaining both instructional continuity and personal well-being. The study underscores the critical role of teacher agency, morale, and resilience in navigating structural limitations, offering insights into professional adaptation and the complex dynamics of teaching in constrained educational environments.
Copyright (c) 2026 Donnie M. Tulud, Mirasol O. Verona, Elangbai B. Dimasingkil, Estella B. Barbosa, Lloyd Anton Von M. Colita, Marlon T. Salvador, Ronel A. Naringahon, Nora B. Bolences, Edna Luz T. De Guzman, Orfelina M. Ajero, Ruben L. Tagare, Jr. http://creativecommons.org/licenses/by-nc/4.0
Instructional scaffolding in dialogue-based programming tutoring
This study examines how instructional scaffolding is enacted in dialogue-based artificial intelligence (AI) tutoring systems for programming education and evaluates the levels of cognitive demand they support. While AI tutors can guide novice learners through programming tasks, it remains unclear whether they promote meaningful higher-order thinking or primarily support procedural task completion. Using a mixed-methods approach, 1,255 tutor utterances from 36 tutoring sessions were analyzed using a dual-layer coding framework grounded in instructional scaffolding theory and Bloom’s revised taxonomy. Results show that instructional support is concentrated at the understanding and applying levels, with prompting and explaining as dominant strategies. Higher-order cognitive scaffolding (analyzing, evaluating, creating) was rare or absent. Sequential patterns revealed repetitive prompting–explaining cycles with limited scaffold progression. These findings indicate that AI tutoring effectively supports foundational learning but lacks mechanisms for deeper cognitive engagement. This study highlights the need for pedagogically informed AI tutor design and provides actionable insights for educators and system developers to integrate AI tools in ways that promote higher-order thinking and independent problem-solving.
Copyright (c) 2026 Julieto Perez, January Naga, Salma Naga-Marohombsar http://creativecommons.org/licenses/by-nc/4.0
Understanding digital competence profiles among in-service and prospective art teachers in Kazakhstan
This study investigates digital competence profiles between in-service art teachers and prospective art teachers (students in art teacher education programs) across three universities in Kazakhstan. Addressing a notable gap in understanding how digital skills are distributed in art education, the research employs a comparative descriptive design with a mixed-methods approach, combining a structured survey based on the European DigCompEdu framework and semi-structured interviews. Teachers were measured in the six domains of digital competence: professional engagement, digital resources, teaching and learning, assessment, empowering learners and enabling learners’ digital competence. Data from 197 participants (41 teachers, 156 prospective) showed following profiles: prospective fare better in creative and communication competencies; in-service performances are good on professional engagement and structured pedagogical activities. Face-to-face interviews triangulated findings across the survey and revealed how teacher use of digital tools in teaching and learning is shaped by generational differences prior training, as well as professional experience. These results highlight a necessity to develop role-sensitive digital skills in the field of art education. By triangulating quantitative and qualitative evidence, the study provides a nuanced understanding of digital competence across career stages and supports targeted training initiatives. It also lays the groundwork for future research using performance-based assessments and broader comparative contexts.
Copyright (c) 2026 Masoumeh Shiri, Aidar Kuzdeubayev, Aidyn Kozhagulov, Zhazira Stambekova, Rakhat Berikbol, Nurgul Koshkinbayeva http://creativecommons.org/licenses/by-nc/4.0
When integration backfires: exploring collaborative gamification in mathematics classroom
As the importance of mathematics literacy increased sharply in the era of artificial intelligence (AI), the present study developed a new teaching modality—collaborative gamification—to reduce mathematics anxiety and increase mathematics intrinsic motivation. A quasi-experimental, between-subject design using pre-existing classroom groups was employed to explore the effects of different teaching modalities on mathematics anxiety, mathematics intrinsic motivation, and mathematics achievement, and to examine whether the achievement outcomes could be mediated by these psychological factors. A total of 175 Malaysia Form 1 students were separated and exposed to different mathematics teaching modalities for one week. Results supported the effects of collaborative learning and gamification on psychological factors, which contributed to higher mathematics achievement. However, collaborative gamification neither reduced mathematics anxiety nor increased mathematics intrinsic motivation and was instead associated with lower mathematics achievement. These counterintuitive findings may be explained by the increased instructional complexity that result in cognitive overload, limiting students’ capacity for conceptual processing. The counterbalancing effect of elements may explain the non-significant improvement in psychological factors. These findings highlight the importance of careful instructional design, emphasizing the need to limit extraneous elements, align pedagogical features with learning objectives, and preserve sufficient time for concept development when implementing student-centered teaching modalities.
Copyright (c) 2026 June Wei Yap, Victor Goh Weng Yew http://creativecommons.org/licenses/by-nc/4.0
A structural model of factors influencing the practicum effectiveness of mathematics pre-service teachers in Vietnam
Teacher education in Vietnam has undergone significant transformation following the implementation of the 2018 General Education Reform. Within this reform context, the teaching practicum plays a crucial role in enabling pre-service teachers to connect pedagogical knowledge acquired at universities with authentic classroom practice. This study developed and validated a structural model examining the factors influencing the practicum effectiveness (PE) of mathematics pre-service teachers in Vietnam. Using a quantitative research design, data were collected from 290 final-year pre-service teachers through a 25-item survey instrument representing six latent constructs: student characteristics (SC), training curriculum and practicum management (TCM), mentor teachers at partner schools (MT), university-based teacher educators (UTE), practicum conditions and innovations (PCI), and PE. The sample size satisfied the requirements for structural equation modeling (SEM) based on recommended minimum ratios of observations to estimated parameters. Confirmatory factor analysis (CFA) and SEM were conducted using SPSS 26 and AMOS 24 to examine the reliability and validity of the measurement model and the structural relationships among the constructs. The findings indicate that mentor teachers and SC exert significant direct effects on PE, whereas institutional and structural factors do not demonstrate significant direct effects in the structural model. These results highlight the critical role of relational and human factors in shaping practicum outcomes within authentic teaching contexts, particularly in the Vietnam’s ongoing educational reform.
Copyright (c) 2026 Le Thi Tuyet Hanh, Nguyen Thi My Hang http://creativecommons.org/licenses/by-nc/4.0
Instructional design and pilot validation of an interdisciplinary cooperative problem-based learning module for STEM higher education
Current instruction in Chinese higher science, technology, engineering, and mathematics (STEM) education often relies on traditional lecture formats, which can limit students’ development in collaborative problem-solving (CPS) and self-efficacy (SE). To address this gap, this study applied the Dick and Carey instructional design model to develop and validate a cooperative problem-based learning (CPBL) module. Structured around an engineering design task, the module integrates cooperative elements into problem-solving workflows and includes mechanisms to support equitable participation, such as mandatory role rotation. A multidisciplinary expert panel (N=6) assessed the module’s content validity, and a pilot study with undergraduate students (N=33) evaluated instructional feasibility and instrument reliability. Results showed high scale-level content validity index (S-CVI=.98) and strong internal consistency for the adapted CPS and SE scales (Cronbach’s α>.80). These findings confirm the module’s validity, feasibility, and reliability. Ultimately, this CPBL module offers a validated pedagogical framework for interdisciplinary STEM instruction to concurrently cultivate the technical and transversal skills required in higher education.
Copyright (c) 2026 Mengfan Zhang, Kamisah Osman, Siti Nur Diyana Mahmud http://creativecommons.org/licenses/by-nc/4.0
The impact of anxiety-management strategies on EFL students’ anxiety levels and vocabulary acquisition
Foreign language anxiety (FLA) remains a significant barrier to vocabulary acquisition in English as a foreign language (EFL) classroom, particularly among young learners who fear negative evaluation, public speaking, and academic failure. Although the relationship between anxiety and poor lexical performance is well established, limited research has examined how coordinated classroom-based anxiety-management strategies influence both vocabulary development and students’ emotional experiences within regular instructional practice. This mixed-methods study examined the impact of six anxiety-management strategies implemented over six weeks with 50 A1-level secondary EFL students in Ecuador. The intervention integrated lengthened wait time, improved questioning techniques, acceptance of varied responses, peer collaboration, content-focused instruction, and positive teacher–student relationships into vocabulary lessons. Data were collected through an adapted anxiety scale, pre- and post-tests, questionnaires, interviews, and classroom observations. Results revealed a statistically significant improvement in vocabulary scores, with a large effect size, alongside increased confidence, participation, and engagement. Strategies fostering psychological safety, particularly content-focused instruction, peer collaboration, and strong teacher–student rapport, were perceived as most effective. The findings suggest that integrating affective support with cognitive scaffolding is associated with reduced anxiety-related behaviors and enhanced vocabulary development, positioning anxiety management as a central component of effective EFL pedagogy rather than a supplementary practice.
Copyright (c) 2026 Eliana Pinza-Tapia, Paul Gonzalez-Torres, Jimmy A. Aleman, Karla V. Romero http://creativecommons.org/licenses/by-nc/4.0
Instructional communication in inclusive deaf education: a global and Asian bibliometric review
Instructional communication supports equitable access, participation, and learning in inclusive deaf education. However, evidence on how this field has evolved globally, particularly in Asian contexts, remains fragmented. This bibliometric review analyses 423 Scopus-indexed publications (2015–2025) using performance indicators and science-mapping techniques to examine publication trends, collaboration networks, thematic structures, and intellectual development. The findings indicate sustained growth after 2018, driven by global inclusion agendas and the expansion of digital learning environments. While research increasingly emphasizes multimodal pedagogy, inclusive practices, and technology-enhanced communication, collaboration networks remain dominated by Western institutions. Asian contributions, although growing, are more visible in emerging technology-oriented domains than in foundational theoretical cores. The study identifies a shift from clinically oriented approaches toward integrated, multimodal, and digitally mediated instructional communication frameworks. It further reconceptualizes instructional communication as an evaluative indicator of inclusive teaching quality, reflecting access, interaction, and pedagogical responsiveness. These findings highlight the need for stronger regional research capacity, context-sensitive theoretical development, and more inclusive global knowledge structures. The study has implications for policy development, teacher training, and curriculum design in multilingual and technologically diverse educational systems, particularly across Asia.
Copyright (c) 2026 Siti Farisah Yahya, Syar Meeze Mohd Rashid, Khairul Farhah Khairuddin http://creativecommons.org/licenses/by-nc/4.0
Cognitive barriers in learning: impact of digitalization and global competencies on stress resilience and attention
One of the key cornerstones for educators is addressing various communicative barriers in student learning. The aim of this study was to determine the impact of a virtual reality (VR)-based model on several cognitive barriers, specifically focusing on students’ stress resilience and attention levels. A sample from two universities was utilized: Abai Kazakh National Pedagogical University and First Moscow State Medical University named after I.M. Sechenov, comprising a total of 138 students. The experimental component involved the VR program “sustainable development and cognitive barriers” (SDCB). The study examined changes in two barriers related to stress and inattention. The results indicate a positive impact. The pre-intervention stress resilience level (43.56) and the post-intervention level (9.02) show a significant difference with a positive trend at p=0.001. A similar trend is observed in the context of attentiveness characteristics: p=0.000. Considering the stratification approach, differences within the experimental group before and after the intervention were also analyzed based on specific characteristics. No significant relationships were found between the strata and the variable. This article will be valuable for educators, psychologists, policymakers, and other interested parties.
Copyright (c) 2026 Nurzhanat Shakirova, Nursultan Bakanov, Karlygash Muzdybayeva, Gulnara Rizakhojayeva http://creativecommons.org/licenses/by-nc/4.0
Talent identification and development of youth fencers: coaches’ perspectives
Talent identification (TID) in sports has been found to be heavily influenced by the expertise and judgment of the coach. However, the factors that inform this judgment have been found to be complex and understudied, especially in the sport of fencing. Inconsistencies have also been found in the concept and construct of TID in the development programs of young athletes. Therefore, the purpose of this study was to identify the essential criteria that inform TID in young male fencers aged between 12 and 15 years and to describe the criteria in the selection of young athletes to a fencing club. A qualitative research methodology was employed in this study. In this research, six male coaches from professional clubs affiliated with the Iraqi Fencing Federation were interviewed. The results of this study revealed that technical, tactical, and mental factors, especially fencing ability, decision-making capacity, and intrinsic motivational factors, were found to be essential in TID. Physiological, physical, and anthropometric factors were also found to be of little importance in TID. In conclusion, TID in young fencers needs to be informed by a holistic approach that considers different dimensions of development. Further research in this area needs to be conducted to refine the criteria in TID.
Copyright (c) 2026 Hayder N. Jawoosh, Lim Hooi Lian, Rahimi Che Aman http://creativecommons.org/licenses/by-nc/4.0
Assessing integrated social-emotional and cognitive competencies in pre-service teachers: scale development
Developing integrated social-emotional and cognitive (ISEC) competencies is essential for pre-service teachers (PST), yet these competencies are often underemphasized in teacher education programs. This study aimed to develop and provide preliminary evidence for a reliable, structurally sound instrument to measure ISEC competencies among PST. Using a design and development research approach, PST-ISEC learning competency scale was developed and examined for internal structure and reliability. An initial pool of 74 items, refined through literature review, and expert validation, was administered to purposively selected PST from higher education institutions in one Philippine region (n=370 for exploratory factor analysis (EFA); n=405 for confirmatory factor analysis (CFA)). EFA with Varimax rotation reduced the scale to 22 items across five dimensions: collaborative spirit (CS), hopeful mindset (HM), mindful confidence (MC), emotional resilience (ER), and responsible decision-making and accountability (RD). CFA confirmed five-factor structure with acceptable fit, and internal consistency indices indicated adequate reliability. Convergent and discriminant validity analyses supported construct distinctiveness. The PST-ISEC scale provides a theoretically grounded tool for formative assessment, program evaluation, and targeted interventions. Future studies should examine criterion-related and predictive validity, measurement invariance, and cross-context applicability to strengthen its utility.
Copyright (c) 2026 Joy D. Talens http://creativecommons.org/licenses/by-nc/4.0
Critical literacy and curriculum reform in the digital age: a pedagogical framework for artificial intelligence-integrated education
Artificial intelligence (AI) is reshaping education and challenging traditional curriculum models, prompting new attention to critical literacy. However, most current approaches emphasize technical proficiency while neglecting ethical, epistemological, and civic dimensions. This article addresses this gap by proposing a conceptual framework for integrating AI into curriculum design through critical pedagogy and advanced learning theory. Using a theory-driven literature review, the study synthesizes global policy frameworks and educational innovations to develop a four-part model for AI-informed critical literacy. The guiding principles include: i) interrogation of AI outputs and logics; ii) development of multiliteracies and digital semiotics; iii) promotion of democratic dialogue and participatory ethics; and iv) design of adaptive, inquiry-based learning environments. Grounded in constructivist, connectivist, and Freirean theories, the framework positions AI as a context for critical inquiry and educational transformation. The article concludes with strategies for educators and policymakers to foster equity, agency, and ethical reflection in AI-integrated learning environments, and proposes directions for future empirical research.
Copyright (c) 2026 Pablo Agustin Artero Abellan, Maria Abellan http://creativecommons.org/licenses/by-nc/4.0
Illuminative evaluation of mathematics curriculum implementation in improving students’ numeracy achievement
Persistent evidence from national and international assessments indicates that students’ numeracy achievement remains low, suggesting a gap between intended curriculum goals and classroom implementation. This study conducts an illuminative evaluation of secondary mathematics curriculum implementation as an instructional system, examining how curriculum enactment relates to students’ numeracy achievement in the Indonesian secondary context. Employing a sequential explanatory mixed-methods design, the quantitative phase assessed the numeracy performance of 288 secondary students across content domains, cognitive levels, and item formats, while the qualitative phase investigated instructional practices, assessment culture, and the school learning milieu to explain the observed achievement patterns. The findings indicate uneven numeracy achievement, with performance concentrated at procedural levels and declining from knowing to applying and reasoning. Students perform relatively better on objective formats but demonstrate a limited ability to justify solutions in open-ended tasks. Qualitative evidence further indicates a misalignment between reasoning-oriented curriculum intentions and efficiency-driven classroom practices that emphasize procedural accuracy. These findings provide evidence-based insights into aligning curriculum design, classroom instruction, and assessment practices to strengthen reasoning-oriented numeracy learning.
Copyright (c) 2026 Jose Bonatua Hasibuan, Deni Darmawan, Suhendra, Deni Kurniawan http://creativecommons.org/licenses/by-nc/4.0
Vietnamese EFL teachers’ cultural integration in business English classes: an ecological perspective
Cultural integration in English as a Foreign Language (EFL) instruction has become an important focus in Vietnamese universities, particularly in business and finance programs preparing students to navigate intercultural communication in global professional environments. While existing research has explored how language teachers include cultural elements in their instruction, limited attention has been given to understanding how these practices are shaped by the complex ecological systems where personal beliefs, institutional structures, resources, and sociocultural conditions interact dynamically. Addressing this gap, the present study investigates how EFL teachers at a Vietnamese public university integrate cultural content into their instruction. Guided by an ecological framework, the research employed a sequential mixed-methods design, collecting data through 67 questionnaires and 10 semi-structured interviews. Findings indicate that teachers prioritized international and target cultures, while local Vietnamese cultural content was largely underrepresented. Though teachers expressed strong commitment to fostering students’ intercultural competence for international business communication, their pedagogical practices were constrained by ecological factors like limited instructional time, rigid curricula, and a lack of localized, business-relevant resources. In response, several teachers leveraged personal agency and digital tools to adapt cultural content despite structural limitations. The study highlights the need for ecologically responsive cultural instruction in Business English classrooms.
Copyright (c) 2026 Pham Thi Minh Thuy, Truong Minh Hoa http://creativecommons.org/licenses/by-nc/4.0
Evaluation of oral tradition-based reading instruction on secondary students reading competence
Reading competence is a developmental and multidimensional construct that is often evaluated through mean score comparisons that may obscure structural learning changes. This study examined the effectiveness of a culturally grounded oral tradition–based intervention on primary students’ reading competence in Pasco, Peru. A quantitative quasi-experimental pretest–posttest design with a control group was implemented using intact classrooms (experimental n=19; control n=14; N=33). The eight-week intervention integrated local myths, legends, and folktales into guided reading, inferential questioning, and evaluative discussion activities. Reading competence was assessed using narrative texts scored with an analytic rubric classifying students into four ordered achievement levels (initial, in process, expected, and outstanding). Data were analyzed using ordinal mobility analysis, distributional dominance testing, and dynamic-systems indicators. Results showed complete structural stability in the control group, whereas 89.5% of students in the experimental group demonstrated upward mobility and all reached expected or outstanding levels at posttest. These findings indicate that culturally responsive oral-tradition instruction can produce substantial structural improvements in reading competence. This study contributes to educational evaluation by demonstrating how ordinal mobility and dynamic-systems indicators reveal instructional effects that may remain hidden in traditional mean-based analyses.
Copyright (c) 2026 Teófilo Félix Valentín Melgarejo, Clodoaldo Ramos Pando, Pablo Lolo Valentín Melgarejo, Fidel Alberto García Yale, William Cesar Santos Hinostroza, Rober Wesmel Sánchez Trinidad, Ulises Espinoza Apolinario, Rosa Luz Gómez Segura, Tito Armando Rivera Espi http://creativecommons.org/licenses/by-nc/4.0
Investigating reading habits and their impact on reading performance among Indian undergraduate students
This study investigates the reading habits, genre preferences, and reading behaviors of undergraduate students and examines how these factors influence their reading performance. A total of 342 responses were directly collected from students through a structured questionnaire. Descriptive statistics revealed strong inclinations toward analytical genres such as mystery/thriller, science fiction, and true crime, while newspaper reading frequency remained low. Hypothesis testing showed no significant differences in reading scores across gender or academic departments. A significant positive correlation emerged between daily reading duration and newspaper reading frequency. Most notably, students who preferred analytical genres demonstrated significantly higher reading scores (Cohen’s d=1.36). Regression analysis further confirmed genre preference as the strongest predictor of reading performance. These findings highlight the importance of genre engagement and daily reading routines in enhancing reading comprehension and literacy development. The study offers meaningful implications for educators, curriculum designers, and reading intervention programs.
Copyright (c) 2026 Komal Kumar Napa, Rajkumar Govindarajan, Sathya Subramanian, Senthil Murugan Janakiraman, Nageswari Devana, Billa Manindhar http://creativecommons.org/licenses/by-nc/4.0
Writing challenges and support for elementary students: facial emotions study
Writing is one of the first basic skills that promote successful learning and mental health of elementary students. The 2018 Vietnamese curriculum reform has created challenges in the formation and practice of writing skills of lower elementary students. The primary research questions address: i) the key cognitive challenges in students’ writing performance; ii) the emotional experiences associated with writing tasks; and iii) the instructional strategies employed to enhance writing skills. Using a mixed-methods study design on 159 students and 12 teachers, through writing tests, facial action coding system (FACS) and semi-structured interviews, we recorded important insights. The findings showed that second-grade students demonstrated a higher significant advancement in writing. First-grade students mainly exhibit positive emotions with writing tasks. In contrast, second-grade students experience a higher prevalence of negative emotions. This shift suggests that as academic expectations increase, students have greater stress and emotional challenges, necessitating supportive interventions. This study’s findings can contribute to the national curriculum development, guide effective teaching practices, and contribute to wider discussions on educational reform within the Vietnamese context.
Copyright (c) 2026 Nguyen Thi Xuan Yen, Nguyen-Bich-Thy Bui, Thien-Vu Giang http://creativecommons.org/licenses/by-nc/4.0
Foreign language anxiety in relation to cultural intelligence and identity negotiation among English as a foreign language university learners
This study examined relationships among foreign language anxiety (FLA), cultural intelligence, and identity negotiation strategies—constructs rarely investigated together—among 1,045 Egyptian English as a foreign language (EFL) university learners from Al-Azhar University and Damanhour University. Participants completed the short-form foreign language classroom anxiety scale (S-FLCAS), the cultural intelligence scale, and the identity negotiation experiences and strategies scale (INES). Correlation analyses revealed significant negative relationships between FLA and both cultural intelligence dimensions: internalized cultural knowledge (ICK) (r=-.233, p<.01) and effective cultural flexibility (ECF) (r=-.208, p<.01). FLA showed positive correlations with identity-related strain (r=.177, p<.01), vigilance (r=.157, p<.01), and compartmentalization (r=.108, p<.01). Conversely, identity resources demonstrated a protective effect (r=-.160, p<.01). Multiple regression analyses indicated that cultural intelligence dimensions predicted 5.9% of FLA variance, while identity negotiation strategies explained 8.7%. These findings suggest that interventions targeting cultural intelligence training and identity negotiation resources can effectively reduce FLA. The study advances theoretical understanding by demonstrating how cultural competence and identity management jointly influence psychological experiences in language learning. Results carry important pedagogical implications: educators should implement intercultural awareness programs, create identity-affirmative classroom environments, and develop learners’ adaptive coping strategies to address anxiety comprehensively beyond traditional linguistic approaches.
Copyright (c) 2026 Ashraf Ragab Ibrahim, Abdelaziz Abdelfattah Elfeky, Asmaa Masoued Elblatey, Mohammed Hassanin AbuAl-Saoud, Mohamed Ali Nemt-allah, Radwa Hassan Yacoub http://creativecommons.org/licenses/by-nc/4.0
AI-assisted L2 learning attitudes and willingness to communicate: the mediating role of language anxiety
This study investigated the mediating role of skill-based foreign language anxiety (FLA) in the relationship between attitudes toward AI-assisted second language (L2) learning and willingness to communicate (WTC) among Egyptian English as a foreign language (EFL) student teachers. Using a cross-sectional correlational design, 853 participants from Al-Azhar University completed the AI-assisted L2 learning attitude scale (AL2AS), the skill-based foreign language learning anxiety scale, and the WTC scale. Mediation analysis using the PROCESS macro with 5,000 bootstrap samples revealed that AI-assisted learning attitudes positively predicted WTC (β=.288) and negatively predicted skill-based FLA (β=-.206), while skill-based FLA negatively predicted WTC (β=-.202). The indirect effect through skill-based FLA was significant (β=.042, 95% confidence interval (CI) [.020, .068]), indicating partial mediation accounting for 14.3% of the total effect. This study focuses on student teachers in the Egyptian EFL context, distinguishing anxiety patterns across language competencies using a skill-based anxiety measure. It reveals that positive attitudes towards artificial intelligence (AI) enhance communicative readiness by reducing anxiety. Although the cross-sectional design limits causal inference, the findings advocate integrating AI tools into teacher education to create supportive environments that promote communicative competence, addressing a gap in research in this area.
Copyright (c) 2026 Mohamed Ali Nemt-allah, Hesham Ramadan Abdo, Mohammad Cherif Boraai, Ahmed Mohamed Nassar, Eman Elsayed Ata, Ashraf Ragab Ibrahim http://creativecommons.org/licenses/by-nc/4.0
Academic engagement and artificial intelligence platform behaviors in grammar achievement
This study is among the first to use archival institutional records to test the incremental validity of artificial intelligence platform behaviors (AI_index) in predicting grammar achievement (GA). Using data from 405 non–English-major freshmen enrolled in a compulsory grammar course at a private Chinese university, we examined whether AI_index predicts end-of-semester grammar exam performance beyond course-embedded behavioral academic engagement (AE_index). AE_index was derived from grade-book quizzes and class interactions, whereas AI_index was constructed from institutional platform logs capturing coursework completion and assigned video viewing. Indices were scaled to a 0–100 range, and GA was measured by a unified final exam. Descriptive statistics, correlations, and hierarchical regression analyses showed that AE_index was a small but significant predictor of exam performance, whereas AI_index was weak and non-significant and added no incremental predictive value beyond AE_index. Together, the two indices explained a modest proportion of variance in GA. These findings suggest that completion-based platform metrics are unlikely to reflect effortful learning unless platform tasks align with summative assessment demands (e.g., translation and proofreading). The findings caution against using completion-based AI metrics as high-stakes indicators without demonstrated task–assessment alignment.
Copyright (c) 2026 Wang Yadan, Soon Singh Bikar Singh, Connie Shin, Zheng Juncai, Zhang Qianqian http://creativecommons.org/licenses/by-nc/4.0
AI-assisted speaking instruction and English as a foreign language learners’ oral accuracy and fluency: a quasi-experimental study
This study investigated the effects of artificial intelligence (AI)-assisted speaking instruction using a generative AI (GenAI) chatbot on Chinese vocational college English as a foreign language (EFL) learners’ oral accuracy and fluency. A quasi-experimental pretest-posttest control group design was adopted with 80 students. The experimental group engaged in AI-mediated speaking activities, while the control group received conventional instruction. Oral performance was assessed using analytic rubrics adapted from international English language testing system (IELTS) criteria. Results showed significant improvement in oral fluency for the experimental group, while gains in accuracy were not statistically significant. These findings suggest that GenAI chatbots provide interaction-rich environments that enhance fluency development but require complementary form-focused support to improve accuracy. Implications are discussed for integrating AI tools into vocational EFL speaking instruction.
Copyright (c) 2026 Xiaolin Wang, Malini Ganapathy http://creativecommons.org/licenses/by-nc/4.0
Vietnamese secondary school EFL students’ motivation and attitudes toward using ChatGPT for vocabulary learning
The escalating adoption of artificial intelligence (AI) in language education, particularly ChatGPT, has drastically altered vocabulary teaching and learning practices in secondary schools in Vietnam, where rote learning and teacher-centered approaches are common norms. This study examines secondary school students’ motivation and attitudes toward using ChatGPT for vocabulary development. A mixed-methods design was employed, drawing on a survey with 208 ninth-grade students and semi-structured interviews with eight of the respondents. The survey data revealed the students’ moderate degrees of motivation to use ChatGPT, with extrinsic motivation surpassing intrinsic motivation. Their attitudes were generally positive, showing relatively high enjoyment and low anxiety in utilizing ChatGPT for vocabulary learning. The students considered ChatGPT a useful and convenient resource and expressed willingness to continue using it despite their concerns over its reliability and the risk of over-reliance. The interview data augmented these patterns, highlighting ChatGPT’s interactivity and flexibility while emphasizing the continued importance of teachers’ classroom support. This study provides corroborating evidence for ChatGPT as a versatile complementary tool for vocabulary learning that fosters learners’ motivation and positive attitudes. However, its adoption requires careful integration with teacher guidance and AI literacy training.
Copyright (c) 2026 Thuan Anh Pham, Cuong Huy Pham http://creativecommons.org/licenses/by-nc/4.0
The digital shift in parental strategies for heritage language maintenance among expatriate families in Saudi Arabia
Around two-fifths of the population living in Saudi Arabia consists of expatriates. However, there is limited research on how these families maintain their heritage languages (HLs) in a digital world with limited institutional support. Maintaining HLs is important for identity, cultural continuity, and a sense of belonging across generations, especially for families living far from home. This qualitative study explores how expatriate parents in Saudi Arabia use digital tools to help their children maintain HLs, using Fishman’s reversing language shift (RLS) framework and family language policy (FLP) theory. Researchers interviewed 36 expatriate parents from 15 different national and linguistic backgrounds and analyzed the data with reflexive thematic analysis in NVivo. The results show that families are moving from exclusively home-based language practices to a mix of digital strategies, such as apps, video calls, and online learning spaces, which help strengthen cross-border connections and increase language exposure. However, these new practices also increase mothers’ workload, as they take on most of the planning, mediation, and emotional support. The study suggests policy and practical steps that fit with Saudi Arabia’s Vision 2030, such as providing subsidized multilingual digital resources and family-focused support programs. The clear research design makes the study easy to replicate, and future research should include lower-income families, children’s views, and long-term studies of digital family language practices.
Copyright (c) 2026 Musa Alghamdi, Said Muhammad Khan, Shazia Hamid, Saira Abbas http://creativecommons.org/licenses/by-nc/4.0