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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Examining the ontological and epistemological differences between evaluation and assessment in the education context
In the field of education, assessment and evaluation (AE) are defining strategies for improving school practices with the overall goal of enhancing student outcomes. While AE is understood and considered by educators as two distinctly different domains, they are often used interchangeably among practitioners in the field. The aim of this paper is three-fold: to identify and clarify the epistemological and ontological differences between AE; develop operational definitions of AE that are transferable from research to classroom through a comprehensive literature review; clarify any misconceptions between the two domains, if any. A comprehensive meta-synthesis of literature from articles published in 32 journals between 2014 and 2024 revealed four frames to distinguish assessment from evaluation: i) information gathered; ii) methodology; iii) purposes and outcomes; and iv) stakeholders. To corroborate these conclusions, we also conducted a social lab which is based on the principle of the Delphi method with 11 participants. Additionally, insights from two social lab sessions revealed that apart from the ontological distinctions between AE, there were also epistemological distinctions. Eventually, three frames for exploring the difference between AE emerged from the data: ontology, epistemology, and stakeholders. By refining and developing this area of AE, the research hopes to contribute to a more informed and integrated educational landscape, encouraging further work in areas of AE.
Copyright (c) 2026 Chew-Hung Chang, Christina Ratnam-Lim, Wong Hwei Ming, Phoebe Ow, Joshua Wong Jia Hao http://creativecommons.org/licenses/by-nc/4.0
Generative AI in teacher education: a systematic review
This study addresses a critical gap in the literature by conducting one of the earliest systematic reviews (2021-2025) on generative artificial intelligence (GenAI) in teacher education. Using a structured screening and coding process, 35 peer-reviewed articles from Scopus and Web of Science (WoS) were analyzed to examine methodological trends, geographical disparities, and cross-cultural adaptability. The review identifies four major application areas, including stakeholder perception analysis, instructional resource generation, curriculum design, and student-AI collaborative learning, and synthesizes their underlying pedagogical mechanisms. Key findings reveal pronounced geographical imbalance (with no studies from Africa or Latin America), heavy reliance on short-term qualitative designs, and limited empirical or longitudinal validation. Based on these insights, the study proposes a conceptual framework linking GenAI applications, challenges, and future research pathways. This work contributes a structured evidence base and offers guidance for advancing GenAI-integrated teacher education through more rigorous, inclusive, and context-sensitive research.
Copyright (c) 2026 Longfa Yuan, Rafiza Abdul Razak, Amirrudin Kamsin, Siti-Soraya Abdul-Rahman http://creativecommons.org/licenses/by-nc/4.0
Exploring the mediating role of mathematics self-efficacy in students’ perceptions and achievement in mathematics
This study examined the mediating effect of mathematics self-efficacy (MSE) on the relationship between students’ perception of mathematics (SPM) and mathematics achievement (MA) among 544 Grade 9 students from selected public high schools in Mandaue City, Philippines, using a descriptive correlational research design. Participants were selected through simple random sampling. Data were collected using adopted survey questionnaires to measure SPM and MSE, while MA was obtained from first-quarter grades. The data collected were treated using frequency count, percentage, weighted mean (WM), standard deviation (SD), Pearson’s r, and multiple regression. Results indicated that students demonstrated neutral SPM, moderate MSE, and satisfactory MA. Moreover, there was a significant moderate positive relationship between SPM and MSE (r=0.627, p<0.001), while negligible positive correlations were observed between SPM and MA (r=0.216, p<0.001) and between MSE and MA (r=0.205, p<0.001). Furthermore, results also revealed that MSE partially mediated the relationship between SPM and MA, accounting for 33.4% of the total effect (indirect effect β=0.597, p=0.037). These findings suggest that teachers and school administrators should integrate self-efficacy building strategies including supportive feedback, engaging, and inclusive learning environments that enhance students’ perception and achievement in mathematics.
Copyright (c) 2026 John V. de Vera, Jehan Marie T. Aytona, Beverly U. Mamogay, Rogard A. Bardinas, Shella Mary N. Canaricio, Emerson D. Peteros http://creativecommons.org/licenses/by-nc/4.0
An evaluation of student personality program in secondary schools: a systematic literature review
The purpose of education is to uplift and develop human personality, morals, behavior, and character. Despite various initiatives and plans, the efforts to cultivate good values and character among students are increasingly challenging due to the negative influence of the local environment as well as the borderless social media. This issue called many researchers to conduct studies to evaluate the implementation of student personality programs in secondary schools, but systematic literature reviews (SLR) on this topic are still limited. Therefore, this study aims to conduct a SLR to evaluate past studies related to the assessment of student character programs. The SLR writing process was according to the preferred reporting items for systematic review and meta-analysis (PRISMA). Two main databases, namely Web of Science (WoS) and Scopus, were used to identify relevant articles and sources. Based on the thematic analysis, four main themes were found, which were behavioral, emotional, cognitive, and social. This study provides a comprehensive overview of the implementation of student character programs, which can serve as an important reference for educators to strengthen character development among secondary school students. These findings are expected to contribute to the development of more effective programs in addressing the challenges of nurturing character among the younger generation in the modern era.
Copyright (c) 2026 Mohd Shaleh Mislan, Mohd Isa Hamzah, Khadijah Abdul Razak http://creativecommons.org/licenses/by-nc/4.0
The role of academic procrastination in the occurrence of depression, anxiety, and stress among college students
Despite growing attention to academic procrastination and student mental health, few studies have examined how procrastination is linked specifically to depression, anxiety, and stress (DAS) among college students in the Southern Philippines—an underrepresented context in the literature. Anchored in the cognitive-behavioral theory, which posits that maladaptive behaviors like procrastination can reinforce negative emotional states, this study investigates the relationship between academic procrastination and psychological distress. Using a quantitative descriptive-correlational design, data were gathered from 796 college students selected through simple random sampling. Instruments included the academic procrastination scale and the DASS-21, both with strong reliability indices. Descriptive statistics were used to identify the severity levels of procrastination and mental health symptoms, while Pearson’s correlation coefficient examined their relationships. Most of students demonstrated moderate levels of academic procrastination. Notably, while depression was significantly correlated with procrastination, anxiety and stress showed no significant association. This suggests that procrastination may particularly intensify depressive tendencies, such as low motivation and self-worth, rather than general stress or anxiety. The high prevalence of extremely severe anxiety and moderate to severe stress signals broader psychosocial challenges among students that may not be directly linked to procrastination but still demand attention. These findings contribute to the academic discourse by contextualizing mental health and behavioral patterns in a regional student population. The study has practical implications for curriculum planners, mental health professionals, and institutional policymakers, particularly in designing support systems that address the psychological and behavioral needs of students within culturally specific frameworks.
Copyright (c) 2026 Lawrence Anthony U. Dollente, Armand G. Aton, Jomar B. Esto, Ashley Coleen S. Ortiz, Mary Jane B. Castilla, Eimer M. Estilloso, Girlie D. Batapa, Ruben L. Tagare, Jr., Lara Ivanah C. Nadela, Paul John B. Ongcoy, Donnie M. Tulud, Vibekehh N. D. Bat-og http://creativecommons.org/licenses/by-nc/4.0
Bridging the training–practice gap in social-emotional learning of pre-service teachers
To successfully embed the social-emotionallearning (SEL) model in the education sector, pre-service teachers must prepare for social-emotional competence (SEC). Unfortunately, studies on how pre-service teachers were trained and developed their SEC before practicing the SEL model in the teaching profession are lacking. This study focuses on discovering how to train and develop SEC for pre-service teachers within the framework of teacher undergraduate training programs in Vietnam, a developing country in Southeast Asia. We employed a convergent parallel mixed-method approach, utilizing both quantitative data (n=650) and qualitative data (n=23), which were subsequently integrated during the interpretation phase to derive comprehensive results. Our findings revealed that the current pre-service teachers had an average level of SEC, which was limited by: i) confusion in understanding SEC and SEL concepts; ii) the lack of professional supervision in undergraduate training; and iii) the unguaranteed need to foster SEC self-development and SEL-based practice training courses. These themes highlight the need to change the administrative policy in undergraduate teacher training programs to support and supervise the development of pre-service teachers’ SEL-based knowledge and practice in developing countries.
Copyright (c) 2026 Duc-Hoi Dinh, Thien-Vu Giang, Van-Son Huynh http://creativecommons.org/licenses/by-nc/4.0
Climate change anxiety scale: psychometric validation among university students in environmental sustainability contexts
This study employed a cross-sectional, two-sample validation design to develop and validate the climate change anxiety scale (CCAS) among Egyptian university students, addressing the critical gap in Arabic-language assessment tools for climate-related psychological distress. Two independent samples from Al-Azhar University participated: 540 students completed exploratory factor analysis (EFA) and 977 students completed confirmatory factor analysis (CFA). Content validity was established through expert review (content validity indices (CVI)=.778-1.000), resulting in an 18-item scale. EFA revealed a three-factor structure explaining 53.981% of variance: cognitive-emotional impairment, functional impairment, and behavioral engagement. CFA confirmed excellent model fit (comparative fit index (CFI)=.944, root mean square error of approximation (RMSEA)=.067), significantly superior to a single-factor model. Internal consistency was robust across subscales (ω=.817-.907, α=.813-.906) and total scale (ω=.910, α=.909). Test-retest reliability demonstrated strong temporal stability (r=.714-.886). Convergent validity was supported through significant inter-dimensional correlations (r=.394-.710). The CCAS provides a psychometrically sound, culturally appropriate instrument for assessing multidimensional climate anxiety, enabling systematic identification of students requiring targeted mental health interventions within Egyptian higher education contexts.
Copyright (c) 2026 Bassam M. A. Makram, Mohamed Sayed Abdellatif, Ahmed Abdelhalim Elnhal, Mohamed Ali Nemt-allah http://creativecommons.org/licenses/by-nc/4.0
Beyond numbers: a path analysis on how educational ecosystem and math interest spark excellence
Mathematics achievement reflects a web of social, environmental, and motivational forces. This study examined how parental involvement, peer influence, and school support relate to mathematics interest and academic performance among Philippine Science High School (PSHS)–Western Visayas Campus scholars. Using a quantitative descriptive–correlational design, 251 students were selected through proportionate stratified random sampling. Data were collected through Google Forms using the 30-item mathematics interest inventory (MII) (4-point Likert; expert-validated; α=0.899), the 45-item educational ecosystem inventory (EEI) measuring family, peer, and school support (4-point Likert; expert-validated; α=0.910), and official mathematics grades as the achievement indicator. Descriptive statistics and correlation analyses were computed as prerequisites, then relationships were tested through path analysis in a structural equation modeling (SEM) framework, including estimation of direct, indirect, and mediated effects. Results indicated that parental involvement, peer influence, and school support significantly strengthened mathematics interest and were associated with higher mathematics achievement, with the final SEM demonstrating satisfactory model fit. Mathematics interest emerged as a significant mediator, particularly in the link between school support and performance, underscoring interest as a motivational conduit between context and outcomes. Recommendations include strengthening home–school partnerships, institutionalizing peer mentoring, and expanding interest-based pedagogies and opportunities, with continued program evaluation to sustain high performance in science, technology, engineering, and mathematics (STEM)-focused schools.
Copyright (c) 2026 Charmaigne A. Eslabra, Roberto G. Sagge Jr., Dolly Rose F. Temelo, Danilo M. Parreño, Tedric Dave E. Senosa, Peter Ernie D. Paris, Garry C. Cachuela, Sybel Joy F. Labis, Salvador P. Bacio Jr. http://creativecommons.org/licenses/by-nc/4.0
The influence of training, subjective norms, and self-efficacy on entrepreneurial passion and intention of engineering students
Entrepreneurial passion and intention are critical drivers of innovation and economic development. However, empirical studies have primarily focused on business and social science students and have not yet extensively studied engineering students. This study examines how entrepreneurship training influences entrepreneurial passion and intention among engineering students, focusing on the mediating roles of subjective norms and entrepreneurial self-efficacy (ESE). Using a cross-sectional survey design, data were collected from 368 final-year engineering students at the Industrial University of Ho Chi Minh City, Vietnam, and analyzed with partial least-squares structural equation modeling (PLS-SEM). Importance–performance map analysis (IPMA) was also employed to identify the most influential predictors. Results reveal that entrepreneurship training enhances both subjective norms and ESE, which significantly fosters entrepreneurial passion, while entrepreneurial passion strongly predicts entrepreneurial intention. Mediation analyses confirmed that subjective norms and ESE partially mediate the effect of entrepreneurship training on entrepreneurial passion. Theoretically, the study extends social cognitive theory (SCT) by demonstrating how personal and contextual factors jointly shape entrepreneurial passion and intention. Practically, the findings highlight the need for entrepreneurship programs in engineering education to emphasize experiential learning, confidence building, and supportive social environments that strengthen entrepreneurial mindsets.
Copyright (c) 2026 Trieu Khoa Nguyen, Ninh Gia Nguyen http://creativecommons.org/licenses/by-nc/4.0
AI-based scaffolding and conceptual understanding: evidence from Indonesian students using PLS-SEM
The rapid integration of artificial intelligence (AI) in higher education has increased interest in AI-based scaffolding (AIS) to support conceptual learning, particularly in teacher education. However, empirical evidence explaining how learners’ cognitive, self-regulatory, and technological characteristics jointly shape perceptions of AIS remains limited, especially in developing country contexts. This study examines the predictive relationships among conceptual understanding (CU), cognitive engagement (CE), self-regulated learning (SRL), perceived ease of use (PEOU), AI self-efficacy (AISE), and perceived scaffolding quality in explaining Indonesian undergraduate teacher education students’ perceptions of AIS. Using a quantitative explanatory–predictive design, data were collected from 157 students and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that SRL, PEOU, and AISE are the strongest predictors of perceived AIS, while CU, CE, and scaffolding quality also show significant positive associations. These findings highlight the importance of learner readiness and instructional design in AI-enhanced learning environments. Practically, teacher education programs should integrate AI scaffolding that explicitly supports self-regulation, builds students’ confidence in using AI tools, and promotes sustained CE in complex learning tasks.
Copyright (c) 2026 Nuryanis, Toto Nusantara, Nurul Murtadho, Siti Faizah http://creativecommons.org/licenses/by-nc/4.0
Policies and governance for skills development in the fourth industrial revolution
The fourth industrial revolution (4IR) has intensified policy concerns regarding the capacity of technical and vocational education and training (TVET) systems to support future workforce development. While national strategies increasingly emphasize skills development for industry 4.0, less attention has been paid to the governance mechanisms that shape policy coherence and implementation. This study examines skills governance within Malaysia’s TVET system, focusing on how policy alignment, quality assurance (QA), institutional coordination, and industry engagement influence workforce readiness for the 4IR. Adopting a qualitative approach, data were collected through focus group discussions (FGD) with key stakeholders from government agencies, industry, and TVET institutions, and analyzed thematically. The findings identify four key governance dimensions which are security procedures and policies in managing skills data, QA and standards, collaboration policy between institution and industry, and strengthens curriculum developments. Despite strong policy commitments, fragmented governance arrangements continue to constrain the effectiveness of skills development initiatives. By reframing skills development as a governance challenge, this study contributes to policy futures debates and offers insights for strengthening integrated and future-ready TVET governance frameworks in developing economies undergoing rapid socio technical transformation.
Copyright (c) 2026 Mohd Aizuddin Saari, Nur Atiqah Jalaludin, Mohamad Sattar Rasul, Mohamad Hidir Mhd Salim, Zool Hilmi Mohamed Ashari http://creativecommons.org/licenses/by-nc/4.0
Unlocking academic potential: framework for effective research utilization and commercialization in higher education institutions
Traditional academic research pathways in higher education institutions (HEIs) often emphasize publication and extension activities, while the utilization and commercialization of research outputs remain underdeveloped. This study aims to assess the institutional readiness, strategies, challenges, and success metrics related to research utilization and technology commercialization in state universities and colleges (SUCs), and to develop a framework to strengthen entrepreneurial and innovation-driven practices in HEIs. A mixed-methods approach was employed, combining case study analysis with a survey of nine SUCs in the Bicol Region, Philippines. The survey instrument was developed through key informant interviews (KIIs) and focus group discussions (FGDs) with experts in technology transfer and intellectual property (IP) management, and demonstrated excellent reliability (Cronbach’s α=0.92). Results indicate that all participating SUCs have dedicated offices for IP management and technology transfer, reflecting a high level of institutional readiness. However, major challenges persist, including limited funding, weak industry linkages, gaps in IP policy implementation, and the absence of sustainable revolving funds. Success in commercialization is primarily measured through patent filings, licensing agreements, and revenue generation, with limited use of qualitative impact indicators. The study concludes that while SUCs exhibit strong structural readiness, strengthening policy coherence, funding mechanisms, industry collaboration, and commercialization culture is essential. The proposed framework provides a practical guide for enhancing research utilization and commercialization in HEIs.
Copyright (c) 2026 John Joshua Federis Montañez, Anna Liza Mendrique Mateo http://creativecommons.org/licenses/by-nc/4.0
Belonging mediates the relationship between emotional contagion and digital competence among university students
Emotional contagion (EC) significantly influences student experiences in university settings, yet its relationship with digital competence—a key requirement for contemporary academic success—remains unclear. This study examined the mediating role of sense of belonging in the relationship between EC and digital competence among Egyptian university students. Two samples from Al-Azhar University were recruited: a psychometric validation sample (N=486) and a main study sample (N=737). Participants completed validated Arabic versions of the sense of belonging inventory, the susceptibility to emotional contagion (SEC) scale, and the digital competence scale for university students. Data were analyzed using correlation analyses and structural equation modeling (SEM) with bootstrap testing. Results showed that sense of belonging partially mediated relationships between both types of EC and digital competence. Positive EC had significant direct effects on belonging (β=.354) and digital competence (β=.195), with 39.4% of its total effect mediated through belonging. Negative EC also had significant direct effects on belonging (β=-.119) and digital competence (β=-.141), with 23.4% mediated through belonging. These findings suggest that higher education institutions should implement belonging-enhancement initiatives to strengthen digital competence and maximize the benefits of positive EC while mitigating negative emotional influences.
Copyright (c) 2026 Mohamed Ali Nemt-allah, Ghada Mahros Abdelhafiez, Randa Rabie Abdelbadie, Soma Abdelrazek Elfeshawy, Sara Awadallah Mohammed, Ashraf Ragab Ibrahim http://creativecommons.org/licenses/by-nc/4.0
Assessment of scientific competencies in secondary school students: exploring the relationships among inquiry, explanations of the physical world, and the design of technological solutions
Assessing scientific competencies in secondary education requires understanding their structural relationships, yet limited research examines these interrelationships empirically. This study investigated how scientific inquiry, explanation of physical phenomena, and design of technological solutions interact in 165 Peruvian secondary students using partial least squares structural equation modeling (PLS-SEM). Results confirmed that inquiry significantly influences both explanation and design capabilities, while explanation mediates the relationship between inquiry and design. The model demonstrated excellent fit (standardized root mean square residual (SRMR)=0.068, normed fit index (NFI)=0.912)), explaining 67.3% of variance in explanation and 71.8% in design. Findings establish inquiry as the foundational competency for developing explanatory and problem-solving abilities, supporting integrated curriculum design and sequential pedagogical approaches that prioritize inquiry development.
Copyright (c) 2026 Angel Edwin Oblitas Silva, Giuliana Orrillo Salazar http://creativecommons.org/licenses/by-nc/4.0
The complexity of school leadership in Spain: between leadership and educational management
School leadership in Spain faces notable complexity arising from bureaucratization, limited autonomy, and the insufficient professionalization of the role. This study, grounded in perspectives from distributed, transformational and instructional leadership, analyses leadership teams’ perceptions regarding access to the position, training, the competencies required, and the satisfaction associated with these functions. To this end, a qualitative design was employed, based on semi-structured interviews conducted with 24 teachers holding leadership positions. The data were examined through categorical content analysis with the support of NVivo, ensuring both inter- and intra-rater reliability. The study offers an original contribution by providing updated empirical evidence on how structural and organizational conditions shape motivations, training relevance, and the relational competencies that underpin participatory leadership models. The thematic analysis identified several recurring themes: positive evaluations of initial training, diverse motivations for assuming the role (from vocation to compulsory appointment), the emphasis on communicative, collaborative and organizational competencies, and ambivalent professional satisfaction, combining fulfilment with administrative overload. In conclusion, the study underscores the need for more contextualized, practical, and sustainable policies and training programs that strengthen effective and humane pedagogical leadership, addressing the persistent gap between current training and real school demands.
Copyright (c) 2026 Sergio Cored-Bandrés, María Mairal-Llebot, Sandra Vázquez-Toledo, Cecilia Latorre-Cosculluela http://creativecommons.org/licenses/by-nc/4.0
Mediating role of service quality between university social responsibility and student satisfaction in Peru
This study analyzed the influence of university social responsibility (USR) on student satisfaction (SS), mediated by service quality (SQ). It is relevant because it provides empirical evidence of how socially responsible practices strengthen educational quality and student well-being in a Latin American context that remains underexplored through structural equation modeling (SEM). The objective was to explain how USR affects SS through SQ, using SEM. Specifically, the study examined the direct effect of USR on SS, its influence on SQ, the impact of SQ on satisfaction, and the mediating role it plays in this relationship. A quantitative, non-experimental, cross-sectional design was employed with a sample of 505 undergraduate students from five Peruvian public and private universities, selected through non-probability convenience sampling. Data were collected using three validated and reliable Likert-type scales. The results showed that USR significantly influenced SQ (R²=0.60) and that SQ predicted SS (R²=0.67), confirming a partial mediation effect. The findings provide practical implications for strengthening institutional policies to enhance SQ and increase SS.
Copyright (c) 2026 Isac Fernando Espinoza Montes, Nérida Pilar Zevallos Cárhuaz, Martin Romeo Yurivilca Oscanoa http://creativecommons.org/licenses/by-nc/4.0
Digital assessment formats in higher education: an empirical analysis of the process efficiency of e-assessments compared to paper-pen exams
Digitalization is reshaping higher education, including the way examinations are designed and administered. Electronic assessments (EA) are widely regarded as promising tools to enhance process efficiency. This article presents the findings of a mixed-methods study conducted at Zurich University of Applied Sciences (ZHAW), comparing traditional paper-pen exams (PPE) and EA across both multiple-choice (MC) and open-question (OQ) formats. Using a process cost analysis across three modules (n>700), supported by interviews and student surveys, the study investigates time, cost, and acceptance outcomes. Results show that EA with MC formats yield substantial efficiency gains—reducing overall costs by up to 85%—primarily due to automation in grading and archiving. However, for OQ formats, digitalization provides only marginal cost benefits, as manual grading remains a major cost driver. The study offers nuanced insights into the process dynamics of digital exams and emphasizes that the economic advantages of EA strongly depend on exam format and institutional implementation strategies.
Copyright (c) 2026 Flavio Di Giusto http://creativecommons.org/licenses/by-nc/4.0
Exploring teachers’ teaching skills: conceptual definition, documentation, and categorization
This study investigates the conceptual definition and categorization of teaching skills, aiming at their systematic identification and analysis within the context of the educational process. Through a systematic literature review conducted in accordance with the preferred reporting items for systematic review and meta-analysis (PRISMA) statement guidelines, a broad spectrum of 27 teaching skills is documented, each linked to key aspects of teaching practice, such as lesson planning, classroom management, and assessment. The diversity of theoretical approaches to the taxonomy of skills highlights the need for a coherent and functional categorization, which-based on their common characteristics-consists of eight general domains of skills, such as teaching design skills and teaching implementation skills. This categorization enables the implementation of more targeted and effective interventions for both the education of pre-service teachers and the professional development of in-service teachers. The present study, as an element of originality, offers one of the first systematic categorizations of teaching skills into eight coherent domains. The practical implications of the study lie in providing a structured framework for teacher self-assessment and the design of professional development programs based on targeted teaching skills. The findings underscore the need for further research into the nature, development, and practical implementation of teaching skills in classroom settings.
Copyright (c) 2026 Filippos Evangelou, Konstantina Giannopoulou http://creativecommons.org/licenses/by-nc/4.0
Psychometric validation of an organizational citizenship scale in Colombian university teachers
Many assessment scales used to study organizational citizenship behavior (OCB) in Latin American countries are adaptations of instruments developed in other cultural settings. In this regard, the objective of this study was to evaluate the structural validity and reliability of the organizational citizenship behavior scale for coworkers (ECCOCT) in Colombian university teachers. An exploratory factor analysis (EFA) with principal axis extraction and Oblimin rotation was used, followed by a confirmatory factor analysis (CFA) with robust maximum likelihood (MLR). Omega, average variance extracted (AVE), and heterotrait–monotrait ratio (HTMT) were calculated. Participants included 113 university teachers from the city of Manizales, Colombia. The EFA showed that of the five dimensions proposed by the theory, two accurately reflect OCB (OCB directed toward individuals (OCB-I) and OCB directed toward the organization (OCB-O)), explaining 64.2% of the variance. The two-dimensional model showed an excellent fit (χ²/gl=1.24; comparative fit index (CFI)=.977; root mean square error of approximation (RMSEA)=.046). The reliability of the factors was ω=.90 and ω=.84. Convergent validity (AVE>.50) and discriminant validity (HTMT<.85) were corroborated. The ECCOCT in its two dimensions shows solid psychometric properties and constitutes a brief and valid instrument for assessing organizational citizenship in Latin American contexts.
Copyright (c) 2026 Mabel Ibarra Luna, Pablo Erazo-Muñoz, Braian López Ossa http://creativecommons.org/licenses/by-nc/4.0
Inclusive education journey: comparative insights from gifted and differently abled learners
This study aimed to comparatively examine the educational needs of learners with disabilities (LWDs) and potentially gifted learners (PGLs) within higher education institutions, highlighting their distinct yet overlapping requirements for inclusive learning. Using a qualitative-comparative research design, 20 participants, 10 from each group, were selected through purposive sampling. Semi-structured interviews were conducted and analyzed using Braun and Clarke’s thematic framework to identify convergent and divergent themes. Results revealed that both groups face systemic and pedagogical barriers, including rigid curricula, limited institutional support, and insufficient guidance in developing social-emotional skills. While LWDs emphasized accessibility, assistive technologies, and equitable participation, PGLs highlighted the need for enrichment, mentorship, and intellectual challenge. Despite differing emphases, both groups shared the need for inclusive policies, emotional support, and a sense of belonging. The study proposes an integrated model of inclusivity that unites adaptive pedagogy, personalized mentorship, and wellness programs under coherent institutional policies. This framework reframes inclusion from fragmented interventions toward a holistic, equity-driven approach that values diversity as a resource for learning. Findings contribute to the global discourse on inclusive education by demonstrating that authentic inclusivity in higher education emerges when accessibility and excellence are addressed through a unified, transformative educational system.
Copyright (c) 2026 Ramil B. Arante, John O. Estillore http://creativecommons.org/licenses/by-nc/4.0
From stories to numbers: development of folktale-based instructional materials in mathematics
Persistent learning gaps and the scarcity of culturally anchored resources continue to challenge Grade 7 mathematics instruction in rural public schools in the Philippines, particularly under the MATATAG curriculum. This study developed and evaluated a folktale-based instructional material that integrates local Panay folktales with target Grade 7 competencies in measurement and geometry and number and algebra to support meaningful, context-rich learning. Using a Type I developmental research design guided by analysis, design, development, implementation, and evaluation (ADDIE) model and anchored on social constructivism and attention, relevance, confidence, and satisfaction (ARCS) motivational framework, the material was produced through competency mapping, story-task scripting, iterative expert review, and pilot implementation. Participants included 25 Grade 7 mathematics teachers who identified suitable competencies, 10 content and pedagogy experts who validated the material, and 66 Grade 7 learners from four public secondary schools who evaluated usability and learning support. Acceptability was measured using adapted expert and learner evaluation forms with a 5-point scale and summarized using descriptive statistics. Results indicated an overall rating of highly acceptable. Format and design received the highest evaluation, followed by organization and presentation and learning objectives; content and assessment were rated acceptable, highlighting specific areas for refinement. These findings suggest that embedding mathematical concepts in culturally familiar narratives can improve perceived clarity, engagement, and task coherence while maintaining alignment with curriculum standards. The study contributes a replicable, culturally responsive development process and a ready-to-adapt set of story-based math tasks for teachers in similar contexts. Future work may examine learning gains through quasi-experimental implementation and explore digital adaptations to broaden access and interactivity.
Copyright (c) 2026 Cherry Joy B. Demingoy, Roberto G. Sagge Jr., Tedric Dave E. Senosa, Renato V. Herrera Jr., Salvador P. Bacio, Jr., Julynn J. Rico, Julie Gay B. Quidato, Rosemarie G. Felimon, Franz Ian D. Solomon http://creativecommons.org/licenses/by-nc/4.0
Academic self-regulation as a bridge between mindfulness and emotional self-efficacy among undergraduate students
The research investigated the function of academic self-regulation as a mediator in the correlation between mindful attention awareness and emotional self-efficacy. A quantitative questionnaire-based study approach was used. A total 647 undergraduate participants (77.1% female), aged 18–24 (74.5%), completed self-report questionnaires, including the mindful attention awareness scale (MAAS), the academic self-regulation scale (ASRS), and the emotional self-efficacy scale (ESES). The proposed model demonstrated acceptable global fit based on the two-index criteria applied in this study, with RMSEA meeting the ≤0.06 threshold and SRMR meeting the ≤0.09 threshold; based on the data, the model appears to be suitable. The findings indicated statistically significant relationships between mindfulness and the subscales of academic self-regulation: self-instruction and self-evaluation. Academic self-regulation showed significant path coefficients with emotional self-efficacy: self-planning, self-monitoring, and self-reaction were statistically significantly associated with using and managing one’s own emotions and perceiving emotions through facial expressions. Self-planning and self-monitoring were statistically significantly associated with dealing with emotions in others. Self-planning, self-monitoring, self-instruction, and self-reaction were statistically significant in their association with identifying and understanding one’s own emotions. Academic self-regulation elucidates the correlation between mindfulness and emotional self-efficacy. Emotional self-efficacy and well-being can be bolstered by improving mindfulness and self-regulation.
Copyright (c) 2026 Samer Adnan Abdel Hadi, Mahmoud Alquraan http://creativecommons.org/licenses/by-nc/4.0
Exposure to nature through an urban natural monument
Society is experiencing a decrease in opportunities to connect with nature, a problem that is particularly acute during childhood. Numerous studies indicate that increasing the frequency of participation in nature-related activities in urban environments, through elements such as interpretive trails and sensory trails, improves important variables such as connection with nature (NC) and biodiversity awareness. Therefore, the objective of this study is to determine whether it is possible to foster NC and improve biodiversity awareness in children through a sensory trail in a natural urban environment. This study is part of a project carried out by an educational association that operates in three schools in the city in collaboration with the University of Córdoba, Spain. Therefore, the student population was determined by the association itself, with a total of 111 students aged 10 to 12 (48% female, 52% male). The study consisted of pre-post analyses, and the instruments used were the Cheng and Monroe NC scale and questions to determine children’s knowledge of environmental biodiversity. Data analysis included descriptive statistics to determine correctly identified biodiversity, correlation analysis between variables, and nonparametric tests to determine significant differences. The results reveal a relationship, before completing the route, between NC and nature awareness, and that the intervention had a positive impact on all variables. It is concluded that sensory routes in urban green spaces are an excellent educational resource for fostering NC in children, and their knowledge about biodiversity.
Copyright (c) 2026 Isabel María Muñoz-García, Jorge Alcántara-Manzanares, Jerónimo Torres-Porras http://creativecommons.org/licenses/by-nc/4.0
Lecturer support and student academic performance: the moderating role of age
Lecturer support is an important factor influencing students’ academic outcomes in higher education. This study examines the effects of lecturer support dimensions, accessibility and approachability (AccApp), expectation and guidance (E&G), and positive encouragement (PE) on undergraduate students academic performance (SAP), with age tested as a potential moderating variable. Using a quantitative cross-sectional design, data were collected from 250 undergraduate students at the School of Business Management, Universiti Utara Malaysia (UUM), through convenience sampling. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4.0. The results indicate that lecturer AccApp are positively associated with academic performance, whereas excessive expectations and directive guidance are negatively associated. PE was not found to have a significant direct influence. Although age exhibited a positive direct effect on academic performance, it did not significantly moderate the relationships between lecturer support dimensions and student outcomes. These findings highlight the importance of accessible and equitable E&G from lecturers to enhance academic performance in Malaysian higher education. This study contributes to a thorough understanding of the factors impacting SAP and offers insights for lecturers, institutions and government to work holistically to foster an inclusive environment for all parties involved. Recommendations and practical implications for future research are discussed.
Copyright (c) 2026 Noor Hafiza Zakariya, Hadziroh Ibrahim, Muhammad Waseem, Nurul Shahidah Ahmad Nasir http://creativecommons.org/licenses/by-nc/4.0
A pedagogical model for teaching action research in Kazakhstan’s EFL teacher education
This article examines the pedagogical use of action research (AR) in enhancing professional and problem-solving skills of prospective teachers in Kazakhstani secondary schools. The study involved twenty-seven pre-service and novice English as a foreign language (EFL) teachers, all of whom were master’s students at Kazakh National University. The study was implemented within the AR course integrated into the master’s program curriculum. To support participants’ understanding and practical application of AR, we designed “AR tree” model, a visual, cognitive and pedagogical scaffold. It was introduced to make the stages of AR more accessible for novice teachers. After presenting the model, semi-structured interviews were conducted with pre-service teachers to explore its pedagogical value for professional learning. The results indicate that the model strengthened connections between theory and practice, promoted reflective professional thinking, and enable novice teachers to systematically identify classroom challenges and develop pedagogically informed solutions. The study does not propose a new form of AR, instead, the model guided pre-service teachers through each phase, from finding a problem to developing interventions, reflecting with learners, and sharing results.
Copyright (c) 2026 Marina Zhambylkyzy, Tolkyn Baibossynova, Anar Yessenbay, Makhabbat Adilkhan http://creativecommons.org/licenses/by-nc/4.0
Influence of the overseas on-the-job training program in the student’s employability
The study investigated the influence of the overseas on-the-job training (OJT) program in the employability of the students of three undergraduate degrees, namely Bachelor of Science in Agriculture (BSA), Bachelor of Animal Science (BAS) and Bachelor of Science in Agribusiness Management (BSAM) in an agricultural state college. A validated instrument was used to survey a sample of 47 trainees. Findings of the study demonstrated a significant positive correlation between the impacts of the overseas OJT and the measured employability skill set. Personal qualities, work attitude and habits, work performance, and professional skills are all construed to be effectively improved by the trainees’ involvement and admission to the overseas OJT program. The perceived effectiveness in the employability skill is also evidenced in the high employment rate of the graduates and the high percentage of them being employed in the field connected to their degrees. The study also strengthened the findings from other internship reports that both soft skills and hard/technical skills are valued greatly when it comes to securing employment. The present study is the first local documentation of the insights of the trainees who participated in the Agrostudies which consolidated their learned skills and raised their concerns on the implementation of the said training program. From here, it is recommended that further studies are to be conducted to validate the present findings and an in-depth review of the underlying issues of the trainees should be addressed to ensure the success and continuity of the program.
Copyright (c) 2026 Evelyn Q. Alera, Honeylet J. Nicolas, Ryan P. Ceniza, Maria Adela B. Chaves, Cindy S. Cruz, Aisanne Marie S. McNatt http://creativecommons.org/licenses/by-nc/4.0
Development and psychometric validation of the student mathematical commitment scale
Commitment plays a significant role in shaping engagement and self-regulation in learning, yet no standard tool exists to measure students’ learning commitment, especially in mathematics. This study aimed to develop the first validated scale for mathematical commitment. Using an exploratory-sequential mixed methods design, the study began with qualitative in-depth interviews (IDIs) to create the first version of the student mathematical commitment scale (SMCS) with 79 items. The quantitative phase employed exploratory and confirmatory factor analyses to establish the scale’s validity and reliability, resulting in a refined 24-item version, with four confirmed dimensions. These dimensions: strategic learning engagement (SLE), affective learning engagement (ALE), learning engagement resilience (LER), and positive learning mindset (PLM) provide a holistic view of mathematical commitment, encompassing the cognitive, emotional, and psychological aspects of students’ learning behavior. The findings provide a foundational understanding of mathematical commitment, suggesting the practical use of the scale in curriculum design, interventions, and student support with the goal of improving student learning outcomes.
Copyright (c) 2026 Retchelle P. Sangco, Leorence C. Tandog, Jonald L. Pimentel http://creativecommons.org/licenses/by-nc/4.0
Physical fitness interventions for primary school students with special educational needs: a bibliometric analysis of global trends in inclusive education (1964–2025)
Physical fitness is a critical determinant of health, development, and well-being for children with special educational needs (SEN), yet their participation in physical activity remains limited due to physical, social, and institutional barriers. Although adapted physical activity (APA) interventions have been widely investigated, the global evolution of research on physical fitness among children with disabilities has not been systematically mapped. This study conducts a bibliometric analysis of Scopus-indexed publications from 1964 to 2025 focusing on school-aged children (approximately 5-12 years) with physical, intellectual, sensory, and developmental disabilities. Studies unrelated to physical fitness or exercise outcomes were excluded. A total of 536 documents were analyzed using Scopus Analyzer, Microsoft Excel, and VOSviewer to examine publication trends, document types, country productivity, authorship patterns, collaboration networks, keyword co-occurrence, and bibliographic coupling. The inclusion of 2025 records reflect early-access indexing at the time of retrieval. Results indicate substantial growth in research output, particularly after 2016. Research is predominantly concentrated in high-income Western countries. Established themes center on rehabilitation and motor performance, while emerging topics include inclusion, adaptive sports, and psychosocial outcomes. Findings should be interpreted cautiously due to reliance on a single database and English-language dominance.
Copyright (c) 2026 Ranjanie Karunamoorthy, Khairul Farhah Khairuddin, Nur Shakila Mazalan http://creativecommons.org/licenses/by-nc/4.0
Teaching style and student well-being: regression analysis in Filipino language learning
Teaching style is widely theorized to shape learners’ affective experiences in language classrooms, yet empirical evidence remains limited in Filipino language settings, an underexplored context compared with the extensive English-focused literature. This study examined the extent to which teaching-style dimensions influence students’ anxiety, motivation, and attitudes toward Filipino. Using a descriptive-correlational design with multiple regression analysis, data were collected from 120 Grades 7–10 students enrolled in the Integrated Laboratory School (ILS) of a state university. Three validated instruments were employed: a Filipino-adapted foreign language classroom anxiety scale (FLCAS), the attitude and motivation test battery, and a teaching-style inventory assessing authority, managerial, delegator, facilitator, and hybrid dimensions. Findings showed high levels of anxiety, motivation, and attitudes toward Filipino. Teaching style dimensions were positively associated with motivation and attitudes, but not with anxiety. Regression results further indicated that only the hybrid teaching style significantly predicted students’ attitudes, whereas no teaching-style dimension significantly predicted anxiety or motivation. These results provide context-sensitive evidence for Philippine multilingual classrooms, highlighting the practical value of hybrid teaching in strengthening positive attitudes while indicating that anxiety likely requires targeted interventions beyond teaching style alone.
Copyright (c) 2026 Ma. Ernalyn B. Cepeda, Jonalyn L. Denusta, Salvador P. Bacio Jr. http://creativecommons.org/licenses/by-nc/4.0
Theoretical models of AI in student-centered education: a systematic literature review
The use of artificial intelligence (AI) in education has garnered heightened interest, particularly in facilitating student-centered learning. This research conducts a thorough evaluation of theoretical models and empirical investigations about the implementation of AI in secondary education from 2020 to 2025. The 15 high-quality publications were selected from the Scopus and Web of Science (WoS) databases according to the preferred reporting items for systematic reviews and meta-analyses (PRISMA) procedure and analyzed thematically. The findings indicated that the present incorporation of AI in education predominantly depends on 11 fundamental theoretical frameworks, such as self-determination theory (SDT), theory of planned behavior (TPB), technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), and sociocultural theory (SCT). For example, SDT emphasizes students’ motivation and psychological needs, the TPB explains behavioral intentions for using AI, and TAM/UTAUT is used to explain students’ willingness and behavior in using AI tools. However, the application of AI still faces numerous challenges, including anxiety and ethical dilemmas. This study clarifies the correspondence between theory and practice, providing a theoretical foundation for educators to conduct instructional design and support work, and offering a reference for policymakers to develop AI education standards and allocate resources.
Copyright (c) 2026 Meiyu Zeng, Zuraidah Abdullah, Kenny S. L. Cheah http://creativecommons.org/licenses/by-nc/4.0
Beliefs of secondary school teachers towards education for sustainable development: a statistical research
Educators are the architects of sustainable development (SD), transforming society and balancing development and sustainability. They enhance education for sustainable development (ESD) and societal transformation, driving innovative evolution and future-oriented development within the community. ESD, a millennium, and sustainable development goal (SDG), need to be implemented globally. Teachers are vital in transmitting knowledge, beliefs, and skills required for sustainability in the changing environment. This study examined secondary school teachers’ beliefs about ESD based on their professional qualifications, teaching experience, and position. The authors used a survey approach and collected the data using a belief assessment tool, i.e., the ESD beliefs scale. The respondents were 400 secondary school teachers in Kerala, India. The study used an item-based evaluation to achieve these objectives and calculated t-values, F-values, and percentages. The research findings indicated that teachers hold constructive opinions towards ESD. The positional status of teachers did not alter beliefs regarding ESD among secondary school teachers. In contrast, professional qualifications and years of teaching experience significantly influenced these ESD beliefs. The findings from this study enable education stakeholders to amend the current secondary education system for SD.
Copyright (c) 2026 Sijo Varghese, P. M. Mathew http://creativecommons.org/licenses/by-nc/4.0
Evaluating the knowledge ability of students by inquiry-based learning technique
Inquiry-based learning (IBL) as an instructional approach has been popular amongst science, technology, engineering, mathematics disciplines, but the practice specifically in engineering education deserves further exploration. This study explores the impact of IBL on student engagement and learning within an engineering project management course. Using a case-study methodology, engineering students engaged in real-world problem-solving activities and provided feedback through a questionnaire assessing lecturer deliverables and IBL effectiveness. For this study, a questionnaire approach was adopted comprised of 34 questions compressed under two main groups. The distribution was made among engineering students of various disciplines. The descriptive and reliability analysis of the responses revealed that IBL positively influenced students’ engagement and problem-solving abilities, fostering a collaborative learning environment. However, students noted a high workload associated with IBL tasks, suggesting the need for careful assignment structuring. Overall, the study highlights IBL’s potential to enrich engineering education by aligning learning outcomes with industry demands, recommending that future implementations consider workload optimization to maintain balance. This research contributes to understanding effective pedagogical approaches in engineering, promoting student-centered learning that prepares students for professional challenges.
Copyright (c) 2026 Wesam Salah Alaloul, Khalid Mhmoud Alzu’bi, Muhammad Ali Musarat http://creativecommons.org/licenses/by-nc/4.0
Development external quality assessment utilization model for improving internal quality assurance system of the child development center
This research focuses on the development of an external quality assessment (EQA) utilization model for enhancing the internal quality assurance system within child development centers. The research employed research and development (R&D) methods along with parallel mixed methods, the study unfolds in three distinct phases. Phase 1 involves a comprehensive survey of current conditions, problems, needs, participation, and the utilization of EQA in developing the internal quality assurance system of child development centers. Phase 2 constitutes a multiple-case study, employing in-depth interviews for data collection. Phase 3 integrates findings from phases 1 and 2 to synthesize a model for utilizing test results. Finally, the study involves the trial and evaluation of practice guidelines employing EQA utilization to improve the internal quality assurance system. The findings indicate that the current conditions of quality assurance operations in child development centers under local administrative organizations are mostly complete but exhibit problems at a low level across all standards. Organizational commitment, participation in internal quality assurance operations, adaptation from external assessment results, and attitude towards quality assurance are crucial contributors. In conclusion, the EQA utilization model for improving the internal quality assurance system of the child development center as a practical and effective tool for enhancing quality assurance processes.
Copyright (c) 2026 Treekom Prommaboon, Siriluck Boongthong, Krit Pinthong, Piyaporn Seesun, Prasart Nuangchalerm http://creativecommons.org/licenses/by-nc/4.0
Exploring the impact of a conceptual model on students’ reflective skills development: a case study of Kazakhstan
The growing interest in reflection and the development of reflective skills (RS) among future teachers is linked to a shift in Kazakhstan’s educational paradigm. Reflective thinking is recognized as an effective means of analyzing everyday practice, introducing students to key aspects of their profession, and encouraging lifelong learning. However, a paradox exists in the professional training system: although students’ RS are considered professionally essential, insufficient attention is given to their systematic development. This study aimed to examine the impact of a conceptual model (CM) on fostering students’ RS. A quasi-experimental design was employed with 120 participants. The experimental group (EG) demonstrated significantly higher levels of RS compared to the control group (CG) (p<0.05). The dynamic changes in students’ RS observed during the learning process indicate the strong pedagogical potential of the proposed model. The findings show that teachers perceive the use of the CM as an effective tool for enhancing students’ RS. It was also found that the model increases students’ interest in the learning process and contributes to the development of RS. Overall, the study supports the effectiveness of using a CM to enhance RS, thereby contributing to the professional readiness of future primary school teachers.
Copyright (c) 2026 Venera Mussina, Saltanat Abildina, Kamalbek Berkimbayev, Zhanna Zhussupova, Berikzhan Almukhambetov http://creativecommons.org/licenses/by-nc/4.0
Beyond the score: a sequential study on the predictors of student resilience in mathematics problem-solving
This sequential explanatory study aims to probe on the influences of cognitive, psychological, and social factors on mathematics resilience in problem solving. Anchored on three-dimensional resilience theory in problem solving, stratified sampling and purposive sampling were used to determine the respondents of the study coming from the six large-categorized senior high schools in Davao City (Philippines), school year 2023-2024. Data gathering was administered using the researcher-made questionnaire and interview guide, and content validated by experts. The quantitative findings, through the multiple regression test, revealed that problem-solving skills (PSS), growth mindset (GM), and teacher scaffoldings (TS) significantly predict students’ resiliency in mathematics. For the qualitative data, following Colaizzi’s data analysis, the following themes surfaced: i) GM and positive learning attitudes; ii) active problem-solving strategies; and iii) supportive learning environment (SLE) and TS. The results confirmed that cognitive, psychological, and social factors are significantly related to students’ resiliency in solving mathematics problems and that developing a growth attitude, fostering a SLE, and providing appropriate TS, can help build students’ mathematical resilience and PSS.
Copyright (c) 2026 Roar A. Callaman, Amelia M. Bonotan http://creativecommons.org/licenses/by-nc/4.0
Physiotherapy education and game-based learning: developing the SPINE framework
Innovative pedagogical approaches are increasingly essential in physiotherapy education to foster engagement and competency development. This multicenter cross-sectional study explored physiotherapy students’ perceptions of game-based learning (GBL) across six Portuguese higher education institutions. A total of 208 students completed a structured questionnaire assessing attitudes toward GBL in teaching–learning contexts and competency development. Results indicated generally positive perceptions of GBL, emphasizing its value for motivation, engagement, and integration of theoretical and practical learning. Transversal competencies—such as teamwork, communication, and empathy—were consistently recognized across academic years, while perceived benefits for technical skills increased with clinical exposure. Female students and those with prior health-related experience reported more favorable attitudes. However, students also highlighted limited curricular implementation and the need for clearer alignment between game activities and learning objectives, suggesting barriers at the institutional and pedagogical levels. These insights point to a gap between students’ enthusiasm and current educational practices, underlining the importance of structured guidance for integrating GBL effectively. Building on these findings, the student-perceived integration for novel education (SPINE) framework is proposed as a decision-making model to guide the pedagogically grounded GBL in physiotherapy curricula, emphasizing evidence-informed, context-sensitive, and sustainable implementation.
Copyright (c) 2026 Diana Filipa Salvador Bernardo, Manuel Joaquim da Silva P. G. Paquete, Marlene Cristina Neves Rosa http://creativecommons.org/licenses/by-nc/4.0
Prototype development of an AI-powered conversational coaching system for graduate research supervision
This study developed a prototype of an AI-powered conversational coaching system to address recurring challenges in graduate research supervision. Using a design-based research approach integrated with design thinking, the study engaged 49 stakeholders—comprising students, faculty, and alumni—to pinpoint critical pain points and pedagogical requirements. These insights were distilled into a robust design framework centered on three core dimensions: problems, contexts, and learner needs (P-Q-R), integrated with the goal, reality, options, will (GROW) coaching model to facilitate goal setting and reflective practice. Expert evaluations underscored the system’s high utility, pedagogical relevance, and adaptability for resource-constrained academic environments. Beyond technical implementation, this study contributes empirically grounded design principles for AI-supported graduate supervision and offers a scalable evaluation framework for early-stage educational AI interventions.
Copyright (c) 2026 Unyaparn Sinlapaninman, Wannatida Yonwilad http://creativecommons.org/licenses/by-nc/4.0
Enhancing creative thinking skills through project-based learning and SCAMPER: a study in Vietnam
Creative thinking skills (CTS) are essential 21st-century skills for adapting to the rapidly changing world. This study aims to investigate the effectiveness of project-based learning (PBL) and substitute, combine, adapt, modify, put to another use, eliminate, reverse (SCAMPER) in enhancing high school students’ CTS, including fluency, flexibility, originality, and usefulness. This quasi-experimental study involved 120 high school students from three classes at a public high school in Vietnam. The study employed a pretest-posttest control group design with one experimental group (n=40) and all two control groups (n=80). The creative engineering design assessment (CEDA) was used. The 15-week intervention involved students in PBL-SCAMPER, while two control groups (n=40 each) followed traditional instruction. One-way analysis of variance (ANOVA) revealed significant improvements in all CTS indicators for the experimental group (p<0.05), with the largest effect on usefulness (η²=0.27). These findings suggest that the PBL-SCAMPER provides a practical pedagogical framework for developing CTS, warranting broader implementation in high school education.
Copyright (c) 2026 Nguyen Thi Phuong Thanh, Le Huong Hoa http://creativecommons.org/licenses/by-nc/4.0
Integrating generative AI in higher education for lifelong learning
This study investigates the impact of generative artificial intelligence (GenAI) on learning outcomes (LO) and lifelong skills (LLS) within higher education, emphasizing ethical considerations. Employing a quantitative approach, data was collected from 180 students via a questionnaire, examining their AI usage in education. Structural equation modeling (SEM) using SmartPLS 4.1.0.9 was used to analyze the relationship between GenAI use, LO, and LLS. Findings reveal that GenAI can enhance LO, personalize learning experiences, and contribute to developing crucial LLS. However, the study highlights the importance of ethical guidelines to prevent academic dishonesty. This research contributes to the existing literature by exploring the link between GenAI use, LO, and the development of LLS. Practically, it demonstrates that ethical GenAI use promotes both LO and LLS among higher education students, aligning with the sustainable development goals (SDGs) of inclusive and equitable quality education and lifelong learning opportunities.
Copyright (c) 2026 Mozaffar Alam Chowdhury, Toong Hai Sam, Md. Sohel Rana, Khan Sarfaraz Ali, Whee Yen Wong, Hasanuzzaman Tushar http://creativecommons.org/licenses/by-nc/4.0
Impact of competency-based teacher education on mathematical conceptual understanding in Kenyan teacher training colleges
Pre-service teachers of mathematics must be systematically prepared as effective teachers through structured instruction that targets conceptual understanding and enables them to develop the competencies needed to address real-world problems. This paper reports the findings from a study aimed at assessing the impact of competency-based teacher education (CBTE) on mathematical conceptual understanding among pre-service teachers in Kenyan teacher training colleges (TTCs). The study was guided by scientific management and constructivist theories, emphasizing structured instructional planning and learner-centered facilitation. A mixed-methods research design was employed to collect data from 371 pre-service teachers using questionnaires and interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. The study revealed a significant positive association between CBTE variables and pre-service teachers’ mathematics conceptual understanding (Spearman’s rho(371)=0.198, p˂0.05). Further, regression analysis indicated that CBTE instructional practices significantly predicted pre-service teachers’ conceptual understanding (F(7,363)=7.791, p˂0.05), accounting for 13.1% of the variance. Qualitative findings corroborated these results, showing that learner-centered and technology-supported instruction enhances conceptual understanding. The findings suggest that holistic and coherent CBTE implementation can enhance trainees’ understanding of mathematics concepts.
Copyright (c) 2026 Dickens Okach Ngicho, Milcah Njoki Nyaga, Elizabeth Atieno Obura http://creativecommons.org/licenses/by-nc/4.0
Achievement motivation as a predictor of historical empathy: a study of social studies university students
This study investigated the predictive relationship between achievement motivation and historical empathy among social studies university students. Using the achievement motives scale-revised (AMS-R) and the historical empathy scale-adult form (HES-AF), data were collected from 428 Egyptian university students aged 18-24 from education faculties at Al-Azhar University. Correlation analyses revealed significant positive relationships between achievement motivation dimensions (hope of success and fear of failure) and all historical empathy components (cognitive, affective, and behavioral). Multiple regression analysis demonstrated that achievement motivation significantly predicted historical empathy, F(2, 425)=86.035, p<.001, explaining 28.8% of the variance. Hope of success emerged as the primary predictor (β=.478, p<.001), with approximately four times the predictive strength of fear of failure (β=.109, p=.018). These findings suggest that approach-oriented achievement motivation, particularly hope of success, is crucial in fostering empathetic understanding of historical content. The results provide theoretical insights into the psychological mechanisms underlying historical empathy and offer practical guidance for educators seeking to enhance empathetic engagement in social studies education through motivation-focused pedagogical approaches.
Copyright (c) 2026 Mohamed Ali Nemt-allah, Hamed Samy Ghareib, Elsayed Atef El-Hashimi, Mashael Nasser Al-Dosari, Mohamed Sayed Abdellatif, Tawfik Mahmoud Soliman, Ashraf Ragab Ibrahim http://creativecommons.org/licenses/by-nc/4.0
Apply the blended learning model in national defense and security education for university students in Viet Nam
Despite the growing global consensus supporting the efficacy of blended learning, research remains scarce regarding its optimal application within specialized, practical disciplines like national defense and security education (NDSE) in Viet Nam higher education. This study addresses this empirical gap by analyzing the implementation, challenges, and impact of the blended learning model in NDSE for university students in Viet Nam. The study employed a mixed-methods design, encompassing a comprehensive literature review, the development of a theoretical model, and a quantitative survey of 312 students from several universities. Data were rigorously analyzed using structural equation modeling (SEM) to test the relationships among implementation factors, engagement, and learning outcomes. The findings indicate that technological infrastructure and digital competence are crucial preconditions for blended learning application, which enhances students’ interaction, learning interest, and ultimately, positive learning outcomes. However, limitations were identified, including insufficiently uniform technological infrastructure and the need to mitigate the increased workload for lecturers. These results provide broader policy implications for curriculum design, requiring targeted investment in IT infrastructure and systematic development of faculty digital literacy to effectively support the digital transformation of specialized military and security education in Viet Nam.
Copyright (c) 2026 Nguyen Linh Phong, Tran Tuan Canh, Ngo Gia Bao http://creativecommons.org/licenses/by-nc/4.0
Cross-cultural competence and professional formation of music educators
Globalization increased cultural diversity in music education. This required music educators to develop cross-cultural competence (CCC). This study evaluated the impact of CCC on the professional development (PD) of music educators. The research employs a mixed-methods approach, combining surveys with qualitative interviews conducted among music educators from different cultural backgrounds. The study used stratified random sampling to obtain representative participants with primary, secondary, and tertiary music education. The novelty of this study lies in the application of a mixed-methods design within the under-researched context of music education in Kazakhstan. The research included 200 music educators spanning different educational levels for the quantitative phase and 20 music educators for participant observation and interview for the qualitative stage. The results of the study indicated that educators with strong intercultural competence (ICC) may be better prepared to adapt teaching methods with students from different cultural backgrounds. Such educators also had enhanced interpretive abilities across different musical genres. Therefore, when educators have intercultural skills, they become more inclusive and innovative. Additionally, PD initiatives for music educators should include models of ICC to develop pedagogical effectiveness and expand musical literacy.
Copyright (c) 2026 Saltanat Taspayeva, Laura Kakimova, Narman Peruza, Roza Sydykova http://creativecommons.org/licenses/by-nc/4.0
ChatGPT integration in Chinese language pedagogy: a Vietnamese multi-institutional study
This study investigates ChatGPT integration effectiveness in Chinese language education across three Vietnamese universities involving 350 students and 45 instructors. Using mixed-methods analysis, quantitative surveys revealed 78.3% improved learning motivation with artificial intelligence (AI)-enhanced personalized learning, while 82.1% valued immediate feedback capabilities. Significant disciplinary variations emerged: traditional medicine students demonstrated highest acceptance rates (M=4.3, SD=0.7) compared to translation studies students (M=3.7, SD=1.0), F(2, 347)=15.8, p<0.001. AI literacy was strongly associated with learning effectiveness (r=0.67, p<0.001), accounting for 45% of outcome variance. Qualitative analysis identified human-AI interactive negotiation competence (HAINC) development as critical, with 91% of instructors emphasizing systematic training needs. Despite benefits, 64.7% expressed human interaction concerns, revealing fundamental pedagogical tensions requiring collaborative human-AI frameworks. Findings provide evidence-based guidance for implementing discipline-responsive AI systems in Vietnamese higher education while maintaining pedagogical authenticity and addressing technological literacy gaps.
Copyright (c) 2026 Phuoc Tai Nguyen, Hung Thanh Nguyen, Thuan Quy Nguyen http://creativecommons.org/licenses/by-nc/4.0
Blended learning factors influencing student engagement in higher education
This study examines the factors associated with student engagement (SE) in blended learning environments in higher education, with particular attention to the mediating role of perceived usefulness (PU). Drawing on the information systems success model and the technology acceptance model (TAM), an integrated research model incorporating system quality (SQ), content quality (CQ), teacher support (TS), interaction (IN), PU, and SE was proposed and empirically tested. Data were collected from 288 undergraduate students at universities in Vietnam and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that SQ, CQ, TS, and IN are significantly associated with PU. PU, in turn, shows a strong positive association with SE. While SQ and TS are also directly related to engagement, the relationships between CQ, IN, and SE are primarily indirect through PU, highlighting its central mediating role. These findings contribute to a more nuanced understanding of how blended learning factors jointly explain SE and offer theoretical and practical insights for the design and implementation of blended learning in higher education.
Copyright (c) 2026 Lai Thi Thu Thuy, Nguyen Thu Hoai http://creativecommons.org/licenses/by-nc/4.0
Enhancing students’ intercultural communication competence: evidence from an Indonesia–Malaysia partnership program
International community service (ICS) is increasingly recognized as an effective approach for strengthening students’ global and intercultural competence. This study examined the impact of an ICS program conducted between State Islamic University of Kiai Ageng Muhammad Besari Ponorogo and Madrasah Utsmaniyah ABIM Penang, Malaysia, on students’ intercultural communication competence (ICC) and soft skills. Employing a mixed-methods convergent design, the study involved 12 participating students, faculty supervisors, ABIM coordinators, and local community leaders. Quantitative data were obtained through pre–post assessments using validated ICC and soft-skill scales, while qualitative data were collected through interviews, participant observation, and reflective journals. The findings indicate significant improvement across all ICC dimensions, including cultural awareness, sensitivity, communication skills, and reflective competence. Students also demonstrated notable enhancement in soft skills such as leadership, teamwork, adaptability, and empathy, supported by qualitative evidence of increased confidence, communicative flexibility, and ethical awareness during community engagement. Perspectives from supervisors and community stakeholders further corroborated the program’s effectiveness. Overall, the study highlights the value of culturally proximate international service-learning in fostering global competence within Islamic higher education and offers implications for developing sustainable cross-border community service initiatives in the ASEAN context.
Copyright (c) 2026 Athok Fu’adi, Afif Syaiful Mahmudin, Esti Yuli Widayanti, Beta Pujangga Mukti http://creativecommons.org/licenses/by-nc/4.0
Fostering critical AI competency: a structural equation model of pre-service teachers’ trust and actual AI use in higher education
In recent years, education has experienced rapid change due to the rise of artificial intelligence (AI). This study analyzed how twelve interconnected factors, based on technology acceptance and trust theories, influence trust in AI for learning (TL) and actual AI use (AU) among pre-service teachers in Thailand. Using a quantitative design, with data collected from 260 pre-service teachers through purposive sampling based on prior AI experience. A 60-item, 5-point Likert-scale questionnaire, validated through pilot testing and internal consistency analysis (α=0.82–0.91). Data was analyzed using structural equation modeling (SEM) with maximum likelihood estimation. The model showed very good fit (χ²/df=1.601, root mean square error of approximation (RMSEA)=0.049) and explained 90.80% of behavioral intention (BI) and 71.20% of AU. Results indicated that cognitive load regulation (CLR) was the strongest predictor of TL (β=0.786, p<0.001), while responsible AI awareness (RAA) also showed positive effect. In contrast, AI self-efficacy (ASE) in a negative way (β=-0.159, p=0.009). The primary predictor of AU was BI (β=0.884, p<0.001). These findings highlight the importance of AI education systems, which will reduce teachers’ cognitive load and contribute to an improved ethical AI literacy in teacher training institutions.
Copyright (c) 2026 Chaiyos Paiwithayasiritham, Kemmanat Mingsiritham, Waraporn Sinthaworn, Chularat Busabong http://creativecommons.org/licenses/by-nc/4.0
Preservice primary school teachers’ intention to teach national identity education: evidence from Kazakhstan
Fostering national identity (NI) in primary school students is essential for promoting civic awareness and supporting sustainable national development. Early school years are particularly critical for shaping NI, which places additional demands on teachers and the primary education system. Pre-service primary school teachers (PPSTs) often face challenges in translating their intentions to teach national identity (INTNI) into classroom practice. This study investigated the factors influencing these teachers’ intentions and the mechanisms through which these intentions develop. Drawing on the theory of planned behavior (TPB) and social identity theory (SIT), data were collected from 254 pre-service teachers at a Kazakhstani university and analyzed using partial least squares structural equation modeling (PLS-SEM). Results revealed that institutional resources shape teachers’ intentions indirectly by enhancing attitudes toward teaching NI, teaching self-efficacy, and national identity awareness (NIA), while direct effects were not significant. Internalization of national values (INV) had a weaker but meaningful impact. The findings highlight the importance of teacher education programs emphasizing professional confidence, positive attitudes, and identity awareness to prepare teachers effectively for implementing NI education in primary schools.
Copyright (c) 2026 Nurbek Sabanbayev, Gulsum Ayapbergenova, Almash Turalbayeva, Arman Nurmakhanbetov, Serik Kastayev, Saniya Nurgaliyeva http://creativecommons.org/licenses/by-nc/4.0
The level of information technology achievement among students and their practice of innovative problem-solving strategy (TRIZ)
In today’s rapidly advancing digital landscape, equipping students with strong competencies in information technology (IT) and innovative problem-solving strategies is essential to meet market demands, foster lifelong learning, and engage with emerging technologies such as artificial intelligence. Theory of Inventive Problem Solving (TRIZ) has been applied in educational contexts to enhance students’ creativity and technical skills, yet prior research has produced mixed results regarding its effectiveness in robot construction and programming. This study investigated the impact of TRIZ-based instruction on IT achievement among 7th-grade students, examining differences between pre- and post-intervention performance and gender-related variations in robot assembly, programming, and strategy use. This aspect uniquely distinguishes the present study from prior investigations. Employing a descriptive correlational design, the sample comprised 329 7th-grade students and 65 IT teachers. Results indicated significant improvement in IT achievement from pre-test to post-test, favoring the post-intervention outcomes. However, no significant gender differences were found in post-test scores or in the application of TRIZ strategies. The findings highlight the value of integrating TRIZ-based approaches into IT curricula and diversifying problem-solving activities to cultivate innovation, technical proficiency, and adaptability among school students in preparation for future technological challenges.
Copyright (c) 2026 Ali Salim Rashid Alghafri, Marwa Abdallah Rashid Alshafaa http://creativecommons.org/licenses/by-nc/4.0
Gamified digital exercises to enhance reading literacy in Kazakhstani primary schools
Recent national and international large-scale assessment results indicate persistent difficulties in higher-order reading comprehension among Kazakhstani primary school students. Although reading literacy (RL) is a strong predictor of academic success, existing instructional practices do not consistently support the development of advanced comprehension skills, and empirical evidence on technology-supported reading instruction in the Kazakh-language context remains limited. This study evaluated a technology-enhanced instructional framework integrating curriculum-aligned gamified digital exercises (GDE) into Grade 4 Kazakh language lessons. A quasi-experimental pre-test/post-test control group (CG) design was employed with 100 fourth-grade students. The experimental group (EG) participated in a six-week intervention implemented under typical classroom information and communication technologies (ICT) constraints, while the CG received traditional instruction. The results demonstrated significantly greater improvements in overall RL in the EG, with large effect sizes, particularly in higher-order comprehension tasks involving inference and information integration. A strong positive correlation was found between gains in RL and reading motivation. These findings suggest that curriculum-aligned gamified digital activities can effectively enhance both cognitive and motivational dimensions of reading development in resource-constrained primary education settings.
Copyright (c) 2026 Akkalam Zhekeyeva, Aziya Zhumabayeva, Aktoty Akzholova, Gulbanu Saduakas, Magripa Ibrayeva, Dinara Sambet http://creativecommons.org/licenses/by-nc/4.0
Modular learning for preparing preschool teachers to develop algorithmic skills in early childhood
Modular learning (ML) provides flexibility in the educational process, supports individualized learning, and emphasizes the practical competencies of future educators. This study assessed the impact of ML on the effectiveness of training future educators to develop algorithmic skills (AS) in preschool children. The study employed a quantitative approach using an experimental design. A total of 320 students were selected from Abai Kazakh National Pedagogical University. The assignment procedure was randomized within each program to ensure a balanced distribution of participants across groups. Results indicated that the experimental group (EG) demonstrated significant improvements in professional competencies, confidence in applying AS, and practical skills. Differences between the experimental and control groups (CG) were statistically significant across all measures (p<0.001). The findings confirm that a ML approach, combining theory, practice, and reflection, effectively enhances the readiness of future preschool teachers to foster algorithmic thinking in children. These results highlight the efficacy of ML for improving teacher training programs and suggest its applicability in diverse educational contexts.
Copyright (c) 2026 Dariga Azimbayeva, Ulbossyn Kyyakbayeva, Gulbakhira Shirinbayeva, Saule Yerkebayeva, Aliya Kosshygulova, Galiya Abilbakieva, Nazira Atemkulova http://creativecommons.org/licenses/by-nc/4.0
Percipience of leadership characteristics in identifying emergent leader
This study examined the leadership characteristics associated with emergent leaders and explored how these characteristics are perceived by administrators and faculty members within an academic context. Guided by a convergent parallel mixed-methods approach, data were gathered from 189 respondents drawn from nine satellite campuses of a state university, comprising 54 administrators and 135 faculty members. Quantitative data were collected using a structured survey questionnaire measuring percipience across leadership domains, while qualitative data were obtained through written narrative reflections. Descriptive statistics and independent samples t-tests were employed to determine levels of percipience and significant differences between groups, and thematic analysis was used to analyze qualitative narratives. The study aimed to describe leadership traits expressed through participants’ accounts, determine the level of percipience across key leadership domains, compare perceptions between administrators and faculty members, and identify significant differences in their assessments. Findings revealed that emergent leadership is recognized through consistent ethical conduct, effective communication, relational engagement, and adaptive decision-making rather than formal position alone. Although both groups shared similar views on core leadership attributes, variations emerged in the emphasis placed on delegation, adaptability, and change-oriented behaviors, reflecting differences in professional roles and responsibilities. Integrating quantitative and qualitative findings, the study developed the LEADWISE integrated leadership framework, which explains leadership emergence as a dynamic and relational process shaped by leader-ship traits, wisdom, integrity, social engagement, and ethical awareness. The study contributes to leadership research by offering an empirically grounded framework that supports leadership identification and development in complex organizational settings, particularly within higher education institutions.
Copyright (c) 2026 Reynaldo V. Ruga, Emelyn R. Villanueva, Emelia B. Ramos http://creativecommons.org/licenses/by-nc/4.0
Professional development of EFL teachers through constructivist-oriented training programs
Despite increasing policy endorsement of constructivist-oriented (CO) teacher training, limited empirical evidence has clarified how such programs reshape English as a foreign language (EFL) teachers’ beliefs and classroom enactment under curriculum reform. This study examines the influence of CO teacher training programs on the professional development (PD) of secondary English teachers in Vietnamese general education. A sequential explanatory mixed-methods design was adopted to capture both general patterns and nuanced forms of change. Quantitative data were collected from 192 secondary English teachers through a questionnaire survey to identify patterns in teachers’ beliefs, reported practices, and perceived contextual constraints, while qualitative data were obtained from 22 teachers through semi-structured interviews, classroom observations, lesson plan analysis, and reflective journals to provide triangulated classroom-based evidence. Findings reveal that belief-level endorsement was more consistent than sustained pedagogical restructuring, particularly in assessment for learning (AfL) practices. Teachers increasingly reconceptualized their roles as facilitators and demonstrated greater attention to learning task design, classroom interaction, and competency-aligned assessment. However, the enactment of constructivist teaching (CT) remained uneven and was shaped by contextual constraints such as large class sizes, limited instructional time, and curriculum-related pressures. The study conceptualizes PD as a non-linear and contextually mediated process. By integrating large-scale survey data with sustained classroom-based qualitative documentation, this research offers triangulated and context-sensitive empirical evidence from a reform-driven EFL system, contributing nuanced insight to international scholarship on teacher PD.
Copyright (c) 2026 Pham Thi Kieu Oanh, Nguyen Van Trao, Nguyen Thi Hong Nhung http://creativecommons.org/licenses/by-nc/4.0
Socioscientific issue and digital comic in problem based learning enhances student ecoliteracy toward UNESCO Global Geopark conservation
The Toba Caldera region, designated as a UNESCO Global Geopark, requires continuous efforts to preserve its environment and strengthen the ecoliteracy of its community. This study investigated improvements in students’ ecoliteracy, including knowledge, environmental caring attitudes, and pro-environmental behaviors, through the use of problem based learning (PBL) integrated with geopark socioscientific issues (GSSI) presented in a digital comic (Comdigi) format. A total of 156 junior high school students in the Toba Caldera area participated in the study. A total of 78 students learned through direct instruction (DI), and 78 received PBL with GSSI in Comdigi. Ecoliteracy knowledge was measured using a 30-item test, while caring attitude and pro-environmental behavior were assessed using questionnaires with 15 items each. The results showed that PBL integrated with GSSI in Comdigi significantly outperformed DI in enhancing ecoliteracy knowledge 39.80%, caring attitudes 49.8% and in pro-environmental behaviors 12.50% with N-gain score of 0.71. These findings confirm that incorporating GSSI in a Comdigi based PBL model effectively strengthens students’ ecoliteracy related to the Toba Caldera UNESCO Global Geopark (TCUGGp).
Copyright (c) 2026 Erika Rosdiana, Retno Dwi Suyanti, Binari Manurung http://creativecommons.org/licenses/by-nc/4.0
Teacher competency development in the digital age: promoting underprivileged students’ vocational skills
Vocational skills are essential for underprivileged students, providing practical job training that enables self-sufficiency, breaks the cycle of poverty, and improves job opportunities. The study addresses a critical gap, focusing on teacher competency for underprivileged students in urban communities of Chiang Mai, ethnic minority or stateless individuals, facing complex barriers to accessing fundamental rights and services. The concept of novel transdisciplinary research, comprising 10 vocational experts, 10 academic professionals from Chiang Mai-based universities, 35 school leaders and educators, and 261 parents, selected via purposive sampling. Data were collected through focus group discussions, field observations, workshops, and structured questionnaires, and were analyzed using descriptive statistics (mean, standard deviation) and qualitative content analysis. Public participation was crucial in developing guidelines for enhancing teacher competencies. The resulting framework consists of three components: challenges encountered by teachers; teacher development curriculum covering content, developmental approaches, and collaborative development networks; and development outcomes, including eight fundamental and eight specific outputs, and outcomes for improved student quality of life, competencies, and vocational skills across defined aspects. These guidelines provide a novel framework (outputs and outcomes) that integrates socio-legal knowledge and vocational training to sustainably improve the educational experiences and quality of life of this specific target group.
Copyright (c) 2026 Suban Pornwiang, Monnapat Manokarn, Prajob Khwanmun http://creativecommons.org/licenses/by-nc/4.0
University library indoor environment quality and student achievement: mediating role of learning engagement
This current study investigates how university library indoor environment quality (IEQ) influences academic achievement (AA) through learning engagement (LE), drawing on environmental psychology and learning space theory. Although IEQ has been widely studied in classroom contexts, little empirical evidence exists regarding its academic influence in university libraries, which represent critical yet understudied learning environments. Using survey data from 383 Chinese college students, the study demonstrates that IEQ positively predicts both LE and AA, and that engagement serves as a significant mediating mechanism. These findings highlight the academic value of improving acoustic comfort (AC), visual comfort (VC), thermal comfort (TC), and indoor air quality (IAQ) in library spaces, offering actionable guidance for educational planners seeking to enhance student performance through spatial design. The study contributes novel evidence to the literature on learning environments and suggests future research should incorporate multi-campus samples, broader achievement metrics, and contextual factors to deepen understanding of how environmental conditions shape student learning.
Copyright (c) 2026 Lingbing Xie, Safial Aqbar Zakaria http://creativecommons.org/licenses/by-nc/4.0
Justification for a self-regulated learning training program for higher education students in massive open online courses
Self-regulated learning (SRL) has been well documented in the literature for its benefits for students’ learning success. However, there is still a dearth of imperial intervention that helps promote students’ self-regulation, and a theoretical justification for such a program is essential. To date, literature has shown three prominent theories: social cognitive, social-cultural, and cognitive constructivist. The goal is to explore the conceptualization of SRL, which, despite it is long history, lacks a universally accepted definition. We analyze these theories and their models to determine which best supports the design of a SRL strategy intervention for university students in massive open online course (MOOC) environments. Based on this analysis, we propose a working definition of SRL that fits the unique demands of MOOCs. The results suggest that the social-cognitive theory offers the most suitable framework, as it integrates cognitive, metacognitive, motivational, and social aspects of learning. Additionally, it provides a practical model of strategies that can be implemented in MOOC-based learning environments.
Copyright (c) 2026 Cao-Tuong Dinh, Hoang-Yen Phuong http://creativecommons.org/licenses/by-nc/4.0
Teaching queer literature to foster gender diversity awareness
This qualitative study explores how literature educators in higher education design and implement pedagogical practices for teaching queer literature to foster gender diversity awareness in a Philippine state university context. Drawing on focus group discussions (FGDs) with 22 educators across multiple campuses, guided by data saturation and reflexive practices, the study identifies a framework comprising four interrelated domains: literary selection, teaching model integration, learning activities, and assessment strategies. Educators purposefully select authentic and culturally relevant queer texts, employ integrative language, cultural, and personal growth models, and design aesthetic, analytical, and reflective learning tasks that engage students cognitively, affectively, and performatively. Teaching through this framework supports students’ critical interrogation of norms, reflexive meaning-making, and negotiation of identity and difference, operationalizing queer theoretical concepts such as heteronormativity, performativity, and power dynamics. The study advances queer pedagogy by positioning literature as a transformative mechanism for critical consciousness, inclusivity, and identity awareness. Implications are discussed for curriculum design, teacher education, and inclusive policy in culturally conservative contexts.
Copyright (c) 2026 Richard M. Bañez, Aimee M. Guia http://creativecommons.org/licenses/by-nc/4.0
Teachers’ persistence in resource-constrained and conflict-affected communities in the Philippines
This study interrogates why teachers persist in the Philippines’ resource-constrained, conflict-affected “last-mile” schools, reframing retention beyond deficit narratives of burnout and attrition. Using a descriptive phenomenological design guided by Colaizzi, we conducted semi-structured Zoom interviews with 15 public-school teachers in geographically isolated municipalities of Lanao del Norte and Lanao del Sur between September and November 2024, supplemented by brief reflective journals and supported by member checking and an audit trail to secure trustworthiness. Analysis reveals persistence as a moral-relational practice braided from duty to students’ futures, faith-inflected vocation, thick bonds of belonging with colleagues and communities, and a professional identity sustained by visible learner impact and craft growth, continually negotiated against material scarcity, bureaucratic load, and ambient insecurity through pragmatic coping and family responsibility. These findings challenge rational-choice explanations by showing that staying endures less through marginal incentives than through reinforced meaning infrastructures and everyday dignifying leadership. The study contributes a humanistic account of professional endurance in fragile settings and suggests policy directions that prioritize localized psychosocial support, recognition, and paperwork rationalization to strengthen the ecologies that already hold teachers in place.
Copyright (c) 2026 Joseph Dave M. Pregoner, Mark M. Alipio, Grace Meroflor A. Lantajo, Ivy Joy D. Ganancial, Flordelis A. Sedo, Maria Rizalie S. Lindo, Mildred P. Galvez, Lilibeth R. Lozada, Reanne D. Leopardas http://creativecommons.org/licenses/by-nc/4.0
Exploring the sustainable teaching and learning in Nigerian schools with focus on emergency remote education
The global pandemic was a great challenge to delivering education in Nigerian schools. This undoubtedly came with a sudden shift to remote learning when teachers and students alike had to adapt to emergency remote education. Although, the prediction of international organizations on the effect of school closure during pandemic perhaps stimulated the emergent of remote teaching and learning (RTL) globally and particularly, in Nigeria. However, it was observed that the innovation and reformation has provided opportunities for transformation through borderless learning which is actually apt for situations like the COVID-19 pandemic. This article therefore, utilized naturalistic observation strategy to explore the impact of this shift on sustainable teaching and learning in schools in Ekiti State, Nigeria. It discusses the concept of emergency remote education as it relates to Nigerian education system. More importantly, it exposed the technology usage in classroom practices in Ekiti State, Nigeria vis a vis, the experiences of teachers and students in emergency remote education, highlighting the platforms employed, successes recorded and challenges encountered in the process. It was concluded that stake holders in Nigerian education system have been navigating unexplored territory to ensure continuous learning. Recommendations were made on how to improve the practice of remote education in Nigeria.
Copyright (c) 2026 Olatunbosun Emmanuel Ogunseemi, Oladele Dennis Omodara, Mercy Adesola Daramola http://creativecommons.org/licenses/by-nc/4.0
Assessment culture in highly effective schools in the Autonomous Community of the Basque Country
The aim of the present study is to analyze the relationship between assessment culture and school effectiveness in schools identified as being highly effective in the Autonomous Community of the Basque Country (ACBC). In the first (quantitative) phase, 32 highly effective schools were selected using multilevel regression statistical procedures with hierarchical linear models. In the second (qualitative) phase, 90 semi-structured interviews were conducted with members of the management teams, inspectors and key consultants at the selected schools, focusing on a set of previously-established categories. In this paper, we analyze the categories linked to assessment. The results of the analysis suggest that highly effective schools use different formative assessment approaches to improve teaching and learning: data-driven decision making (DDDM), data-based decision making (DBDM), and assessment for learning (AfL). These approaches are developed differently in the two educational stages studied. A proposal is therefore made for helping them to move forward in this sense.
Copyright (c) 2026 Izaskun Lopetegi-Mendizabal, Verónica Azpillaga-Larrea, Luis Lizasoain Hernández http://creativecommons.org/licenses/by-nc/4.0
The immediate and delayed impact of a flipped learning-based program on university students’ learned helplessness
Learned helplessness can significantly hinder academic achievement, necessitating effective pedagogical interventions. The current study investigated the impact of flipped learning as an innovative teaching approach on mitigating learned helplessness in higher education context. Forty undergraduate university students were involved in the study and they were randomly assigned to an experimental group (n=20) which received instruction through the flipped learning approach, or a control group (n=20) which received traditional instruction. Data collection was conducted using the learned helplessness scale. The results of the study revealed statistically significant differences between the experimental and control groups on the learned helplessness scale, indicating that the flipped learning group exhibited lower levels of learned helplessness. Students in the experimental group showed significant immediate reduction in their learned helplessness compared to students of the control group. Nevertheless, follow-up testing revealed that these gains significantly declined over time. This highlights a crucial distinction between the immediate and delayed effects of the pedagogical intervention. Practically, the findings suggest that while flipped learning is an effective tool for reducing learned helplessness, its benefits are transient without consistent reinforcement and systematic support rather than relying on one-time intervention.
Copyright (c) 2026 Mohammad H. Abood, Atef Abuhmaid http://creativecommons.org/licenses/by-nc/4.0
A multi-group structural equation modelling analysis for the impact of digital art on critical thinking across language contexts
This study investigates the structural relationships among creativity (Crtvt), technological adaptability (TchAd), problem solving (PrblS), analytical thinking (Anlyt), and self-reflection (SlfRf) in the context of digital art education. A total of 249 students from three higher education institutions in Kazakhstan participated in the study. Using a 25-item Likert-scale instrument, data were collected from students instructed in either Kazakh or Russian. Structural equation modeling (SEM) with multi-group analysis was employed to test a theoretically grounded model of critical thinking development through digital art. The results revealed that Crtvt and TchAd significantly predicted students’ problem-solving abilities, which in turn emerged as the strongest predictor of both Anlyt and SlfRf. Crtvt also had moderate direct effects on these higher-order thinking outcomes, while TchAd showed a stronger influence on PrblS and SlfRf than on Anlyt. Multi-group analysis indicated that the measurement and structural models were invariant across language groups.
Copyright (c) 2026 Gulvira Togabayeva, Rabilova Zoya, Miyat Janayev, Gulnar Shaizadanova, Anarbek Kozybay http://creativecommons.org/licenses/by-nc/4.0
Sequential exploration of strategies and challenges in implementing culturally responsive pedagogy
The implementation of culturally responsive pedagogy (CRP) in higher education is essential for fostering inclusive and equitable learning environments. However, faculty members often face challenges such as addressing biases and ensuring inclusivity. This study examines the strategies and challenges of CRP implementation at a state university in the Philippines using an exploratory sequential mixed methods approach. The qualitative phase involves in-depth interviews with 10 faculty members to identify key CRP strategies and challenges. The quantitative phase surveys 116 faculty members to assess the effectiveness of these strategies and measure the difficulty of encountered challenges. Thematic analysis and descriptive statistics provide a comprehensive understanding of CRP implementation. Findings reveal that CRP enhances student engagement and learning outcomes but is hindered by challenges related to bias, institutional support, and creating inclusive environments. The study calls for professional development programs and policy reforms to help faculty adopt culturally responsive teaching (CRT) and gain stronger institutional support. It also highlights the need for collaboration among educators, administrators, and policymakers to ensure CRP is effectively and sustainably implemented.
Copyright (c) 2026 Genalyn Panganiban-Lualhati, Teodoro B. Panganiban http://creativecommons.org/licenses/by-nc/4.0
How game–project learning enhances creative thinking in elementary geometry?
The rapid advancement of technology and the demands of 21st-century competencies require mathematics instruction to move beyond procedural learning toward strengthening students’ creative mathematical thinking. However, elementary students’ creative thinking remains low, particularly in geometry problem solving. Although gamification and project-based learning (PjBL) have shown positive effects, empirical studies integrating both approaches to foster creative mathematical thinking in elementary geometry are still limited. This study examined the effect of game–project-based learning (GPBL) on fifth-grade students’ creative mathematical thinking in geometric problem solving. A quantitative quasi-experimental pretest–post-test control group design was employed involving 84 students assigned to an experimental group and a control group. The experimental group received GPBL supported by game and project activities, while the control group received direct instruction. Data were collected using a creative mathematical thinking test and analyzed using repeated measures analysis of variance (ANOVA). The results showed significantly greater improvement in the experimental group than in the control group, indicated by significant time effects, a significant time×group interaction, and significant between-group differences with medium-to-large effect sizes. These findings suggest that GPBL promotes progressive concept exploration and encourages solution strategies. Therefore, GPBL can be integrated into elementary geometry instruction to foster students’ creative mathematical thinking.
Copyright (c) 2026 Anton Prayitno, Abdul Hamid, Nanik Sulistiyah http://creativecommons.org/licenses/by-nc/4.0
Determinants of financial literacy among Thai undergraduates for digital and adaptive learning design
This study examines the relationship between academic performance and financial literacy among 618 undergraduate students at Rangsit University, drawn from a population of 28,068 students using convenience sampling between June and December 2024. A mixed-methods design was employed, integrating Organisation for Economic Co-operation and Development (OECD-aligned) questionnaires with in-depth interviews of 10 students to capture both quantitative patterns and qualitative perspectives. Statistical analyses at the 0.05 level indicated that academic year, grade point average-cumulative (GPAX), field of study, financial education background, income source, and income level significantly predicted financial literacy outcomes. Students with higher GPAX showed stronger financial knowledge and behavior, although financial attitudes were slightly weaker. Health-science students demonstrated the highest literacy levels, followed by those in business, engineering, and social sciences. Income level influenced financial behavior but showed limited effects on attitudes, while prior financial education modestly improved knowledge with minimal behavioral impact. More than half of participants exhibited weak understanding of compound interest, limiting long-term saving capability. Insights from interpretative phenomenological analysis (IPA) and digital-learning perspectives underscore the need for context-responsive and technology-enhanced financial education. Therefore, the findings highlight how academic and socioeconomic factors shape financial literacy and offer guidance for developing personalized curricula and digital interventions aligned with sustainable development goals (SDGs) 1, 4, 8, and 10.
Copyright (c) 2026 Pichit Boonkrong, Makusee Masae, Teerawat Simmachan, Chuleekorn Nuansomsri http://creativecommons.org/licenses/by-nc/4.0
Enhancing reading skills among pre-service primary school teachers in Kazakhstan
Educators rely heavily on reading proficiency, but the reading habits of prospective teachers and their preparedness in teaching methods are frequently disregarded. In Kazakhstan, the preparedness of pre-service teachers to promote reading is still not fully understood despite the current educational reforms. This study fills the gap by offering Kazakhstan-focused knowledge on pre-service teachers’ reading habits and structural obstacles via a thorough mixed-methods approach. An explanatory sequential design was utilized. Data from 205 female pre-service primary school teachers at four universities in regions including Pavlodar, Karaganda, Shymkent, and Almaty were analyzed with the aid of descriptive statistics and analysis of variance (ANOVA). Data from 27 semi-structured interviews were evaluated through thematic analysis. The quantitative data showed a mix of opinions about leisure reading (mean (M)=3.09, standard deviation (SD)=1.44) and inadequate university preparation for teaching reading (M=3.05, SD=1.37). Participants reported digital reading fatigue with an average score of 3.07 and SD of 1.38, despite having frequent access to digital text. The qualitative data showed that time constraints (68%), academic overload (52%), and limited inclusion of practical applications in coursework were the primary obstacles. For Kazakhstani universities to develop effective future literacy role models, they must shift from purely theoretical instruction. Updating curricula with contemporary, culturally relevant texts and incorporating hands-on, peer-facilitated reading exercises is strongly advised to foster teacher confidence in instructional methods.
Copyright (c) 2026 Lazzat Sapartayeva, Sharban Maigeldiyeva http://creativecommons.org/licenses/by-nc/4.0
Adoption of artificial intelligence tools for academic writing
The rapid advancement of artificial intelligence (AI) presents both significant opportunities and challenges for academic writing. This study investigates the factors influencing the adoption of AI writing tools among lecturers in Vietnam by proposing an integrated theoretical framework that combines the unified theory of acceptance and use of technology (UTAUT) with perceived risk theory (PRT). The model incorporates performance risk (PR) and ethical risk (ER) as key inhibitors alongside the core UTAUT constructs. Data were collected through a cross-sectional survey of 404 lecturers from public universities across North, Central, and South Vietnam, including both public and private educational institutions, and analyzed using structural equation modeling (SEM). The results show that the proposed model has strong explanatory power, accounting for 77.9% of the variance in behavioral intention (BI) and 75.3% in use behavior (UB). All seven hypotheses were supported. Performance expectancy (PE) was the most potent predictor of intention, while PR was the strongest deterrent. Facilitating conditions (FC) and BI were found to be critical antecedents of actual use. The study contributes by empirically validating an integrated UTAUT–PRT framework in the context of AI writing tool adoption. The findings suggest that universities should prioritize performance-enhancing support mechanisms and risk-mitigation policies to promote responsible AI adoption.
Copyright (c) 2026 Nguyen Thu Hoai, Lai Thi Thu Thuy http://creativecommons.org/licenses/by-nc/4.0
Optimization of SAMR model scaffolding for the development of descriptive writing skills
This research presents an investigation of how the application of the digital substitution, augmentation, modification, redefinition (SAMR)-based scaffolding might be used to support first-semester basic writing students in overcoming challenges related to grammar proficiency and descriptive writing. A mixed-methods sequential explanatory design was used with 40 students enrolled in English language courses. Quantitative data were obtained through a 14-item Likert-type questionnaire measuring SAMR integration and challenges faced, while qualitative analysis was conducted on semi-structured interview data using NVivo to code thematically. The scores for all implementation indicators indicate that high average values were obtained (global M=3.37), indicating that SAMR-based activities and scaffolding were viewed as useful and engaging for supporting descriptive writing. The level of challenges was perceived as low to moderate (mean=2.59 overall). The key issues were that lecturers needed to offer more consistent support, access to devices was restricted, and students had uneven digital skills. Thematic results identified growth in grammatical consciousness, development of short texts, and creativity as projects that resulted in multimodal outcomes and student involvement. The research also underscores the importance of strong institutional structures and continued support for teaching. It concludes that employing SAMR-informed digital scaffolding is a strategy with the potential to support writing instruction through technology.
Copyright (c) 2026 La Ode Nggawu, Nurindah, Anugrah Puspita Ayu Muhammad, Waode Ade Sarasmita Uke, Nurul Atma, Wahyudin Madil, Nguyen Thi Phuong Thao, Minerva Apita-Chavez http://creativecommons.org/licenses/by-nc/4.0
Effectiveness of systematic didactic workshops in improving university students’ communicative competencies
The study examined the effectiveness of structured didactic methods in improving communicative competence among 26 undergraduate university students using a pretest–posttest experimental design. The intervention consisted of guided oral presentations, structured debates, dialogic interaction, guided writing with drafting–revision cycles, and scaffolded reading activities based on inferential and critical questioning. These techniques were implemented through a sequence of instructional workshops organized into baseline assessment, didactic intervention, and post-intervention evaluation phases. Data was analyzed using descriptive and inferential statistics, including paired-sample t-tests, effect size estimation (Cohen’s d), normalized gain (Hake’s g), and 95% confidence intervals (CI) to determine the magnitude and reliability of learning outcomes. The results revealed substantial improvements across all communicative domains after the intervention. At baseline, performance was low to moderate across competencies. In particular, 0.0% in writing indicates that no student met the predefined proficiency threshold at pretest, while reading comprehension showed 11.5% proficiency, and oral expression 19.2%. The performance increased markedly followed by intervention, with posttest scores were 80.8% in oral expression, 69.3% in writing, and 73.1% in reading. Such gains were statistically significant (p<0.001) and had high effect sizes (Cohen’s d=2.17 to 2.31). Normalized gain scores (g=0.56-0.62) reflected medium-to high-level instructional effectiveness on all competencies. The overlap of statistical results, effect sizes, and learning patterns prove that the intervention is pedagogically effective, and it is relevant to be used in the context of higher education to reinforce the oral, written, and reading abilities with the help of evidence-based teaching methods.
Copyright (c) 2026 Teófilo F. Valentín Melgarejo, Daniel J. Pariona Cervantes, Isabel A. Delzo Calderón, Nora E. Hinostroza Campos, Dionicio L. Basilio, Pablo L. Valentín Melgarejo, Víctor L. Albornoz Dávila, Raúl M. Lovatón, Pablo L. La Madrid Vivar, Josué C. Leandro, Shuf http://creativecommons.org/licenses/by-nc/4.0
Technological and digital literacy challenges in implementing flipped learning: insights from Eastern Indonesia
This study explores the challenges faced by English as a foreign language (EFL) learners and teachers in Eastern Indonesia when implementing flipped learning, with a focus on technological access and digital literacy. Despite the potential benefits of flipped learning, such as increased learner autonomy and deeper cognitive engagement, these factors significantly hinder its effectiveness in under-resourced regions. The study employs a qualitative research design, utilizing interviews and questionnaires with 199 EFL learners and 10 certified EFL teachers from both West and East Nusa Tenggara. The findings reveal that limited internet access, lack of personal digital devices, and low digital literacy are the primary obstacles to successful engagement with flipped learning. These challenges prevent learners and teachers from adequately preparing for class, leading to reduced participation in interactive activities and ultimately hindering language acquisition for learners. In response, the study proposes strategies such as improving internet and device access, offering digital literacy training, and adopting a blended learning approach that combines both online and face-to-face learning. The study contributes to the existing literature by providing context-specific insights into the barriers faced by EFL learners in Indonesia and offering practical recommendations for overcoming these challenges to improve the efficacy of flipped learning in similar educational settings.
Copyright (c) 2026 Haerazi, Lalu Ari Irawan, Rimajon Sotlikova, Moti Alemayehu http://creativecommons.org/licenses/by-nc/4.0
Communicating under stress and time pressure: foreign language teaching methodology
The language-based miscommunication often has an emotional background, especially in non-standard situations, and leads to unintended consequences and even human losses. The analysis of English for specific purposes (ESP) curricula reveals the problem of insufficient attention paid to the development of professionally significant personality traits that determine the ability to avoid miscommunication. The research is based on the military context just because their mistakes might be fatal, but the fundamentals of the developed methodology can be applied to any ESP training. Case studies of language-based errors in military operations and behavioral observations to assess cadets’ emotional stability were used to develop the methodology. The study’s objectives were to identify factors affecting communication reliability in military operations and to propose methods for developing cadets’ professionally significant qualities that influence behavior under stress and time pressure. The article aims to present an English teaching methodology for the development of errorless communication skills. The novelty of this manuscript lies in its comprehensive and practice-oriented approach to military English teaching that integrates pedagogical methods with military simulation technologies, aligning instruction with NATO STANAG 6001 standards. The findings contribute to military language education and may serve as a model for similar high-stakes professional training environments.
Copyright (c) 2026 Nataliia Glushanytsia, Tetyana Tarnavska, Kateryna Shykhnenko, Olha Nahorna, Kateryna Palamarchuk, Maryna Vasylyeva-Khalatnykova, Kateryna Binytska, Dmytro Kostenko, Liudmyla Kucheriava http://creativecommons.org/licenses/by-nc/4.0
English for specific purposes culture in Moroccan higher education: realities and challenges
In some educational contexts, English for specific purposes (ESP) is perceived to better align with learners’ specific goals compared to general English (GE). In Morocco, higher education institutions have been increasingly offering ESP courses despite the little research on the extent to which those courses actually reflect an ESP culture. This research has so far focused only on individual initiatives or particular institutions. This study, however, set itself the more ambitious aim of investigating the existence of an ESP culture in six different Moroccan higher education institutions and identifying the constraints that hindered the development of this culture. The study used document analysis and semi-structured interviews as data collection instruments. A total of 63 English course documents from students were subjected to qualitative content analysis, followed by a thematic analysis of data collected from six interviews with English instructors. The data identified both ESP and GE approaches across the institutions in the study. However, ESP seemed to be higher in highly competitive and interdisciplinary institutions, whereas GE was higher in less competitive institutions with similar majors. GE practices persisted due to revealed challenges that hamper effective ESP implementation. These findings suggest that Moroccan higher education institutions generally lack a strong ESP culture. The apparent importance of ESP in Morocco does not extend to the level of adopting an explicitly articulated ESP curriculum.
Copyright (c) 2026 Ayoub Ismaili Alaoui, Jihane El Moussaddar, Driss Marjane http://creativecommons.org/licenses/by-nc/4.0
Artificial intelligence in action: enhancing reading and writing proficiency in Chinese English learners
Artificial intelligence (AI) is increasingly adopted in Chinese English as a foreign language (EFL) classrooms, yet its learning benefits remain uncertain in an examination-oriented context where reading and writing proficiency are often constrained. This study employed a quantitative quasi-experimental design with pre- and post-tests, involving 67 non-English-major undergraduates assigned to a control group and an AI-integrated group, to examine AI-supported learning effects on reading and writing within a constructive alignment (CA) framework. Both groups improved after the intervention, while the AI-integrated group demonstrated a notably greater gain in reading performance. The findings suggest that CA can strengthen the effectiveness of AI integration by aligning learning outcomes, activities, and assessment, and that AI use, in turn, can reinforce alignment during the learning process. Pedagogical implications are discussed regarding performance disparity, the extension of CA-guided AI use to other EFL domains, and future instructional research.
Copyright (c) 2026 Jingdan Liu, Hazrul Abdul Hamid, Xujie Bao http://creativecommons.org/licenses/by-nc/4.0
Understanding AI anxiety and GAI adoption among university students in Thailand
Advancements in generative artificial intelligence (GAI) have heightened expectations for its role in educational transformation. This study investigates how AI-related anxiety, perceived usefulness, self-efficacy, and institutional support influence Thai university students’ intention to adopt GAI. Although prior research has explored AI in education, predictors of students’ behavioral intention toward GAI remain insufficiently examined, particularly in the Thai context. A quantitative approach was employed, and data were collected through an online survey from sample of 450 university students in Bangkok, Thailand. Structural equation model (SEM) was used for analysis. Results show that sociotechnical blindness and job‑replacement concerns significantly and positively affect students’ intention to use GAI. Social factors and facilitating conditions increase perceived usefulness and self-efficacy but do not directly influence intention. Perceived usefulness negatively predicts intention, while self-efficacy shows no significant direct effect. Mediation analyses reveal partial effects through perceived usefulness and self-efficacy. AI‑related anxiety has a stronger influence on Thai university students’ adoption of GAI than social or environmental factors, highlighting the need for targeted support to reduce concerns. These findings call for coordinated action among higher education authorities, university policymakers, and students to establish clear, coherent guidelines for AI use in academia. A forward‑looking policy framework is urgently required to ensure responsible and effective integration of AI in Thai higher education.
Copyright (c) 2026 Simon Nnaemeka Ajah, Nichanan Sakolvieng, Kaimook Numgaroonaroonroj http://creativecommons.org/licenses/by-nc/4.0
Policies and guidelines for non-formal education retention in the digital age
Centering on the Office of Non-Formal and Informal Education (ONIE) Center in Bangkok, this study examines the multifaceted drivers of student dropout within Thailand’s evolving non-formal education system. Employing binary logistic regression on data collected from 428 learners, the analysis integrates demographic, familial, and psychosocial variables to identify statistically significant predictors of disengagement. Key findings reveal that exposure to violence, gender, educational attainment, and sibling-related responsibilities exert substantial influence on dropout likelihood. Specifically, learners tasked with caregiving duties or who had siblings currently enrolled in school exhibited elevated dropout risks. In contrast, those with siblings engaged in employment showed a comparatively lower propensity to disengage from education, suggesting a protective economic and emotional buffer. Notably, over 70% of participants reported prior experiences of violence—a psychosocial factor that emerged as a salient predictor, underscoring the compounded vulnerabilities faced by marginalized learners in urban settings with limited support infrastructure. The final regression model demonstrated strong sensitivity in identifying high-risk individuals and moderate explanatory power (Nagelkerke R²=0.211). These results underscore the imperative for multi-level intervention strategies that address both academic and emotional constraints. By elucidating the intersecting structural and psychosocial dimensions of dropout behavior, this study offers actionable insights to inform targeted retention policies and enhance learner persistence in Thailand’s non-formal education landscape.
Copyright (c) 2026 Chuleerat Charoenporn, Montouch Maglumtong, Tanpat Kraiwanit http://creativecommons.org/licenses/by-nc/4.0