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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Online counseling competences among Thai secondary school advisory teachers: a confirmatory factor analysis
The increasing reliance on digital technology in education, accelerated by the COVID-19 pandemic, highlights the urgent need to understand online counseling competencies among secondary school advisory teachers. However, limited empirical evidence exists regarding the structure of these competencies in the Thai educational context. This study aimed to examine the components and validate a model of online counseling competences among secondary school advisory-teachers in Thailand. A total of 400 teachers from the Northeastern region were selected using multistage stratified random sampling. Data were collected through self-reported questionnaires and analyzed using second-order confirmatory factor analysis (CFA). The findings indicate that online counseling competences comprises three components: adaptive online counseling proficiency (AOC), school online counseling ethics (SCE), and secure comprehensive technology-integrated online counseling systems (SCS). The model demonstrated strong fit indices (χ2=76.240, df=70, p-value=0.284, χ2/df=1.089; root mean square error of approximation (RMSEA)=0.015; standardized root mean square residual (SRMR)=0.029; normed fit index (NFI)=0.990; comparative fit index (CFI)=1.000). This model provides a framework to guide training and policy development aimed at enhancing the effectiveness of online counseling services in Thai secondary schools.
Copyright (c) 2026 Bovornpot Choompunuch, Dussadee Lebkhao, Wipanee Suk-Erb, Phamornpun Yurayat http://creativecommons.org/licenses/by-nc/4.0
Improving students’ scientific argumentation through AI-supported feedback
Scientific argumentation is a core practice in science education, yet many students struggle to construct arguments that effectively integrate claims, evidence, and reasoning. With the growing use of artificial intelligence (AI) in education, AI-supported feedback has emerged as a potential tool to scaffold students’ argumentation processes. This study examined the effects of AI-supported feedback on students’ scientific argumentation using a quasi-experimental, explanatory sequential mixed-methods design. Two intact groups participated: an experimental group receiving AI-supported formative feedback on written arguments and a control group receiving conventional teacher feedback. Quantitative data were collected using a validated rubric based on the claim–evidence–reasoning (CER) framework and Toulmin’s argument pattern (TAP), while qualitative data from student interviews and written responses provided contextual insights. Results showed that the experimental group achieved greater improvements in overall argumentation quality, particularly in evidence use and reasoning. Qualitative findings further indicated that AI feedback supported iterative revision and strengthened students’ understanding of evidence–claim relationships.
Copyright (c) 2026 Joelash R. Honra, John Lorence A. Villamin http://creativecommons.org/licenses/by-nc/4.0
Balancing support and bureaucracy: the enabling–constraining dynamics of research funding policies in a Philippine state university
Research funding policies has a critical role in shaping research productivity and governance in higher education institutions (HEIs). However, limited empirical studies have examined how these policies are experienced by faculty members and administrators, particularly in state universities within developing country contexts. This study explores the implementation of research funding and assistance guidelines in a Philippine state university using a phenomenological approach. Data were collected from 34 participants (15 administrators and 19 faculty members) through semi-structured interviews and document analysis and were analyzed thematically. The findings reveal an enabling–constraining dynamic in the implementation of research funding policies. Institutional support, including funding, incentives, and structured processes, enhances faculty motivation, research engagement, and planning quality. Conversely, bureaucratic complexity, procedural rigidity, and delays in fund release constrain efficiency, limit participation, and discourage sustained engagement. Anchored in self-determination theory (SDT) and structuration theory, the study demonstrates how research funding policies simultaneously influence faculty motivation and are shaped by institutional structures. These findings highlight the need for streamlined processes, consistent implementation, and faculty-centered support systems. The study contributes to the literature by providing empirical evidence of the enabling–constraining paradox of research funding policies and offers insights for improving research governance in higher education.
Copyright (c) 2026 John Michael D. Aquino, Rushid Jay S. Sancon http://creativecommons.org/licenses/by-nc/4.0
Artificial intelligence literacy and foreign language confidence among university second language learners
This quantitative correlational-predictive study investigated the relationship between artificial intelligence (AI) literacy and foreign-language confidence among university second-language learners. Two samples were recruited: a psychometric sample (N=341) for scale validation and a main sample (N=541) for hypothesis testing. Participants completed the artificial intelligence literacy scale (AILS), measuring awareness, usage, evaluation, and ethics dimensions, and the foreign language confidence scale (FLCS), assessing foreign language competence, sense of linguistic security, and sense of linguistic ownership. Pearson correlation analyses revealed statistically significant positive associations between all AI literacy and foreign language confidence dimensions (r=.398–.574). Simple linear regression demonstrated that AI literacy significantly predicted foreign language confidence (F(1, 539)=270.742, p<.001, R²=.334), with each unit increase in AI literacy corresponding to a .736-unit increase in foreign language confidence. These findings suggest that systematically embedding AI literacy instruction into language curricula may serve as a meaningful lever to strengthen learners’ psychological readiness and communicative confidence in the target language.
Copyright (c) 2026 Ashraf Ragab Ibrahim, Hesham Ramadan Abdo, Mohammad Cherif Boraai, Mohamed Ebrahim Khalf, Mohamed Ali Nemt-allah, Hamed Samy Ghareib http://creativecommons.org/licenses/by-nc/4.0
Online collective efficacy and its relationship with organizational sustainable development in higher education
Digital transformation in higher education has intensified reliance on online collaboration, yet the role of shared digital capability beliefs in driving institutional sustainability remains underexplored. This study examined the relationship between online collective efficacy (OCE) and organizational sustainable development (OSD) among faculty members in Egyptian higher education. Using a quantitative correlational design, a purposive sample of 647 faculty members and teaching assistants from Al-Azhar University completed two validated instruments: the OCE scale and the OSD questionnaire. Pearson correlation and multiple regression analyses revealed exceptionally strong positive associations between all OCE dimensions and OSD outcomes (r=.887, p<.001), with the six dimensions collectively explaining 78.8% of variance, F(6, 640)=396.225, p<.001. Social presence-community level demonstrated the strongest predictive contribution (β=.241), with community-level perceptions consistently outperforming participant-level perceptions across all dimensions. The study contributes by establishing OCE as an integrative psychological mechanism bridging digital transformation and sustainability outcomes within Bandura’s social cognitive theory framework, offering the first empirical evidence of this relationship in Egyptian higher education. Institutionally, leaders should prioritize cross-functional digital communities and collaborative platforms to foster collective efficacy as a driver of sustainability transformation.
Copyright (c) 2026 Ashraf Ragab Ibrahim, Ibrahim Mohammed Ibrahim, Billal Mohamed Aboelhasayb, Mohammed Maher Mohammed, Ahmed Metwally Eissa, Mohamed Ali Nemt-allah http://creativecommons.org/licenses/by-nc/4.0
Inclusive education readiness in suburban Malaysian primary schools
Inclusive education requires not only equitable placement of students with disabilities in mainstream schools, but also adequate structural support and positive stakeholder readiness. This study examined the readiness of sub-urban primary schools in Malaysia to implement inclusive education by focusing on school facilities, teachers’ perceptions, peer acceptance, and parents’ perceptions. A quantitative cross-sectional survey was conducted involving headmasters, teachers, students, and parents from five primary schools implementing inclusive education programs. Data were analyzed using descriptive statistics and Pearson correlation analysis. The findings showed that although several accessibility features were available, many essential facilities and specialized instructional supports remained limited. In contrast, teachers, students, and parents generally demonstrated positive perceptions of inclusive education. Teachers’ experience with disability and understanding of disability-related needs were also significantly associated with more positive perceptions. These findings reveal a structural–social gap in inclusive education readiness, in which supportive stakeholder attitudes coexist with incomplete infrastructural support. The study highlights the need to strengthen school facilities and sustain professional development to support more equitable and effective inclusive education in primary schools.
Copyright (c) 2026 Muhammad Afif Mohd Aris, Siti Faizah Zainal, Noor Asmina Mohd Rashid, Mohd Muslim Md Zalli, Mohd Ridhuan Mohd Jamil, Mazarul Hasan Mohamad Hanapi http://creativecommons.org/licenses/by-nc/4.0
Psychosocial factors of cyberbullying experienced by Malaysian public university undergraduates
Cyberbullying has emerged as a critical issue among university students in Malaysia, driven by the widespread use of digital technologies and associated with serious psychological consequences. Despite its increasing prevalence, limited research has explored how psychosocial factors shape cyberbullying victimization within the Malaysian higher education context. This study addresses this gap by exploring the psychosocial factors influencing cyberbullying victimization among university students in Malaysia. A qualitative case study approach was employed, involving five university students who had experienced cyberbullying. Data was collected through semi-structured, in-depth interviews and analyzed using thematic analysis. The findings suggest that cyberbullying victimization is influenced by an interplay of psychological and social factors. Psychological factors include passive behavior, low self-esteem, irrational beliefs and personality traits, while social factors encompass peer relationships, parenting styles, social media engagement, and online gaming environments. This study suggests that cyberbullying is a multifaceted phenomenon shaped by both individual vulnerabilities and environmental influences. These findings highlight the need for comprehensive, psychosocial-based interventions to support students’ wellbeing and promote safer digital environments in higher education institutions.
Copyright (c) 2026 Siti Nurfathin Idris, Mastura Mahfar, Faizah Mohd Fakhruddin, Azlina Mohd Kosnin, Aslan Amat Senin, Halimah Mohd Yusof, Nur Azmina Paslan http://creativecommons.org/licenses/by-nc/4.0
Religious literary literacy in pesantren: a phenomenological study of moral and spiritual learning
This study explores how santri (student) in pesantren (Islamic boarding school) education experience and interpret religious literary practices as a medium for moral and spiritual learning and conceptualizes these experiences into a religious literary literacy (RLL) model. Using a qualitative interpretative phenomenological approach through interpretative phenomenological analysis (IPA), the study examines santri’s lived experiences and meaning-making processes. Data were generated through in-depth semi-structured interviews with eight santri from four pesantren in East Java and Yogyakarta, Indonesia, supported by analysis of student literary works and pesantren literacy archives. The analysis involved iterative stages of close reading, coding, thematization, and hermeneutic interpretation. The findings reveal three interconnected dimensions of RLL: i) literature as spiritual and moral reflection; ii) transformative selfhood and moral consciousness developed through reflective reading and writing; and iii) pesantren as a pedagogical ecosystem integrating faith, ethics, and creative expression. These dimensions form the RLL model, which conceptualizes literary practice as a cyclical process of devotion, reflection, and self-transformation. The study contributes theoretically by extending the concept of religious literacy beyond textual competence toward experiential and interpretative moral formation. Practically, the model offers a conceptual framework for designing reflective literacy programs in Islamic education that support character development and address contemporary moral challenges among youth.
Copyright (c) 2026 Lamri, Else Liliani, Sri Harti Widyastuti http://creativecommons.org/licenses/by-nc/4.0
Developing a transdisciplinary design-based in-service science teacher training framework
Contemporary science education requires teachers to facilitate learning that addresses complex, real-world problems beyond disciplinary boundaries. Yet, many in-service science teachers lack professional development that supports transdisciplinary problem-solving and innovative pedagogy. This qualitative study used a grounded theory (GT) approach to examine teachers’ experiences in a transdisciplinary, design-based training program and to develop a framework for effective professional learning. Participants engaged in sustained training grounded in design thinking and authentic problem contexts. Data were collected through semi-structured interviews, focus groups, reflective journals, training artifacts, and observations, and analyzed using constant comparative methods. Findings indicated shifts in teachers’ conceptions of problem-solving, enhanced capacity to integrate disciplinary and non-disciplinary perspectives, and changes in instructional planning and classroom practice. Design thinking functioned as a mediating process that helped teachers navigate ambiguity, collaboration, and iterative reflection. The resulting transdisciplinary design-based in-service science teacher training framework highlights key principles: authentic problem contexts, structured yet flexible design processes, collaborative inquiry, and iterative reflection. The study offers an empirically grounded framework with implications for teacher professional development, curriculum design, and policy.
Copyright (c) 2026 Joelash R. Honra, Ma. Kristina B. Dela Cruz, Jermae B. Dizon-Yi, Raianne Joy V. Maulion, Sean Derrick M. Oliquiano, James C. Ollero, John Lorence A. Villamin http://creativecommons.org/licenses/by-nc/4.0
Enhancing undergraduates’ career preparedness: environmental determinants and mediating role of resilience
Current environmental changes, combined with personal challenges, require further study to address the existing knowledge gap in career preparedness. Hence, this study aims to examine determinants of undergraduates’ career preparedness by integrating environmental and psychological factors within an extended theoretical framework. Specifically, this study investigates the effects of resilience as a mediator in the relationship between environmental factors and career preparedness. This study used stratified purposive sampling to capture final-year undergraduates from universities in three main structures, namely research universities, non-research public universities, and private universities. A total of 409 undergraduates participated in this study. A correlational research design was employed for the investigation of the relationships. Structural equation modeling (SEM) was used to test the hypothesized relationships and mediation effects. The results indicated that environmental factors were a robust predictor of resilience (effect size, f2=1.377) and exerted a small but significant direct effect (f2=0.051) on career preparedness. Furthermore, resilience strongly predicted career preparedness (f2=0.450). Overall, the findings show that resilience mediates the relationship between environmental factors and career preparedness. This study contributes to the literature by demonstrating that resilience-based activities, such as career planning and goal-setting sessions, should be focused on undergraduates who are participating in a constructive environment.
Copyright (c) 2026 Ainullutfi Azzman, Teoh Sian Hoon, Leele Susana Jamian, Nurhayani Romeo, Mohammad Hafiz Mohd Yusof, Koo Ah Choo http://creativecommons.org/licenses/by-nc/4.0
Reframing teacher evaluation in higher education: a three-pillar framework from Assam
Teacher evaluation shapes the quality of classroom instruction and, through it, student learning outcomes; yet in Indian higher education the dominant single-source model, student feedback channeled through the internal quality assurance cell (IQAC), is widely critiqued as ritualistic and developmentally inert. To the authors’ knowledge, no prior study has integrated student feedback, structured self-evaluation, and peer review into a coherent operational framework for regional Global South contexts. Drawing on primary data collected between 2009 and 2025 from approximately 200 undergraduate arts and science students, principally at North Lakhimpur College (now North Lakhimpur University) and other institutions across Assam, this study employs a qualitative-descriptive design with thematic analysis and triangulation of open-ended questionnaires and semi-structured interviews. Two contributions emerge. First, it yields a culturally grounded fivefold taxonomy of good teaching from Assamese student articulations, including culturally distinctive expectations: the teacher’s public moral role in the community and the obligation of intellectual life beyond the syllabus, that standardized student evaluation of teaching (SET) instruments routinely miss. Second, it proposes a developmental three-pillar framework integrating reformed student feedback, disciplined teacher self-evaluation, and structured peer review to restore the formative function of evaluation and improve student learning outcomes. Both the taxonomy and the framework are scalable across comparable institutions in the Global South.
Copyright (c) 2026 Arabinda Rajkhowa, Munmi Dutta http://creativecommons.org/licenses/by-nc/4.0
The textual dimension of didactics: formation of future teachers’ philological competence
This study provides a theoretical and conceptual evaluation of text as an integrative didactic resource essential for developing the professional readiness of future teachers. Addressing the need for structured didactic tools in competence-based teacher education, the research aims to theoretically substantiate and evaluate the didactic role of text in developing philological competence. The methodology adopts a theoretical evaluative approach, combining structural-functional text analysis with a systematic analysis of competence components. By utilizing literature analysis, content analysis, and interpretive analysis, the study evaluates the educational functions of text without empirical data collection from participants. The analytical findings indicate that text functions as a system-forming didactic factor, supporting the integrated development of linguistic, speech, textual, communicative, cultural, and reflective components. The evaluation suggests that diverse text practices, including popular science and case studies, provide conditions for facilitating critical thinking and productive writing skills through analysis, interpretation, and reconstruction. This study contributes a theoretically grounded “text→philological competence→professional readiness” model that evaluates how text-centric activity facilitates holistic professional readiness. The findings offer a transferable framework for informing curriculum design and supporting the development of text-centered instructional strategies in modern teacher education.
Copyright (c) 2026 Moldir E. Toiganbekova, Gulmira A. Kazhigaliyeva, Ainur A. Bizhanova http://creativecommons.org/licenses/by-nc/4.0
Rethinking computer-based examinations in higher education: psychological, technical, and pedagogical challenges from students’ learning experience and future directions
The swift adoption of computer-based examinations (CBEs) in higher education has revolutionized assessment methods; nonetheless, there is a lack of thorough research investigating the psychological, technical, and pedagogical experiences of students using these systems. This research explores the various challenges associated with CBEs at Yarmouk University and assesses their influence on students’ learning experiences. A cross-sectional quantitative survey was conducted among 545 undergraduate students from various academic fields during the first semester of the 2025–2026 academic year. Both descriptive and inferential analyses were performed to evaluate students’ perceptions. Research shows a moderate level of acceptance for CBEs, but notable worries remain. The main source of stress was found to be technical reliability, often overshadowing worries about educational content. The one-way navigation aspect was recognized as a significant obstacle, which restricted students’ ability to review answers and added to cognitive strain and hasty decision-making. Furthermore, a significant gap in feedback was noted, as students mostly viewed the system as a tool for grading rather than a resource for ongoing learning. The research finds that successful digital assessment necessitates not just operational effectiveness but also adaptable design, alignment with pedagogical goals, and valuable feedback systems. Practical implications involve rethinking navigation elements, improving technical support, and offering focused training for faculty.
Copyright (c) 2026 Ahmad Adnan Alzyoud, Eman Mohammad Qudah http://creativecommons.org/licenses/by-nc/4.0
Evaluating the methodological admissibility of generative AI tools for linear regression in graduate-level research
With the growing use of generative artificial intelligence (AI) in academia, a key methodological question concerns the statistical correctness of AI-assisted quantitative analysis. This study empirically evaluates the use of generative AI tools for linear regression in graduate-level research. The authors used a methodological approach in which estimates from four AI systems (ChatGPT 4.0, DeepSeek v3.2, Gemini 3 Pro, and Grok 4.1) were compared with estimates obtained using Microsoft Excel (Windows 10). The analysis was performed on five time series using a fixed prompt structure. Comparability was assessed using thresholds for regression coefficients, the coefficient of determination (R²), and predicted results for 2030. The results show that under controlled conditions and within the ordinary least squares (OLS) method, the AI tools generate statistical results with varying degrees of accuracy. However, deviations in coefficients and predictions highlight the need for systematic validation. The study concludes that AI tools can serve as auxiliary methodological support, provided transparency, reproducibility, and threshold-based verification are ensured in graduate research practice.
Copyright (c) 2026 Valery Okulich-Kazarin, Kanat Kozhakhmet http://creativecommons.org/licenses/by-nc/4.0
A study on exploring the effects of the school climate and teacher’s accountability on academic performance of students in early childhood care and education
This study investigates parental perceptions of school climate, teachers’ accountability, and students’ academic performance, as well as the relationship among these three factors. The descriptive research uses the demographic background of parents as a stratified sampling method to collect primary data. The statistical procedure shows that Pearson’s product-moment correlations between school climate and teachers’ accountability affect the academic achievement, with effect sizes of r=0.632, r=.646, which significantly correlate with each other. Regression analysis reveals the variability of the effect sizes of school climate and teachers’ accountability on academic achievement, with the values of β=0.070 and β=0.115. The independent variable, school climate and teachers’ accountability, explains 45.4% of the variability of academic performance of the students in early childhood care and education. The present study recommends that training teachers would link their accountability and measures to track the supportive climate of school to improve the student’s academic performance. Future research should conduct longitudinal studies to examine how relationships between school climates and teachers’ accountability affect different student populations and their academic performance.
Copyright (c) 2026 Kalpana Nagar, G. S. Prakasha http://creativecommons.org/licenses/by-nc/4.0
Digital addiction and anti-mattering: the serial mediation role of state hope and flourishing
This study examines the serial mediating roles of state hope and flourishing in the relationship between digital addiction (DA) and anti-mattering (AntiM). Using a cross-sectional correlational design, data were collected from 461 university students in Turkey. Participants completed the digital addiction scale (DAS), anti-mattering scale (AntiMs), flourishing scale (FS), and state hope scale (SHS). The hypothesized model was tested using partial least squares structural equation modeling (PLS-SEM). Measurement and structural models were evaluated in terms of reliability, validity, path coefficients, and predictive relevance. Bootstrapping procedures were applied to test the significance of direct and indirect effects. The findings indicate that state hope and flourishing significantly mediate the relationship between DA and AntiM. Specifically, higher levels of DA are associated with lower state hope and reduced well-being, which in turn increase feelings of AntiM. These results reveal important psychological mechanisms underlying the negative effects of DA and highlight the protective role of positive psychological resources. The study offers valuable implications for future research and intervention programs aimed at reducing DA and promoting well-being.
Copyright (c) 2026 Zeynep Demirtaş, Selim Uylas, Serhat Arslan, Fatih Yılmaz, Celalettin Çelebi, Nihan Arslan, Sümeyra Dilek Uylas http://creativecommons.org/licenses/by-nc/4.0
A pathway model for physics teachers’ pedagogical philosophy core competency development
The implementation of the National Education Development Plan (2024–2035) has propelled Chinese physics education from traditional knowledge transmission toward a core competency-oriented teaching model. This transformation need to impose new demands on educationally underserved central and western regions, how teachers adapt to this shift presents an urgent challenge. This study aims to systematically analyze secondary physics teachers’ cognitive levels regarding core competencies, examine the consistency between teaching philosophies, practices, and focus on how individual teacher characteristics and external support conditions influence professional development. The sample comprised 320 secondary physics teachers from Ulanqab City, selected via stratified random sampling to ensure representativeness, with 48 teachers participated in a quasi-experimental intervention study. Findings indicate that teachers’ overall core literacy cognition levels were moderately high (M=3.86, SD=0.42), though 35.0% reached high levels. Significant differences existed across teaching experience and professional titles (p<0.05). In teaching practice, alignment between pedagogical beliefs and behaviors remained low overall (r=0.42), with traditional knowledge transmission still dominant. Teachers’ personal characteristics, school support, and peer collaboration played crucial roles in conceptual transformation, collectively explaining 68.4% of the variance. Through a three-dimensional development model built on theoretical learning, reflective practice, and collaborative exchange, teachers demonstrated significant improvements in instructional design, classroom organization, and reflective refinement (Cohen’s d=0.58–0.91). This study provides empirical support for teacher professional development mechanisms while offering practical references for advancing regional educational equity and high-quality physics instruction.
Copyright (c) 2026 Ze He, Lumeng Chao, Xiaofei Xue http://creativecommons.org/licenses/by-nc/4.0
Culturally grounded student engagement in global citizenship education in Philippine higher education
Global citizenship education (GCE) is increasingly integrated into higher education; however, student engagement remains limited, often characterized by superficial participation rather than meaningful involvement. This study addresses this gap by examining how students experience engagement in GCE within a developing-country context. Using an interpretive phenomenological approach, data were collected from 25 undergraduate students in a Philippine state college through in-depth interviews and analyzed using interpretive phenomenological analysis (IPA). The findings reveal that engagement becomes meaningful when students participate in authentic community-based activities, develop emotional connections to real-world issues, engage in critical reflection on complex systems, and exercise voice and initiative in learning. Importantly, the study identifies culturally grounded engagement as a key dimension, showing that Filipino values such as bayanihan (communal unity), pakikipagkapwa-tao (shared humanity), and malasakit (profound care) function as resources that shape how students interpret and engage with global issues. These findings suggest that engagement in GCE is not only multidimensional but also culturally embedded. The study contributes to the literature by extending existing student engagement frameworks to incorporate cultural context as a core dimension. Practically, it highlights the need for culturally responsive and experiential pedagogies to enhance meaningful engagement in higher education.
Copyright (c) 2026 Airyn M. Arbuliente, Erwin B. Berry, Alvin O. Cayogyog, El Dixon G. Plazo http://creativecommons.org/licenses/by-nc/4.0
Social support for hearing parents raising deaf children in Kazakhstan: challenges and solutions
In Kazakhstan, social support for families with hearing-impaired children remains a pressing issue requiring further research and improvement. The aim of this study is to assess the social support provided to families of hearing parents with children who have hearing impairments in Kazakhstan. The study involved 176 families from Kazakhstan, in which the parents are hearing, and the children have hearing loss. This study employed a convergent mixed-methods approach, combining the simultaneous collection and analysis of qualitative (interviews) and quantitative (surveys) data with the subsequent integration of the findings to gain a more comprehensive understanding of the situation. The results showed that 89% of respondents were aware of existing social assistance programs; financial and medical support were considered particularly important, while psychological support was deemed insufficient. Socioeconomic and geographic factors significantly influenced access to services. The data also showed that income level and type of settlement significantly influence families’ access to social services and awareness of support programs, while the age of parents and children has less influence, although the needs of children of different ages vary. The practical significance of the study lies in identifying problems within the social assistance system, such as low information accessibility, long waiting times, inadequate support, and service quality fluctuations. The obtained data can be used to improve social support mechanisms and raise awareness among families with children who have hearing impairments. These findings can be used to improve social support mechanisms and raise awareness of this issue among families with hearing-impaired children.
Copyright (c) 2026 Zhansaya Janpeisova, Assel Sarsenova, Karlygash Yessenamanova, Kulmarash Kashkinbayeva http://creativecommons.org/licenses/by-nc/4.0
Motivational and normative drivers of generative AI substitution in academic work: a mixed-methods study from Saudi higher education
The rapid integration of generative artificial intelligence (GenAI) in higher education has intensified tensions between legitimate learning support and unauthorized task substitution, particularly where institutional guidance remains ambiguous. This mixed-methods study investigates how attitudes toward AI, moral rationalization strategies, and perceived institutional clarity interact to shape AI-based substitution behavior among 249 undergraduates at a Saudi university. Partial least squares structural equation modeling (PLS-SEM) revealed that positive attitudes and rationalization together explained 46% of the variance in substitution behavior, with perceived clarity of institutional guidance significantly moderating the rationalization–substitution link. Complementary interviews with seven students and ten instructors revealed that linguistic burden, peer norms, and fragmented faculty guidance facilitated boundary crossing from scaffolding to shortcutting. By exploring the relationship between moral neutralization and environmental clarity, this research offers a new approach to evaluating the effectiveness of institutional AI guidance beyond common technology acceptance models. The findings can be used to inform the design of multi-tiered, inclusive AI usage policies, assessments that value process over product, and culturally responsive academic integrity education within a multilingual higher education context.
Copyright (c) 2026 Mazin Mansory, Zilal Meccawy http://creativecommons.org/licenses/by-nc/4.0
Policy–governance–culture dynamics in Myanmar education reform: implications for transformational leadership practice
Myanmar’s education reform faces a persistent enactment gap because policy intent is filtered through governance feasibility and culturally grounded legitimacy norms. This study examined whether transformational leadership functions as a mediation practice that buffers policy–governance misalignment and under what conditions that buffering is stronger. The novelty of this study lies in proposing and testing an integrated policy–governance–culture (PGC) leadership mediation model that explains reform enactment through the joint effects of structural misalignment, leadership buffering, and culturally conditioned legitimacy. An explanatory sequential mixed-methods design combined a two-wave time-lag survey of teachers and middle leaders from 48 schools (N=720) with semi-structured interviews to clarify mechanisms. Measurement models showed acceptable-to-strong fit (CFA: CFI=0.956, TLI=0.948, RMSEA=0.044, SRMR=0.041). Multilevel SEM (ICC_RE=0.11) indicated that policy–governance misalignment directly reduced reform enactment (β=−0.15, p=.003) while increasing leadership mediation practices (β=0.25, p<.001), which in turn predicted enactment (β=0.30, p<.001), yielding a positive indirect effect (ab=0.075, p<.001). Cultural norms strengthened the leadership–enactment link (β=0.10, p=.001), producing moderated mediation. These findings suggest that leadership can buffer—but cannot replace—policy–governance coherence and provide diagnostic logic for reform evaluation under legitimacy constraints.
Copyright (c) 2026 Chi Che, Win Pa Pa Tun http://creativecommons.org/licenses/by-nc/4.0
Bridging ethics and performance in engineering education through predictive learning analytics
This literature review examines the opportunities, implementation challenges, ethical implications, and emerging directions of predictive learning analytics (PLA) in engineering education. Using a structured review of the literature, the study synthesizes evidence from several publications with emphasis on studies examining risk prediction, personalized support, curricular improvement, interpretability, fairness, and intervention design. The review shows that PLA can improve early identification of at-risk students, support adaptive learning pathways, and inform data-driven refinements in engineering curricula; however, its impact depends on data quality, model transparency, institutional capacity, and the availability of timely human support. The analysis further indicates that the most consequential barriers are fragmented data ecosystems, the difficulty of translating predictions into effective interventions, and unresolved ethical concerns related to privacy, bias, consent, and student agency. The article contributes to educational research by offering an integrated synthesis that connects technical development with pedagogical evaluation and ethical governance in engineering education. It concludes by proposing that future PLA adoption should align predictive modeling with explainable artificial intelligence, learning-theory-informed intervention design, and institution-level implementation strategies. Publications were selected for relevance to PLA in engineering education and then synthesized narratively across opportunities, challenges, ethics, and future directions.
Copyright (c) 2026 Hamza owida, Areen arabiat http://creativecommons.org/licenses/by-nc/4.0
Modernizing geography teacher education through STEAM integration to enhance geoecological competence
This study examines the effectiveness of integrating science, technology, engineering, arts, and mathematics (STEAM) into geography teacher education to enhance geoecological competence among prospective teachers. A mixed-methods pedagogical experiment was conducted with 178 undergraduate students from two pedagogical universities in Kazakhstan, including an experimental group (n=90) and a control group (n=88). The intervention involved the integration of interdisciplinary STEAM projects, digital modeling, geographic information systems (GIS), and practice-oriented tasks focused on regional geoecological problems. Data were collected through curriculum analysis, tests, questionnaires, project evaluation, reflective reports, and expert assessment. The results revealed statistically significant improvement in the experimental group across the cognitive, activity-based, value-motivational, and reflective components of geoecological competence compared with the control group (p<0.05). The findings indicate that STEAM integration strengthens interdisciplinary thinking, practical problem-solving, digital skills, and environmental awareness. The study contributes a validated model for modernizing geography teacher education in line with sustainable development and the digital transformation of education.
Copyright (c) 2026 Roza Mukhitdinova, Kuat Baymyrzayev, Murat Auyelbek http://creativecommons.org/licenses/by-nc/4.0
Bridging the transition gap: the role of practical career education in enhancing independent living skills for adolescents with developmental disabilities in Vietnam
The transition to adulthood for adolescents with developmental disabilities (DD) in Vietnam is fraught with challenges, marked by a gap between rights-based policies and practical support. This study addresses the critical need to identify effective interventions for enhancing their independent living skills (ILS). Adopting the social cognitive career theory (SCCT) framework, we conducted a quantitative survey with 458 special education teachers and parents to evaluate the impact of three career education (CE) dimensions: practical teaching methods, teacher competence, and experiential environment. Multiple regression analysis revealed that practical teaching methods were the most significant predictor of socio-adaptive competence (β=.48). A key finding was the “will-skill” discrepancy, where students’ high motivation (M=3.35) contrasted with their limited functional skills (M=3.18). We conclude that in resource-constrained contexts like Vietnam, hands-on, task-based instruction is paramount. The study provides empirical evidence for policymakers to prioritize practical vocational training over theoretical approaches to effectively bridge the gap between students’ aspirations and their actual capabilities, fostering genuine autonomy.
Copyright (c) 2026 Dao Thi Thu Thuy, Nguyen Thi Quynh Hoa, Nguyen Thi Kim Hoa, Nguyen Thi Huyen, Nguyen Thi Phuong Hoa http://creativecommons.org/licenses/by-nc/4.0
Enhancing higher education quality through strategic human resource planning: evidence from international colleges
This research attempts to improve the quality of education at International College, Rajamangala University of Technology (IC-RMUT), applying qualitative research methods that describe human resources planning (HRP). Interviews, observations, and document review were used to collect data from 27 purposively selected informants at nine RMUT universities- administrators, lecturers, and support staff members of International Colleges. Data collection was conducted through interviews, observation, and review of documentation. The analysis technique uses a qualitative data analysis model with the broadest stages of data collection, analysis, and conclusions. Results of the research relate to preparing HRP and adhering to the vision and mission of the IC-RMUT. Then reviewing and reformulating periodically according to student developments and factors that can influence HRP in its implementation. The paper examines obstacles faced in implementing HRP such as the large number of changes in leadership and lecturers. It also looks at the inconsistent application of the human resources management (HRM) concept and how it affects one target and another activity and ultimately HRP activities become undirected.
Copyright (c) 2026 Tubagus Achmad Darodjat, Supot Rattanapun http://creativecommons.org/licenses/by-nc/4.0
Mapping influential CLIL research in English language teaching: a bibliometric SWOT analysis
Content and language integrated learning (CLIL) has gained increasing attention in English language teaching (ELT); however, existing reviews often describe trends without critically examining both research impact and developmental challenges. This study addresses this gap by investigating the question: what directions and challenges characterize influential CLIL research in ELT? An integrative approach combining document-level bibliometric performance analysis and strengths, weaknesses, opportunities and threats (SWOT) analysis was employed. Using the Scopus database, the ten most-cited CLIL-related studies published between 2021 and 2025 were identified and systematically analyzed. The findings indicate that influential CLIL scholarship centers on pedagogical scaffolding, teacher cognition, learner motivation, and technology-enhanced learning environments. At the same time, recurring challenges include role ambiguity between content and language teachers, policy-practice misalignment in English-medium instruction (EMI) contexts, and limited longitudinal evidence of language outcomes. The study concludes that while CLIL research is increasingly shaped by digital innovation, sustainable implementation depends on pedagogical clarity, teacher preparation, and institutional alignment. By integrating bibliometric evidence with critical qualitative synthesis, this study provides theoretical and practical insights to guide future research, teacher education, and policy development aligned with sustainable development goal 4 (quality education).
Copyright (c) 2026 Lim Seong Pek, Fatin Syamilah Che Yob, Azie Azlina Azmi, Desmond Sandum, Gilbert C. Magulod Jr., Choiril Anwar http://creativecommons.org/licenses/by-nc/4.0
Effect of PhET simulations and YouTube videos on polytechnic students’ conceptual understanding in fluid mechanics
Fluid mechanics is an important branch of engineering and science with various technological and scientific applications. However, students often struggle to develop a solid conceptual understanding of related concepts due to their abstract nature, which involves invisible forces and complex scientific phenomena. This study investigated the effect of physics education technology (PhET) interactive simulations combined with educational YouTube videos on students’ conceptual understanding in ten areas of fluid mechanics. Using a quasi-experimental pre-test and post-test design, 168 construction technology students from two Rwanda Polytechnic (RP) colleges were assigned to the experimental group (n=81) and the control group (n=87). The experimental group got instruction using PhET interactive simulations and YouTube videos, while the control group was taught using traditional methods. A validated test assessed students’ conceptual understanding before and after the intervention. Descriptive and inferential statistics analyses of the study show that the students in the experimental group demonstrated far enhanced conceptual understanding in different areas of fluid mechanics than those in the control group. Results using different measures (normalized learning gains and effect sizes, using different approaches) show that the experimental group gained significantly greater improvement in their level of conceptual understanding compared to that of the control group. For example, Cohen’s d for the post-test scores for the two groups was found to be 1.85; ratios of Hake’s normalized learning gains and Cohen’s d for post- and pre-test for the experimental group to the control group were respectively 2.2669 and 2.1623. Based on these findings, the study provided actionable recommendations for educational policy and practice for polytechnic colleges.
Copyright (c) 2026 Jean D'Amour Iradukunda, Lakhan Lal Yadav http://creativecommons.org/licenses/by-nc/4.0
Exploring the association among trait resilience, well-being, and coping strategies in Sicilian teenagers
Resilience is a personality trait strictly influenced by several protective and risk individual factors and analysis of its strengthness is useful to enhance the psychological well-being of teenagers. The aim of this quantitative cross-sectional study was to explore the relationships among resilience in terms of personality trait, psychological well-being, and coping strategies in a large group of Sicilian teenagers. We hypothesized that: the more the teenagers used functional coping strategies (e.g., active and supportive coping strategies), the more they were highly resilient, and they scored higher in dimensions of psychological well-being; the more the teenagers showed high levels of psychological well-being, the more they were highly resilient. The sample consisted of 467 teenagers (age-range: 11–13), 235 girls and 232 boys, randomly recruited from two state junior schools in Catania, Sicily (Southern Italy). For data collection, we used comprehensive inventory of thriving (CIT) for psychological well-being, resilience scale, and children’s coping strategies checklist-R1. Results indicated that there were statistically significant correlations between resilience and dimensions of psychological well-being, as well as between resilience and coping strategies. In addition, multiple regression analyses showed that the use of functional coping strategies and high values of psychological well-being had a positive impact on resilience of teenagers. Future research will compare these findings with those deriving from samples of children to highlight the presence of similarities or differences in the use of coping strategies.
Copyright (c) 2026 Sagone Elisabetta, Indiana Maria Luisa http://creativecommons.org/licenses/by-nc/4.0
Moral disengagement, character strengths, and maladaptive behavior among university students: a structural equation modeling approach
The increasing integration of digital technology in higher education has raised concerns about students’ maladaptive behaviors (MB), including academic dishonesty and cyber aggression. This study aims to examine the structural relationships among moral disengagement (MD), character strengths (CS), and MB, as well as the mediating role of CS in digitally mediated learning environments. A cross-sectional quantitative design was employed using data collected from 500 undergraduate students at a State Islamic University in Indonesia through purposive sampling. Data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that MD significantly predicts MB (β=0.830, p<0.001). CS are negatively associated with MB (β=−0.411, p<0.001) and partially mediate the relationship between MD and MB (β=−0.225, p<0.001). The structural model demonstrates satisfactory reliability and validity. These findings highlight MD as a significant psychological risk factor, while CS functions as a partial protective mechanism in digital learning contexts. This study contributes to educational evaluation by proposing a structural framework for assessing moral risk and protective factors in higher education.
Copyright (c) 2026 Akhmad Syahri, Nimatul Dinawisda, Sri Afsinatun http://creativecommons.org/licenses/by-nc/4.0
Developing a 2-DOF robotic arm kit for embodied AI learning in middle school technology education
Artificial intelligence (AI) literacy is increasingly emphasized in technology education, yet many middle-school classroom activities remain screen-based and offer limited opportunities to experience the full AI pipeline in an authentic design context. To address this gap, this study developed a low-cost, classroom-ready 2-degree-of-freedom (2-DOF) robotic arm kit and an eight-lesson AI-integrated instructional unit in which students assembled the robot arm, collected and labeled image data, trained and improved a classification model, and applied model outputs to robot-arm control. A quasi-experimental pretest–posttest control-group design was employed with 98 ninth-grade students in four intact classes (experimental group, n=46; comparison group, n=52). Quantitative data were analyzed using ANCOVA with pretest scores as covariates, and qualitative data from student reflection reports were analyzed thematically. The experimental group significantly outperformed the comparison group on value of AI, efficacy of AI, AI literacy, and total scores. Qualitative findings further showed that students recognized both benefits and risks of AI and proposed multi-layered safety strategies involving physical safeguards, operational rules, and data/model management. These findings suggest that embedding the full AI pipeline in a tangible engineering-design task can support embodied, responsibility-oriented AI learning in middle school technology education.
Copyright (c) 2026 Dasol Kim, Sooin Kim http://creativecommons.org/licenses/by-nc/4.0
Digital divide and fairness perceptions of computer-based testing in Vietnam
Equity concerns are central to large-scale shifts toward computer-based testing (CBT), yet evidence from developing systems remains limited on whether institutional supports can offset household digital inequalities. This study surveyed 1,197 Vietnamese high school students (grades 10–12) using a 20-item CBT acceptance scale (α=.94) and two single-item fairness indicators. Overall acceptance was moderately positive (M=3.54, SD=0.74), whereas fairness perceptions were markedly weaker: only 31.7%–38.2% agreed that CBT ensures fair scoring and 55.1%–66.7% worried that CBT could create inequality, reflecting unequal fairness perceptions across areas, with concerns strongest in rural settings. Group comparisons showed small but consistent advantages in acceptance for students with prior CBT experience and school-level computer access (g≈.16–.20), while home computer ownership had negligible association (g≈.01). Acceptance did not differ by residential area (η²≈.001), but fairness concerns varied across areas. These findings suggest that institutional exposure and governance practices—rather than household device ownership—are the most actionable levers for equitable CBT implementation. Practical implications include strengthening school-based access and practice opportunities, transparent proctoring and contingency procedures, and integrating fairness monitoring into CBT dashboards.
Copyright (c) 2026 Tran Thi Hoa Tien, Phan Thi Thuy An, Do Huy Duc, Le Ha Giang, Ngo Thi Minh Hanh, Tran Thi Ngoc Anh http://creativecommons.org/licenses/by-nc/4.0
Learning across ages: the role of intergenerational engagement in elderly education
Intergenerational learning (IGL) has gained increasing attention as a strategy to address the limited effectiveness of elderly education, particularly in the context of digital literacy and lifelong learning. Despite growing research, the field remains fragmented, with limited synthesis translating evidence into actionable educational strategies. This study aims to systematically examine how IGL enhances elderly learning ability and to identify strategic directions for its implementation. A bibliometric-driven analytical approach was employed using Scopus-indexed publications from 2021 to 2025. The top ten most-cited articles were identified through performance analysis and subsequently analyzed using a strengths, weaknesses, opportunities, and threats (SWOT) framework. The findings reveal that IGL significantly improves digital literacy, cognitive engagement, and social well-being among elderly learners. However, challenges such as internalized ageism, low learning confidence, and the absence of structured and scalable frameworks remain critical barriers. The study also highlights opportunities for integrating IGL into formal education and community-based programs, while identifying threats related to technological change and policy limitations. This study contributes a bibliometric-informed strategic synthesis that advances understanding of IGL and provides actionable insights for educators, program designers, and policymakers in elderly education.
Copyright (c) 2026 Rita Wong Mee Mee, Muhammad Fairuz Abd Rauf, Rasithra Ravichandran, Mohd Fahmi Mohamad Amran, Khairul Annuar Abdullah, Zuraidy Adnan, Muhammad Farhan Nordin http://creativecommons.org/licenses/by-nc/4.0
Integration of phenomenon-based and play-based learning in primary science
Primary school students in Thailand continue to struggle with science process skills and creative thinking, a challenge underscored by Thailand’s lowest Programme for International Student Assessment (PISA) science scores in 20 years. Traditional instruction emphasizing content memorization while neglecting real-world application has been identified as a major contributing factor. Addressing this issue is critical, as both competencies are foundational for 21st-century learning. This study examined the effects of an integrated phenomenon-based learning and play-based learning (PhBL-PBL) innovation on Grade 2 students’ science process skills and creative thinking skills. A one-group posttest-only design was adopted with 41 students in an authentic Thai primary classroom. Data were collected using validated instruments and analyzed through descriptive statistics and one-sample t-tests against predefined performance criteria. Results showed that 92.68% of students achieved creative thinking skills at a good level or above, and 85.37% reached the same threshold for science process skills, with mean scores for both domains significantly exceeding the criterion level (p<.05). These findings suggest that integrating phenomenon-based and play-based approaches effectively develops both competencies simultaneously, providing empirical evidence for a developmentally appropriate model of elementary science instruction with potential applicability beyond the Thai educational context.
Copyright (c) 2026 Prapatchit Techa, Sakda Swathanan, Wichaya Pewkam, Natad Assapaporn http://creativecommons.org/licenses/by-nc/4.0
Determinants of entrepreneurial intentions of private university students in Thailand
The growing interest in student entrepreneurship, research has yet to comprehensively examine both internal and external determinants of startup intentions among private university undergraduates in Thailand, a context shaped by rapid digital transformation and national innovation priorities. This study investigates the factors predicting entrepreneurial intentions among 400 undergraduate students at private universities in Pathum Thani, Thailand. Using a quantitative research design, data were collected via a validated structured questionnaire and analyzed through descriptive statistics and stepwise multiple regression. Five factors significantly predicted startup entrepreneurial intention: financial resources, entrepreneurial skills, prior experience, economic conditions, and technological factors, collectively explaining 60.3% of the variance. Financial resources and entrepreneurial skills emerged as the strongest predictors, while political-legal, socio-cultural, and environmental factors were not significant predictors. The study concludes that entrepreneurial intention is shaped by the interplay between individual competencies and contextual enablers. These findings call for universities to strengthen entrepreneurship education across all faculties and for policymakers to improve students' access to financial resources and startup support mechanisms.
Copyright (c) 2026 Nithima Yuenyong, Tanpat Kraiwanit, Ekaphot Congkrarian http://creativecommons.org/licenses/by-nc/4.0
Artificial intelligence usage in the teaching-learning process: perception and challenges
Artificial intelligence (AI) has advanced in the post-pandemic era and is unavoidable in teaching and learning. Teachers’ perceptions, as the primary gatekeepers, are essential for ensuring quality education and inclusive classrooms, with AI as a collaborator. While some teachers resist these technological shifts, others are actively adapting an AI-assisted teaching approach. We conducted this study to understand the reasons for teachers’ resistance (challenges and difficulties) and how they perceive the use of AI in the teaching, learning, and assessment process, because the first step in effective incorporation is having a favorable attitude towards it. Hence, this study explored the perceptions of 15 secondary private school teachers, selected through purposive sampling, regarding the incorporation of AI into teaching, learning, and assessment processes, as well as the challenges they faced. The researchers developed an in-depth interview schedule and conducted interviews to understand participants’ perceptions and challenges. The data is analyzed following the thematic analysis steps by Braun and Clarke. Thematic analysis revealed that teachers demonstrated a positive understanding towards the pedagogical relevance of AI, rather than merely having a favorable perception. Furthermore, teachers predominantly viewed AI as an additional tool to enhance the effectiveness of knowledge transactions and instructional design. The challenges include infrastructure accessibility and professional training; time management for preparation, skill updating, and fulfilling varied teaching and other responsibilities; the inability to verify the accuracy of information; and parental mindset. This study offers insights for developing AI-aided teacher training and relevant curricula for schools.
Copyright (c) 2026 Ishani Basak, Benny Thomas, Shinto Thomas http://creativecommons.org/licenses/by-nc/4.0
Examining dual-factor mental health: a confirmatory factor analysis among senior secondary students in Islamic boarding schools
This study examines the measurement properties of the dual-factor model of mental health among senior secondary students in Islamic boarding schools. Despite growing interest in the dual-factor framework, empirical validation in culturally embedded educational settings remains limited. Using a quantitative cross-sectional design, data were collected from 616 students across 10 schools using the Azira Mental Health Scale (AMHS-24), which assesses psychological well-being and psychological distress. Confirmatory factor analysis (CFA) supported a two-factor structure, indicating that well-being and distress are distinct yet related constructs. The model showed acceptable but not optimal fit (root mean square error of approximation (RMSEA)=.055; standardized root mean square residual (SRMR)=.063; comparative fit index (CFI)=.874; Tucker–Lewis index (TLI)=.862). Reliability was satisfactory (α=.855 and .861), and discriminant validity was supported (heterotrait–monotrait (HTMT)=.321). However, convergent validity was limited (average variance extracted (AVE)=.332 and .343). The novelty of this study lies in validating a dual-factor mental health instrument within Islamic boarding schools, providing a contextually grounded assessment of both positive and negative dimensions. Despite this limitation, the findings support the use of the AMHS-24 as a reliable tool for assessing general mental health patterns.
Copyright (c) 2026 Rahmat Aziz, Esa Nur Wahyuni, Wildana Wargadinata, Ali Maksum, Retno Mangestuti, Iffat Maimunah http://creativecommons.org/licenses/by-nc/4.0
Information and communication technology in higher music education: systematic review
Technological advances have facilitated the integration of information and communication technology (ICT) into higher music education over the past decade. However, existing literature remains fragmented and lacks an integrated understandingof this field. This study addresses four research questions concerning developmental trends, types of ICT use and their characteristics, advantages, and challenges of ICT integration in higher music education. Based on 40 articles retrieved from EBSCO, Scopus, and Web of Science (WoS), this review analyses ICT use in higher music education. The findings show that the reviewed articles are unevenly distributed geographically, with a substantial proportion originating from China. Quantitative research designs dominated the reviewed articles. Thematic analysis identified four primary categories of ICT use: network-based and distance learning technologies, digital platforms and tools, artificial intelligence (AI)-powered educational technologies, and immersive and sensor-based ICT applications. ICT can enhance teaching quality, student motivation, personalized learning, flexibility, instructional innovation, and interdisciplinary integration, while challenges include limited emotional interaction, technical barriers, unequal resource allocation, privacy concerns, and ethical risks. Drawing on the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) framework, this study proposes an integrative framework to guide teachers and institutions in designing pedagogically meaningful, technically feasible, and context-sensitive ICT-enhanced music education practices.
Copyright (c) 2026 Yangyang Wang, Aidah Abdul Karim, Intan Farahana Kamsin http://creativecommons.org/licenses/by-nc/4.0
ChatGPT as scaffold: quiz performance across session complexity
Many studies examine the use of ChatGPT in education, but most measure student perceptions, not performance, and few track performance across multiple sessions of different complexity. In particular, no study has tracked whether this association varies across sessions of different cognitive complexity. Using a quasi-experimental design, first-year undergraduates (N=193) at the Higher International Institute of Tourism (ISITT) in Tangier, Morocco were followed across seven introductory statistics sessions. One group had access to ChatGPT during learning activities, while the other followed the same instruction without artificial intelligence (AI) access. Performance was measured through end-of-session quizzes (1,136 observations) and analyzed using a linear mixed-effects model. No consistent overall advantage was associated with either condition. However, a significant interaction between condition and session was identified (χ²(6)=61.50, p<0.001). The most pronounced divergence occurred in session 6, which involved multi-step computation (harmonic mean and grouped-data mode interpolation), where the AI-permitted group scored higher (9.15 vs. 7.18, d=1.24). Across the remaining six sessions, effect sizes ranged from d=−0.20 to d=+0.19. Our findings suggest that AI integration should be selective, used during complex procedural sessions rather than uniformly across all course content.
Copyright (c) 2026 Fatima Ezzahra Kabba, Zouhair Ejbari http://creativecommons.org/licenses/by-nc/4.0
Mathematical mindset shift: reducing math anxiety and enhancing attitudes in secondary school students through growth mindset intervention
This study examines the effectiveness of a growth mindset intervention (GMI) in improving mathematical mindset, reducing math anxiety, and enhancing attitudes toward mathematics among secondary school students. A true-experimental design was employed, involving 69 Form Two students from secondary schools in Kedah, Malaysia. Participants were randomly assigned to a treatment group (n=35) or a control group (n=34). Data were analyzed using multivariate analysis of covariance (MANCOVA). The results revealed significant differences in math anxiety (p=0.000) and attitudes toward math (p=0.000) between the treatment and control groups after controlling for covariates (math scores and gender). However, no significant difference was observed in mathematical mindset between groups (p=0.292). Within the treatment group, significant improvements were noted in mathematical mindset (p=0.001), math anxiety (p=0.000), and attitudes toward math (p=0.000), while the control group showed no significant changes across these variables. Students in the treatment group experienced reduced math anxiety and improved attitudes toward math following the intervention. These findings suggest that GMI is an effective strategy for mitigating math anxiety and fostering positive attitudes toward mathematics, providing valuable insights for educators seeking to improve students' learning experiences and outcomes.
Copyright (c) 2026 Noor Atiqah Mohd Noh, Aini Marina Ma’rof, Yusni Mohamad Yusop http://creativecommons.org/licenses/by-nc/4.0
A model for flexible learning in graduate teacher education programs
This study aimed to develop a model for flexible learning (FL) appropriate to graduate teacher education programs (GTEP) based on the different practices of the graduate faculty and students in a teacher education institution (TEI) before and during the COVID-19 pandemic. A multimethods approach was employed, utilizing survey questionnaires, semi-structured interviews, and focus group discussions (FGD). Data were collected from 215 graduate students and 43 graduate faculty members who were selected through convenience sampling. The study resulted in the development of a model of FL for GTEP (MFL-GTEP), reflected in an outcome-based syllabus that highlights 10 areas of FL, all beginning with P: purpose, process, pedagogy, platform, people, place, pace, performance, product, and policy of learning. The MFL-GTEP promotes self-agency, self-regulation, and self-determination among education professionals pursuing GTEP. The challenges that graduate faculty and students experience in the implementation of FL are addressed in the (MFL-GTEP) to make the model more relevant, inclusive, and sustainable in a graduate teacher education program.
Copyright (c) 2026 Marilyn U. Balagtas, Adonis P. David, Erminda C. Fortes, Arceli M. Amarles, Alvin B. Barcelona, Marla C. Papango, Marjorie P. Naquita http://creativecommons.org/licenses/by-nc/4.0
English medium instruction in Jordanian medical education: a systematic review
English-medium instruction (EMI) dominates Jordanian medical education, yet its equity implications and consequences for assessment validity remain poorly evidenced, particularly after the disruptions of the COVID-19 pandemic. Following preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 guidelines, this review searched Scopus, Web of Science, ERIC, and PubMed for peer-reviewed work published between 2000 and 2024. A total of 34 studies met inclusion criteria after mixed methods appraisal tool (MMAT) quality appraisal and were analyzed through thematic synthesis. The evidence reveals a structural paradox: EMI supports international academic integration while disadvantaging students from Arabic-medium secondary schools by conflating English proficiency with medical competence. The lexical and morphological complexity of medical English increases cognitive demands and became more pronounced during pandemic-related online teaching. Students rely on code-switching and morphological analysis as coping strategies, but neither is recognized in policy or assessment. The review delivers the first PRISMA-aligned synthesis of EMI in Jordanian medical education, proposes the Jordanian Medical English Corpus (JoMEC) as a corpus-based diagnostic for measuring lexical burden, and reframes EMI equity as a measurable issue of assessment validity rather than a normative concern alone. Findings support bilingual scaffolding and validity-oriented assessment reform to advance equity in medical education across Jordan and comparable Middle East and North Africa (MENA) contexts.
Copyright (c) 2026 Hassan Mohammad Bani-Issa, Norsofiah Abu Bakar, Muhammad Zaid Daud, Jong Hui Ying, Hytham M. Bany Issa http://creativecommons.org/licenses/by-nc/4.0
Image-native automated scoring of handwritten mathematical responses: reliability evidence and teacher–AI collaboration
This study examines the reliability of an image-native multimodal AI system for automated scoring of handwritten responses to Advanced Placement (AP) Calculus free-response items without requiring optical character recognition (OCR) preprocessing. Using inter-rater agreement indices and test–retest reliability analyses, we found substantial to almost perfect agreement between artificial intelligence (AI)-generated scores and calibrated human ratings, as well as almost perfect stability across repeated scoring sessions. These results suggest that the observed reliability of the AI scoring system warrants further investigation of validity-related evidence and inferences. As a practical implication for assessment practice, we propose a human-in-the-loop teacher–AI collaborative (TAC) framework in which automated scoring operates under teacher oversight. Taken together, these findings provide initial evidence of reliability supporting the responsible use of AI-based scoring as a measurement instrument in high-stakes educational assessment.
Copyright (c) 2026 JiEun Janet Song, Young-Seok Oh, Dong Joong Kim http://creativecommons.org/licenses/by-nc/4.0
A blended learning model for creative thinking development
Creative thinking is a critical competency in higher education in the industry 5.0 era. Although blended learning (BL) and design thinking (DT) are widely adopted, existing instructional approaches often lack explicit mechanisms for process-level quality regulation across the creative process, leading to inconsistent and insufficiently structured outcomes. To address this gap, this study develops and validates the blended learning design thinking plan-do-check-act (BLDTPDCA) learning model, which embeds the plan-do-check-act (PDCA) cycle as a stage-based quality regulation mechanism within the DT process, rather than as a separate tool. The model incorporates a task–modality alignment linking face-to-face learning with the empathize, define, and ideate stages, and online learning with the prototype and testing stages to support continuous feedback. The study employed a model development and validation design. Five experts evaluated the model using a 19-item index of item-objective congruence (IOC), indicating high content validity (IOC=0.95). The findings demonstrate that the model enables systematic, process-level quality regulation within creative learning activities. This study contributes to the literature by reconceptualizing PDCA as an embedded regulatory mechanism within DT and by providing a structured, theory-informed framework for aligning instructional processes with measurable creative thinking development in higher education.
Copyright (c) 2026 Nuttapong Prasertsung, Alisa Songsriwittaya http://creativecommons.org/licenses/by-nc/4.0
Effects of digital learning intervention on pre-service teachers’ innovation competence: evidence from Kazakhstan
Developing innovation competence (IC) is essential for pre-service teachers, as it enables them to effectively design, implement, and adapt instruction in increasingly complex and digitally enriched learning environments where technology integration, student-centered approaches, and pedagogical flexibility are critical. However, empirical evidence on how structured digital learning interventions (DLIs) foster multidimensional IC remains limited. This study examined the effect of a twelve-week structured DLI on IC in 156 third-year pre-service teachers using a quasi-experimental pretest–posttest design with a non-equivalent control group (CG). Participants completed the IC scale before and after the intervention. Results showed that the intervention significantly improved overall IC and all four dimensions: creative problem-solving (CPS), pedagogical adaptability, proactive initiative, and technology-enhanced instructional design, with the largest gains in CPS and technology-enhanced instructional design. Engagement with digital learning activities further predicted competence development, particularly in the intervention group. These findings suggest that integrating structured digital learning with intentional pedagogical design can effectively enhance innovation-oriented competencies. Teacher education programs can apply these insights to design interventions that prepare future educators for innovative, technology-rich classrooms.
Copyright (c) 2026 Zhazira Stambekova, Aziya Zhumabayeva, Zhanna Zhussupova, Saule Zhorayeva http://creativecommons.org/licenses/by-nc/4.0
Academic capital and institutional stratification: determinants of graduate success in Moroccan higher education
In spite of the massification of higher education after the implementation of the licence–master–doctorate (LMD) reform, the graduation rates from open-access faculties stay low (under 30%), and the factors driving these low performance rates are not well understood. This study attempts to explain factors influencing the stratification of academic achievement of students graduating from Hassan I University (2012–2017), through the analysis of the three factors: pre-university academic capital, institutional selectivity, and socioeconomic resources. On the baccalaureate grade, we use ordinary least squares (OLS) regression, analysis of variance (ANOVA), t-tests, and chi-square analyses to find that it is the strongest predictor with β = 0.481 and r = 0.595 (p < 0.001), which is better than international benchmarks. The segregation effect by institution is the highest among the groups’ effects, with selective institutions having an effect of over 2.5 grade points (when controlling for student inputs), indicated by the large group effect (η2 = 0.275). Receipt of scholarships is a positive predictor of performance (β = 0.213 with p = 0.031); the employment in term-time is selected. 45.9% of grade variance is accounted for by the full model. We believe that academic disparities stem from secondary schooling and is exacerbated by disparities in faculty quality in the open market, and therefore secondary faculty preparation and open-access faculty resources must be addressed.
Copyright (c) 2026 Youness Ezzaaime, Said Maizzou, Ali Raigat, Abdeljabbar Abdouni http://creativecommons.org/licenses/by-nc/4.0
Enhancing students’ holistic reading through locally-enriched learning materials
Learning materials that are suitable for the learning environment and resonate with students’ experiences play a crucial role in helping them learn English. A major obstacle in learning English is the scarcity of learning resources that incorporate local content, resulting in low holistic reading skills. This study aims to examine the effectiveness of locally-enriched learning materials on students’ holistic reading and to explore their responses. This study uses a mixed-method approach with a sample of 136 seventh-grade students in Indonesia. Data were gathered using tests, observation, and questionnaires, and analyzed using t-tests and descriptive statistics. The findings indicate that locally-enriched learning materials effectively enhance students’ holistic reading. This improvement is achieved by incorporating oral and written language skills, integrating local culture and daily activities into text discourse, and improving reading comprehension through vocabulary mastery, identifying main ideas, accuracy in grammar, and scanning. Learning enhancement was reflected in stages in English language teaching (ELT), the use of locally-enriched learning materials, material variations, teaching approach, participation and reading skill. Future research should concentrate on predicting text content and skimming in holistic reading. This study recommends the stakeholders to make policies in promoting local content as supporting learning materials in ELT.
Copyright (c) 2026 Husni Mubarok, Haryanto, Harun Joko Prayitno, Anam Sutopo, Miftachul Huda http://creativecommons.org/licenses/by-nc/4.0
Enhancing emotional resilience in pre-service early childhood educators through digital learning environments
Emotional resilience (ER) is a critical competence for pre-service teachers, enabling them to manage stress, adapt to change, and maintain professional functioning. Digital learning (DL) environments present both challenges and opportunities for developing ER, yet empirical studies on structured interventions in these contexts remain limited, particularly in early childhood education (ECE). This study examined the effect of a structured DL intervention on the development of ER among pre-service teachers in ECE contexts in Kazakhstan. A quasi-experimental pretest-posttest design with non-equivalent groups was employed, involving 165 female pre-service teachers. The intervention included scaffolded digital tasks, reflective exercises, and instructor-led feedback. Baseline ER scores were comparable between groups. Following the intervention, participants in the experimental group (EG) demonstrated significantly higher ER compared to those in the control group (CG). These results indicate that structured DL interventions can effectively enhance ER by fostering adaptive coping, self-regulation, and problem-solving skills. Embedding scaffolded digital tasks combined with reflection and feedback into teacher education programs may support the preparation of resilient, reflective, and emotionally competent educators.
Copyright (c) 2026 Gulmira Mombiyeva, Ulbossyn Kyyakbayeva, Perizat Dautkaliyeva, Zhanna Zhunisbekova, Zhanar Saduova, Zhaxygul Issayeva http://creativecommons.org/licenses/by-nc/4.0
The relationship between arithmetic proficiency and artificial intelligence-assisted learning
Amidst the rapid developments witnessed in educational environments, this study aims to investigate the dynamic relationship between the desire for artificial intelligence (AI) supported learning and proficiency in mental arithmetic, considering the latter a decisive factor in enhancing cognitive acquisition. The study focused specifically on the academic elite, represented by students in the mathematical sciences track at the qualifying secondary level. To ensure the accuracy of the results, the methodology relied focusing particularly on the arithmetic subtest within the Wechsler intelligence scale for children as an effective tool for measuring logical reasoning and working memory. The target sample consisted solely of adolescents, who were characterized by a similarity and a homogeneity in their developmental stages and ages. Selection and analysis criteria were based on two pillars, the general scores obtained in the arithmetic subtest, and a systematic evaluation of the students’ aptitude and inclination toward using AI tools. The results concluded that there is a close correlation between arithmetic ability and the quality of logical reasoning in AI contexts. Furthermore, statistically significant homogeneity confirmed that students proficient in AI skills demonstrate higher levels of creative thinking and the ability to apply logic in learning.
Copyright (c) 2026 Khalid Marnoufi, Imane Ghazlane, Fatima Zahra Soubhi, Bouzekri Touri http://creativecommons.org/licenses/by-nc/4.0
Academic procrastination and achievement among university students under AI overreliance and contextual factors
Academic procrastination remains a persistent challenge in higher education, particularly as artificial intelligence (AI) tools become increasingly integrated into students’ learning activities. While AI can assist with academic tasks, excessive reliance on such technologies may influence students’ learning behaviors and time management. This study employed a quantitative, cross-sectional design to examine the factors associated with academic procrastination and its relationship with academic achievement in higher education contexts where AI tools are widely used. Data were collected from 301 university students and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that the model explains a substantial proportion of variance in academic procrastination (R²=0.72) and a moderate proportion in academic achievement (R²=0.30). Academic procrastination shows a significant relationship with academic achievement (β=0.551, p<0.001). Among the predictors, self-regulated learning (β=-0.800) and school attachment (β=-0.803) exhibit the strongest negative associations with procrastination, while AI overreliance (β=0.430) increases academic procrastination. Digital competence (β=-0.441) also contributes to reducing procrastination. These findings suggest that academic procrastination functions as a key mechanism linking individual, contextual, and technological factors to academic outcomes in technology-supported higher education. The results highlight the importance of strengthening students’ self-regulated learning and promoting cautious and responsible AI use in higher education.
Copyright (c) 2026 Tang My Sang, Le Quoc Thang http://creativecommons.org/licenses/by-nc/4.0
Exploring the relationship between teacher work engagement and organizational citizenship behavior in early childhood education
The role of teacher work engagement (TWE) is very important in creating positive organizational citizenship behavior (OCB) within the early childhood education (ECE) context. This study hypothesizes the use of TWE structural equation modeling (SEM) with advanced logistic regression (ALR) (TWE-SEM-ALR) model and predict the occurrence of OCB among teachers. When 250 early childhood educators in both public and privates collected a teacher-based questionnaire data, it was observed that the information was gathered in questionnaires. Evaluation was done through experimental means, where an 80:20 train-test splitting was used. The model with the suggested accuracy of 92.4 and precision of 0.91, recall as 0.93, F1-score as 0.92, and area under the curve (AUC) of 0.95 was better than models based on logistic regression, support vectors machines, and SEM-only models. The error analysis and the ablation studies also served to validate the role of every model component, as it was shown that the combination of SEM and ALR greatly minimizes the error in predictions and enhances classification stability. The findings of the effectiveness of the proposed framework in explaining complex engagements-behavior relationships and it has rich implications to educational administrators who wish to improve teacher performance and organizational performance.
Copyright (c) 2026 Yixuan Zhao, Connie Shin http://creativecommons.org/licenses/by-nc/4.0
A model for enhancing teacher training by integrating internet of things, cloud computing, and robotics in a blended learning
Despite educational digitalization, a divide persists in integrating robotics and the internet of things (IoT) into classroom practice. Both pre-service and in-service teachers struggle to translate theory into application due to the lack of unified methodological frameworks. This gap demonstrably undermines student academic performance. The present study introduces the teachers-oriented, learning content, methodological approaches, digital support, expected outcomes (T-LMDE) model to bridge this divide through the synergistic integration of key dimensions. The model integrates robotics and IoT with cloud computing, utilizing the Arduino IoT cloud for data analytics and remote control. Delivered via a blended-learning portal, the curriculum provides didactic materials and feedback mechanisms, enabling educators to master complex engineering solutions. The model’s efficacy was empirically validated with 31 participants across two modalities: a 15-week course for pre-service teachers and an 80-hour intensive program for in-service educators. Using a quasi-experimental, mixed-methods design, data were analyzed via paired t-tests and qualitative thematic scrutiny. Findings confirm the model’s positive impact on professional transformation and competency advancement, shifting educators from content consumers to “teachers-as-designers”.
Copyright (c) 2026 Meiramgul Mukhambetova, Salamat Idrissov, Nurgul Baitemirova http://creativecommons.org/licenses/by-nc/4.0
TikTok as a constructivist platform for ethically and algorithmically literate TESL in the industrial era 5.0
This research places the integration of TikTok in teaching English as a second language (TESL) as a directed pedagogic design that combines constructivist engagement, digital ethics, and algorithmic literacy in the context of the industrial era 5.0. This study aims to: i) examine the influence of constructivist engagement on speaking fluency; ii) assess the effectiveness of digital ethics rubrics; and iii) test the mediating role of algorithmic literacy. Using a sequential mixed method, the study involved 130 participants (120 students, 10 lecturers) in a 12-week intervention that included ethics orientation and algorithmic literacy, task modeling, micro-speaking video production, rubric-based peer-lecturer feedback, and reflection and revision. Quantitative data were analyzed by regression, paired t-test, analysis of variance (ANOVA), and mediation analysis, while qualitative data were analyzed thematically and integrated through joint displays. Results showed that constructivist involvement had a significant effect on speaking fluency (β=0.68; R²=0.46; p<0.001), the digital ethics rubric significantly increased the ethics score (2.78→4.58; d=1.72), and algorithmic literacy mediated the relationship partially (38% effect). The findings confirm TikTok is effective for TESL when controlled by task design, ethics rubrics, and algorithmic literacy training.
Copyright (c) 2026 Ninik Suryatiningsih, Dwi Priyo Utomo, Joko Widodo, Masduki http://creativecommons.org/licenses/by-nc/4.0
Establishing quality indicators for higher-order thinking skills: development and validation using factor analysis
Assessing higher-order thinking skills (HOTS) in mathematics education remains challenging because available instruments often measure critical thinking (CT), creative thinking (CrT), and problem-solving (PS) separately, limiting a coherent evaluation of their interrelated nature. This study developed and empirically validated an integrated set of quality indicators for HOTS assessment using a mixed-methods design. In the qualitative phase, focus group discussions (FGDs) with five experts in mathematics education and educational evaluation generated theory-driven indicators grounded in instructional practice. In the quantitative phase, 70 participants (university lecturers, secondary school teachers, and undergraduate students) were selected through stratified purposive sampling to evaluate the indicators. An exploratory factor analysis (EFA) was performed using principal axis factoring with varimax rotation, and factorability was confirmed using Kaiser-Meyer-Olkin (KMO) and Bartlett’s test of sphericity. The results showed satisfactory construct validity (KMO=0.75; Bartlett’s p<0.001) and acceptable factor loadings (≥0.50), supporting a stable multidimensional HOTS structure aligned with theoretical expectations. The validated indicators provide a practical measurement framework to support cognitively demanding mathematics instruction and serve as a foundation for subsequent confirmatory factor analysis (CFA) in larger, more diverse samples.
Copyright (c) 2026 Nia Kania, Florence Kyaruzi http://creativecommons.org/licenses/by-nc/4.0
Procrastination trap: how personality traits fuel generative artificial intelligence over-reliance and erode academic performance
This study investigates how long-term personality traits contribute to generative artificial intelligence (GenAI) use and whether these traits have an impact on academic procrastination and performance. The Big five personality model was used for this investigation, and a quantitative methodology was employed to analyze data from 200 undergraduate students in East Malaysia via partial least squares structural equation modeling (PLS-SEM). Findings indicated that while neuroticism and openness were associated with increased levels of GenAI use, conscientiousness was found to be a protective factor against GenAI dependency. In addition, results showed that when students excessively utilize GenAI, they experience increased levels of procrastination which leads to longer procrastination periods and decreased levels of deep learning engagement. Finally, procrastination was identified as a partial mediator between GenAI use and poor academic performance. Thus, GenAI dependency produces a ‘competence illusion’, causing a decline in students’ academic abilities over time. Ultimately, this study supports the need for interventions designed to help students learn self-regulation and develop critical AI literacy skills to enable technology to serve as a cognitive scaffold as opposed to a replacement for students’ own cognitive efforts.
Copyright (c) 2026 Mohamad Rizal Abdul Hamid, Chen Jung Ku, Anath Rau Krishnan, Imran Mehboob Shaikh, Yoke Lian Lau, Mohd Zulkifli Muhammad, Saiful Bahri http://creativecommons.org/licenses/by-nc/4.0
Competency-based evaluation of scientific-pedagogical master’s programs
The goal of this study is to conduct a comprehensive evaluation of the master’s degree programs at the Faculty of Philosophy and Political Science of Al-Farabi Kazakh National University from the perspective of the competency-based approach. The study involves a targeted sample of 120 participants directly involved in the implementation and evaluation of scientific and pedagogical master’s programs: 70 master’s students, 20 teachers, 20 graduates, and 10 employers. The study employs a mixed-method approach, including surveys of master’s degree students, faculty members, graduates, and employers, as well as qualitative analysis of interviews with participants. Course relevance received the highest rating. Faculty members positively evaluate the alignment of the programs with the competency-based approach. Graduates emphasize the applicability of their knowledge, while employers express satisfaction with the graduates’ level of preparation. Kruskal–Wallis test analysis does not reveal statistically significant differences between groups for most indicators, confirming a consistent perception of educational quality. The interviews reveal a generally positive attitude toward the programs but highlighted several shortcomings, such as uneven competency development, insufficient practical focus, and limited engagement with the professional environment. The novelty of the work lies in the comprehensive empirical evaluation of master’s programs based on a competency-based approach from the perspectives of students, teachers, graduates, and employers. The practical significance of the findings lies in justifying the need for stronger integration of theory and practice, greater transparency in competency assessment, and expanded collaboration with employers to enhance the quality of master’s degree training.
Copyright (c) 2026 Nurzada Kozhamberdiyeva, Aliya Kudaibergenova, Bakytgul Imanbekova, Sarash Konyrbayeva, Zhanar Bekturganova, Yücel Gelişli http://creativecommons.org/licenses/by-nc/4.0
Academic stress and academic performance among early childhood education students in Peru
Academic stress is widely assumed to impair academic performance in higher education; however, empirical evidence remains inconsistent, particularly in professional teacher-training programs. This study examined the relationship between perceived academic stress and academic performance among 116 undergraduate students (18–25 years) enrolled in an early childhood education program at a public university in Peru. A quantitative cross-sectional correlational design was employed. Academic stress was measured using the perception of academic stress scale, while academic performance was obtained from official grade point averages (GPA), ensuring objective assessment. Data were analyzed using multiple regression and non-parametric tests (Mann–Whitney U and Kruskal–Wallis H). Results indicated moderate stress levels (M=3.65) and stable academic performance (M GPA=14.72). Academic stress did not significantly predict GPA, whereas age emerged as the only significant positive predictor. Gender and academic cycle showed no significant effects. These findings suggest that academic stress may not necessarily undermine performance and highlight the potential role of maturity and adaptive capacities in supporting resilience among future teachers.
Copyright (c) 2026 Alvaro Camposano-Cordova, Juan Antonio Picoy-Gonzales, Néstor Jesús Caro-Seminario, Clorinda Barrionuevo-Torres, José Antonio Nieto-Custodio, Maria Clarisa Tovar-Torres-De-Aguilar, Melina Penélope Tolentino-Cotrina, Nelly Olga Zela-Payi, Jesús Mery Arias- http://creativecommons.org/licenses/by-nc/4.0
The effect of systematically created success situations on learning motivation among primary school students
Learning motivation is a critical factor influencing students’ academic engagement, persistence, and long-term educational outcomes. In primary education, motivation is particularly important, as early learning experiences shape children’s attitudes toward school and their willingness to participate in academic activities. The aim of this study was to examine the impact of systematically created success situations on learning motivation among primary school students in Kazakhstan. The study involved 72 participants. A quasi-experimental design was employed, with students participating in a six-week intervention structured to provide frequent success experiences, while a comparison group continued regular classroom instruction. Motivation was assessed before and after the intervention using selected subscales of the intrinsic motivation inventory, including interest/enjoyment, perceived competence, and effort/importance. The results indicated significant improvements in all measured dimensions of motivation for students who experienced the intervention compared with the comparison group. Increases were observed in students’ perceived competence, engagement with learning activities, and willingness to invest effort. These findings suggest that systematically creating opportunities for success is an effective approach to enhancing learning motivation in primary education and provide practical guidance for classroom implementation.
Copyright (c) 2026 Sabila Abzhanova, Gulnar Uaisova, Madina Togatay, Aliya Jakhayeva, Nazymkul Altayeva, Saule Zhorayeva http://creativecommons.org/licenses/by-nc/4.0
Galperian epistemology, human thought, and artificial intelligence in education
This theoretical review examines the relationship between Piotr Galperin’s epistemology, the development of human thought, and the incorporation of artificial intelligence (AI) in education. The analysis is organized around five issues: the stage-by-stage formation of mental actions, the zone of proximal development as oriented mediation, the pedagogical role of AI, the ethical and cultural risks of automation, and practical principles for educational design and regulation. The review synthesizes contributions from historical-cultural psychology, activity theory, neuroeducation, ethics of technology, and recent AI-in-education studies in order to argue that AI should not be understood as a substitute for human thinking but as a mediated resource whose value depends on pedagogical intentionality, transparency, and cultural grounding. The paper’s explicit novelty lies in articulating Galperin’s orienting basis of action with current debates on AI design, educational policy, and ethical regulation, thereby moving from philosophical interpretation to concrete pedagogical criteria for practice. From this perspective, the teacher remains a reflective mediator, and education retains its formative responsibility to cultivate autonomy, critical judgment, and consciously regulated action.
Copyright (c) 2026 Querubín Patricio Flores Núñez, Tiago Felipe Vera-Assaoka, Juan Carlos Huircalaf Diez http://creativecommons.org/licenses/by-nc/4.0
Artificial intelligence technologies in teaching Russian as a foreign language
The present study aims to investigate the impact of integrating artificial intelligence (AI) technologies into teaching Russian as a foreign language (RFL) from the perspective of educators. Employing a mixed-methods research design, the study utilized several methodologies, including a teacher survey, an analytical-descriptive approach to data interpretation, and the development and evaluation of AI-based interventions. The study sample comprised 120 RFL instructors from three public universities in Kazakhstan. Preliminary findings revealed a considerable awareness among teachers regarding various AI technologies, such as chatbots, voice assistants, the ChatGPT neural network, educational platforms, gaming applications, and task design tools. Nonetheless, the practical utilization of these technologies varied significantly, with only a subset of teachers incorporating them into their regular teaching practices. The study culminated in the development of a conceptual framework for AI-driven educational interventions, incorporating platforms such as Coursera, Moodle, Open EdX, and eFront; game-based applications including Duolingo, Talk2Russia, and Russian Verbs Pro; and task creation tools such as Kahoot! and Quizlet. Following the integration of these interventions into the curriculum, post-implementation evaluations indicated that teachers generally perceived the tools as effective, with the average effectiveness rating surpassing 4.0 out of 5.0 across all assessed categories. The findings of this study have practical applicability; they can be used to enhance professional development programs for teachers of the Russian language and to formulate strategies for the integration of AI technologies into language education within the Central Asian region.
Copyright (c) 2026 Larissa Krymova, Navruz Khasanov, Zhamiila Arstanbekova, Ariya Azamatova, Nuraisha Bekeyeva http://creativecommons.org/licenses/by-nc/4.0
Teachers’ perspectives on pedagogical challenges of AI integration in English language teaching
Artificial intelligence (AI) tools are rapidly being integrated into English language teaching (ELT). However, limited empirical evidence exists regarding the pedagogical challenges teachers encounter during classroom implementation. This study investigates whether demographic variables influence ELT teachers’ perceptions of AI effectiveness and related pedagogical challenges. A quantitative survey design was employed, involving 200 ELT teachers with prior AI exposure. Data were collected using a validated Likert-scale instrument (α=0.81) and analyzed using independent samples t-tests, one-way ANOVA with Tukey post hoc analysis, and Chi-square (χ²) tests. Results revealed significant gender differences in perceived effectiveness (t=2.504, p=0.044) and pedagogical challenges (t=2.627, p=0.018), with female teachers reporting higher mean scores. Locality differences were significant only for perceived effectiveness (F=4.610, p<0.05), particularly between urban and rural teachers. No significant associations were found for age (χ²=12.830, p>0.05) or teaching experience (χ²=4.266, p>0.05). Educational level taught was significantly associated with perceived effectiveness (χ²=13.816, p<0.05). The findings suggest that AI integration challenges are largely systemic, even though perceptions of effectiveness vary across contexts.
Copyright (c) 2026 Parthiban Ganesan, Karthikeyan Padmanathan, Thiyagu Kaliappan, Raja Kumar Subburaj, Durgaprasad Sahoo http://creativecommons.org/licenses/by-nc/4.0
Classroom management and preschool children’s social behaviors
Classroom management is widely recognized as a core component of early childhood education. While previous studies have largely focused on its relationship with academic outcomes, its role in explaining children’s social behaviors in early childhood classrooms has received comparatively less attention. This study examines how preschool teachers’ classroom management skills are associated with children’s positive and negative social behaviors. The study was designed within a correlational framework and included 25 preschool teachers and 339 children enrolled in their classes. Data were collected using the preschool teachers’ classroom management skills scale and the social behavior scale for preschool children and analyzed using Pearson correlations and multiple regression analyses. The results revealed a moderate and statistically significant positive relationship between teachers’ overall classroom management skills and children’s overall social behavior levels. Among the dimensions of classroom management, planning–program implementation and physical arrangement emerged as significant predictors of children’s emotional competence. These findings indicate that classroom management functions not only as an organizational practice but also as a contextual factor supporting children’s social and emotional development. Strengthening preschool teachers’ classroom management skills through practice-oriented professional development initiatives may contribute to the promotion of positive social behaviors in early childhood settings.
Copyright (c) 2026 Ayşe yakupoğulları, İsa Kaya http://creativecommons.org/licenses/by-nc/4.0
Pedagogical environments for the formation of research competence in students within practice-oriented chemistry education
Despite the importance of research competence in modern chemical education, traditional instructional methods often fail to sufficiently prepare students for independent scientific inquiry and professional growth, creating a gap between theoretical knowledge and practical application. The research aimed to experimentally validate a multifaceted system of pedagogical environments (research-focused, metacognitive-digital, and motivational) designed to foster research competence in chemistry students through practice-oriented learning. The research design of the research was a 30-week longitudinal pedagogical experiment utilizing a quasi-experimental design with pre- and post-test assessments. The sample comprised of 325 third- and fourth-year future chemistry teachers (experimental group (EG)=165; control group (CG)=160) from a national university in Kazakhstan. Statistical analysis (Pearson χ² test) confirmed significant growth in the EG across all competence criteria, with the proportion of students reaching “high-level” research proficiency increasing from 10.9% to 38.8%. The key implication is integrating structured pedagogical environments into teacher-training curricula effectively bridges the gap between theoretical knowledge and practical inquiry, providing a scalable framework for modernizing science, technology, engineering and mathematics (STEM) education.
Copyright (c) 2026 Kanat Sadykov, Nesipkhan Bektenov, Nursulu Zhussupbekova, Ainash Baidullayeva http://creativecommons.org/licenses/by-nc/4.0
Developing primary student innovators through local wisdom and integrated learning
Elementary science, technology, engineering, arts, and mathematics (STEAM) education often struggles with abstract, disconnected lessons, leading to students engaging in “making without learning”. Addressing this gap, this study evaluated a novel STEAM learning package that uniquely integrates regional local wisdom with educational board games to enhance the innovator competencies and STEAM process knowledge of fifth-grade students. Employing a rigorous pretest-posttest quasi-experimental design, the study involved 240 students across four diverse school jurisdictions in Bangkok. To address common methodological limitations in educational research, a linear mixed model (LMM) was utilized to isolate the intervention’s true effect from nested school contexts. The results demonstrated that the experimental group achieved significantly higher innovator competencies and STEAM knowledge compared to the control group. Crucially, the variance analysis revealed that school administrative structure and resources had a negligible impact on student outcomes. This underscores the study’s strongest novelty: combining cultural heritage with gamification not only provides a highly effective pedagogical scaffold but also serves as an equitable instructional tool, successfully bridging the gap between abstract science and meaningful application across diverse educational environments.
Copyright (c) 2026 Suwicha Wansudon, Trai Unyapoti, Phatcharida Inthama http://creativecommons.org/licenses/by-nc/4.0
Development of ergonomic skills of future teachers of preschool organizations based on klax pedagogy
Training future preschool teachers requires the systematic development of ergonomic skills due to the high physical and emotional demands of their professional activity. However, existing teacher education programs often emphasize theoretical knowledge while providing limited opportunities for the development of practical ergonomic competencies. This study addresses this gap by investigating the effectiveness of klax pedagogy, a movement-oriented and experiential approach, in dev eloping ergonomic competence among future preschool teachers. A quasi-experimental pre-test/post-test control group design was employed with 84 students (experimental group: n=42; control group: n=42). The experimental group participated in klax-based activities focused on posture control, movement coordination, spatial organization, and ergonomic awareness, while the control group received traditional instruction. The results revealed a statistically significant improvement in ergonomic skills in the experimental group (t=9.84, p<0.001; Cohen’s d=1.42), with the most substantial gains observed in postural ergonomics and spatial organization. In contrast, the control group demonstrated only minor changes. The findings indicate that klax pedagogy is an effective approach for developing ergonomic competence and promoting health-oriented professional behavior. The study contributes to educational ergonomics by providing empirical evidence supporting the integration of movement-based pedagogical approaches into teacher education.
Copyright (c) 2026 Feruza Abdrimova, Sholpan Kolumbayeva, Aliya Kosshygulova, Gulnur Amirzhanova,Saltanat Khassanova http://creativecommons.org/licenses/by-nc/4.0
Digital ecopedagogy-based counseling for cyberbullying prevention among vocational high school students
Cyberbullying has become a growing concern among adolescents in vocational high schools, particularly in Indonesian contexts where conventional counseling often struggles to address online aggression effectively. This study evaluated the effectiveness of digital ecopedagogy-based counseling (DEBC), a structured digital counseling intervention that combines interactive online modules, ecological reflection tasks, peer mentoring, and counselor-guided discussions, in preventing cyberbullying among vocational high school students in South Kalimantan, Indonesia. A quasi-experimental design involved 180 students and six school counselors from three vocational schools, with an eight-week intervention for the experimental group and conventional face-to-face counseling for the control group. Data were collected through pre-test and post-test cyberbullying behavior scales, supported by interviews, focus group discussions, and observations. The experimental group showed significantly greater reductions in cyberbullying behavior (N-Gain=0.45–0.67, p<0.05) than the control group (N-Gain=0.12–0.18). Qualitative findings further revealed increased empathy, stronger peer support, and more reflective digital decision-making among students. These findings demonstrate that DEBC offers an innovative and scalable counseling model that integrates digital literacy, socio-emotional learning, and ecological reflection to strengthen cyberbullying prevention in vocational school settings.
Copyright (c) 2026 Nina Permata Sari, Hendro Yulius Suryo Putro, Muhammad Andri Setiawan http://creativecommons.org/licenses/by-nc/4.0
The quality of advocacy services in primary school social work from the perspective of Vietnamese teachers
This study aimed to assess the level of satisfaction among primary school teachers with advocacy services in school social work and to identify influencing factors. A quantitative method was applied through a questionnaire survey of 398 primary school teachers, focusing on evaluating aspects of advocacy services such as reliability, responsiveness, professional competence, empathy, and implementation conditions. The results showed that the overall satisfaction level of teachers was quite high (M=4.01, SD=0.27), and all components of the service were viewed positively. Simultaneously, factors such as gender, age, location, and region influenced how teachers evaluated the quality of the service, while years of service and educational level had only a limited impact. On the other hand, all service components showed a positive correlation with the level of satisfaction with advocacy services in school social work. In this study, responsiveness, reliability, empathy, and implementation conditions showed statistically significant results. Therefore, the study suggests policy directions and further research, particularly in applying the service quality (SERVQUAL) model to measure and improve aspects of social work services.
Copyright (c) 2026 Ha Van Hoang, Pham Thi Kieu Duyen http://creativecommons.org/licenses/by-nc/4.0
Soft skills development in future foreign language teachers: evidence from digital educational artifacts
In the context of digital transformation in teacher education, the development of soft skills among future foreign language teachers has become an important dimension of professional preparation. This qualitative case study aimed to identify the factors shaping soft skills development through the analysis of digital educational artifacts created in a technology-enhanced learning environment. The study involved 48 undergraduate students enrolled in a foreign language teacher education program during one academic semester. The data corpus included reflective essays, discussion posts, collaborative project outputs, multimedia assignments, and digital portfolios produced within a learning management system (LMS)-based course. Content analysis and thematic coding were used to identify recurring patterns in the artifacts. The findings revealed five interrelated groups of factors influencing soft skills development: pedagogical design and teaching methods, pedagogical strategies and learning activities, communication and collaboration in digital environments, organization and management of learning activities, and professional and personal development. The results show that digital educational artifacts provide rich evidence of authentic soft skills manifestation beyond traditional self-report methods. The proposed five-factor model may serve as a practical framework for teacher educators and curriculum designers in digitally mediated teacher education.
Copyright (c) 2026 Akbike Boranbayeva, Gulnur Yerik, Svetlana Minasyan http://creativecommons.org/licenses/by-nc/4.0
Development of emotional empathy in future educators during the process of professional formation
The aim of this study is to analyze the structural components of empathy among students majoring in pedagogical disciplines and to evaluate the effectiveness of an educational program designed to foster empathy during their professional training. The study involved 120 undergraduate students from two Kazakhstani universities enrolled in creative fields. An experimental approach was adopted in the research. To assess empathy levels, validated questionnaires and psychodiagnostics scales were used. The results of statistical analysis indicated that empathy levels did not significantly change following the completion of the empathy enhancement program. The mean scores across all measurement tools shifted only marginally, and the t-statistics and p-values (p>0.05) pointed to a lack of statistically significant differences. Additionally, analysis of variance (ANOVA) did not reveal any significant differences in the cognitive (F=0.42, p=0.53), emotional (F=0.38, p=0.54), or behavioral (F=0.31, p=0.58) dimensions of empathy. These findings may be attributed to senior students already possessing a relatively high level of empathy, making further development within a short-term program more challenging. The practical significance of the study lies in its in-depth analysis of students’ empathy levels.
Copyright (c) 2026 Maksat Aitzhanov, Ulzharkyn Abdigapbarova, Symbat Bekmuratova, Raissa Izmagambetova, Nazgul Kozhamkulova, Nadezhda Zhiyenbayeva http://creativecommons.org/licenses/by-nc/4.0
Formation of professional competencies of future biology teachers based on STEM technologies
This study developed an integrated pedagogical model incorporating Python programming, Arduino biosensors, and virtual reality (VR) applications aimed at biology teacher training. The 20-week study involved 124 participants (62 in the experimental group (EG) and 62 in the control group (CG)), with baseline competency levels assessed at the outset. Through collaborative projects, participants created technological applications integrated with biological content. Subject knowledge scores in the EG increased by 42.2% (from 22.3 ± 4.1 to 31.7 ± 3.2), compared to a 14.9% increase in the CG (from 22.1 ± 3.9 to 25.4 ± 3.7) (p < 0.001, d = 1.89). The most substantial gains were observed in molecular biology competencies—57.7% in the EG versus 18.2% in the CG. Science, technology, engineering, and mathematics (STEM) integration indicators reached 8.7 ± 1.2 versus 3.2 ± 1.8 (p < 0.001, r = 0.84). Technological skill distribution revealed that 89% of the EG achieved intermediate or expert-level proficiency in Python, compared to just 8% in the CG. Task performance demonstrated categorical differences: success in deoxyribonucleic acid (DNA) sequence analysis reached 91.9% versus 22.6% (χ² < 0.001), and successful biosensor programming reached 85.5% versus 0%. Self-efficacy scores rose by 86.9% (from 22.1 ± 6.7 to 41.3 ± 5.1) compared to a 15.4% increase in the CG.
Copyright (c) 2026 Symbat Ibadulla, Kalampyr Zhumagulova, Gulmira Zhussipova, Makhabbat Amanbayeva, Gani Issayev, Ardak Bostanova http://creativecommons.org/licenses/by-nc/4.0
Enhancing students’ environmental literacy through STEM and project-based learning
Amid escalating global environmental challenges and the increasing emphasis on sustainable development, enhancing students’ environmental literacy has become a critical priority in higher education. However, conventional instructional approaches remain predominantly theory-oriented and insufficient in fostering interdisciplinary thinking and real-world problem-solving competencies. Addressing this gap, this study proposes the integration of the science, technology, engineering, and mathematics–project-based learning (STEM–PjBL) model, which combines STEM education with PjBL to promote active engagement in authentic environmental problem-solving contexts. This study offers a novel contribution by implementing the STEM–PjBL approach within a Chemical Ecology course, thereby linking interdisciplinary STEM integration with the development of environmental literacy and systems thinking. A quantitative research design was employed involving 70 master’s students from Abai Kazakh National Pedagogical University with prior exposure to environmental disciplines. A 15-item diagnostic instrument was developed to assess environmental literacy, with content validity confirmed using Aiken’s V (0.70–0.91). Data were analyzed using descriptive statistics, correlation analysis, and Student’s t-test. The findings indicate a high level of environmental literacy (mean=85.1) and provide empirical evidence supporting the effectiveness of the STEM–PjBL approach. The results demonstrate improvements in systems thinking and environmentally responsible behavior, highlighting its potential to enhance environmental education practices in higher education.
Copyright (c) 2026 Akylbekova Turar, Bekbolat Ibashev, Salih Çepni, Zhazira Mukataeva, Klara Sarsekova, Ibraimov Aibat http://creativecommons.org/licenses/by-nc/4.0
Tutor feedback, simulation-based learning, and AI-aware practice in MSc electrical engineering module: a case study
Engineering programs routinely collect tutor evaluation data for quality assurance, yet the evidence is often not translated into a transparent, reproducible module enhancement plan that can be audited, monitored, and reported as scholarly work. This paper proposes a tutor feedback-to-enhancement (TFE) framework that transforms a standard tutor feedback worksheet into: i) a coded evidence base; ii) a descriptive closed-item profile; and iii) an evidence-to-action matrix (EAM) that links observed strengths and gaps to targeted interventions and measurable indicators. The framework is demonstrated through a single-module case study (an introductory MSc electrical power engineering systems (EPES) module) using one completed tutor feedback sheet containing closed ratings and open comments. The closed items show uniformly positive evaluations (7/12 items rated excellent and 5/12 rated good; no satisfactory/unsatisfactory responses; one item not applicable). The open-text evidence highlights simulation as a core learning scaffold, the importance of equitable access to laptops and e-learning resources, and a specific curriculum enhancement need for a dedicated lecture on photovoltaic (PV) design and battery energy storage systems (BESS). The main contribution is a practical, low-cost method that operationalizes routine tutor feedback into an auditable enhancement pathway, including an explicit artificial intelligence-aware (AI-aware) practice component that emphasizes verification and engineering judgment.
Copyright (c) 2026 Emad Al-Mahdawi, Nkaepe Olaniyi http://creativecommons.org/licenses/by-nc/4.0
Ethical and cultural perspectives on ChatGPT use in higher education
Academic writing now faces additional challenges because users cannot identify when they use their human abilities instead of ChatGPT generative artificial intelligence (AI) tool assistance. The rapid emergence of generative AI tools such as ChatGPT has raised important ethical and cultural questions in higher education, particularly concerning authorship, originality, and responsible academic practice. The research obtained 55 open-ended survey responses from students who studied at different levels and pursued various subjects across multiple geographic areas. Among these responses, 23 provided sufficiently detailed reflections and were analyzed for qualitative insights. Using a qualitative research design, the research applied Braun and Clarke’s thematic analysis to identify three connected themes which include students’ ethical perceptions of ChatGPT use, perceived benefits and concerns in academic work, and the role of cultural context in shaping AI acceptance. Students acknowledge the helpful features of ChatGPT but they remain unclear about plagiarism rules and academic authenticity standards and institutional policies. The findings indicate that students generally perceive ChatGPT as a supportive learning tool when used responsibly, while also expressing concerns regarding dependency and unclear institutional guidance. Overall, the study highlights the need for clearer institutional policies and culturally informed AI literacy to support responsible use of generative AI in academic writing.
Copyright (c) 2026 Masroor Alam, Suchi Dubey http://creativecommons.org/licenses/by-nc/4.0
Writing a research paper with artificial intelligence: a step-by-step guide for junior researchers
Early-career researchers often have a sound idea yet struggle to turn it into a publishable manuscript that reviewers can trace and evaluate. This paper synthesizes practical guidance on structuring and drafting research articles using the introduction-methods-results-and-discussion (IMRaD) convention, while addressing emerging concerns about the responsible use of generative artificial intelligence (AI) in academic writing. A documentary narrative synthesis was conducted using 36 high-authority sources, including writing guides, guidance from journal editors, publisher and ethics policies, and recent empirical studies on AI-assisted writing. Recommendations were coded using an explicit IMRaD-aligned codebook and then consolidated into a step-by-step workflow from question formulation to submission checks. The synthesis indicates that treating IMRaD as a traceability checklist improves alignment between research questions, methods, results, and claims, and that iterative revision is more effective than one-pass drafting. AI support is most defensible when limited to language and process assistance, combined with disclosure, reference verification, and full human accountability for all content. The paper concludes with an actionable checklist and a visual ‘traceability map’ that can be adapted for research training and supervision.
Beyond narrative: a pedagogical, cultural, and psychological analysis of Saken Zhunusov’s Amanai and Zamanai for higher education
This study offers a comprehensive pedagogical analysis of Saken Zhunusov’s Amanai and Zamanai, demonstrating that the novella functions as a multilayered educational text suitable for literature, cultural studies, teacher education, and psychology-of-literature curricula in higher education. Using qualitative content analysis, the study identifies six interrelated thematic domains; moral education, cultural learning, developmental psychology, folklore pedagogy, narrative methodology, and emotional literacy, through which the novel teaches readers to interpret emotional, ethical, and cultural meanings embedded in the narrative. The data consisted of the full text of Saken Zhunusov’s Amanai and Zamanai, analyzed using qualitative content analysis. Findings reveal that the text models moral dilemmas, cultivates empathy, preserves Kazakh cultural knowledge, exposes structural inequalities, and illustrates childhood cognition and trauma through symbolic and myth-infused storytelling. The study connects these themes to established theoretical perspectives including Vygotsky’s symbolic mediation, Bruner’s narrative cognition, Rosenblatt’s reader–response theory, and cultural-historical views of oral tradition. By developing a detailed codebook and pedagogical framework, the research provides a replicable model for analyzing culturally embedded literature and demonstrates the relevance of Amanai and Zamanai to contemporary Kazakh social issues such as poverty, gendered burden, and generational trauma. The study concludes that the novel offers rich opportunities for interdisciplinary teaching and contributes significantly to the integration of Kazakh literature into modern higher education pedagogy.
Copyright (c) 2026 Tokzhan Igenbay, Gauhar Baltabaeva, Amangaisha Bolsynbayeva, Gulnara Apeyeva, Sarash Konyrbayeva http://creativecommons.org/licenses/by-nc/4.0
Assessing English writing needs for civil engineering students: evidence from a Philippine college
This study examined the perceived English writing needs of civil engineering students at a private higher education institution in the Philippines. Using a quantitative, descriptive, cross-sectional survey design, data were collected from 216 second- to fourth-year students through purposive sampling and a validated 15-item writing needs questionnaire. The instrument demonstrated strong internal consistency, and the data were analyzed using descriptive statistics. The findings showed that students reported substantial needs in both foundational writing skills and field-related written outputs. The most strongly perceived needs were related to grammar, sentence clarity, idea development, and the writing of engineering reports, executive summaries, formal letters, and memoranda. These results suggest that general English instruction alone may be insufficient to address the disciplinary communication demands of civil engineering. The study highlights the need to integrate discipline-specific writing support into the curriculum to strengthen students’ academic writing, professional communication, and workplace readiness.
Copyright (c) 2026 Sittie Aina T. Pandapatan, Abdullah H. Edris, Johara D. Alangca-Azis, Stephen A. Fadare, Al-nor D. Ansao, Basmah S. Hussain http://creativecommons.org/licenses/by-nc/4.0
AI literacy and academic engagement in higher education: the mediating role of foreign language anxiety
The rapid integration of artificial intelligence (AI) in higher education has raised questions about how technological competencies influence student outcomes, particularly in foreign language learning where anxiety significantly affects performance. This study investigated whether foreign language anxiety (FLA) mediates the relationship between AI literacy (AIL) and academic engagement (AE) among 1,052 English as a foreign language (EFL) learners enrolled in foreign language programs at Al-Azhar University, Egypt. Participants completed three validated instruments: the artificial intelligence literacy scale (AILS), the short-form foreign language classroom anxiety scale (S-FLCAS), and the academic engagement scale (AES). Mediation analysis was conducted using PROCESS Model 4 with 5,000 bootstrap iterations to generate bias-corrected confidence intervals (CI). Correlation analyses revealed that AIL positively correlated with AE (r=.31, p<.001) and negatively with FLA (r=-.35, p<.001), while anxiety demonstrated a significant negative correlation with engagement (r=-.21, p<.001). Mediation analysis confirmed that FLA partially mediated the AIL –engagement relationship, with the indirect effect accounting for 12.2% of the total effect and the direct effect comprising the remaining 87.8%. These findings indicate that AIL enhances AE both directly and indirectly through anxiety reduction, suggesting that institutions should develop comprehensive AIL programs that address both technical skills and the affective dimensions of technology integration in language learning contexts.
Copyright (c) 2026 Ashraf Ragab Ibrahim, Mohamed Megahed Nasreldeen, Hesham Hussein Yakout, Hanan Mohamed Elsied, Mohammed Saad Eltawela, Mohamed Ali Nemt-allah http://creativecommons.org/licenses/by-nc/4.0
Immersive technology in English language learning: a bibliometric analysis
This bibliometric analysis, drawing on data from the Web of Science (WoS) core collection, explores the expanding role of immersive technologies in English language education. Virtual reality (VR) and augmented reality (AR) have shown strong potential to improve learner motivation, engagement, and communicative competence, yet their integration into formal English language settings remains uneven. By analyzing 248 peer-reviewed articles published between 2021 and 2025, this study finds significant trends, influential contributors, and emerging areas of interest within the field. The findings show a steady increase in publications and citations, reflecting growing recognition of the educational value of immersive environments. Prominent themes include emotional engagement, lowered language anxiety, and improved performance in vocabulary, speaking, listening, and cultural understanding. Much of the literature underlines authentic and situated learning, VR-based interactive environments, VR-supported problem-based learning, and AR-assisted vocabulary development. The analysis also identifies leading countries, with China and the United States producing the largest share of research, a pattern supported by strong institutional participation worldwide. These insights help guide educators and policymakers as they consider how to bring immersive technologies into English instruction. The study also establishes a foundation for future research on effective, engaging, and sustainable immersive language learning practices. Overall, these findings clarify how research on immersive technologies in English language education has evolved between 2021 and 2025 and identify influential studies and key contributors. They also point to persisting gaps, such as equity, teacher readiness, and cognitive-load–informed design, that warrant further investigation.
Copyright (c) 2026 Zhou Bo, Lim Seong Pek, Nahdia Kabir, Mohamed Bouteraa, Asna http://creativecommons.org/licenses/by-nc/4.0
Blended-language instructional-approach as a determinant of science learning in rural classrooms
Scientific concepts such as gravity continue to pose challenges for students in rural and under-resourced classrooms, where reliance on a single language of instruction often restricts access to meaning and limits conceptual understanding. This study investigated the impact of a blended English and Urhobo (BEAU) instructional approach on junior secondary one students’ learning and retention of gravity concepts in rural Nigeria. A quasi-experimental pre-test–post-test non-equivalent control group design was employed with 243 students assigned to English-only, Urhobo-only, or BEAU instructional conditions. A validated 30-item multiple-choice gravity test was administered, and analysis of covariance (ANCOVA) was used to examine differences while controlling for pre-test scores. The findings show that students taught using the BEAU language approach achieved better significantly in both post-test and retention tests compared to those taught using English-only or Urhobo-only instructional approaches. The findings provide empirical evidence that the blended language instructional approach enhances science learning outcomes in rural Nigerian contexts. Linguistically responsive instructional approach improves conceptual understanding and supports long-term retention of abstract scientific ideas, underscoring the importance of leveraging students’ linguistic resources to strengthen science education in rural and under-resourced classrooms.
Copyright (c) 2026 Atomatofa Rachel Ovuezirie, Sekegor Crescentia Ojenikoh, Avbenagha Andrew, Ewesor Stella http://creativecommons.org/licenses/by-nc/4.0
Phono-syntactic error pattern analysis in impromptu speaking among English learners: a content analysis
Second language learners, particularly Filipino learners of English, often experience linguistic difficulties in producing accurate phonological and syntactic forms, especially during spontaneous speaking tasks. This study examines the dominant phono-syntactic error patterns found in impromptu speaking performances and explores their pedagogical implications using Corder’s error analysis framework. Employing a qualitative descriptive research design, the study analyzed recorded impromptu speaking performances of 36 Bachelor of Arts in English Language (BAEL) students. The analysis revealed that in the phonological aspect, segmental errors were more prevalent than suprasegmental errors, with vowel substitution emerging as the most frequent error type, accounting for 22 errors (57.1%). In the syntactic aspect, misformation was identified as the most dominant error category, with 164 errors (54.88%). These findings suggest that while learners demonstrate emerging grammatical awareness, they still encounter difficulties in maintaining phonological and syntactic accuracy during spontaneous speech production. The study highlights the importance of integrating pronunciation and grammar instruction within communicative speaking activities. Furthermore, impromptu speaking tasks serve as an effective diagnostic tool for identifying learners’ linguistic challenges and guiding instructional strategies aimed at improving spoken language proficiency.
Copyright (c) 2026 Angelie V. Temario, Harold John U. Mamites, April Jane G. Sales, Marcelina S. Deiparine http://creativecommons.org/licenses/by-nc/4.0
Integrating Kahoot! in ESP courses: Vietnamese technical students’ perspectives
This study investigates the integration of Kahoot!, an online gamified platform, in an English for specific purposes (ESP) course at a Vietnamese state-run university. The study examines Kahoot!-use frequency and students perception of its effectiveness in supporting classroom and autonomous learning. Using an explanatory mixed-methods design, the study draws on survey data from 87 technical students and focus groups with 10 volunteers. Findings indicate that while Kahoot! was frequently used in class, its use outside classrooms was limited by insufficient teacher support. Although gamified tasks were perceived as engaging and useful, misalignments between instructional practices and learners’ expectations, including over-emphasis on vocabulary and grammar, inappropriate pacing, insufficient feedback, and overly challenging tasks, reduced its effectiveness and motivational impact. The study highlights the need to align gamified pedagogy with ESP learners’ needs, use platform analytics for pedagogical adaptation, and use Kahoot! beyond classrooms to enhance learners’ engagement and autonomy.
Copyright (c) 2026 Thi Duyen Phuong, Thi Thanh Huyen Phuong http://creativecommons.org/licenses/by-nc/4.0