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 an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. This journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc. 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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Enhancing educational research through collaboration: insights from Philippine centers of excellence
With the increasing popularity of internationalization in higher education, research collaboration is essential for universities to compete for world university rankings. This popularity made the Philippines no exemption in conforming to the trend. However, the Philippine education system is facing an education crisis, noting the problem of research productivity in graduate education as highlighted by the Philippine government report, known as the EDCOM II report. To fill this gap, this study examines the Philippine research collaboration in the Philippine setting, particularly the center of excellence (COE) in teacher education institutions. The study utilized a bibliometric approach to analyze the research collaboration following two phases: global and local analysis. It analyzed data between 2014 and 2023 in 21 COE teacher education institutions recorded in SciVal. The findings reveal that the Philippines ranked sixth in international educational research collaboration, lagging behind Vietnam, Malaysia, Indonesia, Singapore, and Thailand. Europe has the highest number of countries collaborating with the Philippines, while Asia Pacific has the highest number of co-authored publications. Regarding the collaboration sector, academic-only collaboration is the most popular. Moreover, De La Salle University has the highest national collaboration, while the University of the Philippines has the highest international collaboration in educational research collaboration. This study provides a comparative analysis of research collaboration among COE in teacher education, offering insights for policy and internationalization strategies. Moreover, this study contributes to understanding the Philippines’ research collaboration status, offering policy and practice recommendations for improvement.
Copyright (c) 2025 Nilo Jayoma Castulo, Arlyne C. Marasigan, Xiaoyuan Xu http://creativecommons.org/licenses/by-nc/4.0
Exploring error patterns in English writing: a pathway to innovative multimodal instructional material
Considered as a crucial element that leads to better academic performance, Filipino learners always aim to master English language skills. Among various factors that affect the learning of English language skills, the availability of resources that cater to a diverse set of learners is important. Using semiotic or multimodal resources may help teachers assist students in enhancing their macro skills in the English language. This developmental research aimed to design, develop and evaluate a multimodal instructional material (IM) based on students identified common errors in writing. English major education students were selected as participants as they are important role-players in enhancing the future generation of learners in the English language. There were 39 freshman bachelor of secondary education (BSEd) English major students, three English teachers, two curriculum experts, and one information technology expert participated in the study. A panel of experts validated the instruments, which included the questionnaire to gauge the respondents’ writing skills, the adapted rubric for writing proficiency, and the adapted evaluation form for printed IM exclusively used by the university. Results of the study revealed that the respondents’ writing skills were poor. The evaluation conclusively showed that the IM was very acceptable for classroom use and teaching. It was recommended that the developed multimodal IM be used as a supplementary workbook to facilitate the need for primary English textbooks for the freshman BSEd English major students.
Copyright (c) 2025 Joshua B. Tupas, Salvador P. Bacio, Jr. http://creativecommons.org/licenses/by-nc/4.0
Route towards certification: a path analysis on licensure performance of new teacher education curriculum graduates
The board licensure examination for professional teachers (BLEPT) is a critical assessment for aspiring educators in the Philippines. Despite its vital importance, limited research has explored the comprehensive influence of the education graduates’ demographic background, psychological state, and achievement in the institutional parameters on the BLEPT performance. This study examined these influences on the licensure performance among 101 bachelor of secondary education (BSEd) mathematics and science graduates under the new teacher education curriculum. The researchers collected data using validated researcher-made questionnaires and educational metrics. Using structural equation modeling (SEM), results showed that the path model highlights the multifaceted nature of BLEPT performance, which shows that an intrinsic commitment towards the teaching profession and a supportive network create a cycle of positive experiences that fuels the graduates’ academic performance and self-efficacy, leading to a notable licensure performance. Likewise, the model emphasizes the vital effect of graduates’ education-related employment on their licensure examination performance. Taking these factors into account, teacher education institutions (TEIs) and key educational stakeholder should create targeted interventions, investigate unforeseen factors, and restructure curricula implementation to address the shortage of competent Filipino educators in these critical educational disciplines which are mathematics and science education.
Copyright (c) 2025 Tedric Dave E. Senosa, Roberto G. Sagge, Jr. http://creativecommons.org/licenses/by-nc/4.0
The tug-of-war between sports and physical activity anxiety in quest for self-actualization among university students
This study investigates the relationship between sports and physical activity anxiety and self-actualization among university students. Utilizing a quantitative research design with a descriptive correlation approach, the study involved 2,043 respondents selected through simple random sampling. Two primary instruments were employed: the physical activity and sport anxiety scale (PASAS) to measure anxiety levels and the index of self-actualization to assess self-actualization traits. Data were analyzed using descriptive statistics and Spearman’s rho correlation coefficient to explore the relationships between the variables. Results revealed that respondents exhibited low levels of sports and physical activity anxiety and moderate levels of self-actualization. Notably, a significant negative correlation was identified between sports and physical activity anxiety and self-actualization. These findings imply that higher anxiety related to sports and physical activities is associated with lower levels of self-actualization, highlighting the need for supportive environments that mitigate anxiety in physical activity contexts. The study underscores the importance of implementing strategies to reduce anxiety and promote self-discovery, ultimately fostering resilience and personal growth among students.
Copyright (c) 2025 Ruben L. Tagare, Jr. et al. http://creativecommons.org/licenses/by-nc/4.0
Building a sustainable future: perspectives on primary school sustainability projects from teachers and pre-service teachers
Teachers play a critical role in implementing sustainable development education in the classroom and fostering sustainability awareness among students. The foundational knowledge and skills gained at the primary level help students develop sustainable practices and become environmentally conscious individuals. This study examines the experiences and perspectives of primary school teachers and pre-service teachers regarding sustainable development projects at the primary level, providing a qualitative, in-depth look at the feasibility and impact of sustainability education in classrooms. Insights were gathered from 52 participants (40 pre-service teachers with course experience in “sustainable development and education” and 12 primary teachers) using a phenomenological design. Findings show that pre-service teachers primarily used students’-based methods such as group work, brainstorming, and drama supported by mostly Web 2.0 tools and visuals, evaluating learning outcomes with pre and post-tests. However, they faced challenges in engaging students, accessing materials, and funding. Notably, sustainable development projects were found to enhance sustainability awareness in teachers and students while promoting global citizenship and critical thinking skills. These findings, consistent with literature, underscore the role of sustainable development education in fostering social awareness and competency development, offering strategic insights to improve its classroom implementation and the effectiveness of teachers’ contributions.
Copyright (c) 2025 Sena Ölçer-Çevik, Çiğdem Kozaner http://creativecommons.org/licenses/by-nc/4.0
Educational innovation in elementary school: a bibliometric analysis
This article presents the results of a bibliometric analysis to answer the research question: What educational innovations have been applied worldwide and published in articles in indexed journals? There were 83 Scopus records obtained, of which, after applying the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, 6 were excluded, obtaining a total of 77 articles for analysis. This analysis focused on trends such as annual productivity, geographic distribution, most relevant journals, thematic areas, and co-occurrence of author keywords. Subsequently, a review of the 10 most relevant articles on the subject was carried out. A decrease in productivity was observed during 2021, the year after the COVID-19 pandemic. Additionally, educational innovation has been articulated with different areas of knowledge. The analysis of the documents highlights the need to train teachers in using tools that facilitate the integration of educational innovation in the classroom. It is recommended that future studies based on the geographic distribution of academic productivity explore the different experiences these countries have had in incorporating educational innovation in the classroom and analyze the public policies that have promoted it.
Copyright (c) 2025 Johanna Gallego Alvarez, Lina Rosa Parra Bernal, Vladimir Henao Cespedes http://creativecommons.org/licenses/by-nc/4.0
Life and career skills assessment for high school students
This study assessed life and career skills among high school students in Thailand using survey research. The sample consisted of 1,050 high school students from six regions of Thailand was selected through multi-stage random sampling. The research instrument was a life and career skills assessment test for high school students and satisfaction with the life and career skills assessment for high school students. Five experts validated the instrument, which yielded a content validity index (CVI) of 0.82 and a Cronbach’s alpha coefficient of 0.89. The research results indicated that overall high school students’ life and career skills were high (M=4.50, SD=0.62). Students had a very high level of satisfaction with the overall assessment of life and career skills (M=4.59, SD=0.81). In conclusion, this life and career skills assessment can solve the problem of measuring and evaluating life and career skills for high school students. The data obtained can help school directors plan for developing the quality of students. Most importantly, the life and career skills assessment allow high school students to know the results of their own skill assessments so that they can use them to improve and develop their own skills.
Copyright (c) 2025 Preeda Nittayaros, Jatuphum Ketchatturat, Pattrawadee Makmee http://creativecommons.org/licenses/by-nc/4.0
Fourth industrial revolution model in the context of basic education in the Davao Region, Philippines
The Philippines is among the developing countries in the world which significantly affected by the technological advancement brought about by the fourth industrial revolution (4IR). Advancing the country’s manpower in the modern world requires preparedness for technological advancements. Thus, this study proposes a model in the context of basic education to better equip learners with modern approaches to education. The use of quantitative research design and factor analyses (both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA)) was carried out. A total of 550 teachers participated in the study, with 250 in EFA and 300 in CFA. The used of data reduction technique in EFA and model fit indices measures in CFA were used in the analyses. The results revealed three crucial dimensions in advancing education in the 4IR, these are: i) protection using cybersecurity; ii) use of simulation in teaching; and iii) school data management and analytics. Based on these findings, a model in basic education was developed to boost the Davao Region, Philippines’ preparedness to embrace technological advancement in the modern world. Moreover, the findings of this study can also serve as baseline data for other countries with similar profiles to the Philippines on how to approach education in 4IR.
Copyright (c) 2025 Tomas Jr A. Diquito, Silverio V. Magallon, Jr. http://creativecommons.org/licenses/by-nc/4.0
Contextualizing early childhood literacy: lessons from Thailand’s nationwide reading initiative
This study critically evaluates a three-book welfare initiative aimed at enhancing early childhood literacy across diverse regions in Thailand, addressing a gap in the literature concerning region-specific variations in program effectiveness. Utilizing a quantitative methodology, the study surveyed all 642 parents and caregivers of children aged 0-6 years across four regions, applying Bronfenbrenner’s ecological theory to assess changes in reading behaviors and family involvement pre- and post-intervention. Results showed a positive impact on reading habits and family engagement, yet revealed significant regional disparities, highlighting the influence of local socioeconomic and cultural factors on program outcomes. These findings emphasize the need for context-sensitive literacy programs tailored to the unique conditions of different regions to maximize effectiveness and reduce educational inequalities. The study concludes that while the welfare initiative shows promise, its varied impact suggests that more adaptable, region-specific interventions are necessary, and future research should incorporate longitudinal and qualitative analyses for a deeper understanding of early childhood literacy dynamics.
Copyright (c) 2025 Hareesol Khun-inkeeree, Sarinda Puti http://creativecommons.org/licenses/by-nc/4.0
Empowering professional learning communities: the role of middle leadership and teacher participation in decision-making
Professional learning communities (PLCs) are essential for fostering collaboration and continuous school improvement. However, their implementation faces significant challenges, including passive teacher attitudes, limited understanding of PLCs, increased workloads, and ineffective execution by school communities. Addressing these challenges requires a supportive organizational structure that enhances PLCs effectiveness. This study aims to examine the effect of middle leadership (MLT) on PLCs. Specifically, this study also examines the mediating effect of teacher participation in decision-making (TM) on the relationship between MLT and PLCs. Data were collected from 284 secondary school teachers in Penang and analyzed using partial least squares structural equation modeling (PLS-SEM). The findings revealed that MLT had a significant effect on PLCs, and TM mediates the relationship between MLT and PLCs. This study provides valuable insights for policymakers and school leaders on fostering a collaborative school culture through effective MLT practices, ultimately strengthening PLCs implementation in Malaysian secondary schools. Furthermore, these findings underscore the significance of empowering teachers participation in decision-making to enhance PLCs effectiveness.
Copyright (c) 2025 Sock Beei Yeap, Nurul Jawahir Md Ali http://creativecommons.org/licenses/by-nc/4.0
Examining the role of intelligence quotient in predicting senior secondary school students’ achievement in chemistry
The study examines the role of intelligence quotient (IQ) in predicting academic achievement in chemistry among senior secondary school students. The purpose of the study is to determine i) whether IQ predict chemistry achievement scores of senior secondary school students in chemistry and ii) the proportion of senior secondary school students’ chemistry achievement is attributable to the IQ areas of logical thinking, spatial intelligence, numerical, and verbal aptitude. The study’s research design was a correlation. The study was guided by two research questions and two null hypotheses. The study included 1,022 senior secondary school chemistry students as its population. A sample of 320 senior secondary school chemistry students was chosen using random sampling methods from 10 public schools. Three experts validated the intelligence quotient test (IQT), which was used as the data gathering tool. IQT’s dependability was determined to be 0.68 utilizing Kuder-Richardson formula 20 (KR-20). Both simple and multiple linear regressions were used to examine the collected data. Among other things, the study’s results showed that students’ IQ predicted 1.3% of the variation in their chemistry achievement. The results showed that the four components of IQ—numerical, aptitude, spatial, and logical—all significantly influence students’ achievement in chemistry. Additionally, students’ IQ substantially influenced their chemistry achievement ratings. Since chemistry achievement is heavily influenced by numerical, aptitude, spatial, and logical intelligence, students might benefit from specialized teaching strategies that support these domains. The addition of IQ test results as a requirement for enrollment in chemistry courses was suggested.
Copyright (c) 2025 Hannah Ejovwokoghene Avwiri, Chiekem Enwefa, Onoshakpokaiye Ejakpomeghwe Odiri http://creativecommons.org/licenses/by-nc/4.0
Intergenerational social mobility and the ambivalent role of higher education: a systematic review
University education has historically been considered a means of upward social mobility. However, recent studies question this equalizing role, finding substantial differences in the “rewards” it represents according to social class. Thus, the objective of this research is to analyze the relationship between having university studies and experiencing intergenerational social mobility in today’s world. For this purpose, a systematic review of the literature was carried out under a qualitative approach. A bibliographic search was carried out in academic data bases of renowned prestige, such as Scopus, Web of Science, and ERIC. Specific search terms such as “intergenerational social mobility”, “university education” and “inequality” were also used, considering the period between 2014 and 2024. A total of 28 articles were analyzed. The findings show that, while graduates with professional parents effectively capitalize on the educational credential, those who come first in their families face more barriers to translating the degree into occupational mobility. Socioeconomic origin also delimits trajectories within universities and impacts on dropout, graduation, and differentiated academic performance. Consequently, the magnitude of this mobility varies significantly by social origin, with graduates from professional or academic families demonstrating a markedly greater ability to leverage their educational credentials in the labor market.
Copyright (c) 2025 Reynaldo Justo Mendoza Marín, Henry Bernardo Garay Canales, Alejandro Aldana Cáceres, Paulo César Callupe Cueva http://creativecommons.org/licenses/by-nc/4.0
Maintenance management of physical infrastructure in educational institutions: a systematic review
The physical infrastructure of education in Latin America (LATAM) requires actions to ensure its conservation and maintenance in the different systems and levels. This is due to the absence of a maintenance programmed proposed by the State and the lack of trained personnel to implement it. The objective of this study was to analyze the importance of maintenance management of physical infrastructure in educational institutions. A systematic review was conducted following the guidelines of the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology. The search process was carried out in the Scopus, ERIC, and Web of Science (WoS) databases, and eligibility criteria were established. The review covered the time interval between 2015 and 2023, and 16 English-language papers were selected. The results indicate that the lack of adequate and sustained investment, together with the lack of scheduled maintenance of educational infrastructure and the absence of structured maintenance plans, have a negative impact on student achievement. It is necessary for national and local governments to develop public policies focused on the conservation and improvement of educational infrastructure, incorporating modern management tools to facilitate this process.
Copyright (c) 2025 Julisa del Rosario Quispe Vilca, Dennys Geovanni Calderón Paniagua, Grisely Rosalie Quispe Vilca, Isabel Evelyna Choque Siguairo, Alexander Nicolás Vilcanqui Alarcón http://creativecommons.org/licenses/by-nc/4.0
Current status and future research directions of business intelligence and analytics education: a bibliometric analysis
The growing demand for analytics-skilled professionals in today’s digital economy has led higher education institutions (HEIs) worldwide to offer business intelligence and analytics (BI/BA) programs. However, BI/BA education is still in its early stages, with noticeable curriculum structure and pedagogical methods discrepancies. Thus, this study seeks to comprehensively evaluate BI/BA education research and unveil its evolving intellectual framework. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, it employs a bibliometric analysis of Scopus-indexed BI/BA education research published between 2005 and 2023. Utilizing both VOSviewer and Biblioshiny, the findings revealed that BI/BA education research has surged dramatically since 2018. Researchers based in the United States have been instrumental in advancing this research domain and fostering international research collaborations. Our findings underscored two key emerging research trends: i) Integrating BI/BA knowledge into business and IT programs and ii) Incorporating industry 4.0 (IR4.0) technologies into the BI/BA curriculum. The findings call for more research collaborations with leading BI/BA institutes in the United States and China to leverage their rich knowledge and expertise. Furthermore, HEIs and future researchers shall focus on aligning curricula with the advancing digital technologies to ensure graduates possess a holistic and current skill set.
Copyright (c) 2025 Hengchao Zhang, Mohamed Asmy Mohd Thas Thaker, Zarinah Hamid, Hassanudin Mohd Thas Thaker http://creativecommons.org/licenses/by-nc/4.0
Well-being and engagement: its implications for university policy on administrative employee’s wellness program
The well-being and engagement of administrative employees are critical to creating a productive and sustainable work environment. This study investigates causes of university administrative staff well-being and professional involvement. This study examines: i) employee engagement and well-being; ii) administrative employees’ biggest workplace challenges; and iii) how wellness programs promote personal and professional progress. This study used a concurrent triangulation mixed-method research approach. Gallup’s employee engagement survey found that 124 employees have overall favorable attitudes, with a composite mean score of 4.36 demonstrating moderate to high levels of engagement across key workplace indicators. The inconsistent recognition may have an impact on involvement, with the lowest mean of 3.80 and the biggest variability of 1.09. Meanwhile, semi-structured interviews were conducted with 12 administrative employees from a university in region 4A. The findings highlight factors influencing well-being, such as effective communication, work-life balance, positive office environments, and opportunities for promotion. Stress, heavy workloads, and insufficient recognition were seen to be significant challenges, whereas coping strategies including task prioritization, emotional regulation, and peer support were regarded as critical. The results show that well-being boosts commitment and productivity, whereas engagement improves mental health and job happiness. Universities must offer stress management, professional development, and recognition to improve results and staff engagement.
Copyright (c) 2025 John Michael D. Aquino, Jayson L. de Vera http://creativecommons.org/licenses/by-nc/4.0
Pre-service teachers’ demographics, cultural competence, and culturally responsive teaching practices
This study examines the influence of cultural competence (CC) on culturally responsive teaching (CRT) practices among pre-service teachers (PSTs) in a state university in Laguna, Philippines. Despite the emphasis on education, the impact of cultural awareness, knowledge, and skills on CRT remains underexplored. Using a cross-sectional quantitative research design, data from 633 PSTs were collected through a validated web-based survey. Multiple regression analysis showed that cultural knowledge (B=0.373, p<0.05) and cultural skills (B=0.511, p<0.05) significantly predict CRT practices, while cultural awareness (B=0.003, p>0.05) does not. Demographic factors such as age, gender, and year level do not moderate this relationship. These findings highlight the need for prioritizing cultural knowledge and skills in teacher education curricula. Institutions should integrate structured training to equip PSTs for diverse classrooms. Future research should explore the long-term effects of these competencies in an actual teaching environment and assess targeted training interventions. Strengthening CC through curriculum enhancement can better prepare educators to meet the challenges of an increasingly diverse educational landscape.
Copyright (c) 2025 Edilberto Z. Andal, Albert Andry E. Panergayo http://creativecommons.org/licenses/by-nc/4.0
Challenges in teaching Islamic education and requirements of the development of Islamic cognitive domains
Bloom taxonomy that has long been used in Islamic education is no longer adequate to achieve the goal of Islamic education. The exploration of cognitive domain in the perspective Islamic education needs to be explored so that it can be used as a reference in enhancing the quality of teaching and assessments. This research aims to understand the challenges faced by teachers in Islamic education and to explore the need to develop Islamic cognitive domains. A qualitative method of research is applied by conducting a semi structured interview with four informants with teaching experience between 20 to 32 years of teaching Islamic education. The findings show that seven theme challenges in teaching and learning Islamic education, for instance, lack of adab (values), not appropriate for Islamic culture, Bloom’s taxonomy not equivalent to the curriculum document standard and assessment, deficiency in understanding lesson content, time constraints, deficiency of professional judgement skills, and lack of continuous assessment. There is need to construct a taxonomy in Islamic education with these cognitive elements to be considered as elements in the taxonomy which are internalizing, analysis, gratefulness, habituation, sincerity, implementing, consistency, and reflecting.
Copyright (c) 2025 Hafizhah Zulkifli, Ahmad Munawar Ismail, Nurul Asiah Fasehah Muhamad, Nur Hanani Hussin, Hifdzi Zaim Zamri http://creativecommons.org/licenses/by-nc/4.0
Acceptance of mobile English learning among college students in Henan
The portability of smartphones offers tremendous potential for language learning. However, the willingness to accept and the practical adoption of mobile learning in English study among college students from Henan, China requires deeper exploration, due to the lower digital competency and limited usage of digital tools of English teachers in Henan, China. Targeted at the college students from Henan, this research intends to investigate factors influencing their intention to adopt mobile apps in learning English by conducting a quantitative study within the framework of modified technology acceptance model (TAM) model. Purposive sampling method was used and online questionnaire was administered among 511 college students with mobile English learning experiences from one comprehensive university in Henan and data were analyzed via SPSS and structural equation modelling (SEM). The key findings include: i) social influences (SI), perceived usefulness (UF), and perceived enjoyment (PEEN) significantly impact students’ intention to adopt mobile English learning; ii) SI affect students’ intention via the mediator of UF; and iii) perceived ease of use (EOU) does not significantly impact students’ intention. This research highlights the role of teachers’ influences in students’ adoption of mobile English learning and emphasizes the need for further improvement in mobile apps design to facilitate the learning experiences.
Copyright (c) 2025 Qiong Xiao, Soo Ruey Shing, Yu Lv http://creativecommons.org/licenses/by-nc/4.0
Teaching competencies and entrepreneurial performance among the Hashemite University faculty members
The study examines the application of teaching competencies among faculty members at Hashemite University and investigates their relationship with perceived entrepreneurial performance within a quality assurance framework. Using a descriptive-relational survey design, a sample of 340 faculty members was selected through stratified sampling during the first semester of the 2022/2023 academic year. Data were collected via a validated questionnaire measuring teaching competencies across five domains—personal, academic, administrative, cultural, and professional—and entrepreneurial performance. The findings indicated that both teaching competencies and entrepreneurial performance were at a moderate level. A positive and statistically significant relationship was identified across all competency dimensions and entrepreneurial performance, suggesting that enhanced competencies can positively impact entrepreneurial outcomes. Based on these results, the study recommends integrating teaching competency evaluations into university quality assurance policies and suggests combining intrinsic and extrinsic incentives to foster faculty productivity. These recommendations offer valuable insights for enhancing academic standards and fostering entrepreneurial skills among faculty in higher education.
Copyright (c) 2025 Hytham M. Bany Issa, Zohair H. Al-Zoubi, Omar T. Bataineh, Hassan Mohammad Bani-Issa, Awad Faek Altarawneh http://creativecommons.org/licenses/by-nc/4.0
Six-Sigma approach to improve industry engagement strategies in Malaysian apprenticeship program
This empirical study develops an industry engagement model (IEM) by using the Six-Sigma define, measure, analyze, improve, and control (DMAIC) methodology to investigate the key strategies to enhance industry participation (IP) in the Malaysian apprenticeship program known as the National Dual Training System (NDTS). The relationship between five strategies, namely financial incentives (FI), digital administration (DA), productive collaboration (PC), flexible implementation (FT), and efficient promotion (EP) on IP, was examined. The 204 returned questionnaires were analyzed using partial least square-structural equation modelling (PLS-SEM). The findings reveal that FT, EP, and DA strongly influence IP in the NDTS program. In contrast, improvement in FI and PC has little impact on industry involvement. The development of IEM by demonstrating the DMAIC concept is novel and new to the research. It offers enormous potential and value in improving policymakers’ decision-making in apprenticeship programs. It may also be extended to other areas of education in the future.
Copyright (c) 2025 Roziyati Abdullah, Zulkiflle Leman, B.T Hang Tuah Baharudin, Siti Azfanizam Ahmad http://creativecommons.org/licenses/by-nc/4.0
Adaptive dynamic pattern of alternative educational institution in Java, Indonesia
Alternative educational institutions in Indonesia deal with significant problems in maintaining their unique pedagogical approaches, meeting regulatory requirements and societal expectations. This study addresses the problem of balancing institutional autonomy with systemic integration by introducing the adaptive dynamic of alternative education (ADAE) pattern. Using a qualitative approach, data was collected through two focus group discussions (FGDs) with purposively selected participants representing three distinct alternative education institutions: Tanoker in East Java, Komunitas Belajar Qaryah Thayyibah (KBQT) in Central Java, and Sekolah Alam Sukahaji in West Java. The sample comprised 12 participants (3 institution heads and 9 teachers) chosen based on their understanding of their respective institution’s social situations. Additionally, two education experts with expertise in mainstream and alternative education were interviewed. The findings of the study reveal that ADAE is built on three integrated philosophical pillars: theomorphic, eduhumanistic, and futuristic. The pattern demonstrates how alternative educational institutions navigate between autonomy and integration through dynamic positioning influenced by external and internal factors. The research found the practical implications include a framework for alternative institutions that implementation of ADAE enables institutions to maintain their innovative practices, achieving legitimacy through measurable community impact.
Copyright (c) 2025 Moh Irsyad Fahmi MR, Anik Widiastuti, Syukri Fathudin Achmad Widodo, Marhumah Marhumah, Pajar Hatma Indra Jaya http://creativecommons.org/licenses/by-nc/4.0
Breaking barriers: the legacy and voices of women pioneers in accounting education in Peru
This study examines the contributions of pioneering women in Peruvian accounting, both in scientific research and university teaching, in a historically male-dominated field. The research aims to highlight their academic impact and professional legacy. A qualitative approach was employed, utilizing the collective biography method and a phenomenological perspective. The study analyzed historical undergraduate and graduate theses from the Universidad Nacional Mayor de San Marcos (UNMSM) and conducted interviews with five distinguished female accounting professors. The findings reveal that these women made significant contributions in key areas such as financial auditing, management accounting, and environmental auditing, demonstrating adaptability and ethical commitment. In the educational sphere, participants emphasized their transformative teaching experiences, dedication to students, and the challenges posed by technology and social changes. The study concludes that these pioneers not only shaped the evolution of accounting education but also left a lasting legacy of academic and social engagement. The research underscores the need for gender equity policies and continuous technological adaptation in accounting education. These findings have practical implications for promoting diversity in academia and ensuring inclusive participation in the professional development of future generations.
Copyright (c) 2025 Jorge M. Chávez-Díaz, Nilda Irma Monterroso-Unuysuncco, Jorge De Velazco-Borda, Laura Aquiño-Perales, Juan Alberto Villagómez-Chinchay, Mélida H. Pecho-Rafael http://creativecommons.org/licenses/by-nc/4.0
Teaching in the digital frontier: what drives metaverse adoption in education?
The rapid evolution of digital technologies has caused dramatic changes in various areas, including education. Metaverse has become a very popular topic recently, many schools and university announce the development of metaverse, but until now there is no clear implementation of the idea and some schools cancelled to continue the implementation. One of the reasons behind it because of the lack of preparedness, reluctant from teachers, and there is no initial investigation about how the teachers will accept this technology. Several factors may influence the intention of the teachers. The purpose of this study is to analyze the factors that affect high school teachers’ intentions to use metaverse technology. By doing so, the institution can prepare for the real implementation. This study employs quantitative methods and survey techniques by developing a well-structured questionnaire from the theoretical framework. A total of 334 responses were collected and analyzed using SmartPLS software. The findings reveal that 14 hypotheses out of 18 hypotheses were significant and four others were not significant. Social influence (SI), performance expectancy (PE), effort expectancy (EE), and facilitating condition (FC) positively influence teachers’ behavioral intention (BI) to use metaverse applications. On the flip side, personal innovativeness (PI) does not significantly impact performance and EE. Trialability (TR) and corporeity (CR) also do not influence EE. However, hedonic motivation (HM), compatibility (CO), TR, interactivity (IN), and persistence are significant factors for performance and EE.
Copyright (c) 2025 Cadelina Cassandra, Mohamad Noorman Masrek, Fadhilah Aman http://creativecommons.org/licenses/by-nc/4.0
Development and validation of a scale measuring students’ use of generative artificial intelligence tools
The emergence of artificial intelligence (AI) in education, such as students’ use of generative artificial intelligence (GAI) tools in academic work, has profoundly transformed the learning ecosystem, offering both promising opportunities and potential challenges. Considering that such tools are still a developing area of study in education, this paper aimed to develop a scale that can assess and describe students’ practices and perspectives towards using GAI tools. Through an exploratory-sequential mixed methods design, an interview of 20 higher education students and a scoping literature review were used to generate scale items in the first phase of the study. In the second phase of the study, two pilot tests of the scale participated by 793 students were implemented. Exploratory and confirmatory factor analysis (CFA), internal consistency, and convergent validity tests were also carried out. The developed scale consists of 26 statements covering the following factors: i) research tool; ii) communication tool; iii) reliance; and iv) ethical use. The CFA model confirmed these factors, and all fit indices show that the overall structure of the scale has acceptable to good fit. The scale’s psychometric properties reveal that it is valid and reliable. This scale development study implicates schools to use a structured way of assessing how students engage with GAI tools in academic settings and rethink ways to support students’ learning through the responsible use of AI tools.
Copyright (c) 2025 Alvin Barcelona, Sam Rhoy Dela Cruz http://creativecommons.org/licenses/by-nc/4.0
Plagiarism knowledge, practice, reasons, and consequences: a cross-sectional study among Filipino nursing students
Plagiarism is pervasive in academic environments and undermines nursing education’s integrity. Despite efforts to combat plagiarism, the problem persists, highlighting the need for a deeper investigation. This study determined the knowledge, practice, reasons, and perceived consequences of plagiarism among nursing students. A descriptive-correlational design was employed in a public nursing school in Iloilo, Philippines. An online survey using valid and reliable research instruments was administered among nursing students. Results revealed that while nursing students generally had high knowledge and low practice of plagiarism, one-fourth of students sometimes used tables, graphs, or pictures and copied information directly or in a slightly modified form without citing the sources. There was no significant relationship between the knowledge and practice variables. Common reasons cited by students for committing plagiarism were that many assignments had to be submitted quickly, the assignment to be done was very complicated, and there was a lack of time. Facing severe setbacks, serious consequences, and the risk of getting caught were viewed as potential consequences of plagiarism. This study underscores a possible gap between understanding the concept of plagiarism and implementing ethical academic practices, emphasizing the importance of institutions not just teaching about plagiarism but also revisiting some academic practices to identify the root causes of unethical behavior.
Copyright (c) 2025 Trixie Camille R. Ferrariz, Francis John P. Gargarita, Mary Bless G. Debuque, John Bernard A. Dofitas, Dorothy Arlene Paz P. Espia, Ryan Michael F. Oducado http://creativecommons.org/licenses/by-nc/4.0
Lecturer’ and students’ perspectives on digital technology use in organizing and writing projects
This research aims to determine the problems experienced by lecturers and students in writing projects in order to determine the importance of technology in the organization of project activities. In this context, 24 students and 24 lecturers were included in the study. Six main themes were determined using a semi-structured interview form (general information, project preparation, project writing, cooperation and support, evaluation and feedback, result and presentation). It was concluded that 60% of the students and 20% of the faculty members had no previous experience in project writing. Lecturers and students (30%) had difficulty in finding a project title during the project preparation phase. A total 30% of the students did not know project writing, 50% of the lecturers had lack of knowledge and had problems in accessing the literature. Lecturers (70%) and students (60%) had no problems in finding a project team. Lecturers and students had some problems in sharing the project results, each project increased the knowledge skills of lecturers and students and created new project ideas. It is thought that training activities should be organized for lecturers and students on project writing and what kind of digital technologies they can benefit from in order to create new project ideas.
Copyright (c) 2025 Lyaila Iskakova, Sandugash Turikpenova, Tursynai Abdykadyrova, Yelena Agranovich, Raissa Karsybayeva, Dastan Kultanov http://creativecommons.org/licenses/by-nc/4.0
Understanding the nuances of virtual collaborative research writing among teacher-researchers in Asia-Pacific Region
Technological advancement in 21st century brought paradigm shift in research and professional development. Teachers engaged in cross-border and virtual collaborative undertakings. This study reports how teachers engaged in virtual collaborative research writing for professional development, particularly hindrances and potential of leveraging virtual collaborative platforms in Asia-Pacific Region. Utilizing hermeneutic phenomenological approach, insights and experiences of 200 purposively selected teacher-researchers from Afghanistan, India, Indonesia, Japan, Malaysia, Nepal, Philippines, South Korea, Thailand, and Vietnam were elicited through in-depth interviews with 10 open-ended questions. Findings revealed four major themes that expound dynamics of virtual collaborative research writing towards professional development among teacher-researchers, foregrounding convenience and accessibility experienced by teacher-researchers with collaborative research. Further, given the benefits of virtual collaborative platforms, results showed that professional skills, research productivity, and efficiency are developed as teacher-researchers continue to work with different people around the world virtually. While there are multiple advantages, challenges in virtual collaboration remain evidently, including technological obstacles, unreliable internet connectivity, and absence of nonverbal cues that impeded productivity and weakened human connections. With these findings affirming transformative potential of virtual collaboration in academic and professional development, it is crucial to emphasizing its importance in overcoming traditional barriers to research, innovation, and professional development.
Copyright (c) 2025 Joseph A. Villarama, Bench G. Fabros, Abegail V. Dela Fuente, Lyan Mae Micah V. Dela Cruz, Rhomark DG. Jardiel, Bharat Prasad Neupane http://creativecommons.org/licenses/by-nc/4.0
Climate science literacy evaluation of senior high school students: a platform for science curriculum enhancement
The national achievement test results for grade 12 in Gingoog City Division revealed low science proficiency in critical thinking, information literacy, and problem-solving. This study evaluated science literacy related to climate science among senior high school students, focusing on scientific knowledge, competence, and attitudes as a platform for science curriculum enhancement. A descriptive-comparative design was utilized, involving 339 students from randomly selected public secondary schools, determined through stratified sampling using Slovin’s formula with a .05 margin of error. Three instruments were modified for the study and validated by experts: a 30-item multiple-choice test for scientific knowledge, a 10-item Likert scale for scientific competence, and a 20-item for scientific attitudes. A pilot test with 30 non-participants yielded a Cronbach’s alpha of .76, indicating acceptable reliability. Data analysis involved descriptive and inferential statistics. Results revealed that students in both academic and technical-vocational-livelihood (TVL) tracks generally exhibited low proficiency in scientific knowledge regarding climate change but high scientific competence and attitudes. Significant differences between academic and TVL students in scientific knowledge, competence, and affective engagement were noted. The study concluded that there is a need to improve educational strategies to address learning gaps. Curriculum enhancements should strengthen scientific understanding by integrating climate science topics and developing learning resources and activities.
Copyright (c) 2025 Hazel R. Balan, Minie L. Bulay, Nelia S. Raganas http://creativecommons.org/licenses/by-nc/4.0
TawjihiNavigator: a novel hybrid information retrieval system for educational guidance in Morocco
In this paper, we propose a novel hybrid method for improving Arabic educational information retrieval (IR) in Moroccan high schools. Traditional search methods often struggle with Arabic’s rich morphology and educational terminology, hindering students’ access to accurate guidance information. The proposed method TawjihiNavigator that combines vector-based semantic search with lexical matching, enhanced by advanced Arabic natural language processing (NLP) techniques. Using a comprehensive dataset collected from official Ministry of education sources. To validate the IR-Abhato system, we integrate CAMeL Tools and Farasa stemmer for Arabic preprocessing, testing multiple embedding models including Word2Vec, FastText, and AraT5. The obtained results demonstrate that our hybrid method’s superiority over standalone vector and full-text search approaches, achieving a mean reciprocal rank (MRR) of 0.7987 and mean average precision (MAP) of 0.5628. The AraT5 model achieved the highest precision@5 score of 0.4500, specially in educational query processing. These findings indicate that our model enhances Arabic educational IR accuracy, that can be improve student decision-making processes.
Copyright (c) 2025 Hassan Silkhi, Brahim Bakkas, Khalid Housni http://creativecommons.org/licenses/by-nc/4.0
The role of student leadership in academic achievement: a pathway to framework development
Leadership is widely recognized in fostering personal development and academic achievement of every student. This study explores the relationship between leadership involvement and academic performance, identifying influencing factors, best practices, and a framework for development. Using a mixed-method approach with concurrent triangulation, 179 randomly selected undergraduate student leaders completed a validated survey analyzed through Spearman’s rank-order correlation, while 12 purposively selected participants underwent semi-structured interviews analyzed thematically. Findings show a strong positive correlation (rs=0.744, p<0.001) between leadership involvement and academic achievement. Leadership fosters skill development, personal growth, motivation, and support systems. Best practices include capacity-building programs, inclusivity, recognition, supportive structures, and collaboration. A structured framework was developed to systematically enhance and sustain student leadership’s role in academic excellence. Institutional application highlights the need for universities to integrate leadership development into academic programs through structured mentorship, faculty engagement, governance mechanisms, and policy support. Higher education institutions (HEIs) can optimize student leadership initiatives by providing resources, recognizing achievements, and fostering an inclusive environment that supports holistic growth. The findings have significant implications for higher education policies and practices, emphasizing that well-structured leadership programs cultivate future-ready individuals capable of excelling academically and beyond.
Copyright (c) 2025 John Michael D. Aquino, Christian P. San Luis http://creativecommons.org/licenses/by-nc/4.0
Overcoming challenges in managing public schools of novice principals
A qualitative phenomenological approach was utilized in this study to explore the challenges experienced by novice school principals and how they overcome these challenges in managing their schools in the Division of Mabalacat City during school year 2023-2024. Guided by in-depth one-on-one semi-structured interviews, data was gathered from nine public elementary school principals. With the transcribed data, coding was employed using thematic analysis. Results showed that novice principals’ challenges are categorized into two: i) interpersonal challenges, including keeping the school safe and conducive and engaging with stakeholders, and ii) intrapersonal challenges, which include transitioning to higher roles and responsibilities and catching up with the new knowledge and skills needed to acquire. Moreover, novice principals experienced in overcoming these challenges were also examined. Findings revealed that growing interpersonal skills by establishing a good relationship with stakeholders and building rapport with teachers and growing intrapersonal skills by never stopping learning and having the right attitude would help them cope with their difficulties in managing the school. Finally, a proposed novice principals’ challenges model framework was developed and recommended for use in the Division of Mabalacat City to improve the knowledge, skills, and qualities of beginning and aspiring principals with their new roles in managing their schools.
Copyright (c) 2025 Jayson Ryan T. De Leon, Rich Paulo S. Lim, Justin Vianey M. Embalsado, Jed V. Madlambayan, Chillet G. Credo, Ricardo C. Salunga http://creativecommons.org/licenses/by-nc/4.0
Development of the Mongolian school climate inventory
The school climate is an essential aspect of educational practices and policies. This study aims to investigate Mongolian secondary school teachers’ perceptions of school climate and develop a measurement tool. The study involved 686 randomly selected teachers, and research data were collected online from the Mongolian National Educational Evaluation Centre. Statistical analysis was conducted using SPSS-21 software. This study was conducted in three phases: item generation, a pilot study, and a main study. Firstly, 77 items were developed on a 5-point Likert scale based on a literature review. Before the main survey, a pilot test was carried out with 200 teachers from the southern province of the country. Finally, an exploratory factor analysis (EFA) with Promax rotation was used to explore the content validity of the survey. Cronbach’s alpha was applied to assess the reliability of each factor. The statistical analysis revealed a 14-factor structure based on the data. The reliability analysis results indicated that internal consistency for all factors is at an acceptable level. The study’s overall results suggest that the proposed inventory is a validated measurement tool to examine teachers’ perceptions of the school climate in Mongolian secondary schools.
Copyright (c) 2025 Davaanyam Tumenbayar, Amartuvshin Amarzaya, Lkhagvasuren Ganbat, Sandag Gendenjamts, Navchaa Tserendorj http://creativecommons.org/licenses/by-nc/4.0
The underlying physics concept of a soccer game as a catalyst for enhancing creative thinking skills
Teachers need to improve students’ creative thinking skills by incorporating relevant everyday contexts. Soccer, as a familiar part of daily life, has not been widely used in education, and its impact on creative thinking requires further study. This research aimed to develop a contextual physics e-module centered on soccer to enhance creative thinking in physics learning. The study followed Rowntree's development model, including planning, development, and evaluation, with Tessmer’s formative evaluation through expert reviews, one-on-one assessments, small-group evaluations, and field tests. The creative thinking indicators used in the research are fluency, flexibility, originality, and elaboration. Data were collected from 346 high school students in Palembang via walkthroughs, questionnaires, and written tests, then analyzed using SPSS version 16. The results showed that the soccer-based physics e-module is valid (Sig. 0.00), practical (one-to-one: 82.75%; small group: 91.00%), and in the moderate category for improving creative thinking (N-gain: 0.59). These findings highlight the need to explore other everyday contexts and assess the long-term impact of the e-module across different educational settings.
Copyright (c) 2025 Ida Sriyanti, Mardiah Afifa, Meilinda Meilinda, Anisya Sefina Puteri, Nyimas Aisyah, Wahyu Indra Bayu, Zulkardi Zulkardi, Ratu Ilma Indra Putri, Hapizah Hapizah http://creativecommons.org/licenses/by-nc/4.0
Determinants of undergraduate recycling behavior: an extended model of the theory of planned behavior
Promoting positive recycling behavior should be part of the higher educational objectives. The main purpose of this research is to identify the determinants of recycling behavior among undergraduates, to assess the differences in undergraduates’ recycling behavior based on their demographic, and to explore the relationship between the determinants and behavior of recycling. The research extended the theory of planned behaviors (TPB) by adding environmental awareness as a determinant of recycling behavior in addition to attitude toward recycling, subjective norm of recycling, and perceived behavioral control over recycling. The research population comprises management programs undergraduates from a public university in Malaysia. A total of 259 responses were collected via structured questionnaire. Descriptive and Pearson correlation analysis results suggested that respondents strongly agreed that undergraduates’ attitudes and environmental awareness are the most important determinants of recycling behavior, and both determinants are strongly correlated with recycle behavior. The analysis of variance (ANOVA) analysis result also reveals that there is significant difference on recycle behaviors among undergraduates based on year of study, with year 4 undergraduates exhibiting the highest recycling behavior. This finding suggests that the green campus initiatives taken by the university are effective. Additionally, extending the TPB model by adding awareness implies a theoretical contribution of this research.
Copyright (c) 2025 Tan Owee Kowang, Lim Kim Yew, Ong Choon Hee, Goh Chin Fei http://creativecommons.org/licenses/by-nc/4.0
School innovation climate as a driver of teachers’ innovative work behavior: the mediating role of self-efficacy
Teachers’ innovative work behavior (IWB) is widely recognized as a driving force behind educational improvement in the complex and demanding conditions of the 21st century. Among a wide range of factors that could affect IWB, innovation climate (IC) has emerged as a crucial determinant. However, research exploring the mechanism that mediate the link between IC and IWB is still limited. Drawing upon social cognitive theory (SCT), the present study proposes that teachers’ self-efficacy (SE) acts as a mediator in the relationship between IC and IWB. The study involved 376 teachers at 12 public schools in Kuala Terengganu, Malaysia, who were determined based on a stratified random sampling technique. Analysis of data was implemented through the use of structural equation modeling (SEM) with AMOS software to test causal relationships. Results confirmed that schools’ IC was positively correlated with IWB and that this relationship was partially mediated by teachers’ SE. These results align with SCT, which emphasizes the interaction between individual behavior, environment (IC), and personal factors (SE). To cultivate a culture of innovation and improve educational outcomes, school leaders should actively foster an IC that enhances teachers’ SE, thereby promoting their IWB.
Copyright (c) 2025 Safiek Mokhlis, Abdul Hakim Abdullah http://creativecommons.org/licenses/by-nc/4.0
Identification of factors that influence student satisfaction from the analysis of voice messaging from WhatsApp: a case study
In these times when there is talk of a return to a new normality in education after what happened due to the pandemic, it is necessary to permanently evaluate the perception of student satisfaction, contributing to the results obtained through traditional methods such as the survey, with methods in which open opinions can be analyzed as in the case of voice analysis. In this sense, this article describes a case study, which aims to identify the factors that influence student satisfaction with respect to teaching performance, based on the analysis of WhatsApp voice messaging. The study has a qualitative approach, exploratory level and non-experimental design. It was possible to identify various factors grouped into five categories: i) planning; ii) didactic strategies; iii) communication; iv) administration of the class session; and v) professional and personal characteristics of the teacher. Therefore, it is concluded that it is possible to close the gaps between the factors that are sensitive and relevant for the university, when a questionnaire with delimited questions is applied to observe only some factors of student satisfaction, with respect to those sensitive factors and relevant to students, by analyzing their comments from the use of voice messaging from mobile applications.
Copyright (c) 2025 Omar Chamorro-Atalaya, Giorgio Aquije-Cardenas, Raymundo Carranza-Noriega, Lilly Moreno-Chinchay, Yurfa Medina-Bedón, Rufino Alejos-Ipanaque, Abel Tasayco-Jala, Susan Gonzales-Saldaña http://creativecommons.org/licenses/by-nc/4.0
Job performance of human resource management graduates from the employers’ and graduates’ perspectives
Graduates’ job performance reflects their academic orientation in pursuit of their degrees. Thus, academic institutions should prepare students to be competitive, match the needs of the industry, and become worthy of employment after graduation. This research determines the job performance of human resource management (HRM) graduates in terms of their job competencies, career skills, and team performance from the perception of the graduates and their employers. A quantitative research method with statistical tools such as frequency, percentage, weighted mean, and Mann-Whitney U Test was used. Findings revealed a significant difference in the respondents’ perception, specifically in conveying ideas, use of IT, values, quality work, communication skills, human relations, technical, research, leadership skills, and team performance. The result also shows that graduates perceived themselves as excellent performers, which is in contrast to their employers’ perceptions of them as good performers only regarding their job competencies, career skills, and team performance. The differences in perceptions of the performance of the graduates depicts a mismatch between the academe and the industry requirements that result in a recommendation of thorough review and revision of the HRM curriculum, the teaching methodology, and the strategy of the academic institutions to meet the needs of the industry.
Copyright (c) 2025 Dahlee Sadang-Pascua, Jennifer Montenegro-Villanueva http://creativecommons.org/licenses/by-nc/4.0
Leadership and management in early childhood: navigating contradictions and pedagogical practices to foster inclusivity
Early years’ education is an important foundation for a child’s life-long learning, and leaders and managers in early childhood work settings have an important role in creating a nurturing environment that supports and enables children to learn regardless of their needs. This study investigates the challenges and contradictions leaders and managers face in early childhood education (ECE) settings. It examines how pedagogical praxis can be leveraged to foster inclusivity focusing on the tension between the intrinsic value of play and the pressure of child performativity meeting performance benchmarks. This qualitative study offers a constructive discussion on leadership practices in ECE and inclusion in Malaysia. The thematic analysis of nine interviews analyzed by N-VIVO software and showed the important considerations for enhancing leadership and management approaches, creating more inclusive spaces, and supporting the holistic development of early childhood curricula. The result offers a rich description of how leading practices are increasingly influenced by dominant trends in educational policies and society, including neoliberal agendas and narrowly conceived accountability systems that focus on measurable outcomes. It underlines the centrality of supporting the ongoing professional development of educators.
Copyright (c) 2025 Manoharan Nalliah, Shorouk Aboudahr, Lim Wei Huan, Esayas Teshome Taddese http://creativecommons.org/licenses/by-nc/4.0
Organizational management improvement factors in the novice principal induction program
The need for effective principal in every school is critical and the demand for leadership talent is increasing especially among novice principals. Therefore, an effective induction program would be crucial to support novice principals in improving their knowledge and leadership skills. This quantitative study aims to determine the level of implementation of the novice principal induction program regarding professional development course, coaching, and mentoring; and to identify the main components that contribute to the improvement of organizational management among novice principals. A total of 417 novice principals who participated in the induction program in Malaysia provided their feedback in a questionnaire consisting of 44 items. The items include three components in the induction program, encompassing the professional development course, coaching, and mentoring in improving organizational management. The study found that the professional development course is the main component followed by coaching in improving the management skills of novice principals. Hence, novice principals’ learning in induction should be directly linked to their own professional development to increase the effectiveness of school operations and student achievement.
Copyright (c) 2025 Aney Marinda Muhammad Amin, Norasmah Othman, Aida Hanim A. Hamid http://creativecommons.org/licenses/by-nc/4.0
The level of social skills among university students and its impact on their psychological solidity and adaptive behavior
Positive social behavior is one of the most important characteristics of humans on this planet. Through these behaviors, the individual shows his sympathy for others and his desire to help them. Therefore, the current study aimed to know the level of social skills among university students and their impact on their psychological solidity and adaptive behavior. To achieve the study objectives, the descriptive analytical approach was used in its implementation. The scale of positive social behavior, psychological solidity, and adaptive behavior was applied to a random sample of 370 male and female students from private universities in Jordan. The study concluded that the level of positive social behavior among students reached 3.49, which is within the average level, and that female students enjoy a high level of social skills compared to university students. The results also indicated a statistically significant effect of the level of social skills on both psychological solidity and adaptive behavior among university students. Positive social behavior also works to provide support between individuals in cases that require support or in difficult situations, which increases their psychological solidity and adaptive behavior. This confirms the effective role of social behaviors in improving both the level of psychological solidity and adaptive behavior among university students.
Copyright (c) 2025 Esra’a Omar Abu-Alkeshek, Basma Mohammad Al-Hawamdeh, Haitham Mohammad Ali Zureigat http://creativecommons.org/licenses/by-nc/4.0
Diagnosis of ecosystem misconceptions for high school students in Jakarta
Misconception is a condition of different concepts that are owned by scientific concepts. Misconceptions impact learning processes and outcomes, so teachers need to make reductions. The first step to reduce misconceptions is to find the data on students’ misconceptions. This study aims to diagnose high school students’ misconceptions about ecosystems. The survey method research used a three-level multiple-choice test to diagnose ecosystem misconceptions. The research sample were 200 high school students from five high schools in Jakarta, Indonesia. The sample from each school were 40 students. The results showed that students’ understanding of concepts was spread over six levels: understanding concepts, false positive misconceptions, false negative misconceptions, misconceptions, guessing or understanding concepts but lacking confidence, and not understanding concepts with a misconception percentage of 21.41%. Based on the analysis of the ecosystem sub-concept, the highest misconception occurred in the energy flow sub-concept (25.39%) and the second highest in the biogeochemical cycle sub-concept (20.41%). Teachers can use the findings as a basis for designing effective learning to reduce misconceptions so that optimal learning processes and results can be achieved.
Copyright (c) 2025 Eka Putri Azrai, Muhammad Japar, Robinson Situmorang http://creativecommons.org/licenses/by-nc/4.0
Reflective writing skills among pre service teachers: a scoping review
Reflection is a soul-searching process. It is an innate ability to delve down the memory lane to judge a reaction to a particular situation as right or wrong as a response. The positive reactions are reinforced and the ineffective negative ones are relinquished. Developing reflective skills among preservice teachers include regular reflective practice sessions. They have to painstakingly record all their reflections after the delivery of each lesson as part of their curriculum along with other reflective practice opportunities. This effort should lead to evolution of professional practitioner in the long run. Although, there are factors affecting its development, preservice teachers seem to do it more monotonously without much reflective learning. Their reflective writing skills are way behind the expected level. This study adopts the research design outline advocated by Arksey and O’Malley. The study appraised the research studies conducted from 2015 to 2024 as a part of scoping review. The study throws light on the various aspects related to the teacher-trainees’ reflective writing skills. Future studies may focus on empirical validation of the reflective writing skills among preservice teachers.
Copyright (c) 2025 J. A. Mary Kumari, G. S. Prakasha http://creativecommons.org/licenses/by-nc/4.0
Educational application of virtual reality in English education in vocational colleges: a bibliometric analysis
Virtual reality (VR) technology has been widely adopted in education field for a period and its application keeps developing continuously. The bibliometric analysis was conducted to provide a comprehensive understanding of VR technology application about research strengths, research theme, scope, hot topics and evolution to enrich further study on VR technology adoption in English education in vocational colleges. The search of literature over the past decade in the Web of Science (WoS) database and 930 articles remained based on inclusion and exclusion criteria. Subsequently, VOSviewer used to analyze data from selected articles. The study finds out that research on VR technology shows an upward trend. The influential country is China, while most research institutions and authors are also from China. Research topics were identified using keyword co-occurrence analysis and four thematic clusters emerged: i) positive impact of VR on English education; ii) VR used in English education for special purpose; iii) VR is used in actual situation with the consideration of its’ features and positive effect; and iv) users’ acceptance of VR. The findings highlight current developments and offer guidance for promoting VR technology utilization in English education. Furthermore, educators could use the findings to design more effective VR-integrated curricula.
Copyright (c) 2025 Ling Yao, Mohamad Sattar Rasul, Marilssa Omar http://creativecommons.org/licenses/by-nc/4.0
The PERMA well-being scale assessment in undergraduate students: confirmatory factor analysis and network analysis
The mental health issues among undergraduate students have become increasingly recognized as a pressing concern, often impacting their overall well-being over time. Despite escalating scholarly attention to students’ well-being, a significant gap persists in theoretical frameworks and measurement instruments with established benchmarks, remarkably those applicable to the Thai context. This study aims to develop and validate a contextually appropriate well-being instrument for Thai university students, grounded in the PERMA model, which examines five dimensions: positive emotion, engagement, relationships, meaning, and accomplishment. A multistage sampling approach was utilized to enlist 1,080 participants for an online questionnaire incorporating the PERMA well-being scale. The data were examined through confirmatory factor analysis (CFA) and network analysis to assess the structural validity and inter-item correlations. Results from the second-order CFA yielded an excellent model fit with a root mean square error of approximation (RMSEA) of 0.013, with all the constructs significant at p<0.001. In addition, network analysis showed the centrality within constructs. The findings revealed that the PERMA model was indicative of Thai university students’ well-being exhibited robust internal consistency, and significant intra-construct correlations. This contextually relevant instrument yielded valuable insightful information for educators and policymakers in Thailand. This could thus help shape strategies to evaluate and improve student well-being.
Copyright (c) 2025 Phamornpun Yurayat, Bovornpot Choomphunuch, Wipanee Suk-erb, Dussadee Lebkhao, Khanitin Jornkokgoud http://creativecommons.org/licenses/by-nc/4.0
Enhancing learning outcomes through course redesign using self-assessment and inquiry models
This study addresses the challenge of enhancing learning outcomes in propaedeutic education by redesigning an undergraduate deep learning course. To achieve this, the self-assessment and quality model (SQM) was combined with the community of inquiry (CoI) framework, which emphasizes cognitive, social, and teaching presence in online education. The redesigned course aligns with the guidelines of the Colombian Ministry of National Education and incorporates continuous feedback from students. Initial implementation led to improved student performance but revealed gaps in perceived learning experiences. Iterative adjustments were made to the course design based on CoI survey results, particularly focusing on increasing teacher involvement. The findings demonstrate that integrating SQM with a responsive, design-based approach can significantly improve learning outcomes and student satisfaction. This study highlights the importance of dynamic course design in higher education and offers a replicable model for other institutions.
Copyright (c) 2025 Fredy Martinez, César Hernández, Diego Giral http://creativecommons.org/licenses/by-nc/4.0
Analysis of obstacles in teaching and learning nuclear physics: towards a digital approach in secondary education
The study explores the specific obstacles encountered in the teaching and learning of nuclear physics within qualifying secondary schools in Morocco, particularly in the Fez-Meknes delegation. We identified a lack of specific research on this topic, despite a growing interest in improving science teaching. Using questionnaires administered to 100 teachers and 200 students, we found that the absence of laboratory experiments due to the dangers associated with nuclear physics is a major obstacle. Difficulties in understanding concepts such as radioactive decay, nuclear fusion, and fission were also noted. To overcome these challenges, we propose the development of digital teaching resources adapted to the Moroccan curriculum, including simulations and interactive tutorials. These resources are viewed positively by teachers and students alike, as they facilitate understanding of concepts, increase engagement and enable self-paced learning, promoting autonomy in learning and the development of creativity in students. For successful integration, it is essential to provide adequate training and ongoing support for teachers. The results offer concrete avenues for improving the quality of teaching in physical sciences and learning in a digital environment motivates students in Morocco.
Copyright (c) 2025 Aziz Taoussi, Ahmida Chikhaoui, Khalid El Khattabi, Hassan Yakkou http://creativecommons.org/licenses/by-nc/4.0
A systematic review of metacognitive dynamics in secondary physics education
Metacognitive strategies are effective in enhancing secondary school students’ performance in physics, a key science, technology, engineering, and mathematics (STEM) subject that poses challenges due to its conceptual complexity and the need for higher-order thinking skills. This study systematically reviews the impact of metacognitive strategies on student performance in physics from 2014 to 2024. The research objectives include identifying trends, advantages, and challenges of these strategies. Using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, 25 studies were selected from databases like Web of Science (WoS) and Scopus, involving diverse respondents. Research instruments included surveys, interviews, and standardized tests to assess metacognitive awareness and academic performance. Analysis revealed a preference for quantitative methods (88%), with qualitative (8%) and mixed methods (4%) also contributing insights. Results indicate that metacognitive strategies enhance conceptual understanding, problem-solving skills, motivation, engagement, and academic performance while reducing gender gaps. However, challenges include implementation complexity, time constraints, student resistance, assessment difficulties, and variability in effectiveness. The findings underscore the need for comprehensive teacher training and innovative instructional designs to integrate metacognitive strategies effectively. These strategies hold promise for transforming physics education and promoting equitable student outcomes. Future research should focus on developing tailored approaches and innovative assessment methods to optimize the implementation of metacognitive strategies across diverse educational contexts.
Copyright (c) 2025 Norhidayah Osman, Siti Nur Diyana Mahmud, Nurazidawati Mohamad Arsad http://creativecommons.org/licenses/by-nc/4.0
Predicting student performance and identifying learning behaviors using decision trees and K-means clustering
The insufficiency of a strong mechanism to measure student performance and learning behavior has been pointed out as a result of the expansion of higher education in Bangladesh. The objectives of the study are to predict students’ performance and recognize unique learning behaviors in the Bangladeshi higher education contexts by applying decision trees and K-means clustering methods. Validity and reliability of the results are ensured by following methods: 10-fold cross-validation for the decision tree model and Silhouette score assessment for the K-means clustering model, thus improving the predictive accuracy and differentiation of clusters. The study is based on a dataset of student records numbering 1,200, researching factors such as attendance (91.22%), exam results (mean 83.54%), completed assignments (mean 80.54%), and age (mean 23.47). Learning analytics theory is used since it is crucial to apply data to enhance the understanding and effectiveness of learning processes. The decision tree model showed excellent performance with high rates in precision, recall, and F1-scores, which were all at 0.99 for the evaluated performance measures, hence increasing its good predictive power. K-means clustering analysis grouped the students into three distinct groups: active learners, passive learners, and at-risk students. This research urges the adaptation of data mining methodologies within the framework of higher education and strongly emphasizes the important role that an early identification of at-risk students can play. This research is a contribution to the learning analytics area, and it further proves the applicability of data mining methods in predicting academic performance and improving education outcomes in developing contexts.
Copyright (c) 2025 Md. Mahadhi Hasan, Md Nakibul Islam, Md Ikramul Haque Nirjon, Md Sharif Uddin, Md. Muntasir Mamun, Zaheed Alam Munna, Al Mahmud Rumman http://creativecommons.org/licenses/by-nc/4.0
The educational accomplishments scale: development and validation in the context of education institutions
Educational institutions play a significant role in fostering academic growth and personal development. However, there is a lack of standardized tools to assess the impact of educational accomplishments (EA), particularly integrating dimensions such as quality, value-based, integrated, and culture-enhanced education. This paper aims to create and validate a measurement tool that assesses how EA impacts students and institutions to foster academic growth, personal development, and institutional effectiveness, contributing to the overall quality of education. The data was collected from 120 participants, including religious heads, directors, principals, and coordinators of ten schools run by a specific religious congregation. The study implemented a three-stage systematic procedure in the development of the scale. Stage one consisted of item generation, literature review, and expert judgment. The second stage validated the scale and was followed by an item analysis, principal component with varimax rotation (exploratory factor analysis) using Kaiser normalization on IBM SPSS 26. The third step resulted in the final reliability and validity of the scale. A final 19-item educational accomplishments scale (EAS) is psychometrically reliable and of potential use to policymakers globally, comparing student and teacher perceptions, especially with religious congregational affiliations. This scale can particularly be used by each institution to evaluate the EA and can also be used by other researchers for further research.
Copyright (c) 2025 Anil DCosta, Joseph Chacko Chennattuserry, Kennedy Andrew Thomas http://creativecommons.org/licenses/by-nc/4.0
Teachers’ perceptions towards principals’ instructional supervisory role in selected secondary schools
Effective instructional supervision plays a crucial role in enhancing teaching quality and student learning. However, teachers’ perceptions towards supervision vary, some view it as supportive while others see it as fault-finding. This study examines teachers’ perceptions towards principals’ instructional supervisory practices to identify areas of improvement. The Administrative theory of supervision and a concurrent triangulation mixed approach guided the study. Purposive and simple random sampling were utilized to sample 127 teachers and 10 principals. A survey and an interview guide were employed to gather data which was analyzed using descriptive and inferential statistics. An independent sample t-test and one-way analysis of variance (ANOVA) were utilized to test the mean differences in teachers’ perceptions. Findings indicate that while most teachers recognize supervision as beneficial for professional development, a significant number perceive supervision as authoritarian. The results unveiled that teachers’ gender, age and education qualification did not significantly influence their perceptions [t(98)=1.468, p>0.05, F(4, 95)=0.556, and F(4, 95)=0.174, p>0.05]. The study concludes that fostering a positive supervisory environment can enhance teachers’ confidence, improve instructional strategies, and ultimately lead to better student outcomes.
Copyright (c) 2025 Bessy Kageni Kinyua, Elizabeth Atieno Obura, Johnson Mulongo Masinde http://creativecommons.org/licenses/by-nc/4.0
Does cognitive load moderate students’ learning engagement mechanism in blended learning?
With the popularity of technology-supported blended learning (BL) in vocational colleges, students’ cognitive load (CL) caused by the increasing complexity of BL environments potentially impact the overall learning satisfaction (LS). In order to explore the effects of CL on students’ BL, this study investigates how different dimensions of learning engagement (LE) (emotional, cognitive, and behavioral) impact on students’ LS and whether CL can moderate these relationships. This quantitative study was conducted among 615 Chinese vocational students. Survey research was carried out by questionnaires that have been well-established that were taken and modified from previous studies. Structural equation modeling (SEM) was used to analyze the relationships among these variables. Findings revealed that emotional, cognitive, and behavioral engagement (BE) can positively predict LS. Additionally, BE mediates the relationship between psychological engagement (emotional and cognitive) and LS when CL is not at a low level. CL moderates the pathways from psychological engagement to BE and in turn changes the LE influence mechanism on LS. This study provides valuable insights for educators to stimulate students’ engagement by satisfying their psychological needs, and optimize teaching design to balance CL in order to maintain active LE and satisfaction levels.
Copyright (c) 2025 Chen Zidi, Nur Atiqah Jalaludin, Mohamad Sattar Rasul http://creativecommons.org/licenses/by-nc/4.0
Enhancing computational thinking in elementary students through STEM and Mojobot
The study aims to explore the effects of using Mojobot, an interactive coding robot, within science, technology, engineering, and mathematics (STEM) education to enhance computational thinking (CT) skills among elementary school students. This research explores how educational robotics enhance algorithmic thinking, logical reasoning, and problem decomposition in young learners, addressing future workforce demands for digital literacy and problem-solving. Utilizing a quasi-experimental design with pre-test and post-test measured. The design involved a between-subject experimental group of seventy-four elementary students who were randomly assigned to an experiment (n=37) and a control group (n=37), the latter only receiving traditional STEM instruction without robotics. Students were given a pre-test and post-test to measure their algorithmic thinking, logical reasoning, and problem decomposition skills. Data were investigated using paired-samples t-tests and a 2-way analysis of variance (ANOVA). Outcomes revealed that both groups significantly improved CT skills, but the experimental group (M=28.56) improved significantly more than the control group (M=20.09) with a very large effect size (ES), respectively. The study found that a novel teaching method using Mojobot in STEM education enhances elementary students’ CT skills and supports 21st century skill development through robotics.
Copyright (c) 2025 Parinya Ruangthip, Thitichai Ruckbumrung, Wichien Rueboon http://creativecommons.org/licenses/by-nc/4.0
Proactive university students’ views on skills gained from a research colloquium
Research is a key component of higher education, promoting deep learning, critical thinking, and problem-solving skills. The Academic Body of Engineering and Systems (InySis) organizes the colloquium of research initiation: proactive university students (CIIEUPA) each academic cycle (A and B) to foster research as a fundamental tool for students’ educational and professional development. This qualitative, descriptive study aimed to determine the skills acquired by students participating in CIIEUPA. The action-research methodology was employed, with participant observation used as the data collection technique. The sample consisted of second and third-semester students from the Software Engineering Competence Unit from the 2022A and 2022B cycles. The results revealed that participation in the colloquium enriched students with experiences that fostered teamwork, effective communication, critical thinking, and leadership. CIIEUPA, as an active collaborative learning methodology, allowed students to share their findings with the academic community, strengthening their commitment, and motivation toward research. Such initiatives contribute to learning and play a crucial role in the holistic development of students, promoting their growth in both academic and professional fields. This approach demonstrates the value of integrating research into the educational process, allowing students to engage meaningfully with their discipline while developing essential skills for their future careers.
Copyright (c) 2025 Ma del Carmen Nolasco-Salcedo, Kleophe Alfaro-Castellanos, Diego Ulises Carranza-Sahagun, José Ávila-Paz, Angelica Patricia Ávila-Paz http://creativecommons.org/licenses/by-nc/4.0
Exploring non-education faculty’s lived teaching experiences in a Philippine higher education institution
This qualitative, phenomenological study investigates the impact of lacking formal pedagogical training on non-education faculty in the context of Caraga State University Cabadbaran Campus (CSUCC). The research explores their lived experiences to understand the specific challenges and coping mechanisms they employ in their teaching roles. Data was collected through in-depth interviews and focus group discussions with a purposive sample of ten non-education faculty members representing various disciplines at CSUCC. The sample size of 10 participants was determined by the principle of data saturation, ensuring the collection of rich and recurring data to identify significant themes. Several key themes emerged through thematic analysis of the transcribed interviews and focus group discussions. These included self-perceived teaching efficacy, difficulties encountered in test construction and syllabus design, challenges related to student engagement, and the utilization of available resources and support systems. The findings of this study provide valuable practical implications for higher education institutions (HEIs). They suggest the necessity of implementing targeted training programs, offering relevant professional development opportunities, and establishing dedicated resources to support non-education faculty better. Ultimately, these interventions aim to enhance teaching quality, improve faculty satisfaction, and foster a more supportive teaching and learning environment.
Copyright (c) 2025 Julanie M. Limen, Ramil B. Arante http://creativecommons.org/licenses/by-nc/4.0
Understanding emotion regulation strategies in female adolescents with depressive symptoms: a qualitative study
In Malaysia, adolescents are at a high risk for depression, with the prevalence rising from 18.3% in 2017 to 26.9% in 2022. Additionally, the proportion of female adolescents affected is significantly higher than male adolescents, with 36.1% of females experiencing depression compared to 17.7% of males. Thus, a qualitative study was conducted to explore the emotion regulation strategies used by female adolescents experiencing depressive symptoms. Semi-structured interviews were performed with 15 female adolescents, aged 14 to 16 years, who had severe depression scores as assessed by the DASS-21. Using purposive sampling, all 15 female adolescents were selected from six public secondary schools in the Klang Valley, Malaysia. The Klang Valley, which includes the two main states of Selangor and Kuala Lumpur, was chosen due to its ranking among the top three states in 2022 with the highest rates of depression symptoms. All responses were recorded and analyzed using a thematic analysis approach. The findings revealed that female adolescents employed five emotion regulation strategies: suppressing expression, pampering themselves, seeking support, reorganizing their thoughts, and engaging in negative actions. This study explores the emotional experiences of female adolescents to design feasible and flexible interventions that address a wide range of individual needs.
Copyright (c) 2025 Siti Rashidah Yusoff, Khairul Farhah Khairuddin, Suzana Mohd Hoesni, Nur Afrina Rosharudin, Tuti Iryani Mohd Daud, Noor Azimah Muhammad, Manisah Mohd Ali, Mohamad Omar Ihsan Razman, Dharatun Nissa Puad Mohd Kari, Mohd Pilus Abdullah http://creativecommons.org/licenses/by-nc/4.0
Digital technology’s impact on senior high school students’ religious attitudes
The advancement of technology has revolutionized student learning, shifting from traditional textbooks to digital tools, reducing teacher-student interaction, and impacting students’ perspectives and attitudes. Students with extreme religious views sometimes rely more on digital resources than traditional ones. This study examines: i) the effect of learning resources on students’ religious attitudes; ii) the influence of social status on their attitudes; iii) the relationship between students’ motivation for religious learning and their attitudes; and iv) the interaction between diverse learning resources and social status on students’ religious attitudes. Using quantitative methods and multiple regression analysis on data from 1,020 students in Central Java, Indonesia, and employing partial least square (PLS) modeling, the study explores the influence of religious resources, social class, and motivation on students’ views. The findings show that diverse learning resources significantly foster moderate religious attitudes, with social class also playing a pivotal role. Notably, students’ motivation for religious learning mediates the relationship between learning resources and social class in shaping religious attitudes. This study contributes to educational theory by highlighting the role of learning resources in shaping outcomes, social theory by demonstrating how socioeconomic factors influence religious attitudes, and religious theory by exploring the role of digital tools in shaping religious views. These insights provide practical implications for educators in designing effective religious education strategies and promoting moderation in the digital era while emphasizing the importance of face-to-face learning for meaningful dialogue.
Copyright (c) 2025 A. M. Wibowo, Nur Laili Noviani, Umi Muzayanah, Dwi Istiyani, Siti Muawanah, Mulyani Mudis Taruna, Wahab Wahab, Ahmad Muntakhib, Nugroho Eko Atmanto http://creativecommons.org/licenses/by-nc/4.0
Fostering students’ interest in trigonometry using game-based learning strategy: a case of repeated measures
This study investigated the effectiveness of game-based learning in enhancing students’ interest in trigonometry among secondary school students in Enugu State, Nigeria. The study addressed the need for increased engagement and interest in trigonometry by leveraging successful implementations of game-based learning from other educational contexts. A true experimental design with a repeated measures approach was employed, involving senior secondary two (SS 2) students randomly assigned to either the experimental or the control group. The experimental group received trigonometry instruction through game-based learning, while the control group followed traditional teaching methods. The data collection instrument was the trigonometry interest inventory (TII) used to assess students’ interest levels at three points: pre-intervention, post-intervention, and follow-up. The repeated measures analysis of variance (ANOVA) was utilized to analyze changes in interest levels over time and between groups. The findings revealed two key findings: i) game-based learning significantly increased students’ interest in trigonometry and ii) gender, age, and location did not significantly affect the effectiveness of the game-based learning approach in fostering students’ interest in trigonometry. The study concludes that game-based learning effectively enhances students’ interest in trigonometry, offering implications for educators to improve mathematics teaching practices through interactive and engaging strategies.
Copyright (c) 2025 Felix Oromena Egara, Moeketsi Mosia http://creativecommons.org/licenses/by-nc/4.0
Team assisted individualization: enhancing students’ conjecturing skills in statistics and probability
Many students struggle to understand mathematical concepts, leading to inadequate conjecturing skills. This study investigates the effectiveness of team assisted individualization (TAI), a cooperative learning approach, in improving these skills in mathematics. Utilizing a pre-test-post-test control group design, the research involved matched groups from two senior high school sections. Data were collected through tests and interviews conducted before and after the intervention, and analyzed using means, standard deviations, paired samples t-tests, analysis of covariance (ANCOVA), and content analysis. The findings indicate a significant enhancement in students’ conjecturing abilities following the implementation of TAI, even when controlling for their numerical reasoning skills. These results demonstrate that TAI is more effective than traditional lecture-discussion methods (LDM) in promoting conjecturing skills. Consequently, this study encourages educators to explore and adopt TAI strategies to better facilitate the development of students’ mathematical reasoning and conjecturing capabilities.
Copyright (c) 2025 Kheigy Axl Ross Galapon Francisco, Danica Mae Esguerra Brillo, Liezl Joy Lazaro Quilang http://creativecommons.org/licenses/by-nc/4.0
Creative thinking enhancement through project-based learning in science: a meta-analytic review
This research investigates the impact of project-based learning (PjBL) on enhancing students’ creative thinking abilities through a comprehensive meta-analytic study. Creative thinking is recognized as an integral part of higher-order thinking skills (HOTS) required for success. Employing the preferred reporting items for systematic reviews and meta-analyses (PRISMA), studies published between 2014 and 2024 were identified and synthesized from the Scopus database. Data analysis, conducted with R, assessed the impact of PjBL using effect size (ES) measurements. The findings demonstrate that PjBL significantly improves creative thinking skills compared to traditional teaching methods. Moderator analysis revealed that variables such as educational level, subject area, and learning model influence the outcomes, with the highest impact observed in high school and inquiry-driven subjects like physics. Variations of PjBL, including technology-enhanced models, such as Google Classroom-based approaches, further amplified its effectiveness, particularly in virtual learning environments. This study highlights PjBL’s adaptability and robust potential in fostering creativity and innovation across diverse educational contexts. The results provide practical implications for educators in designing tailored PjBL strategies to cultivate students’ creative thinking, emphasizing the importance of interdisciplinary approaches and technological integration in modern education.
Copyright (c) 2025 Molani Paulina Hasibuan, Widha Sunarno, Elfi Susanti VH http://creativecommons.org/licenses/by-nc/4.0
Let’s be a chef! The antecedents of chef’s key competencies for vocational school students
Chefs are considered a factor in the success of a culinary tourism business. Therefore, mastering the chef’s key competencies (CKC) through vocational high schools is very important. Many studies have examined the competence of chefs. Still, the mechanism for getting key competency chefs involving industry commitment (IC), social support (SS), vocational teaching quality (TQ), and occupational self-efficacy (OSE) of culinary student chefs has not been discussed clearly. This study investigates the antecedents of the mastery of key chef competencies for vocational school students. This study involved 392 culinary students at seven vocational schools in Yogyakarta, Indonesia. Data was collected by proportional random sampling through a questionnaire. Amos 18 software is used for structural equation modeling (SEM) analysis. The study’s results revealed that the mastery of the chef’s critical competencies for students was directly and significantly influenced by IC, quality of vocational teaching, and OSE of chefs. In addition, chef OSE is a mediator on the influence of IC, SS, and quality of vocational teaching on mastering the chef’s critical competencies for culinary students. This study’s findings discuss in depth some of the implications for vocational education practitioners that are proposed for further improvement.
Copyright (c) 2025 Badraningsih Lastariwati, Tuatul Mahfud http://creativecommons.org/licenses/by-nc/4.0
Research skills and digital competence in Huancavelica students during COVID-19
This study addresses the challenge of developing research skills among teacher training students at the National University of Huancavelica during the COVID-19 pandemic, focusing on the role of digital competencies. Using a quantitative, descriptive correlational design, data were collected from 180 students across four professional education programs in the VII and IX cycles. Two questionnaires, comprising 40 and 45 questions respectively, assessed digital competencies and research skills. The data, analyzed using SPSS (version 25) with a 5% margin of error, revealed a strong positive correlation (Rho=0.808) between digital competencies and research skills. Students with higher digital literacy, particularly in information and data literacy and communication and collaboration, demonstrated better proficiency in research tasks such as designing methodologies, data analysis, and presenting findings. The study emphasizes the importance of integrating digital skills into teacher education to enhance research capabilities, especially in post-pandemic educational contexts. Notably, 60% of students with “excellent” digital competency levels achieved “excellent” research skills, compared to only 10% with “good” competencies. These findings underscore the need to prioritize digital literacy in teacher education programs to support the development of essential research skills.
Copyright (c) 2025 Daker Riveros-Anccasi, Lizeth Karina Riveros-Terrazo, Ubaldo Cayllahua-Yarasca, Charapaqui Anccasi-Juan, Angel Epifanio Rojas-Quispe, Christian Luis Torres-Acevedo, Carlos Laurente-Chahuayo http://creativecommons.org/licenses/by-nc/4.0
Boosting algebra mastery through activity-based learning in an indigenous peoples education secondary school
Algebra is a fundamental area of mathematics, yet many students, particularly indigenous learners, struggle with its concepts and procedures. This study examines the impact of activity-based learning on the conceptual understanding and procedural skills of junior high school students in an indigenous peoples education (IPEd) school. Using a mixed-methods approach, 105 indigenous students from grades 7 to 9 at Daan Taligaman Integrated Secondary School (DTISS), Philippines, participated. Pre-test and post-test scores were analyzed using a paired-samples t-test, while thematic analysis explored students’ learning experiences. The results revealed significant improvements in both conceptual understanding and procedural skills, with grade 7 scores increasing from 41.08% to 80.38% (conceptual) and 34.83% to 74.13% (procedural). A similar trend was apparent for the grades 8 and 9 students. Key themes identified were engagement and enjoyment, increased confidence, and improved understanding. The study highlights the effectiveness of interactive, culturally responsive learning strategies in enhancing algebra mastery among indigenous students and calls for their integration into mathematics education.
Copyright (c) 2025 Rolly Najial Apdo, Rachel Basañez Apdo http://creativecommons.org/licenses/by-nc/4.0
Training of future primary school teachers for work in an understaffed school
This study examined the emotional and psychological environments of primary school students and the role of teachers in maintaining their health. The goal was to understand how the educational environment affects students’ physical, psycho-emotional, and social health and to develop methods for training future primary school teachers to support student well-being. The study involved 105 future teachers from Karaganda Buketov University, Republic of Kazakhstan, selected through convenience sampling. The scale emotional response test by Mehrabyan and Epstein was used to assess empathic abilities. The results showed that 16% of participants had high empathy, 37% had average empathy, and 47% had low empathy. The findings highlight the need for enhanced empathy training and health-promoting environments in schools. Practical implications include incorporating empathy modules in teacher education programs and investing in ergonomic infrastructure to improve student well-being and academic achievement.
Copyright (c) 2025 Assel Omirzakova, Sаltanat Abildina, Zhuldyzay Baimaganbetova, Gulnara Amzeyeva, Aliya Sherimova http://creativecommons.org/licenses/by-nc/4.0
Context-based learning in higher education 1992-2023: trends and outstanding research areas from Scopus database
Context-based learning (CBL) has recently gained increasing attention as a pedagogical approach in higher education to enhance students’ understanding and problem-solving skills in real-world scenarios. This study aims to provide an overview of CBL-related issues in higher education as documented in publications from the Scopus database. A bibliometric analysis was employed to review 153 publications. The results show that articles on this topic have become more prevalent from 2009 to 2023, particularly in 2020 and 2022. A total of 443 authors from 160 institutions across 52 countries have contributed to research on this subject, with the USA being the most engaged nation in CBL studies in higher education, having the highest number of publications, citations, and research funding. The journal with the most publications on this topic is the International Journal of Science Education, classified in the Q1 category. Key research trends have been identified, focusing on applying CBL in engineering, software technology, teacher training, and nursing programs and its implementation in collaborative learning environments, distance learning, and online education. The findings are a critical resource for scholars interested in advancing research on CBL in higher education.
Copyright (c) 2025 Hua Thi Toan, Nguyen Thi Thu Hang, Trinh Thanh Hai, Pham Nguyen Hong Ngu, Trinh Thi Phuong Thao http://creativecommons.org/licenses/by-nc/4.0
Learning strategies in distance nursing education during the COVID-19 lockdown: a cross-sectional analysis
The COVID-19 pandemic led to a rapid transition to distance learning (DL), significantly affecting nursing students due to the disruption of essential practical training. This cross-sectional descriptive study examines the learning strategies (LS) adopted by 200 students at the Higher Institute of Nursing and Health Techniques of Marrakech (ISPITS-M) and identifies the factors influencing their adoption. Data were collected using a structured, expert-validated questionnaire (Cronbach’s alpha=0.72). Statistical analyses, conducted using SPSS (version 25.0), included descriptive, bivariate, and multivariate analyses. The findings indicate a predominance of metacognitive strategies, such as planning and time management (63.8%), and cognitive strategies, including memorization (58.9%), which were often adopted intuitively. The blended learning mode (synchronous and asynchronous) (OR=0.621; p=0.013) and student satisfaction with pedagogical modalities (OR=1.446; p=0.019) emerged as key determinants of learning strategy adoption. These findings underscore the need to develop structured blended learning environments that foster interaction, student engagement, and digital competency training. Implementing targeted pedagogical interventions could enhance academic performance and adaptability, addressing the specific needs of health sciences education while promoting long-term student success.
Copyright (c) 2025 Khadija Ait Moussa, Sabah Selmaoui, Nadia Ouzennou http://creativecommons.org/licenses/by-nc/4.0
Students’ attitude towards assessment, its relation with their academic achievement, and factors that shape their attitude
Student assessment is a crucial part of the teaching-learning process that shapes students’ learning. Students’ attitudes towards assessment play an important role in determining how actively they will participate in assessment activities. It also involves exploring the complex interplay between students’ expectations and experiences regarding assessment. Therefore, this study aims to explore Bangladeshi tertiary level students’ attitude towards assessment, its relation with their academic achievement, and factors shaping their attitude. A sequential mixed-method design was employed. A total of 162 graduate and undergraduate students were surveyed with a scale to measure their attitude. Based on the attitude score, six students were interviewed for deeper insights. The findings show that students generally have a neutral attitude toward their institution’s assessment system. Among different types of assessments, students showed the most positive attitude towards classroom assessment. There is a positive but weak relationship between attitude towards assessment and students’ academic achievement. The interviews revealed that because of the subjective experience of assessment, the same assessment activities could yield different attitudes towards assessment among students. The study will provide insights into how students’ experiences with assessment contribute to developing their attitude towards assessment in an educational setting. This study may also help policy makers and educators to develop a student friendly assessment system in higher education.
Copyright (c) 2025 Ahmad Ullah Al Azad, Sumera Ahsan, Shafi Md. Mahdi http://creativecommons.org/licenses/by-nc/4.0
Designing cyber safety and security literacy programs to enhance cyber security competency of prospective teachers
This study examines the design, development, and evaluation of a cyber safety and security literacy program (CSLP) aimed at enhancing cyber security competency (CSC) among prospective teachers. Utilizing a research and development (R&D) method, the program was structured using the analysis, design, development, implementation, evaluation (ADDIE) model to create instructional modules covering key cyber safety topics. The validity of the program was ensured through expert evaluations, and its effectiveness was tested via a pre-experimental research design with a single group of 50 prospective teachers from training colleges in Kerala, India. Pre- and post-test assessments were conducted using a standardized CSC scale. Statistical analysis, including t-tests and Cohen’s d, revealed a significant improvement in participants’ CSC, with a large effect size (Cohen’s d=4.32), indicating the program’s substantial impact. This study emphasizes the importance of incorporating structured cyber safety education into teacher training programs to bridge the gap between digital engagement and online safety. The findings also highlight the broader need for integrating cyber security literacy in professional contexts to foster responsible digital behavior.
Copyright (c) 2025 Santhosh Thangan, Thiyagu Kaliappan, Vrinda Vijayan, Venukanti Sai Abhinav, Ashalatha Shanthipalla http://creativecommons.org/licenses/by-nc/4.0
Integrating project-based learning for enhancing higher education within an outcome-based education framework
Project-based learning (PBL) has emerged as a powerful pedagogical approach within the outcome-based education (OBE) framework that is designed to align educational outcomes with the evolving demands of the 21st century. This research investigates the integration of PBL into an engineering course and focuses on its impact on the overall development of the students. Project-based approach was adapted in the artificial intelligence (AI) course, where 56 and 58 students applied AI concepts to real-world challenges in academic year 21-22 and 22-23, respectively. A structured PBL framework was implemented, systematically dividing the project into stages ensuring progressive learning. Feedback and statistical analysis, including a paired t-test, were conducted to evaluate students’ academic and interpersonal skill improvements. The statistical analysis proved a remarkable improvement in the course assessment marks. Students demonstrated improved problem-solving ability, algorithmic thinking and expertise in AI techniques. The findings exhibited enhanced communication skills, effective presentations, articulation of ideas and peer collaboration. These outcomes indicate the significance of PBL on the holistic development of higher education students, within technical disciplines by equipping students with the necessary skills, mindset, and experience to excel in their professional practice. PBL provides a comprehensive assessment of student’s abilities and fosters collaboration with industry partners thus strengthening ties between academia and industry.
Copyright (c) 2025 Radhika Bhagwat, Anagha Kulkarni http://creativecommons.org/licenses/by-nc/4.0
Disruption of the biological clock: chronotypes and social jet lag in high school students
Adolescent students generally experience variations in sleep that can lead to discrepancies between the biological rhythms of their daily lives and social demands such as school schedules, affecting not only their physical and mental health but also their learning process. Therefore, this study aims to investigate the relationship between chronotype types and the prevalence or absence of social jet lag among adolescents aged 13 to 17 years. A quantitative approach was adopted, utilizing a cross-sectional and descriptive-correlational design, with a participation of 524 secondary school students and a non-probabilistic sample of 267, to whom two questionnaires were administered. The findings indicated the absence of a significant correlation between chronotypes and social jet lag (p=0.916, VCramer=0.026). Moreover, the predominant chronotype was intermediate (81.27%), and 83.15% were likely experiencing jet lag. Additionally, 60% of adolescents aged 15 to 16 years have an evening chronotype, and 35.59% of those suffering from jet lag are 16 years old. In conclusion, although the correlation between chronotypes and jet lag was not demonstrated, the issue of biological clock disorders is present among school students, particularly among those aged 16.
Copyright (c) 2025 Gilber Chura-Quispe, Karla Antonella Gutierrez Flor, Julio Berne Valencia Valencia, Javier Alca Gómez, Enrique José Quispe Mello, Americo Alca Gómez http://creativecommons.org/licenses/by-nc/4.0
Physics mathematization from a teaching perspective: secondary school teachers’ perceptions
The courses of physics and mathematics are usually related. So, it is essential to transfer mathematical knowledge and skills to understand and solve a situation in physics. The main objective of this research is to identify teachers’ perceptions of physics mathematization. To highlight our objective, we used an analysis of textbooks and scientific literature to support a questionnaire for 141 physics teachers in the region of Fez, Meknes, Morocco. The teachers emphasized that to understand or solve problematic situations in physics it is important to go through mathematics. Still, the majority of them do not have clear ideas on how to do it. However, in the absence of a unified method, the teachers suggest some work techniques with their students whose contents are purely mathematized to overcome the difficulty of physics mathematization. This research is primarily related to curriculum development, teacher training, and the need to foster a deeper understanding of the relationship between mathematics and physics in the Moroccan educational system.
Copyright (c) 2025 Abdelwahab El Azzouzi, Ihsane Kouchou, Abdelrhani Elachqar, Fatiha Kaddari http://creativecommons.org/licenses/by-nc/4.0
Pilot study on the use of art therapy techniques to improve the psycho-emotional state of educational psychologists
The aim of this study is to investigate the impact of art therapy on the psycho-emotional state of educational psychologists. The issue at hand is the prevalence of depression, anxiety, and emotional burnout among future educational psychologists, which can negatively affect their professional performance. To address this problem, the application of art therapy was proposed as a tool to improve the emotional health of students. The experiment involved 107 students aged 20-22 from the Yelabuga Institute of Kazan Federal University. The assessment of emotional state was conducted using the Beck Depression Inventory, the Spielberger-Hanin Anxiety Scale, and the Schreiner, Rosenberg, and Boyko tests. The results indicated that after three months of art therapy, the average level of depression decreased by 15%, anxiety levels decreased by 20%, and emotional burnout was reduced by 15%. Additionally, students’ stress resistance increased by 20%. Thus, art therapy is an effective means for reducing the emotional burden on students. It is recommended to incorporate art therapy techniques into the curricula of universities, colleges, and secondary schools. Further research is necessary to confirm the effectiveness of art therapy among students of various specializations.
Copyright (c) 2025 Tatigul Samuratova, Gulnar Khazhgaliyeva, Oksana Makarova, Nikolay Pronkin http://creativecommons.org/licenses/by-nc/4.0
Validity and reliability: teachers’ pedagogical instrument for identifying sensory-motor abilities in handwriting readiness
The teacher’s ability to identify students’ sensory motor skills is very important. Sensory motor skills are the foundation for children’s handwriting skills. However, there is no instrument to measure teachers’ abilities in this regard. This study aims to test the validity and reliability of the instrument measuring teachers’ pedagogical knowledge in identifying students’ sensory-motor abilities. The data was collected using a questionnaire. A total of 552 teachers responded to the survey. The data were analyzed using exploratory factor analysis (EFA). The study results have developed a questionnaire with four construct components with 39 items. All four constructs have a high-reliability index. The EFA analysis indicated that all items were accepted with high agreement. The results prove that the instrument is highly valid and reliable. Based on the test results, this instrument is recommended for measuring pedagogical knowledge teachers in identifying sensory-motor abilities for elementary school students’ handwriting readiness. The measurement results can be used to determine appropriate training for teachers in developing the sensory-motor abilities of elementary school students. The innovation of this research is the development and validation of an instrument that can measure teachers’ pedagogical knowledge in identifying the sensorimotor abilities of elementary school students.
Copyright (c) 2025 Hanum Hanifa Sukma, Muhammad Ragil Kurniawan, Mukti Sintawati, Sadiki Moshi Feruzi, Satrianawati Satrianawati http://creativecommons.org/licenses/by-nc/4.0
Design-thinking integration in cultural project planning: bridging theory and practice
This qualitative study aimed to bridge the gap between theoretical knowledge and practical skills by developing a design thinking-based innovative pedagogy for creative planning of cultural projects at Shanxi University of Finance and Economics (SUFE). The discover, define, design, develop, and deploy (5Ds) model, an innovative pedagogy grounded in design thinking, was designed with five phases. After evaluation by five cultural project planning experts, the model was refined to align closely with pedagogical objectives. Three primary research instruments were employed: a theoretically derived framework, a meticulously designed lesson plan, and an achievement test. Contextually tailored to Chinese culture, each phase was symbolized by a Chinese lantern, signifying prosperity and the intended positive outcomes of the pedagogy. The phases comprised: i) discover, where consumer needs were analyzed; ii) define, identifying problems and setting objectives; iii) design, focusing on idea generation; iv) develop, involving prototyping, implementation, and revisions; and v) deploy, for final product testing and market introduction. This culturally resonant pedagogical framework supports a comprehensive approach to teaching cultural project planning, fostering innovation, and practical application. Through symbolic integration, the 5Ds model aligns with educational goals while encouraging Chinese students to embrace innovation. Outcomes indicate enhanced teaching quality and instructional effectiveness, addressing existing educational challenges.
Copyright (c) 2025 Shiyong Zhang, Poonsri Vate-U-Lan, Panneepa Sivapirunthep http://creativecommons.org/licenses/by-nc/4.0
Requirements for managing differentiated classrooms among Jordanian science teachers
Differentiated instruction (DI) is characterized by the fact that it achieves most educational goals and it is role in deepening the values of justice, equity, and a democratic climate in the learning environment. However, this approach requires highly skilled and qualified teachers, especially science teachers, due to the complexity of science learning tasks and environments. The current study aimed to examine the degree to which science teachers in Jordan possess the requirements of differentiated classroom management, and the extent to which they are affected by variables (gender and professional experience). The study sample consisted of 379 science teachers. A differentiated classroom management scale (DCMS) was prepared to achieve the study’s objective, consisting of 38 items with three domains: instruction management, classroom environment management, and managing feelings and emotions in the differentiated classroom. The results of the study showed that the degree to which science teachers in Jordan possess the requirements for differentiated classroom management is moderate. At the same time, there are differences in this degree in favor of the female parameters. However, professional experience did not affect this degree of tenure. The study recommended holding training programs for science teachers in differentiated classroom management and reviewing teacher training programs in Jordan.
Copyright (c) 2025 Mohammed S. Al-Rsa’i, Zobaida Abushwemeh, Eman Krieshan http://creativecommons.org/licenses/by-nc/4.0
Factor influencing of teachers’ readiness to implement the Independent Curriculum
The education curriculum in Indonesia is gradually changing from the 2013 Curriculum to the Independent “Merdeka” Curriculum. The new curriculum is certainly a challenge for teachers. The aim of this research is to analyze the factors that influence teacher’s readiness and to measure the level of teacher readiness in implementing the Independent Curriculum. This quantitative research was designed using a survey method. The participants involved were 172 teachers from elementary, middle, and high school education levels in Medan City, Indonesia. Data were collected using online questionnaires and interviews. Data analysis was conducted using descriptive statistics using mean scores, factor analysis, and multiple linear regression t-test. The research results show the level of teachers’ readiness in implementing the Independent Curriculum based on gender, age, and years of teaching experience, both at elementary, middle, and high school levels with a mean interval of 6.00–6.99 (the initiation level). Subsequently, there are four dominant factors that influence teachers’ readiness to implement the Independent Curriculum, which are teacher, school, government policy, and student. The teacher factor contributed the most in determining teachers’ readiness to implement the Independent Curriculum (43.7%).
Copyright (c) 2025 Fitra Delita, Tumiar Sidauruk, Alna Hanana, Mona Adria Wirda http://creativecommons.org/licenses/by-nc/4.0
Development of factors contributing to barriers to paragraph writing for EFL learners
Paragraph writing is an important aspect in the performance of English as a foreign language (EFL) learner, but most of them face significant barriers that hinder their writing performance. Though the importance of this skill is beyond doubt, there is an inadequate understanding of the factors leading to such challenges. Therefore, this study aimed to explore the barriers to paragraph writing for EFL learners. The validated 27-item questionnaire was administered to 619 EFL Thai students. An exploratory factor analysis (EFA) approach was employed to identify latent factors contributing to the barriers to paragraph writing. The results showed six key barriers to paragraph writing, explaining 60.224% of the total variance: structure and clarity challenges (SAC), focus and organizational barriers (FOB), writing process issues (WPI), timing and assessment worries (TAW), logical ideas challenges (LIC), and motivation and expression difficulties (MED). The findings suggest that there is a need to for greater emphasis on the learning environment, through proper planning and appropriate development of writing skills, to address the issues. Such factors are crucial for the improvement and success of EFL learners’ expectations in writing, which can go a long way towards building their confidence in paragraph writing.
Copyright (c) 2025 Patsawut Sukserm, Chuthaphon Masantiah, Darunee Tippayakulpairoj http://creativecommons.org/licenses/by-nc/4.0
Unveiling multi-aspects behind students’ Arabic learning experience in creative writing
The dynamic of team-based project (TBP) in learning stimulates multi-aspects through learning activities and experiences. Due to its complexity, the learning model impacts some skills and aspects. This research aims to identify students’ experiences of learning Arabic creative writing in TBP: language, psychology, collaboration, and creativity, and to explain the contribution of those aspects to the learning process. To understand these experiences comprehensively, this research used mixed-method model: concurrent triangulation strategy using descriptive quantitative survey and qualitative case study. Closed and opened questionnaire instruments, interviews, and focused group discussion (FGD) with participants at two Islamic Universities were used as data collection methods to confirm them mutually. Then, data was analyzed using descriptive and reflective analysis. The results found that TBP positively impacted four aspects: vocabulary, grammatical structure, and writing skills improved as language aspects. The psychological aspect can increase criticism, motivation, and self-confidence. The collaborative aspect enhanced skills and talents by providing input, criticism, and suggestions. The creativity aspect is felt by students when generating ideas and imagination during the learning process and completing projects. Through learning Arabic creative writing using TBP, severalmulti-aspects can be developed. The psychological and collaborative aspects trigger and build language and creativity skills, and this contribution gives meaningful student experiences. These findings indicate that some students’ skills can be developed through student-centered learning by integrating TBP and Arabic writing learning, which has implications for improving 21st-century skills. Also, it can be developed more in Arabic language learning as a second/foreign language in Indonesia or other countries.
Copyright (c) 2025 Zakiyah Arifa, Al Lastu Nurul Fatim, Risna Rianti Sari, Ahmad Hidayatullah Zarkasyi, Dedi Mulyanto http://creativecommons.org/licenses/by-nc/4.0
Blending traditional and digital methods: enhancing EFL speaking skills beyond LMS platforms
The broad use of learning management system (LMS) in English as a foreign language (EFL) teaching indicates an increasingly urgent need for better methods to improve speaking skills. The research looks at the effectiveness of blended learning (BL) regarding fluency, pronunciation, and conversational improvement compared to the entire LMS approach within the learning process of EFL. It combines traditional face-to-face methods with digital tools to answer a significant need in language learning strategies. Therefore, the study compares the speaking proficiency of the two groups and investigates the impact of BL on motivation and engagement. The quasi-experimental design involved 100 intermediate EFL learners selected using purposive sampling from a Common European Framework of Reference for Languages (CEFR) A1–B2 English program. Following 12 weeks, the BL outperformed the LMS-only group in the post-test, showing development in fluency from 3.5 to 4.8 and pronunciation from 3.0 to 4.5. The LMS-only group revealed moderate gains but less pronounced: fluency increased from 3.4 to 4.0, and pronunciation from 3.1 to 3.8. Moreover, motivation and engagement increased in BL. This means combining traditional approaches with digital ones creates a more dynamic and robust environment for learning, which raises participation and proficiency in speaking. Further research is needed to optimize these strategies across various educational settings.
Copyright (c) 2025 Naveed ur Rehman, Bibi Hajira, Syed Naeem Ahmed, Shafiq ur Rehman http://creativecommons.org/licenses/by-nc/4.0
Development of a counselling-based self-wellbeing model for informal caregivers of childhood cancer patients in Malaysia
Cancer is a chronic disease that causes patients and their caregivers to face various challenges throughout treatment and care. This study aimed to develop a counselling-based self-wellbeing model for informal caregivers of childhood cancer patients in Malaysia. This study employed the design and development research (DDR). The first phase involved needs analysis using a systematic literature review and semi-structured interviews of nine caregivers of childhood cancer. The second phase involved two methods: nominal group technique (NGT) and interpretive structural modeling (ISM). The third phase involved evaluating the usability of the model through the Fuzzy Delphi method (FDM) with the agreement of seven experts. This study successfully developed a counselling-based self-wellbeing model for informal caregivers of childhood cancer patients in Malaysia. This model has 12 components consisting of: i) financial; ii) career; iii) knowledge related to management and care of child cancer patients; iv) emotional management and care; v) spiritual; vi) cognitive and rationalization; vii) social relationships; viii) roles of counsellors in helping parents; ix) spouse and family relationships; x) physical; xi) communication; and xii) facilities. This model is proposed to be used by counsellors, especially who serve in health institutions to help parents who have children with cancer.
Copyright (c) 2025 Nurul Hasyimah Mat Rani, Nurul ‘Ain Mohd Daud, Hapsah Md Yusof, Syaza Hazwani Zaini, Pau Kee, Mazuki Mohd Yasim, Wan Faizatul Azirah Ismayatim, Nur Shuhana Mohd Sansuddin http://creativecommons.org/licenses/by-nc/4.0