International Journal of Evaluation and Research in Education (IJERE)
International Journal of Evaluation and Research in Education (IJERE), p-ISSN: 2252-8822, e-ISSN: 2620-5440 is a peer‑reviewed, open‑access international journal that publishes high‑quality work addressing evaluation and research across the field of education. IJERE provides a forum for researchers, educators, and policymakers to present empirical studies, conceptual analyses, and methodological discussions that advance understanding of educational systems, policies, and practices. The journal welcomes original contributions that explore how educational programs, curricula, instructional approaches, and learning environments are designed, implemented, and evaluated. Its coverage spans a wide range of topics, including educational evaluation and assessment, curriculum and instruction, pedagogy, literacy and language studies, teaching English as a second language (TESL), and informal or lifelong learning. Submissions may report new findings, examine methodological or theoretical issues in educational inquiry, or analyze the implications of evaluation results for decision‑making and practice. IJERE particularly encourages studies that investigate teaching and learning processes, educational innovation, technology‑supported environments, language education, and learner engagement across diverse cultural and institutional contexts. Special emphasis is placed on research that employs rigorous methodologies, data‑driven analysis, and interdisciplinary perspectives to address contemporary challenges in education. By promoting work that connects theory, practice, and policy, IJERE seeks to foster international dialogue and support the continuous improvement and sustainability of effective educational systems worldwide. Through this mission, the journal contributes to the advancement of impactful and innovative research in education. IJERE has been indexed by SCOPUS, and ScimagoJR. Beginning with issue 1 of volume 13 (2024), this journal will be published as a bimonthly journal (6 issues/year). The journal is published by Institute of Advanced Engineering and Science (IAES).
Institute of Advanced Engineering and Science
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Phygital in games: a systematic review of trends, characteristics, the user experience, technologies, and tools
In the 21st century, the evolution of phygital technology has transformed various sectors, including retail, marketing, heritage, education, edutainment, and gaming. However, phygital interfaces are dynamic, continuously evolving alongside technological advancements and user expectations. This study aims to identify trends, characteristics, user experiences, and the tools or technologies used in phygital gaming. A systematic literature review (SLR) was conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) framework, analyzing 26 publications from Web of Science (WoS), Scopus, and IEEE Xplore. The findings revealed seven key characteristics of phygital interfaces and six positive impacts on user experience. Additionally, various phygital technologies and tools were identified as essential in the education, edutainment, and entertainment contexts of gaming. These technologies enhance engagement, interactivity, and immersion by seamlessly integrating physical and digital elements. Therefore, this study contributes to improving user experiences and expanding knowledge in the context of phygital interfaces. Future research should explore potential challenges in adopting phygital technologies, particularly from educators’ perspectives, to uncover new insights into their implementation and effectiveness.
Copyright (c) 2026 Nurasilah Osman, Nadia Akma Ahmad Zaki, Tengku Siti Meriam Tengku Wook, Maizatul Hayati Mohamad Yatim, Nor Masharah Husain, Norly Jamil http://creativecommons.org/licenses/by-nc/4.0
Empowering educators and students through contextualized global citizenship for sustainable development
This study explores how educators and students in Philippine secondary schools conceptualize global citizenship education (GCE) and understand their roles in advancing the sustainable development goals (SDGs). Despite its prominence in global education agendas, GCE remains inconsistently understood across local contexts. Using a qualitative research design, in-depth interviews were conducted with 21 teachers and students in Surigao del Sur. Thematic analysis revealed seven interconnected themes: i) holistic education: framing global citizenship beyond academics; ii) cultural sensitivity and respect for diversity; iii) active engagement and global awareness; iv) education as a channel for sustainable development; v) becoming a global citizen as a personal journey; vi) technology and global connectivity; and vii) teaching values for global responsibility. Findings indicate that while both groups support GCE, their interpretations are shaped by lived experiences, institutional conditions, and cultural environments. Teachers highlighted intentional instruction and moral formation, whereas students emphasized identity development, participation, and global awareness. However, gaps remain in critical reflection and structural understanding. In response, this study introduces the contextualized empowerment framework, a strategic model that integrates civic action, values, identity, and digital literacy to guide localized and ethical implementation of GCE. The framework offers actionable insights for curriculum development, teacher training, and educational policy reforms.
Copyright (c) 2026 Erwin B. Berry, El Dixon G. Plazo, Ofelia L. Correos http://creativecommons.org/licenses/by-nc/4.0
Neuroeducation and teaching perception: a systematic review from the qualitative approach
Neuroeducation is a discipline that considers aspects contributed by the natural sciences, including cognitive abilities, brain functioning, and the emotional system, among others, as topics derived from knowledge in fields such as neuroscience, cognitive science and psychology, and which are articulated in the social domain. The aim of the present review was to learn about teachers’ perceptions of neuroeducation and to determine which qualitative methods are most commonly used in this field of research. The review followed the guidelines of the preferred reporting items for systematic reviews and meta-analyses (PRISMA) method, searching the databases with the highest impact between 2015-2023. The selection process yielded nine eligible studies and they were analyzed in terms of the type of knowledge studied and the methods used in neuroeducational research. The results discuss the most frequently developed qualitative methodologies in the neuroeducational discipline, offering recommendations from the methodological cluster to strengthen future research in the discipline. Therefore, this study promotes neuroeducational research from a qualitative approach will improve the resonance between neuroeducation experts and teachers. Furthermore, it highlights the importance of proposing situated research, using descriptive methodologies in the field, which communicate in a language appropriate to educators and their context.
Copyright (c) 2026 Belén Valdés-Villalobos, Mariana Lazzaro-Salazar http://creativecommons.org/licenses/by-nc/4.0
Role of empowering leadership in improving faculty engagement and motivation in higher education institutions
Higher education institutions face challenges in maintaining faculty motivation and engagement. Leadership empowerment is usually perceived as an important factor in fostering employee outcomes. This study intended to examine the effect of leadership empowerment on employee engagement and motivation at higher education levels. It was a quantitative study and a survey was used to collect data. The questionnaire consisted of 59 items, regarding three variables i.e., leadership empowerment (leading by example, participative decision-making, coaching, informing, and interaction with team), motivation (intrinsic motivation and extrinsic motivation), and employee engagement (affective engagement, intellectual engagement). Data were collected from a sample of 200 teachers (130 males, 70 females) from the University of Sargodha. The data was analyzed using Pearson correlation and regression analysis. The study concluded that leadership empowerment significantly affected employee engagement and motivation. Leading by example significantly affected intellectual and affective engagement and both intrinsic and extrinsic motivation, whereas only participative decision-making affected extrinsic motivation. It is suggested that leaders should create a supportive and empowering environment by setting examples, recognizing efforts, and providing growth opportunities. They should empower employees to feel valued and motivated to contribute to the organization’s success.
Copyright (c) 2026 Sharish Abdullah, Riffat-un-Nisa Awan, Abida Parveen, Zunaira Fatima, Ghazanfar Ali http://creativecommons.org/licenses/by-nc/4.0
Classroom learning environment as a determinant of psychological well-being in adolescents
Psychological well-being (PWB) is critical in adolescent development as well as academic success. In terms of self-determination theory, satisfaction of autonomy, competence, and relatedness psychological needs leads to PWB. In schooling contexts, these psychological needs can be satisfied in a supportive classroom learning environment (CLE), which in turn will promote adolescents’ overall well-being. The study examines the predictive impact of CLE on Chinese adolescent PWB as well as which specific dimensions of CLE are effective predictors to PWB. A sample consisting of 918 14- to 19-year-old adolescents participated. What Is Happening In this Class (WIHIC) questionnaire and the Brief Chinese Version of the psychological well-being scale (PWBS) were applied for data collection. Pearson correlation showed a positive correlation between CLE’s seven dimensions and PWB. Meanwhile, structural equation modelling (SEM) analysis identified student cohesiveness, teacher support, involvement, and task orientation, dimensions of CLE, significantly predict PWB. The result indicated CLE plays a crucial role in predicting PWB. The findings inform recommendations for improving adolescents’ PWB and discusses further implications.
Copyright (c) 2026 Yicen Meng, Nik Rosila Nik Yaacob, Yasmin Othman Mydin http://creativecommons.org/licenses/by-nc/4.0
The evolution of digital competence in pre-service teachers: a global perspective from 2009-2024
In the context of the strong digital transformation occurring in education, digital competence (DC) is one of the essential skills for pre-service teachers. Therefore, equipping students in teacher training programs with DC is a significant public concern. This study analyzes global research output on pre-service teachers’ DC to identify publication trends, key contributors, and predominant research themes. To gain a comprehensive view of pre-service teachers’ DC, the research team conducted a bibliometric analysis of 278 publications from the Scopus database, from 2009 to 2024. The results reveal a substantial increase in publications on DC in pre-service teachers, particularly in the last 3 years. Spain is a leading country in this collection, with the most publications and funding mentions. The most prominent author is Çebi from Turkey. The journal that published the most articles is Education and Information Technologies (EAIT). Through the analysis of co-occurring keywords, four main research trends on this topic have been identified. The findings of this study provide valuable insights into the research topic and contribute to shaping future research directions in this field.
Copyright (c) 2026 An Bien Thuy, Ha Van Dung, Nguyen Thi Lan-Ngoc, Pham Thi Hong-Hanh, Nguyen Thi Viet-Nga, Trinh Thi Phuong Thao http://creativecommons.org/licenses/by-nc/4.0
A qualitative study on the mental and emotional well-being of first-year university students in Malaysia
This study investigates the mental and emotional challenges faced by first-year university students in Malaysia to identify key factors influencing their adjustment to university life. Using a qualitative approach, semi-structured interviews were conducted with 15 first- and second-year students selected through purposive sampling. Conducting this research in Malaysia is essential, as limited studies have examined how local students experience and manage the emotional and mental health challenges associated with the transition to university life. Thematic analysis revealed four key themes: i) declining mental health marked by heightened anxiety and depression; ii) fluctuating self-esteem due to academic pressures and newfound independence; iii) financial stress exacerbating emotional distress; and iv) the role of therapy and professional help in managing mental health concerns. The findings contribute to the growing discourse on student mental health by offering insights into the psychological and emotional dimensions of university transition. The study provides important implications for policy and institutional practice, underscoring the need for comprehensive, student-centered support systems such as structured mental health programs, peer mentoring, and financial literacy workshops. Addressing these factors can enhance students’ well-being, academic performance, and retention. Despite its rich qualitative insights, the small sample size and self-reported data highlight the need for future mixed-method and longitudinal research.
Copyright (c) 2026 Pauviya A/P Guna Segar, Azlina Mohd Kosnin, Lina Handayani http://creativecommons.org/licenses/by-nc/4.0
Bridging resilience and mathematics success: the mediating role of teacher emotional support
This study investigated the mediating role of teacher emotional support (TES) in the relationship between academic resilience (AR) and mathematics performance (MP) among 563 randomly selected Grade 7 students from public secondary schools in Mandaue City, Cebu, Philippines. Employing a descriptive correlational design, data were collected through an adopted questionnaire—academic resilience scale (ARS-30), emotional support scale, and the students’ first quarter mathematics grade. The data collected were analyzed using frequency, percentage, weighted mean (WM), standard deviation (SD), Pearson r, and multiple regression analysis. Findings indicated high AR, very high TES, and satisfactory MP. Mediation analysis revealed that TES partially mediates the positive association between AR and MP. This analysis offers valuable guidance for educators, researchers, and policymakers in creating supportive learning environments that build AR and enhance TES, leading to better MP.
Copyright (c) 2026 Irene O. Mamites, Jhamm M. Olila, Wendy Q. Aliviano, Gley S. Arañas, Quenie R. Abesia, Emerson D. Peteros http://creativecommons.org/licenses/by-nc/4.0
School stress among Malaysian secondary school students: prevalence and demographic correlates
Understanding school stress is essential, given the significant time students spend in school and its impact on well-being. Acknowledging its importance, this study aimed to assess the level of school stress among Malaysian secondary school students. The respondents in this study consisted of 485 Malaysian secondary school students, selected through multistage sampling techniques to ensure national representativeness. Data were collected using a school-related stress questionnaire adapted from the shortened version of the adolescent stress questionnaire (ASQ-S). Data were analyzed using descriptive statistics, Rasch Wright mapping, independent samples t-tests for gender differences, and one-way ANOVA for grade and regional comparisons. The results indicated that, overall, Malaysian secondary school students experience low levels of school stress. Descriptively, female students reported higher levels of school stress than their male counterparts. Among different forms, Form 4 students reported the highest level of school stress, followed by Form 1 students. Regionally, students from the central and southern zones exhibited the highest levels of school stress. This study contributes to a better understanding of school stress among Malaysian secondary school students, providing insights for developing strategies to reduce stress in schools.
Copyright (c) 2026 Tie-Seng Te, Hutkemri Zulnaidi, Norfaezah Md Khalid http://creativecommons.org/licenses/by-nc/4.0
Validation of a culturally adapted SACQ in Vietnamese higher education: evidence from a technological university
Grounded in Tinto’s theory of student integration, this study examines the structure of the student adaptation to college questionnaire (SACQ) in Vietnam higher education context, employed a cross-sectional quantitative approach. Data from 363 students at a technological university in Northern Vietnam were analyzed using exploratory and confirmatory factor analyses. Results yielded a refined 29-item scale (SACQ-29) with a five-factor structure, diverging from the original four-factor model. Most notably, social adjustment (SA) is separated into two distinct factors: one comprising positively worded items and another consisting predominantly of reverse-coded items, suggesting distinct adaptation mechanisms in digitally enhanced learning environments. Results revealed that students adapted most effectively to academic demands (M=5.77), but showed weak institutional attachment (IA) (M=3.14). Male students demonstrating significantly better overall adaptation than female students, and living arrangements also influenced adaptation levels, with students living with family showing poorer adaptation compared to others. Comparative analysis revealed high consistency between the SACQ-29 and the original SACQ-67 (r=0.925**). This study provides first validated Vietnamese SACQ, offering a practical tool for early identification of at-risk students and intervention design in contemporary higher education contexts.
Copyright (c) 2026 Lan Hoang Thi Quynh, Hanh Pham Hong, Ha Tran Thi Thanh http://creativecommons.org/licenses/by-nc/4.0
The role of entrepreneurship education in shaping self-employment intentions: a TPB-based study of Malaysian TVET students
Entrepreneurship education prepares technical and vocational education and training (TVET) students with the competencies and entrepreneurial mindset required for future business endeavors. Guided by the theory of planned behavior (TPB), this study examines how such education shapes students’ self-employment intentions (SEI). A quantitative survey was administered to 300 undergraduates at Universiti Teknikal Malaysia Melaka (UTeM), and the data were analyzed using correlation and regression methods. The results show that entrepreneurial intention is positively linked to attitude toward behavior (r=0.474), entrepreneurship education (r=0.416), subjective norms (r=0.374), and perceived behavioral control (r=0.346), with attitude identified as the most influential predictor, accounting for 22.4% of the variance. These outcomes emphasize the centrality of individual motivation and the enabling role of entrepreneurship education in cultivating entrepreneurial aspirations. The study highlights the strategic importance of embedding stronger entrepreneurship curricula in TVET institutions to enhance self-employment readiness and support national goals for workforce development and economic resilience. The findings resonate with Malaysia’s National Entrepreneurship Policy 2030 and the TVET empowerment agenda, pointing to the value of initiatives such as campus incubators, seed funding, and mentorship in transforming entrepreneurial intention into tangible venture creation.
Copyright (c) 2026 Isma Addi Jumbri, Eleeza F. Natasya Khairul Herman, Fauzan, Mulyani Karmagatri, Sandy Setiawan, Dian Kurnianingrum http://creativecommons.org/licenses/by-nc/4.0
Assessing the impact of ChatGPT in education: perspectives from Vietnamese educators
ChatGPT is an AI-driven conversational model offering significant benefits for personalized learning, such as adaptability to individual learning styles and increased engagement. While prior research has largely explored student use, limited attention has been given to educators’ perspectives particularly in Vietnam, where access to ChatGPT remains inconsistent. This study examines how perceived information quality (IQ), system quality (SQ), and service quality (SRQ) influence Vietnamese educators’ satisfaction (SF) and intention to use (IU) ChatGPT for academic purposes. Data were gathered through an online survey of 96 educators from five public universities in southern Vietnam and analyzed using partial least squares structural equation modeling (PLS-SEM). Results show that all three quality dimensions significantly affect user SF, but only SQ directly impacts the IU. SF mediates the effects of information and SRQ on usage intentions, emphasizing the importance of user experience in fostering adoption. Policy recommendations include enhancing equitable access to AI tools, promoting AI literacy among educators, and conducting ongoing evaluations to support sustainable implementation. The study highlights how spatial and contextual factors shape AI adoption in education, offering practical insights for integrating ChatGPT and similar tools, especially in under-resourced or geographically remote educational settings.
Copyright (c) 2026 Nguyen Thi Thu Thuy, Nguyen Thi Kim Lien, Phan Thi Van, Hoang Phuong Lam, Nguyen Le Thanh Truc http://creativecommons.org/licenses/by-nc/4.0
Ethnobotanical plant awareness among secondary school students of Malaybalay, Philippines
Plant awareness, encompassing attention, knowledge, and attitudes toward plants, are essential for fostering biodiversity appreciation and environmental stewardship. In Bukidnon, where a rich ethnobotanical heritage exists, limited research has explored students’ awareness of ethnobotanical plants, potentially undermining local conservation efforts. This study assessed ethnobotanical plant awareness among 320 secondary school students from three schools in Malaybalay, Bukidnon, using a quantitative survey design. A structured survey measured three dimensions of awareness: visual attention, knowledge/understanding, and attitudes. Data were analyzed using descriptive statistics, Mann-Whitney U, Kruskal-Wallis tests, and Spearman’s rho correlations to explore differences and relationships across gender and grade levels. Findings revealed a marked preference for animals over plants, with students demonstrating limited visual attention and knowledge regarding local ethnobotanical species. Significant differences in plant awareness were observed across grade levels, while gender differences were less pronounced. Significant relationships were found between visual perception, knowledge, and attitude which describes the multidimensional nature of plant awareness. The results highlight critical gaps in plant awareness, underscoring the need for integrative educational strategies. Incorporating local ethnobotanical knowledge into science, technology, engineering, and mathematics (STEM) curricula may enhance students’ engagement, species literacy, and environmental responsibility. Addressing plant awareness disparities among students is vital for effective biodiversity conservation and the development of future environmental stewards in Bukidnon.
Copyright (c) 2026 Doreen Khrystel P. Gonzales, Monera A. Salic-Hairulla, Vanjoreeh A. Madale http://creativecommons.org/licenses/by-nc/4.0
Graduate students’ competence and readiness for research
Research competence forms the foundation of graduate students’ academic success and their ability to contribute meaningfully to scholarly output. This study examines the relationship between research competence and research readiness among 224 graduate students from MA in education, EdD, and PhD in Laguna State Polytechnic University selected through a non- random sampling technique, specifically purposive sampling. These participants, who had all completed a research subject, responded to a validated, researcher-developed 5-point Likert scale questionnaire. The study employed quantitative methods, including mean comparison, Spearman rank correlation, and Mann-Whitney U tests, to analyze the data. Findings revealed a strong positive correlation between students’ research competence and their readiness to engage in the research process. Notably, doctoral students demonstrated higher levels of both competence and readiness compared to master’s students. While competence levels were relatively consistent across programs, readiness significantly differed. These results highlight the need for program-level interventions that provide targeted research training and support, contributing to more effective curriculum design and evidence-based policy-making in graduate education.
Copyright (c) 2026 Marie Ann S. Gonzales, Merilyn P. Juacalla, Benny B. Juacalla http://creativecommons.org/licenses/by-nc/4.0
Evaluating teaching proficiency among teacher preparation diploma graduates based on InTASC standards
This study aimed to evaluate teaching proficiency of graduates from the higher diploma in teacher preparation program (HDTPP) in Jordan based on the interstate teacher assessment and support consortium (InTASC) standards. To achieve the study objectives, a descriptive quantitative analytical approach was employed. Further, a rating scale was developed covering four domains: learner and learning, content, teaching practices, and professional responsibility. After verifying the validity and reliability of the study instrument, it was distributed to a sample of 686 teachers. The findings revealed that overall teaching proficiency was medium. Further, teaching proficiency across the key domains (learner and learning, content, teaching practice, and professional responsibility) were medium. No statistically significant differences were related to gender. However, there were significant differences related to specialization. Mathematics teachers showed the lowest levels of proficiency. Priorities for improvement were revealed in the “learning differences” standard. The study recommends strengthening teachers’ understanding of individual differences and cultural diversity and applying this knowledge to foster inclusive classrooms. This can be achieved by designing ongoing professional training programs that focus on differentiated teaching strategies and managing diverse learning environments. This will contribute to increasing teaching efficiency and effectively meeting the needs of all learners.
Copyright (c) 2026 Jehad M. Al-Anati, Diala A. Hamaidi, Yousef M. Arouri http://creativecommons.org/licenses/by-nc/4.0
Tolerance on campus: the impact of religious commitment and respect among university students
Religious commitment, particularly within Islamic contexts, is often viewed as a guiding framework for promoting values such as tolerance, respect, and social harmony; however, differing interpretations and personal expressions of religiosity can sometimes challenge these ideals, necessitating deeper exploration of how religiosity influences social interactions. The study investigates the relationship between religious commitment and respect for others regarding the levels of tolerance behavior among university students. The study employed a descriptive quantitative cross-sectional survey from June 16 to August 16, 2023, with a sample of 334 enrolled in the College of Sharia at Yarmouk University in Jordan. The survey consists of three main scales: religious commitment, respect for others, and tolerance. Students’ demographic data, including gender, nationality, age group, academic department, and the year of study, were also collected via the questionnaire. The findings highlight significant gender differences in religious commitment, with males demonstrating higher levels than females. While no significant age differences were observed in religious commitment, tolerance varied notably, particularly among the 24-26 age group. The study participants represented a diverse range of countries of origin. A country-wise analysis revealed that students from Thailand have the highest religious commitment, underscoring the influence of cultural contexts. Departmental comparisons showed no significant differences, although the findings highlight that respect for others impacts tolerance, religious commitment and demography have almost no effect as predicted. The findings emphasize the primary role of respect in fostering social harmony, suggesting that future interventions should focus on promoting respect as a fundamental value in Islamic culture to enhance tolerance.
Copyright (c) 2026 Mohammad Jaber Thalgi, Nader Al-Refai, Kadir Gömbeyaz, Hanan Bdoor, Ayse Zisan Furat http://creativecommons.org/licenses/by-nc/4.0
Development of a learning management model for science teachers
The goal of this study was to create a learning management model for primary science teachers that considers the factors affecting the learning management strategies of science instructors in the Province of Roi Et. The sample consisted of 300 basic science teachers in the Province of Roi Et and was created via a straightforward random selection of 20 schools. Among the study tools are science learning management manuals, assessments, and surveys. The following statistics were used in the data analysis: mean and standard deviation. The results showed that the science learning management model consists of five steps: i) involvement, ii) survey, iii) justification, iv) detailed description, and v) evaluation. Therefore, it is clear that the elements of learning management and innovation creation are significant factors in this context. The inspiration of having a public mind has a direct impact on the learning management strategies of primary science instructors at the 0.01 level, with an influence value of 0.58.
Copyright (c) 2026 Saksri Suebsing, Channarong Wisetsat http://creativecommons.org/licenses/by-nc/4.0
Attention-deficit/hyperactivity disorder traits: prevalence and differential association with internet addiction
Attention-deficit/hyperactivity disorder (ADHD) traits in adults have garnered global attention due to their detrimental effects on individuals’ daily functioning. To date, there has been a scarcity of studies conducted on adult ADHD traits in Malaysia, particularly among university students. Therefore, this study aimed to explore the prevalence of ADHD, examine the correlation and predictive relationship between ADHD and internet addiction, compare internet addiction between ADHD screen-positive and screen-negative individuals, and determine the gender differences in ADHD. This study adopted a cross-sectional quantitative design, involving 1,204 voluntarily participating respondents. Data were collected using the Internet Disorder Scale (IDS-15) and the Adult ADHD Self-Report Scale (ASRS) v1.1. The findings revealed that more than a quarter (27.80%) of participants screened positive for ADHD traits. Additionally, a significant positive correlation and predictive relationship were identified between adult ADHD traits and internet addiction. Furthermore, internet addiction levels were significantly higher among ADHD screen-positive individuals compared to ADHD screen-negative individuals. However, no significant gender differences were observed in ADHD traits. Effective interventions should be developed to mitigate the adverse effects of ADHD traits on the daily functioning of university students. Moreover, efforts to address internet addiction should consider the presence of ADHD traits in this population.
Copyright (c) 2026 Law Mei-Yui, Siaw Yan-Li, Chua Kah-Heng, Sathish Rao Appalanaidu http://creativecommons.org/licenses/by-nc/4.0
Inclusive career counseling challenges for students with disabilities in higher education
The number of students with disabilities (SWDs) in Malaysian higher education is increasing, yet inclusive career counseling remains underexplored. This study investigates the challenges faced by counselors in supporting SWDs’ career development and highlights practical strategies for improvement. Guided by the planned happenstance theory (PHT), qualitative data were collected through semi-structured interviews with five counselors across different institutions in Sarawak. Thematic analysis revealed four key challenges: communication barriers, limited resources, lack of specialized training, and client dependency. Counselors recommended targeted training, stronger industry collaborations, and improved supervision practices. The study contributes to inclusive education discourse by providing context-specific insights and aligning with sustainable development goal 8 (SDG8), emphasizing the importance of equitable access to career support services for SWDs in higher education.
Copyright (c) 2026 Nur Atiqah Abdullah, Samsiah Jayos http://creativecommons.org/licenses/by-nc/4.0
Examining differentiated instruction practices among secondary school Malay language teachers in Malaysia
This research focuses on the teaching practices of secondary school Malay language teachers in the Klang District, specifically on implementing differentiated instruction (DI) approaches introduced by the Malaysian Ministry of Education in 2019. This study employed a quantitative research design using a descriptive survey approach. Preliminary findings show that many students lack interest in classroom learning (PdP) due to traditional teaching methods, contributing to difficulties in mastering the syllabus and poor performance in public examinations such as the Sijil Pelajaran Malaysia (SPM). A questionnaire-based survey of 146 teachers was conducted, with descriptive analysis revealing that the overall implementation of DI is moderate (mean=3.15, SD=0.427). Among the 10 assessed items, ‘implementing DI according to environmental conditions’ achieved the highest mean (3.29), while ‘implementing (daily lesson plans RPH) based on DI’ scored the lowest (2.95). The analysis showed no significant gender-based differences in implementation practices, and teaching experience was weakly negatively correlated with implementation effectiveness. These findings suggest the need for targeted professional development programs to enhance teachers’ readiness and competency in applying DI. The study underscores the importance of equipping teachers with the necessary skills to create inclusive and effective learning environments, which can improve student engagement and academic outcomes.
Copyright (c) 2026 Elmustian, Zamri Mahamod, Edmund Austrus, Norhidayah Azni Mohamed Zohomi http://creativecommons.org/licenses/by-nc/4.0
Enhancing academic resilience through motivation and strategy: evidence from Malaysian boarding schools using SDT
This study investigates the relationship between student motivation and self-regulated learning strategies among Malaysian boarding school students, using self-determination theory (SDT) as its theoretical foundation. A total of 328 form four students from four northern Malaysian boarding schools participated. Using a validated version of the motivated strategies for learning questionnaire (MSLQ) and analyzed through second-order partial least squares structural equation modeling (PLS-SEM), results revealed a significant positive relationship between motivational beliefs, especially self-efficacy and intrinsic value, and self-regulated learning strategies. The study’s novelty lies in validating a culturally adapted, second-order motivation model tailored to Malaysian boarding schools. Notably, the research isolates the mediating effect of intrinsic motivation on self-regulation within a high-pressure, collectivist setting, extending SDT’s applicability. However, limitations lie in the use of a cross-sectional design and dependence on self-reported data, and regional focus. Future studies should adopt longitudinal designs, consider diverse school types, and integrate perspectives from teachers or parents to strengthen validity. Including objective academic performance metrics may offer deeper insight. This research affirms the relevance of SDT in Malaysia’s education system and provides a validated framework linking motivation to strategic learning. The findings support evidence-based pedagogical strategies and align with sustainable development goal (SDG) 4 on quality education and goal 10 on reduced inequalities, promoting for fair and motivation-enhancing environments of learning.
Copyright (c) 2026 Mohd Sofian Omar Fauzee, Shaohua Zhang, Marni Ishak, Li Ma, Mo Hou, Wenjie Zhang, Muhammad Nazrul Hakim Abdullah, Akhmad Habibie, Daljit Singh Gurbaksh Singh, Mohd Hanafi Mohd Yasin, Wan Suraya Wan Nik http://creativecommons.org/licenses/by-nc/4.0
The relationship between father involvement and children’s academic achievement: a systematic review
Father involvement in children’s education and its impact on children’s academic achievement has become a pertinent topic. However, there has not been a systematic assessment of the mechanisms and factors that specifically influence the impact of father involvement on children’s academic achievement. To this end, this study reviewed studies published between 2014 and 2024 and identified and analyzed 45 articles from databases such as Web of Science, Scopus, ERIC, and Google Scholar using a two-stage review protocol of automated literature search and manual screening. It was found that the multidimensionality of father involvement has a significant effect on children’s academic achievement and that this relationship is influenced by a combination of individual father factors, family factors, school factors, and socio-cultural factors. Based on the limitations of existing studies, this study constructed a structured empirical research framework to categorize the influencing factors and made recommendations for future research, including conducting longitudinal studies, considering different socio-demographic variables, conducting cross-cultural comparative studies, and exploring in depth the potential mechanisms underlying the association between father involvement and children’s academic achievement, with the aim of providing stronger support and guidance to promote fathers’ active participation in their children’s education and better promote children’s holistic development.
Copyright (c) 2026 He Yanjie, Latha Ravindran, Luo Limei http://creativecommons.org/licenses/by-nc/4.0
The effectiveness of problem-based learning approach in science subject
The study was conducted to investigate the effectiveness of problem-based learning (PBL) on the achievements of Form one science students in Klang. Malaysia’s low ranking in scientific knowledge, as highlighted by the Programme for International Student Assessment (PISA), underscores the need for innovative teaching methods. Therefore, this study investigates the impact of PBL intervention on science subjects among 60 Form one students consisting of 30 treatment group and 30 control group students. The research instruments used were pre-test and post-test designed by the researcher. The pre-test was conducted using both treatment and control group students. The treatment group was exposed to PBL intervention for eight weeks before post-tests were given to both groups. Data was analyzed by using the independent t-test and paired t-test for pre-test and post-test. The research findings showed that the treatment group demonstrated significantly higher post-test scores than the control group. The findings suggest that the PBL approach positively impacts students’ learning achievements. Therefore, the study supports the adoption of PBL to enhance science education among Form one students.
Copyright (c) 2026 Nurul Hazwani Shamsudin, Izzati Azmi, Shahrizal Idzuan Wahab Abdul Rahman, Nik Hanis Zuraihan Rahimi, Yuvenitha A/P Subramaniam http://creativecommons.org/licenses/by-nc/4.0
Development and validation of curriculum-based problem-solving MCQ classroom tests in mathematics
Classroom assessment is a fundamental element in the teaching and learning process. The objective of this study is to determine the validity of the teacher-made multiple-choice questions (MCQs) used in General Education Course Mathematics in the Modern World (GEC-MMW). Employing a quantitative descriptive research design, four sets of teacher-made MCQ tests were developed and administered to over 500 students across two campuses of a state university. The tests underwent expert validation, tryouts, and analysis using difficulty index (DIF I), discrimination index (DI), distractor efficiency (DE) and reliability testing. Most items showed an average level of difficulty, acceptable to excellent DI, and functional distractors (FD), with reliability coefficients ranging from 0.54 to 0.78. Moreover, mean percentage scores ranged from 42.94 to 50.95 revealed below-average student performance. These findings confirm that the developed tests are valid, reliable, suitable for classroom assessment, and demonstrate that item analysis is essential for improving test quality, identifying learning gaps, and informing instructional decisions.
Copyright (c) 2026 Purity V. Mata, Quennie Rose H. Abao, Roxanne Kaye S. Bihasa, Glenda N. Kiamco, Anna Marie C. Neiz http://creativecommons.org/licenses/by-nc/4.0
Validating a critical thinking scale: an essential skill for vocational education students in the era of artificial intelligence
Critical thinking is a fundamental competence in education and professional training, particularly in a technology-driven era increasingly shaped by generative artificial intelligence (GenAI). To address the need for contextually relevant assessment tools, this study aimed to evaluate the reliability and validity of the critical thinking disposition scale (CTDS) among vocational training (VT) students. A descriptive, exploratory, and cross-sectional design was applied using quantitative methods. Data was collected from 879 students enrolled in VT programs. Exploratory and confirmatory factor analyses were conducted to examine the scale’s factorial structure, reliability, and construct validity. Results supported an 11-item structure comprising two dimensions—executive function and reflective thinking—with satisfactory psychometric properties (KMO=0.817; CFI=0.883; TLI=0.851; RMSEA=0.0672; SRMR=0.0428). The findings confirm that the CTDS is a reliable and valid instrument for assessing critical thinking dispositions in vocational education. This tool provides educators and researchers with a robust means to evaluate critical thinking, a key competence for learning, personal development, and professional preparedness in the age of GenAI. This is the first validation of the CTDS with VT students in Spain.
Copyright (c) 2026 Eva María Olmedo-Moreno, José Javier Romero-Díaz de la Guardia, Jorge Expósito-López, Ramón Chacón-Cuberos, Noelia Parejo-Jiménez http://creativecommons.org/licenses/by-nc/4.0
Beginning teachers’ professional development in Germany, Singapore, China, and Kazakhstan
This study explores the challenges faced by beginning teachers in Kazakhstan due to inadequate professional development (PD) support, leading to high attrition rates and adaptation difficulties. A comparative analysis of PD programs in Germany, Singapore, China, and Kazakhstan identifies best practices that enhance teacher retention, professional growth, and teaching quality. Employing Bereday’s four-phase comparative methodology, this study systematically reviews approximately 20 policy documents and research articles from the selected countries. The findings indicate that effective PD programs incorporate structured mentoring, professional learning communities (PLCs), and action research. In contrast, Kazakhstan’s limited PD framework, characterized by brief mentoring periods and heavy teacher workloads hinders continuous professional growth. This study recommends extending the mentoring program to two years, reducing workloads, and integrating structured PD activities such as peer observations, subject-specific discussions, and collaborative workshops. Additionally, fostering professional communities and administrative support can ease the adaptation process, ultimately improving teacher retention and education quality. These recommendations provide a foundation for enhancing Kazakhstan’s PD system, aligning it with international best practices to establish a sustainable support structure for beginning teachers.
Copyright (c) 2026 Oxana Kereyeva, Almazhai Yegenissova, Adem Bayar, Kairat Tleuov, Nurbike Bisaliyeva, Karylgash Kudarova, Shynar Iskakova http://creativecommons.org/licenses/by-nc/4.0
Meta-skills-oriented academic management in higher education: evidence from Chinese HEIs
Higher education institutions (HEIs) increasingly face pressure to develop graduates’ meta-skills, yet meta-skills are typically treated as learner-level outcomes rather than an institutional management orientation that can reshape academic management systems. This study proposes and tests a meta-skills-oriented academic management framework that links meta-skills orientation (metacognitive capacity, emotional intelligence, and motivational competence) to academic management frames (structural, human resource, political, and symbolic) and institutional performance. Using a cross-sectional survey of 2,406 academic administrators and faculty from 60 Chinese HEIs (national key, provincial, and regular colleges) selected through stratified sampling, the study employed validated questionnaire measures and analyzed data via structural equation modeling (SEM) (AMOS 26.0). The model demonstrated acceptable fit (CFI=0.968; RMSEA=0.042). Meta-skills orientation positively predicted structural (β=0.685), human resource (β=0.573), political (β=0.412), and symbolic (β=0.524) frames (all p<0.001), while structural (β=0.486) and human resource (β=0.445) frames significantly predicted institutional performance (all p<0.001). Multi-group analysis indicated stronger meta-skills-to-structural pathways in national key universities than other HEI types. The findings position meta-skills orientation as an actionable institutional logic and provide frame-specific levers for evidence-based academic management reform.
Copyright (c) 2026 Chi Che, Sukanya Chaemchoy, Pruet Siribanpitak http://creativecommons.org/licenses/by-nc/4.0
Analysis of factors in integrated internship models for preservice Islamic education teachers using exploratory factor analysis
This research identifies key success factors of integrated internship models for prospective Islamic Religious Education (PAI) teachers using exploratory factor analysis (EFA), addressing critical gaps where empirical evidence in religious teacher preparation remains limited. Analyzing 218 PAI students across four Yogyakarta universities through mixed-methods design, EFA revealed a four-factor structure explaining 63.4% variance: observation competence (28.7%), microteaching (13.8%), teaching practice (11.2%), and spiritual reflection (9.7%). The identification of spiritual reflection as an independent factor represents a novel contribution not documented in international teacher education literature, empirically validating integration of spiritual competencies within professional preparation frameworks. The internship component assessment scale (ICAS) demonstrates strong psychometric properties (CVI=0.87, α=0.84), providing the first culturally responsive instrument for Islamic education contexts. This study proposes the integrated internship spiral model (IISM) emphasizing cyclical reinforcement rather than linear progression, challenging conventional designs. Educational implications include redesigning PAI teacher professional education curriculum with proportional resource allocation, implementing mentor training for assessing spiritual-pedagogical dimensions, and embedding technology integration across internship phases. Future research should pursue longitudinal validation, cross-contextual studies in other religious education settings, instrument development strengthening spiritual factor reliability, and comparative effectiveness studies. This research demonstrates that culturally responsive teacher preparation can honor religious authenticity while advancing professional excellence, contributing to holistic transformation of PAI internship programs with potential global application.
Copyright (c) 2026 Karwadi, Abd Razak Zakaria, Adhi Setiawan, Moh. Ferdi Hasan http://creativecommons.org/licenses/by-nc/4.0
Blockchain integration into the university education process: a systematic review of application, justification, and impact
As universities seek to integrate disruptive technologies to optimize their academic and administrative processes, a gap persists in the adoption of Blockchain as a strategic tool. Many higher education institutions still lack its implementation, limiting its potential to improve traceability, transparency, security, and the automation of different processes. Given this scenario, this study aims to identify the areas of application, the justifications for its use, and the impact of Blockchain when integrated into the university educational process. To this end, a systematic literature review was conducted with a mixed approach and an exploratory-descriptive scope, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guideline, in the Scopus, ERIC, and SAGE databases. Of 3,469 manuscripts identified, 42 met the inclusion and exclusion criteria. The results show a predominance of applications focused on the validation and monitoring of academic achievements, with limited integration into pedagogical approaches such as active methodologies, adaptive learning, or competency-based learning. Based on a comparative analysis of trends, application areas, and thematic gaps, it is concluded that the expansion of Blockchain into educational models requires progressive implementation strategies, curricular integration, and teacher training, thereby generating more personalized, efficient, and transparent learning environments.
Copyright (c) 2026 Irma Aybar-Bellido, Maritza Arones, José Antonio Arévalo-Tuesta, Willy Adauto-Medina, Hernán Ochoa-Carbajal http://creativecommons.org/licenses/by-nc/4.0
Factors shaping language learning adversity quotient: the impact of family, self-influence, and educational environment
This study explores the factors shaping the language learning adversity quotient (LLAQ) and examines the interplay between family influence, self-influence, and educational environment influence in fostering resilience in language learning. The research addresses a gap in the existing literature by investigating the factors that are associated with students’ resilience in language learning. A cross-sectional survey was administered to 434 undergraduate students from a university in Vietnam, utilizing a structured questionnaire to assess the impact of these influences. The findings highlight that family influence plays a pivotal role in nurturing resilience, while self-influence is critical in sustaining students’ persistence. Although educational environment influence received a lower rating, it was found to have a significant correlation with self-influence, suggesting an indirect contribution to LLAQ. The study underscores the importance of enhancing familial support and fostering students’ self-agency. Moreover, it suggests that cultivating a supportive educational environment can indirectly bolster resilience by empowering students to take greater responsibility for their learning. The study concludes by advocating for a holistic approach that integrates support from family, personal agency, and institutional structures to strengthen students’ perseverance in language learning.
Copyright (c) 2026 Nguyen Thi Thuy Linh, Phuong Hoang Yen, Tran Ngoc Bao Chau http://creativecommons.org/licenses/by-nc/4.0
The difficulties that beset senior high school students in research writing and presentations
Writing and presenting research are endeavors that senior high school students have to hurdle in the Philippines. Therefore, this research aimed at unravelling the dimensions of the difficulties faced by senior high school students in their research writing and research presentations through a sequential qualitative mixed-methods design. Primary data was gathered through a qualitative survey of 448 students, while secondary data was obtained via 10 focus groups with 7-10 members representing the different strands in one private senior high school in Baguio City, Philippines. All these participants were selected using combined quota and purposive sampling. Thematic analysis coupled with an iterative procedure was utilized to treat the harvested qualitative data. Findings revealed that the dimensions of the difficulties faced by student-researchers in research writing are health-related, manuscript-related, people-related, and resources-related, while the dimensions in research presentations are inner-directed and outer-directed. This research adds to the current body of knowledge, can contribute to achieving the United Nations sustainable development goal 4.5 and 4.7 on equal education access and global citizenship skills, and recommends research trajectories.
Copyright (c) 2026 Joseph B. Quinto, Girlie C. Jimenez, Illuminada S. Menzi http://creativecommons.org/licenses/by-nc/4.0
Student teachers’ technological pedagogical content knowledge: assessment in a private school
This study assessed the technological pedagogical content knowledge (TPACK) among student-teachers in a private school during the academic year 2025-2026. Additionally, it examined the differences in the level of TPACK among the student teachers when grouped by demographics. A quantitative descriptive-comparative research design was employed. The study was participated in by a total of 103 student-teachers. A 47-item adopted instrument was used to collect the data, utilizing a 5-point Likert scale. The descriptive and comparative analyses were employed. Mean, standard deviation, and the Mann-Whitney U test were used. The whole process of this study adhered to the ethical guidelines. Generally, the findings showed that the student teachers obtained high mean scores (M=4.10, SD=0.50) in TPACK. Notably, their technological pedagogical knowledge was rated very high (M=4.31, SD=0.50). Additionally, the results revealed no significant differences (U=380.000, p=0.340) between male and female across all components of TPACK. However, significant differences were observed in pedagogical knowledge (U=881.000, p=0.029) and pedagogical content knowledge (U=903.000, p=0.039) when grouped according to program. The findings imply that the Department of Teacher Education is encouraged to continue to strengthen the integration of technology in pedagogy and content instruction to sustain and further enhance student teachers’ technological competence.
Copyright (c) 2026 Daniel S. Fernando, Ana Linda O. Santos, Narlie M. Labanon http://creativecommons.org/licenses/by-nc/4.0
Stress, self-care, and wellbeing: a study on the experiences of educational leaders in NEMSU
The wellbeing of educational leaders is a critical concern, particularly in resource-constrained higher education institutions. This study aimed to explore the experiences of educational leaders at North Eastern Mindanao State University (NEMSU) by identifying their primary sources of stress, examining the perceived impacts on wellbeing and job performance, and assessing their self-care practices, as well as determining the relationships among these variables. Using a descriptive correlational design, data were collected from 117 educational leaders through a validated survey instrument with a reliability coefficient of 0.828. Descriptive statistics and Spearman rank-order correlation were used to analyze relationships among stress sources, impacts, and self-care. Results showed that administrative tasks, role overload, and limited institutional resources are the main stressors, significantly affecting health, cognitive functioning, job performance, and family life. Self-care practices such as social support, spiritual routines, and work boundaries were moderately practiced but showed no significant relationship with stress reduction or its impacts. These findings emphasize the limits of individual coping strategies and the need for institutional support. The study suggests refining the job demands-resources (JD-R) model and conservation of resources (COR) theory to account for organizational and cultural factors in developing country contexts, with implications for leadership development, stress management, and institutional policy reforms.
Copyright (c) 2026 Nemesio G. Loayon, Erwin B. Berry, El Dixon G. Plazo http://creativecommons.org/licenses/by-nc/4.0
Evaluating the impact of game development-based learning on programming skill acquisition and student engagement
This study examines the challenge of limited engagement and conceptual understanding among school children in introductory programming education. To address this, the research evaluates the impact of game development-based learning using the slider game module. The objective is to assess how developing a simple game can support programming skill acquisition and enhance learner engagement. A total of 310 participants, aged 11 to 17, were selected through purposive sampling from various schools involved in programming classes. The research design included pre- and post-test assessments, demographic analysis, and Likert-scale surveys to gauge learner perceptions. Quantitative analysis was conducted using paired sample t-tests and descriptive statistics. The results show improvements in learners’ coding abilities and increased confidence and motivation across all age groups. The findings highlight the effectiveness of game development-based learning as a pedagogical approach for teaching programming in an engaging and impactful way.
Copyright (c) 2026 Nurul Hazlina Noordin, Gajendran Karunanithi http://creativecommons.org/licenses/by-nc/4.0
Enhancing academic performance prediction in online learning through hybrid machine learning models
Faced with the rise of online learning platforms, predicting learners’ academic performance has become a major concern to personalize and enhance educational journeys. However, traditional predictive models struggle to effectively integrate emotional and social factors. This article introduces a hybrid predictive model that combines random forests (RF) for selecting the most relevant features and multiple regression (MR) to forecast academic performance. The data is sourced from three online learning platforms and encompasses both implicit traces (learner interactions and behaviors) and explicit traces (demographic characteristics). Following a selection and merging process, the final dataset comprises 1,003,392 records and 42 features, categorized into six types of indicators: cognitive, emotional, social, normative, contextual, and demographic. The results demonstrate that this hybrid model outperforms traditional approaches and other machine learning (ML) techniques in terms of predictive accuracy, achieving an R² of 0.9372 and a root mean square error (RMSE) of 0.1022. The incorporation of explicit and implicit traces helps better capture the intricate interactions among the different data dimensions, significantly enhancing prediction quality. This work represents a notable advancement in the field of academic performance prediction. It also sheds light on challenges associated with the increasing complexity of models, paving the way for future research to develop more generalizable approaches.
Copyright (c) 2026 Jamal Eddine Rafiq, Zakrani Abdelali, Mohammed Amraouy, Said Nouh http://creativecommons.org/licenses/by-nc/4.0
Understanding student motivation towards achieving goals among college students: an exploratory research
Motivation could be the greatest currency to succeed in a student’s academic life. This study analyzed academic motivation after students were affected by the pandemic or after their two-year hiatus from active academic face-to-face activities. Moreover, this research examined whether students have influenced academic motivation in terms of gender and degree of program. Using a descriptive-sequential research design, 652 college students at St. Dominic College of Asia, Cavite, Philippines, took part in this study. A survey questionnaire adapted from the academic motivation scale (AMS-C 28) college version was used to determine the level of academic motivation of students. Open-ended questions were provided to the students relating to what motivates them to study and to which students are motivated through techniques during online learning. Findings revealed that the degree of program has a positive effect on student motivation, whereas gender does not significantly associate with motivation. Students showed appreciation for a greater convenience to study because of the technology; however, lack of interaction makes it more challenging for some. Helping students as teachers to keep track of their tasks can make them become great learners and succeed with confidence and determination through their personal and scholarly lives.
Copyright (c) 2026 Nilda Wines Balsicas, Eddie Rima Cabrera, Elgien Candelaria Padohinog, Freddie Bulauan http://creativecommons.org/licenses/by-nc/4.0
Evaluating perceptions of Arabic teaching and curriculum integration of dialect
This study investigates the attitudes of foreign students at Amman Arab University (AAU) in Jordan toward learning Arabic, shedding light on the teaching approaches of Arabic dialect, particularly Jordanian Arabic (JA), while exploring their perspective on Arabic diglossia. The study examines faculty member’s academic views specifically those of the English department and basic sciences, incorporating linguistics, translation scholars, and Arabic lecturers. The findings show that while students stigmatize the Jordanian dialect, recognizing its grammar inferiority to modern standard Arabic (MSA), they contradictorily express a keen interest in learning the dialect due to its cultural and practical relevance to Arabic-speaking societies. Contrarily and strikingly, faculty members, despite their tolerance of the vernacular in informal contexts, hold an opposing opinion that prevents the inclusion of an Arabic curriculum for non-native speakers. Moreover, the study affirms the divergence in perspectives which showcases the tension between the traditional view of H variety being the “proper” variety of the language and the practical demand of the dialect for effective communications in the Arab world. While emphasizing the significance of presenting these contradictions in Arabic language pedagogy, the study introduces the integration of dialect teaching alongside MSA to simply align with students’ linguistic needs.
Copyright (c) 2026 Tariq Mohammed Farghal, Mohammad Abed Latif Mohammad Smadi, Hadieh Yousef, Sara Tamimi, Sireen Afara http://creativecommons.org/licenses/by-nc/4.0
Student leadership in Chinese higher education student union: the role of organizational climate and student engagement
Student leadership (SL) is a key driver for personal growth, organizational effectiveness, and campus governance. However, in China, less attention has been paid to the development of SL, especially within student unions, which play a central role in governance and representation. Therefore, this research explores the effect of organizational climate (OC) and student engagement (SE) on SL in college student unions and examines the moderating effect of SE. A quantitative survey was conducted, targeting 17,200 student union members in Shanxi Province, China. Data was collected from 500 respondents using online questionnaires through a convenience sampling technique. The direct effect and moderating effect were analyzed by partial least squares-structural equation modeling (PLS-SEM), which was chosen due to its suitability for analyzing complex models. The findings revealed that both OC and SE have a positive effect on SL. Moreover, SE significantly moderates the relationship between OC and SL. This research advances social cognitive theory in the Chinese higher education context. It enhances the understanding of how college climate and individual factors interact to shape SL. Practically, it suggests the importance of fostering a supportive OC and stimulating SE in SL development.
Copyright (c) 2026 Lei Hua, Aida Hanim A. Hamid, Bity Salwana Alias http://creativecommons.org/licenses/by-nc/4.0
Determinants of AI adoption for authentic assessment in open university systems
Artificial intelligence (AI) is transforming higher education through personalized learning and innovative assessment methods. This study explores the factors influencing AI adoption for authentic assessment in open and distance learning environments. Using a survey of 185 instructors, an integrated framework based on the theory of planned behavior (TPB) and the technology acceptance model (TAM) was tested via structural equation modeling (SEM). Key constructs included attitude toward the behavior (ATT), subjective norm (SN), perceived behavioral control (PBC), self-efficacy (SE), and barriers to AI adoption (BAA), with intention to use AI (INT) and actual adoption behavior (AAB) as outcomes. Results showed that SE, ATT, PBC, and SN positively influenced INT, which in turn strongly predicted AAB. In addition, BAA had no significant effect on INT but showed a negative impact on AAB. The model demonstrated good fit and explained substantial variance (R²=0.746 for INT; R²=0.649 for AAB). These findings highlight the importance of enhancing instructors’ confidence, control, and institutional support while reducing perceived barriers. Strategic investments in training, infrastructure, and leadership support are crucial to advancing AI-enabled authentic assessment in higher education.
Copyright (c) 2026 Kemmanat Mingsiritham, Gan Chanyawudhiwan http://creativecommons.org/licenses/by-nc/4.0
Socio-emotional learning skills and teaching practices of teachers and educators
The COVID-19 pandemic reshaped the global educational system, mandating teachers to adapt to new modes of instruction. This shift heightened the importance of socio-emotional learning (SEL) in fostering effective teaching and learning. This study examined the socio-emotional skills of teachers and their instructional practices. A descriptive correlational design was employed, with data collected through a purposive sampling procedure. A total of 1,211 teachers from basic and higher education institutions across the Philippines were selected through stratified random sampling. Correlation analysis revealed a significant positive relationship between teachers’ socio-emotional competencies, particularly self-awareness and relationship skills, and their instructional practices. These findings highlight the need to integrate SEL into professional development initiatives. It is recommended that a competency-based training framework be developed to strengthen teachers’ socio-emotional capacities, ensuring they are well-equipped to meet the demands of post-pandemic education.
Copyright (c) 2026 Mercedes A. Macarandang, Ethel de Leon-Abao, Maria Elena C. Morales, Nelia G. Prieto, Filomena T. Dayagbil, Rivika C. Alda http://creativecommons.org/licenses/by-nc/4.0
From algorithms to classrooms: a decade of artificial intelligence in education research
The education industry has seen a substantial transformation thanks to artificial intelligence (AI), which has improved administrative effectiveness, accessibility, and individualized learning. However, issues like moral dilemmas, digital justice, and policy inconsistencies still exist. From 2015 to 2024, this bibliometric research explores how AI is revolutionizing education. Personalized learning, improved accessibility, and expedited administrative procedures have all been made possible by AI; yet, issues with cost, digital equity, and ethics still exist. We used the Web of Science (WoS) database to conduct a comprehensive bibliometric analysis of 291 peer-reviewed articles that were indexed in the Social Sciences Citation Index (SSCI). The PRISMA methodology was used in the study to find and filter pertinent material. Thematic trends, citation patterns, and co-authorship networks were examined using bibliometric tools like VOSviewer. The progress of generative AI tools like ChatGPT, the importance of AI in democratizing education, and the integration of AI into curriculum building are some of the key discoveries. The report identifies significant nations, organizations, and researchers in AI education and emphasizes global research relationships. Our research raises ethical governance issues while shedding light on AI’s potential to promote individualized learning and increase student engagement. These findings support sustainable development goal (SDG) 4 on quality education by highlighting the need for responsible AI use to address the digital divide. This paper offers useful suggestions for academics, educators, and legislators to maximize AI’s promise while tackling its drawbacks.
Copyright (c) 2026 Lim Seong Pek, Nahdatul Akma Ahmad, Faiz Zulkifli, Rabindra Dev Prasad, Ari Muzakir, Jun S. Camara http://creativecommons.org/licenses/by-nc/4.0
Assessing the impact of a business-oriented educational course on the development of entrepreneurial thinking in pre-service primary school teacher
This study aimed to assess the impact of a business-oriented educational course on the development of key components of entrepreneurial thinking among pre-service primary school teachers. The research involved 220 students from M. Dulati Taraz University. A pre-test/post-test design was used with an author-developed questionnaire. Entrepreneurial thinking was assessed both before and immediately after the course. Statistical analysis revealed a significant increase in the overall level of entrepreneurial thinking and its key components, including initiative, creativity, risk-taking, result orientation, and persistence. The course featured innovative teaching methods such as project-based learning, case studies, and business games, and was offered as an elective module on an experimental educational platform. The findings are consistent with international research, highlighting the importance of integrating entrepreneurial thinking into teacher training to enhance professional preparedness. These findings can help shape modern educational programs in Kazakhstan and the countries of the Commonwealth of Independent States, in line with global trends and the challenges of the 21st century.
Copyright (c) 2026 Nurzhaugan Balginbayeva, Aktoty Akzholova, Zhuldyzai Baimaganbetova, Abay Duisenbayev, Saule Yerkebayeva, Alua Smanova, Elmira Aitenova http://creativecommons.org/licenses/by-nc/4.0
Key drivers of student satisfaction in public higher education institutions in Pahang, Malaysia
In today’s educational landscape, understanding key student satisfaction is essential for institutions striving to enhance educational quality and foster positive student experiences. The sustainability of public higher education institutions (PHEIs) depends heavily on students’ enrolments. In an effort to attract and retain students, factors contributing to student satisfaction should be taken into consideration from each educational institutions to make the academic program are kept relevant throughout the time. This study aims to examine the factors influencing student satisfaction in PHEIs in Pahang, Malaysia. A quantitative survey was conducted among 120 students from various public universities in Pahang, Malaysia. Descriptive statistics, correlation, and multiple regression analysis were conducted using SPSS 26 to assess their perceptions of three key factors: quality of teaching and learning (QT), quality of facilities and infrastructure (QF), and quality of career and future opportunities (QC). The findings reveal that QT has a significant negative effect on student satisfaction (β=–0.468, p<0.001), while QC show a significant positive effect (β=0.327, p=0.015). In contrast, QF has no significant influence (β=0.125, p=0.301). Therefore, this study provides insights for educational policy makers to enhance student satisfaction strategy in PHEIs especially in focusing on career opportunities of students.
Copyright (c) 2026 Noraine Bahari, Siti Nur Aliah Zahir, Suhaidah Hussain, Mohamad Hafiz Rosli, Muhammad Ashraf Fauzi, Arifha Mohamad, Najaa Abd Mubin http://creativecommons.org/licenses/by-nc/4.0
Examining financial management in Thai public schools: sources of funding, allocation practices, and strategies for improvement
This study was conducted to address the critical gaps in financial management practices within Thai public schools, where inefficiencies and mismanagement persist despite available guidelines and funding. The relevance of this research lies in its potential to enhance financial governance, ensuring optimal resource allocation and accountability, which are vital for improving educational outcomes. Employing a mixed-methods approach, the study combined descriptive questionnaires administered to 396 school administrators with structured interviews involving 36 participants to evaluate funding sources, allocation processes, and adherence to financial guidelines. The findings revealed that while schools received funding from diverse sources, namely government, parents, and donors, 85% of administrators reported insufficient budgets. Notably, 82% acknowledged non-compliance with financial guidelines despite submitting utilization reports, highlighting systemic inefficiencies. The study concluded that inadequate financial management skills and inconsistent policy implementation hinder effective resource use. To address these challenges, the study proposes targeted interventions, including specialized training programs, the establishment of dedicated financial departments, and updated management guidelines. These measures aim to strengthen financial accountability and operational efficiency in public schools, offering actionable insights for policymakers and administrators. Future research should compare public and private sector practices to refine standardized financial management frameworks.
Copyright (c) 2026 Jakkrit Marnnoi, Tanate Panrat, Hambalee Jehma http://creativecommons.org/licenses/by-nc/4.0
Motivation and generative artificial intelligence: perceived benefits among advertising and multimedia students
This study aimed to examine how intrinsic and extrinsic motivation, along with the use of and exposure to generative artificial intelligence (GenAI), influence the educational benefits perceived by students in disciplines linked to digital creativity and visual communication, namely graphic design, advertising, and multimedia. A quantitative, correlational and non-experimental design was used. The data was collected online during the 2024 academic year through a validated survey administered to 203 college students selected by convenience sampling. An instrument based on and adapted from previous studies was used to measure intrinsic and extrinsic motivation, perceived benefits, and creative use of GenAI tools. The answers were collected with a five-item Likert scale. The relationships between the variables were analyzed with the partial least squares structural equation modeling (PLS-SEM) procedure using the SmartPLS 4. The results indicate that both intrinsic and extrinsic motivation positively influence perceived benefits. These findings highlight the educational impact of GenAI on creative disciplines and highlight the need for academic programs and education policy directors to promote its responsible adoption, ensuring that students gain the skills and confidence to use these technologies effectively.
Copyright (c) 2026 Ygnacio Tomaylla-Quispe, Fanny Paredes-Quispe, María del Pilar Ponce, Luis Melgar-Amado http://creativecommons.org/licenses/by-nc/4.0
Improving international students’ acculturation and Chinese vocabulary through problem-based learning with augmented reality
The integration of problem-based learning (PBL) and augmented reality (AR) has emerged as a promising approach to improve language learning and acculturation. This study aimed to develop and evaluate a problem-based learning and augmented reality (PBLAR) instructional model to enhance international students’ acculturation and Chinese vocabulary. The study used a quasi-experimental design with 70 first-year international students randomly assigned to an experimental group (EG) (PBLAR, n=35) or a control group (CG) (traditional teaching method, n=35). The intervention lasted two weeks, and both groups completed a pre-test to ensure baseline comparability. The EG achieved significantly higher post-test scores in Chinese vocabulary (F=296.65, p<0.001) and acculturation (F=840.62, p<0.001). In this context, PBLAR demonstrated stronger short-term outcomes in Chinese vocabulary and acculturation; it should be viewed as a complementary pedagogy that highlights the value of integrating PBL and AR. Findings highlight PBLAR’s potential for immersive, problem-driven language instruction that bridges technology and pedagogy in multicultural contexts.
Copyright (c) 2026 Yirong Jiang, Thoriq Tri Prabowo, Thanin Ratana-Olarn http://creativecommons.org/licenses/by-nc/4.0
Pedagogical strategies for enhancing environmental education in Uzbek primary schools: a mixed-methods study
Environmental education is a fundamental component of primary science education, fostering ecological awareness and responsible behavior from an early age. Despite global recognition of its importance, the effective integration of environmental education in Uzbek primary schools faces significant challenges, including insufficient teacher competencies and limited interactive pedagogical approaches. This study investigates strategies to enhance environmental education through a mixed-methods approach involving literature analysis, questionnaires, observations, and experimental lessons. Interactive methods, project-based learning, and educational games were implemented to increase students’ ecological knowledge, practical skills, and engagement. The findings indicate substantial improvements: the proportion of students demonstrating high proficiency in environmental knowledge and practical skills increased from 23.8% to 43.3%, while those with low proficiency decreased from 48.6% to 28%. The study provides actionable insights for curriculum developers, emphasizing the integration of experiential learning and contextually relevant content; for teacher training programs, highlighting the need to strengthen pedagogical competencies in environmental education; and for policy makers, advocating systematic support for resource allocation and digital tools to enhance learning outcomes. Limitations include the regional focus and reliance on self-reported engagement measures. Future research should explore broader geographic contexts, long-term impacts, and the use of multimedia resources to further strengthen environmental literacy.
Copyright (c) 2026 Abdumalik Kuchkinov, Sayora Tilavova, Nor Asiah Razak, Che Zalina Zulkifli, Jazira Jansaitova, Nargiz Artikova, Fazilat Khudaikulova, Bekhzod Xayridinov, Dildor Otajonova http://creativecommons.org/licenses/by-nc/4.0
Timely introduction of AI teaching practices: an auxiliary tool for Chinese proposal writing
The rapid adoption of artificial intelligence (AI) is reshaping Chinese writing instruction in higher education, posing the risk of over-reliance on AI-generated text and exposure to biased content. To address these issues, this study applied scaffolding learning theory to design a writing instructional approach. This approach first uses scaffolding instruction to develop students’ foundational skills and then integrates iterative proposal writing with human-computer interaction using ChatGPT. Over a semester, more than 100 undergraduate students from three departments participated in a university writing course focused on event proposals. Students first wrote their own drafts, which were then refined through AI-assisted optimization. Two versions of the teacher evaluations were analyzed using statistical package for the social sciences (SPSS). A valid sample of 139 students revealed that novice writers benefited most from structured support, achieving above-average writing proficiency. Later, in-depth ChatGPT interaction led to higher-level content acquisition. This study confirms that combining scaffolding with guided AI can improve learning outcomes. This integrated scaffolding and AI instructional approach can foster independent writing skills and reduce inappropriate reliance on AI.
Copyright (c) 2026 Tsui-Feng Huang, Sheng-Chieh Chou http://creativecommons.org/licenses/by-nc/4.0
Predictors of teachers’ readiness for inclusive education in Kazakhstan
Inclusive education (IE) is increasingly recognized as a key priority in modern educational systems; however, in Kazakhstan, there is limited evidence on the factors influencing teachers’ attitudes and readiness to implement it. This study explores public school teachers’ attitudes toward inclusive education (TATIE) and examines how personal, professional, and institutional factors affect these attitudes. A survey of 638 teachers from Almaty schools was conducted using a validated instrument, and correlation and regression analyses were employed to identify significant predictors. The results indicate that gender, teaching experience (TE), frequency of contact with students with disabilities (SWD), perceived school support, and participation in specialized training significantly influence teachers’ attitudes. Positive attitudes were particularly associated with direct professional experience and strong institutional support, highlighting the importance of targeted professional development and school-level measures. This study contributes to the literature by providing a comprehensive quantitative analysis specific to the Kazakhstani context and offers practical insights to guide policy and enhance the effective implementation of inclusive practices, ultimately improving the quality of education for students with special educational needs.
Copyright (c) 2026 Dinara Ospankulova, Akbota Autayeva, Zhanna Paylozyan, Akmaral Rsaldinova, Aigul Baitursynova http://creativecommons.org/licenses/by-nc/4.0
Fostering digital competence in pre-service biology teachers
Biology teachers are required to use digital technologies in their teaching practice. The issue is that biology students do not receive sufficient training or have access to enough resources to use digital technologies effectively in their studies. The solution to this problem is to develop and implement an effective strategy for enhancing the digital competence of biology teachers. This strategy involves a comprehensive approach that includes pre-test/post-test assessments and targeted training sessions focused on improving digital literacy, communication, and digital content creation. The study employed quantitative research methods, including questionnaires and interviews with students. A total of 100 pre-service biology teachers were recruited from different teacher education universities in Kazakhstan. The results show that the use of innovative teaching practices can enhance the level of digital competence of pre-service biology teachers. The students demonstrated significant improvement across five dimensions of digital competency: information and digital literacy, communication and collaboration, digital content creation, safety, and problem solving. Barriers related to the inclusion of digital technologies into teaching included the inadequate training of teachers, lack of experience, lack of resources, lack of time, and no internet access. The present findings can be used to develop new education programs for teachers and improve the effectiveness of the existing ones.
Copyright (c) 2026 Aidana Aubakir, Assiya Maimatayeva, Makhabbat Amanbayeva, Gani Issayev, Akylbek Meirbekov http://creativecommons.org/licenses/by-nc/4.0
Profiles of design-based learning experiences among undergraduate engineering students in an application-oriented Chinese university
Design-based learning (DBL) is widely promoted in engineering education, yet there is limited evidence on how students experience DBL when a common framework is implemented across multiple programs. This study examined support for four DBL phases—problem exploration (PE), design generation (DG), prototype iteration (PI), and reflection and evaluation (RE)—in undergraduate engineering programs at an application-oriented university in China. A 12-item DBL phases scale was developed from this framework and prior work in design-oriented engineering education and was completed by 407 students who had taken at least one DBL-based course in 12 programs. Partial least squares confirmatory factor analysis supported a four-factor structure with satisfactory reliability and convergent validity. To capture heterogeneity that is often obscured by average scores, a person-centered profiling approach was adopted. K-means cluster analysis of the four phase scores yielded three DBL experience profiles—high, moderate, and low intensity—that differed mainly in level rather than in shape across phases and were distributed across all programs and year levels. Grounded in engineering design and experiential learning perspectives, the phase-based scale and profiles offer a pragmatic tool for monitoring DBL implementation and for targeting professional development where students most often report low-intensity DBL.
Copyright (c) 2026 Fang Chen, Gede Rasben Dantes, Kadek Rihendra Dantes, Dessy Seri Wahyuni http://creativecommons.org/licenses/by-nc/4.0
Perceptions and attitudes of postgraduate students toward the flipped classroom model: case study at Vinh University, Vietnam
Teaching using the flipped classroom model (FCM) is one of the methods of organizing teaching that combines (blended learning) electronic learning methods (e-learning) with traditional teaching and learning methods. The research aims to understand the perceptions and attitudes of postgraduate students at Vinh University towards the flipped classroom and analyze the benefits and difficulties that students encounter. When teaching according to FCM, thereby proposing solutions to improve efficiency when teaching according to this model. The research was conducted using a combination of qualitative and quantitative methods. Quantitative data were obtained from the participation of 121 postgraduate students in teacher training. Qualitative data was taken from the interview results of seven students who experienced the flipped classroom. Results from the survey show that the majority of students have a positive attitude toward learning in the FCM. Research also shows that the FCM positively impacts students’ attitudes toward the course through the benefits it brings. Students participating in the survey also shared the difficulties they encountered when studying in the FCM and gave some suggestions to improve the effectiveness of applying this model in the future.
Copyright (c) 2026 Huong Thi Nguyen, Le Van Vinh, Thai Thi Hong Lam, Nhi Thi Nguyen http://creativecommons.org/licenses/by-nc/4.0
Perceptions of educational leaders about creating e-portfolios as part of a leadership upskilling program
The effectiveness of e-portfolios in supporting educator professional development (PD) remains uncertain, particularly in demonstrating leadership skills through reflections and perceptions. This study investigates the utility of e-portfolios by examining the perspectives of educational leaders within a K-12 setting in the United Arab Emirates (UAE). The study involved 17 participants who completed an upskilling program, creating digital portfolios as part of their training. Additionally, 10 participants engaged in semi-structured interviews. The findings revealed three primary themes: genuine professional leadership growth, continuous PD, and an enhanced understanding of the student learning experience. The creation of e-portfolios not only fostered authentic PD but also served as a catalyst for ongoing growth, self-discovery, and continuous learning. This research concludes that e-portfolios are valuable tools for PD, promoting reflective practice and lifelong learning among educational leaders.
Copyright (c) 2026 Zeina Hojeij, Areej ElSayary http://creativecommons.org/licenses/by-nc/4.0
Deliberate self-harm by gender among adolescents: a comparative analysis study among junior high school students
Self-harm is an increasingly common phenomenon among adolescents. This can include cutting the skin, hitting oneself, or harming the body in other ways, which is generally done in response to emotional distress or inability to manage stress. This study aims to identify self-harm behavior among adolescents and analyze the differences in self-harm between male and female adolescents. The sample in this study consisted of 600 junior high school students in Palembang City selected using simple random sampling (SRS) techniques. The instrument used is the self-harm inventory (SHI) questionnaire developed by the researcher and has a reliability of 0.93 (very good). Data analysis used descriptive statistics and independent sample t-tests. The results showed that adolescents’ self-harm behavior was in the very low category (mean=42.11, SD=12.70), and there was no significant difference in the self-harm of adolescent boys and adolescent girls (Sig. equal variance=0.711). Nevertheless, counseling teachers in schools must take preventive actions to prevent self-harm behavior in adolescents.
Copyright (c) 2026 Rani Mega Putri, Khadijah Lubis, Nur Wisma, Siti Nurhaliza, Putri Setiawati http://creativecommons.org/licenses/by-nc/4.0
Artificial intelligence in education: a bibliometric analysis of emerging trends
This study investigates the transformative potential of artificial intelligence (AI) in education through a bibliometric analysis of 291 scholarly works retrieved from the Web of Science (WoS) database. Traditional methods of instruction are under threat from the growing demand for individualized and equitable education, particularly in underserved communities. This study looks at how AI innovations, like virtual assistants and adaptive learning platforms, can enhance learning outcomes and the efficacy of instruction in order to address these concerns. The methodology used co-occurrence and co-citation analyses to map research trends and find educational and AI thematic clusters. Pedagogical frameworks, medical education innovations, ethical governance, generative AI applications, and AI acceptance are the five main research areas highlighted in the findings. With 5,246 citations and an H-index of 42, the data show how widely used AI is in both academia and industry. Adaptive learning models, moral dilemmas, and AI literacy are emerging themes. According to this research, AI has the potential to improve accessibility, equity, and quality in education while tackling issues like algorithmic bias and digital divides. This is in line with sustainable development goal 4 (quality education). Teachers, legislators, and technologists can use this study’s thorough intellectual landscape to gain practical insights on how to responsibly incorporate AI into educational systems for more sustainable innovation.
Copyright (c) 2026 Lim Seong Pek, Nahdatul Akma Ahmad, Faiz Zulkifli, Fatin Syamilah Che Yob, Usman Ependi, Geoffrey Rhoel C. Cruz http://creativecommons.org/licenses/by-nc/4.0
Enhancing Chinese character achievement in primary education through multimedia-assisted deep learning module
Chinese character literacy is essential for developing literacy competence in primary education; however, traditional instructional methods often rely on rote memorization, limiting student engagement, and deep learning. This study examined the effectiveness of a multimedia-assisted deep learning (MADL) module, designed based on the cognitive theory of multimedia learning (CTML) and cognitive semantic theory, in enhancing primary students’ academic achievement in Chinese character learning. A quasi-experimental design was adopted with 222 second-grade students from three schools, with an experimental group (MADL, n=110) and a control group receiving traditional instruction (n=112). Academic achievement was assessed using pre-test and post-test, measuring overall scores, reading, writing, and understanding. Non-parametric Mann–Whitney U tests and Wilcoxon signed-rank tests revealed that the MADL group significantly outperformed the control group in overall post-test scores (p<.05) as well as in reading, writing, and understanding subtests. Within-group analyses further showed greater improvements in the MADL group. These findings indicate that the MADL module is an effective and pedagogically grounded tool for enhancing Chinese character learning in primary education. The study contributes empirical evidence supporting the integration of MADL strategies into early literacy instruction.
Copyright (c) 2026 Chinese character achievement; Deep learning; Multimedia-assisted instruction; Primary education; Quasi-experimental design http://creativecommons.org/licenses/by-nc/4.0
Development of interactive e-content to enhance listening skill and language comprehension among secondary school students
The present study aimed to develop interactive e-content, conduct expert validation, and examine the appropriate level. The researchers used a purposive sampling technique to select the sample of 100 secondary school students and 35 teachers from the Kerala state scheme. The researchers adopted the analysis, design, development, implementation, and evaluation (ADDIE) model to develop interactive e-content. The study employed two quantitative methods. Firstly, the study administered expert validation sheets to three content and two media experts to validate developed interactive e-content. The study utilized the percentage analysis to evaluate the results of the expert validation sheets. Secondly, the study administered a survey questionnaire to 100 secondary school students and 35 teachers to examine the appropriate level of interactive e-content. The study employed the correlation method to analyze the questionnaire results, examining the strength and direction of relationships between variables. The average score of content expert validation is 95.5% and media expert validation is 91.5% confirm that the developed interactive e-content is highly valid and appropriate. A major challenge for the researchers was the insufficient internet speed in rural areas of Kerala. The study recommends that teachers have to develop interactive multimedia teaching-learning aids to improve listening, speaking, reading, and writing (LSRW) among students.
Copyright (c) 2026 Nitha Varghese, Kennedy Andrew Thomas http://creativecommons.org/licenses/by-nc/4.0
Beating a dead horse: investigating the continued use of ineffective assessment practices in modern education systems
The study examines the persistence of outdated assessment practices in the education systems of Jordan, Malaysia, and Australia, utilizing the Dead Horse Theory as an interpretive lens. Despite ongoing educational reforms advocating for authentic, student-centered assessment models, traditional high-stakes and summative evaluations continue to dominate. The research adopts a qualitative multi-site case study approach, drawing data from semi-structured interviews, document analysis, and classroom observations. The 30 participants, including teachers, administrators, faculty, and policy analysts, were purposively selected across the three countries. Findings reveal three interconnected themes contributing to assessment stagnation: institutional inertia, cultural attachment to standardized metrics, and inadequate professional development. In Australia, systemic accountability pressures, such as National Assessment Program–Literacy and Numeracy (NAPLAN) and Australian Tertiary Admission Rank (ATAR) rankings, limit the innovation in assessment. In Jordan, the Jordanian High School General Examination (Tawjihi) exam significantly influences pedagogy and curriculum. In contrast, a dual reality prevails in Malaysia, with reform attempts often overshadowed by entrenched examination cultures. Teachers across all contexts expressed frustration with superficial policy changes and limited practical support, frequently engaging in performative compliance rather than genuine transformation. Applying the Dead Horse Theory highlights how education systems adopt symbolic or cosmetic reforms, ‘buying a stronger whip’ or ‘changing the rider’, instead of abandoning dysfunctional practices. The study concludes that meaningful reform requires structural and policy change, cultural shifts, and sustained teacher empowerment. The Dead Horse Theory thus serves as a powerful metaphor and diagnostic tool for identifying the illusion of progress and advocating for truly transformative educational assessment.
Copyright (c) 2026 Mohammad Awad AlAfnan, Siti Fatimah MohdZuki, Shefa Mohammad AlAfnan http://creativecommons.org/licenses/by-nc/4.0
Understanding student errors in hydronym perception: a cognitive–pedagogical perspective
Despite the cultural and linguistic significance of hydronyms, little empirical research has examined how university students cognitively conceptualize them and why systematic misinterpretations arise. This study aims to identify and classify the dominant cognitive mechanisms underlying student errors in hydronym perception. A descriptive quantitative design was employed, analyzing written responses from 120 university students using a seven-category error typology grounded in frame semantics, prototype theory, and psycholinguistic models of proper-name processing, with high inter-rater reliability (κ=0.87). The results show that cognitive errors occur significantly more frequently than inattentive or interpretative errors, indicating that students’ difficulties stem primarily from incomplete activation of geographical, cultural, and historical conceptual frames rather than from surface-level inattention. Frequent reliance on phonological similarity further suggests that when conceptual knowledge is weakly integrated, learners’ default to form-based processing strategies instead of semantic interpretation. These findings indicate the need for pedagogical approaches that explicitly connect hydronyms to broader cultural and conceptual frameworks, supporting more cognitively grounded instruction in linguistics and onomastics.
Copyright (c) 2026 Akmaral Dautkulova, Mereke Atabayeva, Madiyeva Gulmira, Maxot Rakhmetov http://creativecommons.org/licenses/by-nc/4.0
Organizing students’ research activities based on STEM elements in the study process
Although science, technology, engineering, and mathematics (STEM) integration in higher education is advancing globally, its adoption in geography programs in Kazakhstan remains limited. This study examines the effectiveness of embedding selected STEM elements into the course “Geography of Aktobe Oblаst” as а means of strengthening students’ research competencies. A mixed-method design was employed, combining analysis of satellite-derived indicаtоrs, wоrk with geоspаtiаl plаtfоrms (аrcGIS Prо, EоSDа Crоp Mоnitоring, and Eо Brоwser), prаcticаl climаte-bаsed cаlculаtiоns, clаssrооm оbservаtiоns аnd cоmpаrаtive аssessment аnаlysis. The 24 students pаrticipаted in the interventiоn, cоmpleting а series оf inquiry-driven tаsks invоlving the Normalized Difference Vegetation Index (NDVI) interpretаtiоn, spectrаl reflectаnce аnаlysis аnd climаtоlоgicаl cоrrelаtiоns. Survey dаtа indicаted thаt mоre thаn 90% оf pаrticipаnts repоrted imprоved understаnding оf envirоnmentаl prоcesses, while mаny nоted gаins in аnаlyticаl reаsоning аnd dаtа-driven interpretаtiоn. Midterm perfоrmаnce results shоwed а mоdest but cоnsistent imprоvement fоllоwing the implementаtiоn оf STEM-оriented аssignments. The findings suggest thаt structured integrаtiоn оf geоspаtiаl аnd аnаlyticаl STEM tооls cаn meаningfully suppоrt the develоpment оf reseаrch skills in university geоgrаphy cоurses. By enаbling students tо wоrk with аuthentic envirоnmentаl dаtаsets, the аpprоаch cultivаtes higher-оrder reаsоning, interdisciplinаry thinking аnd sustained learner engаgement. The results highlight the pоtentiаl fоr brоаder аpplicаtiоn оf STEM-bаsed instructiоnаl mоdels in Kаzаkhstаni higher educаtiоn аnd underscоre the need fоr further lоngitudinаl аnd cоmpаrаtive studies tо evаluаte lоng-term impаcts.
Copyright (c) 2026 Shakhislam Laiskhanov, Seminar Yerkegul http://creativecommons.org/licenses/by-nc/4.0
Teacher preparedness for competency-based curriculum in Kenyan schools: training and perceptions prior to implementation
Pre-implementation training and teachers’ perceptions are critical factors influencing successful implementation of a new curriculum. This paper reports on some of the findings from a study that assessed the preparedness of primary school educators to implement the newly introduced competency-based curriculum (CBC) in Kenya. The study participants were primary school teachers and school heads drawn from 37 public elementary schools in Embu, Kenya. Using a mixed-methods approach, both qualitative and quantitative data were gathered through surveys, interviews, and observations. Qualitative data were analyzed using thematic analysis, whereas quantitative data were examined using descriptive and inferential statistics. The study revealed that 95% of teachers had been trained to implement CBC, and 65% of the teachers held negative perceptions toward the new curriculum. The study also established a weak but significant correlation (Spearman’s rho=0.268, p<0.05) between pre-implementation training and teachers’ perceptions on the CBC implementation. The findings suggest that continuous, structured in-service training is critical for CBC success, particularly in building competencies and improving teachers’ perceptions.
Copyright (c) 2026 Nathan Maina Mwangi, Simon Karuku, Elizabeth Obura http://creativecommons.org/licenses/by-nc/4.0
Extended theory of planned behavior: a contextual framework for school mathematics reform
This study extends the theory of planned behavior (TPB) by testing a structural equation model that incorporates teachers perceived contextual support in explaining implementation of a problem-solving mathematics curriculum reform in Ghana. Using cross-sectional survey data from 368 primary teachers, we measured attitude, subjective norm, perceived behavioral control, intention, self-reported implementation behavior, and contextual support. Confirmatory factor analysis (CFA) supported the measurement model. Structural equation modelling (SEM) showed that attitude (β=.38, p<.001) and perceived behavioral control (β=.29, p<.001) predicted intention, while subjective norm was marginal (β=.12, p=.051). Intention predicted implementation behavior (β=.52, p<.001). Contextual support had a direct effect on behavior (β=.28, p<.001) and strengthened the intention to behavior relationship, which was larger in high support contexts (β=.63) than in low support contexts (β=.30; Δχ²(1)=7.84, p<.01). The model explained 57% of intention and 55% of behavior. Strengthening school resources, leadership support, and professional collaboration is likely to improve mathematics curriculum reform enactment. Policy makers and school leaders should prioritize these contextual supports to help teachers translate mathematics curriculum reform intentions into consistent practice.
Copyright (c) 2026 Prince Hamid Armah, Robert Benjamin Armah, Dennis Osei Yeboah, Matilda Sarpong Adusei http://creativecommons.org/licenses/by-nc/4.0
A move analysis of the discussion sections in English as a second language learners’ quantitative theses
Discussion section of research papers is one of the most essential sections because the authors demonstrate the knowledge contribution of their research findings to the existing literature. In this study, 16 quantitative theses analytical components written by the English language learners were gathered and analyzed. By utilizing qualitative research design focusing on move analysis, the researchers found out that Move 1 (background information), Move 2 (reporting results), Move 3 (summarizing the results), and Move 4 (commenting on the results) were identified as obligatory moves since they serve as the primary objectives of this explanatory segment. Move 6 (evaluating methodology) was recognized as a traditional move. Move 5 (summarizing the study) and Move 7 (deductions from the research) were noted as optional moves. Distinct linguistic characteristics and verbal signals were observed in the various moves, with the patterns of these steps identified as a structured arrangement in the results discussion. The results aim to help student writers recognize the rhetorical frameworks that should be included in the interpretive sections of quantitative theses.
Copyright (c) 2026 Mary Joy V. Herediano, Riziel E. Secretario, Arnold M. Sumpo, Ivy F. Amante, Rovy M. Banguis, Gay Emelyn L. Lariosa, Norhanie D. Macarao http://creativecommons.org/licenses/by-nc/4.0
Students’ metacognition growth in reading: the effectiveness of flipped metacognitive strategy
Metacognitive functions as a means to regulate cognitive abilities, such as reading. The greater a person’s awareness of their metacognitive processes during reading, the more effectively they will comprehend the material. This research aims to assess the effectiveness of a flipped metacognitive strategy (FMS) as a learning approach that incorporates metacognitive skills with a focus on technology in education. A random selection method was employed to choose 28 participants for the study. The findings indicated a notable difference in the average scores of students’ metacognitive awareness before and after the implementation of the FMS. Specifically, metacognitive awareness in reading improved from a score of 56.42, categorized as “good enough”, to 80.79, classified as “very good”. The effectiveness assessment revealed that the N-Gain percent value for students’ metacognitive awareness stands at 54.81%, placing it in the less effective category. Therefore, the FMS can be utilized to enhance metacognitive awareness in reading. Nonetheless, this strategy requires ongoing implementation to be optimally effective in tracking the advancement of students’ metacognitive awareness, particularly in reading. As long as learning strategies are in place, educators must elevate the quality of instructional materials and pay greater attention to the learning needs of students. To enhance reading comprehension, teachers should foster students’ metacognitive awareness, which encompasses understanding various reading strategies, recognizing problem-solving techniques during reading, and being aware of the factors that contribute to reading comprehension.
Copyright (c) 2026 Dina Ramadhanti, Diyan Permata Yanda, Rizki Nofriadi http://creativecommons.org/licenses/by-nc/4.0
Need analysis of holistic reading literacy teaching module integrating critical thinking and character
The low levels of reading literacy and character development remain significant educational challenges among Indonesian students in the 21st century. Despite emphasizing higher-order thinking skills (HOTS) and character education in the national curriculum, elementary teachers struggle to effectively integrate these aspects into reading literacy teaching in the Bahasa Indonesia subject. This study identifies teachers’ challenges, difficult literacy topics, and the need for a structured module integrating HOTS and character. Using a design and development research (DDR) approach, an online survey of 287 grade 4 teachers from 171 elementary schools in Depok, West Java, was conducted. This study is the first to develop a grade-4-tailored holistic-HOTS-character (H2C) framework for reading literacy instruction, integrating cognitive, social, emotional, psychomotor, and moral elements. Additionally, teachers found independently retrieving and synthesizing information from multiple sources (22.30%) and teaching main ideas and supporting details (21.95%) to be the most challenging topics. Teachers strongly supported the development of an H2C teaching module (M=4.28 out of 5). The study also presents a visual H2C conceptual model to guide classroom implementation. This needs-analysis study confirms that teachers perceive a structured, holistic reading literacy teaching module as essential for enhancing student engagement, HOTS, and character development.
Copyright (c) 2026 Rahma Dona, Siti Rahaimah Ali, Florence Yulisinta, Restiana Ertika Latifah http://creativecommons.org/licenses/by-nc/4.0
Integration in reading literacy: a systematic review of pedagogical, professional, and engagement approaches
This systematic literature review (SLR) following preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 who explores integrated approaches to reading literacy across pedagogical integration, teacher development, and student engagement. From 1,108 retrieved articles, 59 article high-quality studies were selected for in-depth synthesis. Based on all studies published between 2020 and 2024, the findings reveal that multimodal instruction, inclusive pedagogy, and proposes a cohesive framework linking instructional innovation, teacher agency, and learner experience, offering actionable insights for educators and policymakers. The analysis identified three key thematic drivers of literacy improvement. First, integrated pedagogical practices such as multimodal, bilingual, and play-based instruction enhance literacy by making learning more inclusive, interactive, and context-responsive. Second, teacher professional development through targeted training in visual literacy, inclusive pedagogy, and digital tools strengthens instructional quality and prepares educators for evolving literacy demands. These approaches reflect current trends in instructional innovation and professional capacity building. Third, student engagement is significantly elevated through identity-driven learning, project-based tasks, and emotionally supportive environments that foster confidence, motivation, and deeper literacy outcomes. Together, these themes forms a new integration model that links teaching practices, teacher agency, and student experience into a cohesive literacy framework. The findings offer practical, evidence-based insights for policymakers, curriculum designers, and practitioners aiming to improve reading literacy across diverse settings.
Copyright (c) 2026 Md Zahril Nizam Md Yusoff, Wan Nur Aida Sakinah Wan Jusoh, Norfaizah Abdul Jobar, Noor Zuhidayah Muhd Zulkipli, Muhamad Fadzllah Zaini, Tajul Shuhaizam Said http://creativecommons.org/licenses/by-nc/4.0
Expert evaluation of a web-based grammatical competence module: Fuzzy Delphi method
Web-based learning modules have been considered indispensable for English as a second language (ESL) learners to utilize autonomously. However, there are still not many reputable grammatical competence modules designed for the transition between secondary school and undergraduate levels. Thus, this study aimed to ascertain expert consensus on developing a web-based grammatical competence module for pre-university ESL learners. The Fuzzy Delphi method (FDM) was employed in this study to create the module. Four broad constructs, which are the design, technical aspects, content, pedagogy of the website were used as references in developing a survey as the instrument for the study. The features in the survey were evaluated by six selected experts based on established criteria for high-quality language learning websites. Data analysis was undertaken using a 5-point fuzzy scale and the Fuzzy Delphi approach Logic Software (FUDELO 1.0). Supported by the findings and a consensus rate of over 75%, a cut-off value (d) of ≤0.2, and a fuzzy score (A) of ≥α-cut value=0.5, expert consensus was reached for the four constructs. The findings support that the module is fitting for pre-university ESL learners and can be used as a supplementary grammar learning module. Empirical studies related to learner performance and engagement outcomes in the future must continue assessing the long-term effectiveness of the module and ensure its long-term efficacy in ESL learning.
Copyright (c) 2026 Nur Hidayah Md Yazid, Nur Ainil Sulaiman, Harwati Hashim http://creativecommons.org/licenses/by-nc/4.0
Comprehension competence: personal attitudes’ effect on the intentions to read critically in a foreign language
This study explores the relationship between personal attitudes and the intention to engage in critical reading among students learning a foreign language. Grounded in theories of motivation, cognition, and critical pedagogy, the research aims to determine whether favorable attitudes influence students’ willingness to read critically. A quantitative approach was employed, using a structured questionnaire administered to a purposive sample of 200 undergraduate students at the Faculty of Foreign Languages, University of Tirana. The instrument measured two key constructs: personal attitudes and intentions to read critically, through Likert-scale items. Reliability and validity were confirmed via Cronbach’s alpha (.855 and .920) and factor analysis (Kaiser-Meyer-Olkin (KMO)=.885). Data were analyzed using SPSS, including descriptive statistics and Pearson correlation. Results revealed a statistically significant and moderately strong positive correlation between personal attitudes and critical reading intentions (r=.645, p<.01), suggesting that students who hold more favorable views toward critical reading are more likely to intend to engage in it. Despite overall positive attitudes, the intentions to pursue critical reading beyond academic settings were only moderate, indicating potential barriers or a lack of long-term motivation. The study highlights the need for pedagogical strategies that enhance students’ appreciation for critical reading, as fostering positive attitudes may lead to greater engagement and skill development in this essential area. The study concludes with pedagogical recommendations for fostering positive attitudes to enhance engagement in critical reading.
Copyright (c) 2026 Migena Alimehmeti, Irena Shehu http://creativecommons.org/licenses/by-nc/4.0
Implementing AI-integrated English writing: university English language learners writing strategies and perceptions
This study examines the writing strategies and perceptions of Korean university English language learners (ELLs) regarding the integration of generative artificial intelligence (AI) in their writing process. A total of 85 university students participated by completing surveys and participating in in-depth interviews. The findings indicated that ELLs predominantly employed writing strategies such as brainstorming, translating from their first language (Korean), and using digital tools, particularly translation apps, for revision and feedback. Students perceived AI tools positively, noting significant cognitive and emotional benefits, including enhanced vocabulary, grammar learning, and increased writing confidence. However, ELLs expressed concerns regarding ethical issues, potential dependency on AI, and the risk of reduced human interaction. The study advocates for incorporating generative AI as a supplementary instructional resource within English as a foreign language (EFL) writing education, emphasizing the need for careful instructional design to foster independent critical thinking and effective writing practices. The research offers practical insights for English language teaching (ELT) educators who utilize AI technology to support EFL learners while upholding academic integrity and student autonomy.
Copyright (c) 2026 Yong-Jik Lee, Seung-Hoon Jeong http://creativecommons.org/licenses/by-nc/4.0
The effect of rapid automatized naming on foreign language anxiety among dyslexic students
This study examined whether rapid automatized naming (RAN) training—a cognitive intervention focused on improving the speed and accuracy of naming visual stimuli—could effectively reduce foreign language anxiety (FLA) among dyslexic learners. Using a single-group pretest-posttest design with follow-up assessment, a 10-week RAN training intervention was implemented with 30 dyslexic students (18 males, 12 females; aged 13-14 years) from Egyptian preparatory institutes. The intervention consisted of individual 30-minute sessions conducted 3 times per week, systematically progressing from basic single-category naming tasks to complex mixed-category combinations designed to enhance processing fluency and automaticity. Using the foreign language classroom anxiety scale (FLCAS), anxiety levels were measured before intervention, immediately after, and at 8-week follow-up. Results revealed significant reductions in overall FLA (partial η²=.32), with particularly notable improvements in communication apprehension (partial η²=.33) and anxiety in the English classroom (partial η²=.29). Test anxiety showed initial improvement but returned to near-baseline levels at follow-up, while fear of negative evaluation remained largely unchanged. Results suggest that RAN training may be associated with reductions in FLA among dyslexic students, though causal relationships cannot be established without a control group.
Copyright (c) 2026 Abdelaziz Abdelfattah Elfeky, Abdulhamid Fathi Alholah, Afaf Saeed Al-Budaiwi, Radwa Hassan Yacoub, Ashraf Ragab Ibrahim, Mohamed Ali Nemt-allah http://creativecommons.org/licenses/by-nc/4.0
University students’ perspectives on integrating generative AI into English language learning
This study examines university students’ perspectives on integrating artificial intelligence (AI) into their English language learning, with a focus on cognitive and affective factors. Using a mixed method, the research collected quantitative data from surveys and qualitative insights from individual interviews with English language learners (ELLs). Survey results showed that ELLs recognized the technical capabilities of generative AI, particularly its extensive and dynamic database and practical translation functions. ChatGPT demonstrated clear benefits in terms of its emotional impact, including enhancing task efficiency and motivating learners. ELLs appreciated its ability to save time and foster engagement, but its influence on building confidence in language learning was less pronounced. In the cognitive domain, ELLs highlighted both opportunities and risks. While recognizing the potential for improved efficiency, concerns emerged about overreliance on generative AI, reduced independent thinking, and the possibility of facilitating academic dishonesty. Future research should focus on developing guidelines and best practices to maximize the benefits of generative AI tools while addressing their limitations.
Copyright (c) 2026 Yong-Jik Lee, Masashi Otani http://creativecommons.org/licenses/by-nc/4.0
Bangladeshi university EFL teachers’ vision for the future role of artificial intelligence in teaching and teachers’ new identity
Global education has seen the rapid integration of artificial intelligence (AI). However, its adoption in Bangladeshi universities has been limited, raising questions about the perceived value and future applications of AI among English language teachers. This study examines how English as a foreign language (EFL) teachers at Bangladeshi universities envision a future role for AI in language instruction and discusses how the integration of AI might redefine their professional identity. The data were collected through a survey of 123 EFL teachers from 20 universities, using simple random sampling, and in-depth interviews with five teachers selected through purposive sampling, following a mixed-method approach. Quantitative analysis, supported by descriptive statistics, multicollinearity tests, and multiple regression, revealed that perceived usefulness has a significant impact on teachers’ attitudes toward AI, with a coefficient of 0.643 and a p-value of less than 0.001. In contrast, perceived challenges do not significantly influence attitudes, with a coefficient of 0.032 and a p-value of 0.665. Qualitative findings further illustrate the evolution of professional identity, where teachers acknowledged the potential of AI to change practice through task automation and personalization; however, concerns remain about changes in roles and gaps in skills. Piloting and expert review, together with rigorous statistical procedures, were used to ensure the reliability and validity of the research. The study concludes by stating that the effective integration of AI requires demonstrating its practical benefits and addressing the barriers, thereby providing valuable insights for policy and practice in Bangladeshi universities.
Copyright (c) 2026 Md. Mahadhi Hasan, Kaniz Fatema, Rashed Mahmud http://creativecommons.org/licenses/by-nc/4.0
Saudi female EFL learners’ task engagement: the role of agency and self-regulation
Despite governmental reforms promoting independent learning, Saudi English as a foreign language (EFL) classrooms continue to use teacher-centered methods that limit learners’ autonomy and ability to self-regulate. This study uses a sociocultural framework and a qualitative design that includes semi-structured interviews and classroom observations of first-year Saudi female students enrolled in a university listening and speaking course. It aims to address the lack of qualitative evidence on how learner agency and self-regulation influence task engagement, and to examine how these factors affect student engagement in university-level language classrooms. Thematic analysis (TA) revealed that scaffolded autonomy and emotionally supportive classroom environments were especially influential in reducing anxiety and fostering confidence and independence. Findings show that engagement increases when students are offered structured opportunities to make choices, self-regulate, and learn in emotionally safe environments. Learners demonstrated agency through task choice, role negotiation, and alignment of assignments with personal preferences. Simultaneously, self-regulation was enacted through planning, emotional control, self-monitoring, and adaptive strategies such as peer observation and anxiety management. These findings illustrate that agency and self-regulation are socially constructed processes that flourish through interaction, guided support, and student-centered pedagogy. Addressing gaps in experimental research, the study presents how agency and self-regulation develop in real Saudi EFL classrooms
Copyright (c) 2026 Hajar Khalifa Al Sultan http://creativecommons.org/licenses/by-nc/4.0
Assessing students’ global competence using artificial intelligence: experimental research
This paper addresses the challenge of assessing global competencies in higher education, an essential skill set for students in today’s interconnected world. Despite its importance, current assessment methods struggle to accurately capture the multidimensional nature of global competence, often due to subjective grading systems, cultural biases, and limited resources. This paper proposes using artificial intelligence (AI)-driven assessment tools to streamline and enhance the evaluation of global competencies. Through a literature review and experimental study conducted at T. Shevchenko National University of Kyiv (Ukraine), we examine how AI technologies, such as natural language processing, machine learning, and sentiment analysis, can be applied to assess cultural awareness, communication skills, and critical thinking. The results suggest that AI-driven assessments are more efficient, objective, and capable of providing personalized feedback than traditional methods. This paper concludes that AI has the potential to revolutionize the assessment of global competencies, offering a more inclusive and effective approach to preparing students for global citizenship.
Copyright (c) 2026 Sofiya Nikolaeva, Yana Diachkova, Anastasiia Syzenko http://creativecommons.org/licenses/by-nc/4.0
Vietnamese EFL students’ use of grammar learning strategies: patterns, performance, and pedagogical implications
There is a scarcity of research regarding the application of grammar learning strategies (GLS) in English-as-a-foreign-language (EFL) contexts. This study evaluates the use of GLS among 257 Vietnamese EFL students by analyzing their preferences, differences, and correlations with grammar performance. Data for the study were collected using the grammar learning strategy inventory (GLSI) and a grammar test. Descriptive statistics, independent samples tests, and Pearson correlation tests were utilized to examine strategy usage levels, gender and year-level differences, as well as correlations with grammar test scores. The results indicate a significant prevalence of GLS usage (overall mean of 3.5811) and social strategies were identified as the most frequently employed with a mean of 3.7245. No notable differences in strategy utilization were observed between genders or academic year levels, indicating a uniformity within the Vietnamese educational framework. Weak yet statistically significant correlations were observed between grammar test results with metacognitive strategies (r=0.179, p<0.01), affective strategies (r=0.123, p<0.05) and social strategies (r=0.114, p<0.05), suggesting that GLS contribute to grammar mastery, although they are not the sole determinants of success. Findings suggest integrating collaborative and metacognitive strategies into English grammar instruction to help foster more strategic and independent grammar learning habits among university learners.
Copyright (c) 2026 Pham Duc Thuan, Pham Thi Tam http://creativecommons.org/licenses/by-nc/4.0
The role of gender and group preferences in problem-finding and problem-solving
Creative problem-solving is a critical skill for 21st-century learners, yet its relationship with gender and creativity preferences among gifted students remains underexplored. This study investigated how gender and individual versus group creativity preferences influence problem-finding and problem-solving abilities in intellectually gifted secondary students in Kuwait. A sample of 98 participants was assessed using the realistic problem generation and presented problems evaluations and the collectivism/individualism creativity preference scale. Statistical analysis included cluster analysis and the Point-Biserial correlation coefficient (Pbis). Results revealed that individual creativity had a stronger correlation with problem-solving skills than group creativity, while gender showed no significant effect. These findings support the development of personalized, gender-neutral educational strategies that nurture the distinct creative strengths of gifted learners to optimize academic performance.
Copyright (c) 2026 Motlaq Abuhadeeda, Amthal Alaifan, Eid G. Abo Hamza http://creativecommons.org/licenses/by-nc/4.0
Family economics education and basic economics in shaping students’ irrationality
The COVID-19 pandemic has led to changes in consumption habits and irrational consumption, which also exhibit a strong tendency towards family economic education (FEE) in shaping student economic behavior and economic irrationality (IR). The novelty of this study lies in the exploration of the relationship between FEE and students’ economic behavior mediated by basic economic (BE) understanding, which is still under-explored in the context of economic education in Indonesia. This study uses a quantitative approach with structural equation modeling (SEM). A total of 385 students of economics or economic education study programs are spread across 38 provinces in Indonesia. The finding of the research indicate that FEE has a significant but relatively weak positive effect on students’ BE understanding. In addition, FEE directly increases students’ irrationality, as well as BE understanding, which also turns out to contribute positively to such irrational behavior. This finding implicitly shows that the delivery of intensive FEE information does not always have a positive impact but can actually strengthen IR in students. Thus, this study emphasizes the need for a more careful and selective approach in FEE to reduce students’ irrational behavior.
Copyright (c) 2026 Albrian Fiky Prakoso, Waspodo Tjipto Subroto, Eka Hendi Andriansyah, Norida Canda Sakti, Ardhita Eko Ginanjar, Prattana Srisuk, Dyah Nugraheny Priastuti, Ety Youhanita http://creativecommons.org/licenses/by-nc/4.0
Development of the Arabic family relation test among school students
Family relationships are highly valued; therefore, their assessment is essential. Documented literature has emphasized the significance of family relationships in students’ different outcomes. However, there is a lack of psychometrically robust measures of family relationships in Arabic-speaking environments. This study aimed to develop the Arabic family relation test (AFRT) and examine its psychometric properties. The test explores six main dimensions of parent-child relationships: restrictiveness, affection, vulnerability, justice, acknowledgment, and trust. The cross-sectional quantitative design was utilized. The study sample included 601 school students (47.6% males) from grades 5, 7, 9, and 11, selected through a cluster-random sampling approach. The findings revealed a valid 60-item AFRT with a two-second-order-factor, six-first-order-factor factorial structure. Measurement invariance of the AFRT was achieved in the father-child model across groups of age and gender. However, measurement invariance was only supported across age groups in the mother-child model. The AFRT demonstrated good reliability, as indicated by Cronbach’s alpha, test-retest, split-half, and composite reliability. The researchers concluded that the AFRT is an appropriate tool for family assessment; however, further psychometric investigation is recommended. In addition, recommendations for implications and suggestions for future research were provided.
Copyright (c) 2026 Marwa Nasser Alrajhi, Kamisah Osman, Hussain Ali Alkharusi http://creativecommons.org/licenses/by-nc/4.0
Voices of Chinese private college EFL students: unveiling preferences in written corrective feedback
Despite the growing body of research on the impact of written corrective feedback (WCF) on intermediate and upper-level students in Chinese public universities, limited attention has been paid to the preferences of lower- and intermediate-level English as a foreign language (EFL) students in Chinese private colleges regarding various types of WCF. To address this gap, the current study examined students’ experiences with and preferences for WCF. A quantitative survey design was adopted, with data collected from 30 EFL students at a private college in Mainland China using an online self-administered questionnaire. The results showed: i) students’ preferences for WCF types were consistent with their feedback experiences; ii) students most commonly received direct feedback focused on content, while spelling gained the least feedback; and iii) students most preferred direct feedback on content and grammar, while indirect feedback on organization and spelling was least favored. The findings suggest that WCF remains valuable for EFL learners and their English as a second language (ESL) counterparts. It is recommended that EFL writing teachers in similar contexts tailor their feedback practices by prioritizing students’ preferences, particularly by emphasizing direct feedback on content and grammar, to boost engagement and learning outcomes.
Copyright (c) 2026 Mudan Cai, Joseph Ramanair http://creativecommons.org/licenses/by-nc/4.0
The role of digital technologies in the transformation of ethical norms in the educational process
In contemporary education, which increasingly incorporates digital technologies, the issue of adhering to ethical norms by both educators and students has gained particular relevance. This study aims to examine the impact of digital technologies on the transformation of ethical standards within the educational process. A survey was conducted among 45 educators and 345 students from three universities before and after the transition to remote learning, to assess changes in the adherence to ethical standards. The results revealed that after the implementation of remote learning, there was a significant increase in the level of adherence to ethical norms among educators (up to 98%) and students (up to 91%). Additionally, there was an improvement in academic performance, with 46% of students achieving a high level of success following the transition to remote learning. The evaluation of the impact of digital technologies on ethical transformation was found to be moderate but positive. Thus, digital technologies can serve as an effective tool for enhancing ethical standards and improving educational outcomes, particularly in the context of remote learning. These findings underscore the importance of integrating digital technologies into the educational process as a means of supporting ethical culture.
Copyright (c) 2026 ZuoYuan Liu, Alena Gura, Olga Pavlovskaya, Nataliya Antonova http://creativecommons.org/licenses/by-nc/4.0