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A Coaching & Mentoring Tool Anchors Support and Collaboration
Article Number: e2025001 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.1
Chris Wilcoxen , Riley Newman , Morgan Wulff
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Background/Purpose. This study examines the use of the Interactive Growth Guide, a structured coaching tool, within a year-long high-intensity induction program for beginning teachers. Specifically, the study investigates how the Interactive Growth Guide was integrated into the mentoring relationship between a beginning teacher and her coach and identifies elements that supported practical application for enhancing mentoring and coaching practices.
Materials/Methods. Using a triangulated mixed-methods design, data were collected from 29 completed Interactive Growth Guides, 16 written reflections, two semi-structured interviews, and student achievement records. The sampling focused on one beginning teacher and her assigned coach, selected for their active participation in the induction program. Data were analyzed thematically, supported by qualitative coding and quantitative data comparisons to identify key patterns of use and impact.
Results. Analysis revealed two primary themes: the Interactive Growth Guide (1) anchored mentoring support and (2) fostered collaboration. Subthemes indicated the Interactive Growth Guide facilitated goal setting, progress tracking, reflective practices, and data-driven discussions. Additionally, the tool promoted shared responsibility through joint action planning, collaborative data analysis, and continuous dialogue about instructional improvement and professional growth.
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Conclusion. Findings highlight the Interactive Growth Guide’s value as a structured framework for mentoring, capable of anchoring support and fostering collaboration. The study suggests its adaptable application in other coaching contexts
Keywords: active learning, COIL, digital technology, systematic literature review, university education
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The Role of the Critical Friend in Supporting Principals to Lead School Improvement
Article Number: e2025002 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.2
Ryan Dunn
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Background/purpose. This study explores the different ways in which critical friend roles are conceptualized. The critical friend role is adaptive by nature, with significant ambiguity surrounding it, which has resulted in disjointed and fragmented literature. This study sought to provide insights into the varied and potentially boundary-spanning roles that critical friends may need to draw upon when supporting school-based improvement work.
Materials/methods. A focus group methodology was adopted to examine the type of role that experienced critical friends anticipated that they would be required to undertake as part of a longitudinal school improvement program. A semi-structured interview protocol guide was used to uncover the participants' prior experiences when undertaking the role of a critical friend.
Results. This study analyzed the work of five critical friends whose primary role was to support principals to lead improvement in improving teaching and learning in mathematics. The results show that critical friends defined four key archetypes they anticipated to utilize during the professional learning program.
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Conclusion. The study highlighted that the role of the critical friend in supporting improvement is quite varied. The critical friend role can differ depending on the context, level of trust in the relationship, and the core work that is to be undertaken.
Keywords: Critical friend, principals, school improvement
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Student Reflections on Peer Assessments: Benefits and Challenges in a Mathematics Class
Article Number: e2025003 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.3
Yaniv Biton
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Background/purpose. This study addresses the challenge of engaging students in meaningful assessment processes within mathematics education, particularly in pre-university preparatory courses. Peer assessment, a growing pedagogical practice, can enhance learning outcomes, promote critical thinking, and improve collaborative skills. However, concerns over fairness, reliability, and students’ confidence in their evaluative capabilities often hinder its adoption. This research was conducted to explore students’ attitudes toward peer assessment, assess its perceived benefits and challenges, and evaluate its viability as a formative assessment tool in a structured educational context. The main purpose is understanding how peer assessment can contribute to learning while addressing the barriers to its broader implementation.
Materials/methods. The research employed a mixed-methods approach, combining quantitative data from a 29-item attitude questionnaire distributed to 50 students with qualitative insights gathered through semi-structured interviews with 11 participants. Peer assessment activities were conducted in six 90-minute sessions involving problem-solving, developing assessment criteria, and evaluating peers’ solutions. Data analysis included statistical evaluations of questionnaire responses and thematic coding of interview transcripts.
Results. Students reported that peer assessment enhanced their learning, improved their understanding of mathematical content and pedagogical requirements, and fostered meaningful peer interactions. However, they expressed concerns about fairness, reliability, and the social dynamics of open peer evaluations. While students valued the educational benefits of the process, they hesitated to accept peer assessment as part of formal grading due to perceived subjectivity and lack of expertise.
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Conclusion. While peer assessment is a powerful tool for fostering collaborative learning and critical thinking, its integration into formal grading systems requires careful planning. Addressing training, bias, and anonymity challenges can enhance its reliability and acceptance among students, making it a more robust and equitable practice in education.
Keywords: Peer assessment, collaborative learning, collaborative evaluation, mathematics education, student attitudes, formative assessment
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Robots Teaching Teachers: Acceptance of Technology in Higher Education
Article Number: e2025004 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.4
Edgar Omar López-Caudana , Paloma Suarez-Brito , Jose Jaime Baena-Rojas
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Background/purpose. This study aimed to investigate teachers' perceptions of using advanced technological tools, specifically the NAO robot, in co-teaching settings to enhance class development and promote complex thinking in higher education. Complex thinking is a crucial skill in higher education, enabling students to effectively address and solve multifaceted problems.
Materials/methods. A survey was conducted among 192 participants following a workshop where the NAO robot was used as a co-teaching tool. Participants were divided into three age groups: young adults (n=29, 15.1%), middle-aged adults (n=129, 67.2%), and older adults (n=33, 17.2%). The survey evaluated their experiences and perceptions of the robot's impact on the teaching-learning process.
Results. Findings highlighted the importance of integrating technological innovations, like the NAO robot, in higher education. Participants reported that such tools not only fostered the development of complex thinking but also enhanced the overall educational experience by making classes more engaging and accessible.
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Conclusion. The use of cutting-edge technologies, such as the NAO robot, holds significant potential for driving innovation in higher education. These tools contribute to more interactive and effective teaching, supporting the development of essential cognitive skills and improving educational outcomes.
Keywords: Complex thinking, social robotics, teachers, educational innovation, higher education, Education 4.0, NAO robots, research methodology
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Experiences of Mentor Teachers in Supporting Pre-service Teachers’ Professional Growth and Development Using Conversation and Professional Standards
Article Number: e2025005 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.5
Ondine Bradbury , Ange Fitzgerald
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Background/purpose. Positioned within the Australian context, this study explores the experiences of mentor teachers using professional standard-informed Conversation Cards to support the professional growth of pre-service teachers. With a particular focus on practical solutions, the research investigates the opportunities and challenges mentor teachers face during standard-informed conversations aimed at enhancing pre-service teachers' development.
Materials/methods. An exploratory case study methodology was employed for the larger study; however, this paper focuses on a focus group discussion (FGD) with five teachers from rural schools participating in a structured professional experience program. The FGD, involving teachers with varying mentoring experiences, examined their use of Conversation Cards in mentoring. Data were analyzed through the lens of Bandura's self-efficacy theory, focusing on cognitive, motivational, affective, and selection processes.
Results. The study found that cards provided structure and focus during mentoring conversations, aligning discussions with teacher standards and enhancing professionalism. Cognitive benefits included more organized and thorough feedback. However, some mentors felt the cards made conversations less natural and were challenging due to assumed proficiency levels and complex language.
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Conclusion. The study contributes to improving the quality of teacher education and professional development by supporting mentor teachers with structured yet adaptable tools, ultimately benefiting educational practices for future teachers.
Keywords: mentoring, pre-service teachers, teacher development, professional standards
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Beliefs and Attitudes of Primary School Mathematics Teachers Towards STEM Education
Article Number: e2025006 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.6
Afizal Abd Ghani , Roslinda Rosli , Siti Mistima Maat
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Background/purpose. Science, Technology, Engineering, and Mathematics (STEM) interdisciplinary education in schools may spark students’ interest in learning the subjects and further help develop human capital and a STEM-educated workforce. However, many teachers are yet to be prepared to integrate STEM education into the school curriculum. Considering the significance of teachers’ perspectives on STEM education, this study aimed to determine the correlation between primary school mathematics teachers’ attitudes and beliefs about STEM education.
Materials/methods. Using simple random sampling, forty-nine primary school mathematics teachers were selected to participate in this quantitative research utilizing a questionnaire with a five-point Likert scale. The study objectives were addressed using descriptive analysis. Further, the Statistical Package of the Social Sciences (SPSS) was used to conduct Pearson’s correlation and simple linear regression analyses.
Results. The study found that primary school mathematics teachers had moderate attitudes and beliefs toward STEM education. Additionally, a significant correlation existed between primary school mathematics teachers’ beliefs and attitudes towards STEM education. A simple linear regression test confirmed that teachers’ beliefs in STEM education influenced their attitudes towards STEM education with a value of adjusted R2 = .860. Furthermore, the Multivariate Analysis of Variance (MANOVA) test results showed that participation in STEM Professional Development (PD) is a significant factor in mathematics teachers’ beliefs and attitudes towards STEM education.
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Conclusion. There is a need to provide quality and sustainable professional development programs to support teachers’ knowledge in integrating STEM education in primary school curriculum.
Keywords: attitudes towards STEM, beliefs towards STEM, mathematics teachers, primary schools, STEM
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Moral Leadership in Primary Education: Constructing and Validating an Instrument for Principal Assessment
Article Number: e2025007 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.7
Paul Arjanto , Feibry Feronika Wiwenly Senduk , Inaya Sari Melati , Tri Wahyuni Maduretno , Hisky Ryan Kawulur
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Background/purpose. Moral leadership is essential to foster ethical, effective school management and create positive educational environments. Existing moral measurement instruments focus on general morality, and there is a lack of tools tailored to assess the moral leadership of prospective primary school principals in Indonesia. This study aims to develop and validate Bafadal’s Leadership Morality Questionnaire (BLMQ) to measure the moral leadership qualities of prospective elementary school principals based on spiritual, national, and human morality aspects.
Materials/methods. The instrument development followed these steps: (i) content validity was assessed by two experts, (ii) a readability test was conducted with 100 respondent teachers, (iii) an assessment of the internal structure, and (iv) a reliability test involving 362 teachers from East Java, Indonesia, who were selected using multi-stage random sampling.
Results. Content validity, assessed by two experts, demonstrated perfect alignment between moral variables, aspects, competencies, and items, with an inter-rater agreement index of 1, requiring no item elimination. The practical evaluation highlighted exceptional usability, achieving a perfect Kappa index of 1.000 (p < 0.01). The readability test confirmed the instrument's clarity. Confirmatory Factor Analysis (CFA) validated the instrument’s hierarchical structure, with the third-order model showing the best fit (e.g., RMSEA = 0.074, CFI = 0.915). Of the 65 items, 52 were validated with strong factor loadings (>0.5), while 13 items were excluded for enhancement. Reliability testing revealed high internal consistency, with Cronbach’s Alpha and Composite Reliability exceeding 0.9 for most aspects. Norms established using percentile scores classified moral leadership into high (P75 and above), moderate (P50–P75), and low (below P50), providing a robust framework for assessment and intervention.
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Conclusion. The validated BLMQ offers a reliable and comprehensive instrument for measuring moral leadership in prospective school principals, contributing to their leadership development, classification, screening, and placement in primary education.
Keywords: moral leadership; educational leadership; primary school principals; leadership assessment; psychometric validation
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Exploring the Impact of Student Orientation on Mathematics Learning Using Self-Organizing Maps: A Study with Middle School Students
Article Number: e2025008 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.8
Charaf Tilioui , El Mehdi Bellfkih , Imrane Chemseddine Idrissi , Khadija El Kababi , Mohamed Radid , Ghizlane Chemsi
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Background/purpose. Mathematics education develops critical thinking and problem-solving skills, yet middle school students often face challenges, including didactical, epistemological, and ontogenic obstacles, that influence their academic orientation. This study investigates how Self-Organizing Maps (SOMs) can address these challenges by clustering students based on shared characteristics and designing targeted interventions.
Materials/methods. A mixed-methods design was used. Phase One analyzed data from 200 high school students to explore the link between middle school mathematics performance and academic orientation. Phase Two focused on 60 middle school students completing a mathematics assessment and orientation questionnaire. SOMs identified learning patterns and guided peer-learning interventions. Pre- and post-intervention performances were compared.
Results. SOM clustering identified four distinct student groups. Targeted interventions significantly reduced mathematical errors, with a 45% overall decrease. Post-intervention, there was a 20% increase in students choosing the scientific track, reflecting improved confidence and interest in mathematics.
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Conclusion. SOM-based clustering effectively identifies and addresses learning obstacles, improves mathematical proficiency, and positively influences students' academic orientation. This approach highlights SOM’s potential for customized education and its implications for teaching strategies and policy.
Keywords: self-organizing maps, artificial neural networks, mathematics education, learning obstacles, educational orientation, peer collaboration
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Enhancing Digital-Age Metacognition: A Framework for Cognitive Innovation in Thai Secondary Education
Article Number: e2025009 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.9
Thiyaporn Kantathanawat , Natarika Thongsomnuek , Mai Charoentham , Paitoon Pimdee
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Background/purpose. The increasing prevalence of digital tools in education necessitates models that enhance students' metacognitive skills. Despite this need, limited research exists on structured pedagogical approaches to foster metacognition within digital learning contexts. This study aimed to develop and evaluate the Cognitive Innovation Model to Enhance Metacognitive Skills in the Digital Age (CIMEMSDA) for Thai secondary students, addressing this gap in contemporary education.
Materials/methods. A quasi-experimental design was employed to assess the efficacy of CIMEMSDA, which follows a four-stage structured approach: (I) introduction and recalling, (ii) reviewing and planning, (iii) investigating and applying knowledge, and (iv) summary and evaluation. Rooted in constructivist and metacognitive principles, the model was validated by nine experts for utility, feasibility, suitability, and accuracy. The study involved 80 Grade 8 students in 2024, divided equally into experimental and traditional groups. The experimental group used CIMEMSDA with modules on computational thinking and Python programming, while the traditional group received standard instruction.
Results. The experimental group demonstrated significantly higher metacognitive skills and academic performance than the traditional group. The MAPS Model significantly improved students' digital technology competencies, with post-learning DTS scores exceeding the benchmark by 8.07%. This demonstrates the model's ability to surpass foundational expectations and foster advanced technological skills. Students maintained their academic achievement and digital technology skills for 14 days post-learning without significant decline, illustrating the model's effectiveness in ensuring durable and long-lasting learning outcomes.
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Conclusion. CIMEMSDA shows strong potential as an educational tool for enhancing metacognitive skills in the digital age. Its structured, stage-based approach aligns well with contemporary educational practices, addressing critical gaps and offering a feasible framework for integrating metacognitive skill development into secondary education.
Keywords: academic performance, cognitive innovation, metacognition, secondary school students, Thailand
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The Effect of a Cognitive-Behavioral Coaching Model on Improving Academic Performance of ADHD Adolescents
Article Number: e2025010 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.10
Tzvika Mor , Eliana M. Moreno
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Background/purpose. This research aims to examine the effect of a Cognitive-Behavioral Coaching (CBC) model on the academic performance of adolescents with attention deficit hyperactivity disorder (ADHD) and to analyze the relationship between academic performance, self-esteem, and relationship with parents.
Materials/methods. The sample comprised 31 students enrolled in Yeshivot (Jewish religious high schools) in Israel. Qualitative multiple case study methodology was used to examine data collected before and after intervention based on the coaching CBC model. Data were collected from two sources: (a) client files that included complete documentation of all coaching sessions and (b) semi-structured in-depth interviews. The triangulated data coming from different sources and times were analyzed and discussed from a retrospective perspective.
Results. The findings demonstrate an improvement in the academic functioning of adolescents with ADHD, particularly in the components "managing academic tasks" (73%) and "achievements" (76%). The CBC model was found to be effective in improving the academic performance of adolescents with ADHD. The relationship between academic improvement, increased self-esteem, and improvements in the relationship between adolescents and their parents is discussed.
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Conclusion. The findings contribute to establishing coaching as a potentially effective intervention to train executive functions, achieve academic goals, and strengthen self-esteem in adolescents with ADHD from a qualitative perspective. In addition, information about the intervention process is provided, which may help implement this type of intervention within or outside the school context. This study focuses on a specific population. Therefore, further research applying different methodologies is needed to examine the effect of the model in broader and more diverse populations.
Keywords: coaching, cognitive behavioral intervention, ADHD, executive functions, adolescents
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Echoes of Experience in Teacher Selection: Perspectives from Preservice Mathematics and Science Teachers
Article Number: e2025011 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.11
Youssef Oulaydi , El Faylali Hanan , Guerss Fatima-Zahra , El Qryefy Mouhcine , Bouhaba Abdelmounaim , Darif Hajar , Youssef El Madhi
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Background/purpose. This study investigates the selection process of preservice mathematics and science teachers in Morocco, aiming to assess the perspectives of candidates on the fairness and efficacy of the process. The primary purpose of the study is to explore the challenges and concerns surrounding the criteria used for teacher recruitment.
Materials/methods. A cross-sectional survey approach was used, involving 212 candidates enrolled at the Regional Center for Education and Training Professions in Rabat. Data were collected through a structured questionnaire focusing on the preliminary selection criteria, written tests, and interviews.
Results. Candidates expressed concerns over age-based selection criteria and qualification requirements in the initial selection, suggesting these do not predict teaching quality. The alignment of written exams with university curricula was questioned, particularly regarding didactics and educational sciences. Additionally, the written tests were seen as insufficient in assessing practical teaching competencies, calling for more scenario-based questions.
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Conclusion. The study highlights the need for a more inclusive and adaptable selection process that addresses concerns over age limits and balances academic qualifications with practical teaching skills. Improving the alignment with curricula and incorporating real-world scenarios could enhance fairness and better assess the competencies essential for effective teaching in Morocco.
Keywords: preservice teachers, selection process, mathematics teachers, science teachers, teacher selection
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Understanding the Integration of Deep Learning and Artificial Intelligence in Quranic Education and Research through Bibliometric Analysis
Article Number: e2025012 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.12
Andri Nirwana An , Fauziyah Qurrota A’yun Tamami , Zainora Daud , Norsaleha Mohd Salleh , Mohamad Haeqal bin Ishak , Muthoifin Muthoifin
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Background/purpose. Recent developments in information and communication technology have opened up many new opportunities in various research fields, including religious studies (Burton, 2020). One of the most notable innovations was integrating artificial intelligence and deep learning in religious studies, including Quranic education and research. This study conducted a bibliometric analysis of Quranic education and research integrating deep learning and artificial intelligence. The study evaluated five key indicators in bibliometrics: scientific production, authors, country level, affiliations, and sources or journals.
Materials/methods. Data were collected from the Scopus database using Boolean search, and the final data set included 244 studies published between 1966 and 2024. Data were analyzed using R/R-Studio, VOSViewer, and Microsoft Excel software.
Results. The results showed that most publications were from the United States, the United Kingdom, and China, with the University of Michigan and Ann Arbor as the most productive institutions. The analysis also revealed that publications integrating DL and AI in Quranic research peaked in 2023. Network visualization identified three main clusters that illustrate the relationship between terms and concepts, with keywords such as "religion" and "Artificial Intelligence" being the most frequently discussed topics.
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Conclusion. The study provides significant methodological insights for researchers interested in integrating AI and DL in religious research and encourages further research.
Keywords: Deep Learning, Artificial Intelligence, Religions, Quranic, Bibliometric
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Integrating Mastery Adaptive and Problem-Solving (MAPS) Digital Technology Skills into a Thai Community College Student Learning Model
Article Number: e2025013 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.13
Thiyaporn Kantathanawat , Anyamanee Ussarn , Mai Charoentham , Paitoon Pimdee
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Background/purpose. The increasing integration of digital technology in education underscores the need for instructional models that support personalized, skill-based, and problem-solving-focused learning. While traditional pedagogies often fail to address these needs comprehensively, this study proposes that the Mastery Adaptive Problem-Solving (MAPS) Model offers an innovative solution for enhancing digital technology skills (DTS) and academic achievement (AA) among Thai community college students.
Materials/methods. The MAPS Model incorporates mastery learning, micro-learning, adaptive learning, and problem-based learning (PBL) into a six-step framework. Expert validation of the model was conducted using the Connoisseurship method via focus group discussions. A quasi-experimental design was employed to evaluate the model's implementation with 19 second-year Thai community college students. Student DTS and AA were measured using validated tools with reliability indices exceeding 0.80. Retention of skills and knowledge was assessed 14 days post-instruction.
Results. Experts rated the MAPS Model highly for utility, feasibility, appropriateness, and accuracy. After implementation, students' DTS significantly exceeded the set threshold (70%), with statistical significance at the .01 level. Additionally, students demonstrated significantly higher AA post-instruction than pre-instruction levels, at the .01 significance level. Retention analysis revealed no significant decline in DTS or AA 14 days after program completion.
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Conclusion. The MAPS Model effectively integrates innovative pedagogical strategies to enhance DTS and AA in community college settings. Its structured, adaptable framework addresses diverse learner needs, ensuring immediate and sustained educational benefits.
Keywords: adaptive learning, community college, digital literacy, mastery learning, microlearning, problem-based learning, Thailand
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A Study of Acmeological Competencies Among Pre-Service Teachers Through Psychometric and Demographic Lenses
Article Number: e2025014 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.14
Laura Anarbek , Gulnara Sarsenbayeva , Elmira Uteubayeva , Gulnara Issayeva , Kulakhmet Moldabek, Anarbek Kozybay
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Background/purpose. Despite the contributions of existing literature, there is a clear deficiency in studies that systematically address the development of pedagogical acmeology skills as a core component of teacher training programs. This study aims to address this gap by examining pedagogical acmeology as a holistic approach to improving essential skills in future educators, aiming to understand how teacher training can be improved to meet contemporary educational demands.
Materials/methods. This study employed a validated psychometric survey instrument designed to measure acmeological competencies—self-regulation, resilience, self-efficacy, and collaborative skills—among pre-service teachers. Data were collected from 174 participants using a Google Form during the autumn semester of the 2024–2025 academic year. The survey development involved an iterative process with expert review and pilot testing. Confirmatory Factor Analysis was used for validation. Descriptive and inferential statistical methods, including Mann-Whitney U and Kruskal-Wallis tests, were used to analyze demographic group differences and factor relationships.
Results. Female pre-service teachers scored significantly higher than males in Self-Regulation and Reflective Practices and Self-Efficacy in Pedagogical Skills, while no gender differences were observed for Goal Orientation and Resilience or Collaborative Skills and Peer Learning. There were no significant correlations between age and the survey factors, and no significant differences were found across academic disciplines. The survey instrument demonstrated high reliability, with a Cronbach’s alpha of 0.89 and validity, with all factors showing significant loadings in the Confirmatory Factor Analysis.
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Conclusion. The findings highlight the importance of embedding acmeological skills in teacher education curricula to enhance professional excellence and adaptability in future educators. Gender differences observed in certain competencies suggest the need for targeted strategies to support male pre-service teachers.
Keywords: acmeology, acmeological competencies, self-regulation, self-efficacy, resilience, collaborative skills
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Differences of Half-Split Equations on Estimating Test-Reliability Coefficient
Article Number: e2025015 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.15
Omar Saleh Bani Yassin , Aiman Mohammad Freihat , Sabri Hassan Al-Tarawneh
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Background/purpose. This study aimed to investigate the differences among the equations used in estimating the reliability coefficient using the half-split method. These equations demonstrate Spearman-Brown’s, Rulon’s, Guttman’s, Mosier’s, Flanagan’s, and Horst's.
Materials/methods. The study instrument was a 43-item scale for evaluating the computerized mathematics curriculum for the tenth grade in southern Jordan. It was applied to a sample of 303 male and female teachers and educational supervisors.
Results. The results showed that all values of the reliability coefficients estimated in the six equations were acceptable. In addition, the best equation for estimating the half-split reliability coefficient was the Spearman-Brown equation, followed by two equations by Flanagan and Rulon.
Conclusion. Considering the results of the current study, the researchers do not recommend using Mosier’s equation because it gave the lowest reliability-coefficient value.
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Keywords: half-split, reliability, tests
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How do Gen Z Teachers Develop Their Intrapersonal Skills? Evidence from Indonesia
Article Number: e2025016 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.16
Suyatno Suyatno , Dholina Inang Pambudi , Wantini Wantini , Didit Haryadi , Hendra Hendra , Rohmatus Naini
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Background/purpose. Generation Z (Gen Z) teachers often face problems related to low intrapersonal skills in the workplace. Although empirical evidence shows how important intrapersonal skills are in supporting Gen Z teachers, there is still limited research on the intrapersonal problems faced by these teachers. Therefore, this research aimed to explore the intrapersonal skill problems often faced by Gen Z teachers as well as ways to solve these problems.
Materials/methods. Adopting a qualitative research method, a Focus Group Discussion (FGD) was conducted to explore the experiences and views of Gen Z teachers regarding intrapersonal skills. Data were collected from 50 teachers from Bima City and Regency, West Nusa Tenggara Province, Indonesia, between the ages of 23 and 28. The data were analyzed using thematic data analysis.
Results. The results showed that Gen Z teachers often face problems such as work pressure, emotional regulation, and negative self-image. Strategies adopted for improving intrapersonal skills included mindfulness, self-reflection, seeking feedback, and maintaining a balance in life.
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Conclusion. This research evaluated the problems faced by Gen Z teachers and appropriate strategies developed to solve them, which indicated the importance of emotional support and intrapersonal skills. Therefore, schools need to provide spaces and training that support the development of these skills so that teachers can be more effective in facing challenges and improving professionalism. The findings offer a strong framework for developing more comprehensive teacher training programs, which focus not only on technical skills but also on developing intrapersonal skills crucial in enhancing learning.
Keywords: Gen Z teachers, intrapersonal skills, mindfulness, self-reflection, balance in life
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The Efficacy of Portfolio Dynamic Assessment Model for Language Learning: A Case Study in Universitas Negeri Surabaya
Article Number: e2025017 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.17
Suhartono Suhartono , Margana , Ari Purnawan , Yuyun Yulia
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Background/purpose. The purpose of this study was to analyze the efficacy of the dynamic assessment (DA) Portfolio model for language learning in higher education. This study was conducted in the Indonesian Syntax classroom at Universitas Negeri Surabaya (Unesa).
Materials/methods. The learning topics selected in this study were syntactic functions concluding subject; predicate; object; and adverb. The participants of this study were Unesa students in the Indonesian Language and Culture Study Program. DA was conducted with the train-within-test designs. Tests were used in data collection techniques. Descriptive statistics were used for data analysis.
Results. DA was conducted on the topic of syntactic functions in Indonesian sentences. There are four sub-topics, namely subject, predicate, object, and adverb. In the four topics, two topics at the beginning required intervention because students' test scores were low, namely a mean score of 47.18 on the subject and 40.26 on a predicate. After that, there was an increase in scores to 67.44 and 79.74. The last two topics have met the learning targets, namely 67.18 on objects and 85.13 on adverbs so no additional intervention is needed. This can be influenced by student interaction on the two previous topics. DA by integrating tests and interventions. This intervention is in the form of feedback and reinforcement of the material.
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Conclusion. DA Portfolio model in language learning in higher education is effective in improving students' language skills. This can be seen in the students' language skills improvement which are controlled according to the learning targets on each topic.
Keywords: dynamic assessment, language learning, Indonesian sntax classroom, training within test designs, feedback intervention
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School Leadership Models and Efforts Reconstruction of Religious Moderation in State Madrasah Aliyah in Indonesia
Article Number: e2025018 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.18
Muchammad Eka Mahmud , Umiarso
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Background/purpose. Religious moderation at the high school level is an essential part of the curriculum. One of the supporting factors in education is the principal's leadership style. The aim of this research is to explore the strategy and implementation of the principal's leadership in promoting religious moderation.
Materials/methods. This research employs a qualitative method with a phenomenological approach. The data sources for this study include school principals, teachers, and students from public Islamic high schools. Data collection instruments consist of interviews and observations, using structured interview guides and data recording tools such as tape recorders and video recordings, along with other research support tools. The technical data analysis involves data coding procedures and presenting the research findings through written narratives, interviews, documents, and other field materials.
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Results/Conclusion. The results of the study are summarized in five key points. First, schools in MAN emphasize the value of religious moderation in subjects such as Civic Education (PKN) and Islamic Religious Education. Second, the school has established a spiritual moderation team, which has undergone government-led education and training. After the training (DIKLAT), the team became a pioneer in implementing religious moderation, starting with teachers and extending to students. Third, the school evaluates the implementation of religious moderation by requiring each teacher to submit a report during supervision by the school principal. Fourth, the school organizes student taklim assemblies, moving from house to house, to better understand each family. Fifth, the impact of this initiative includes fostering a strong sense of self-confidence among students.
Keywords: leadership, principal, religious moderation, training, taklim assembly
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Global Trends in Gender Inequality in Higher Education: A Bibliometric Analysis (1993–2024)
Article Number: e2025019 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.19
Vidnay Noel Valero-Ancco , Fredy Sosa Gutierrez , Yolanda Lujano-Ortega , Katty Maribel Calderón-Quino
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Background/purpose. Gender inequality in higher education remains a persistent issue that hinders the equitable access and participation of both women and men in the academic field. This study aims to analyze global research trends in gender inequality in higher education from 1993 to 2024, focusing on how these trends are reflected in publications indexed on the Scopus database.
Materials/methods. A bibliometric analysis was conducted, encompassing 380 documents published in Scopus. The review identified the main trends in scientific production on gender inequality in higher education and its evolution over the past decade.
Results. The findings revealed an exponential increase in scientific production on the topic, particularly since 2017. The United States and the United Kingdom were identified as the most productive countries, with a high concentration of publications in specialized journals. Furthermore, the social sciences field represented the most significant scientific output.
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Conclusion. The study concludes that, despite the increase in research on gender inequality in higher education, significant challenges remain in promoting gender equality. This highlights the need for more effective educational policies and a more inclusive approach to future research to advance toward achieving equity in the academic realm.
Keywords: gender inequality, higher education, scientific production, bibliometrics, Scopus
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Exploring the Influence of Parent-Adolescent Relationships on Adolescents’ Self-Esteem: Evidence from Kosovo
Article Number: e2025020 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.20
Vlora Sylaj , Adelina Hajrullahu
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Background/purpose. This study aimed to explore various demographic and relational factors affecting adolescents, with a particular focus on their self-esteem.
Materials/methods. This study employed a descriptive and correlational research design to gather quantifiable data and examine the relationship between parent-adolescent dynamics and adolescents’ self-esteem. The study used descriptive and inferential statistical methods to analyze the data, including mean (M), standard deviation (SD), frequency, and Pearson’s correlation coefficient. The research sample consists of 573 adolescents determined by a simple random sampling method.
Results. The findings indicated a significant positive correlation, suggesting that a stronger parent-adolescent relationship is associated with higher adolescent self-esteem. The results of the data analysis showed that gender is an influential factor in adolescents' self-esteem. We also found that the level of parent-adolescent relationship and the parenting style were significantly related to the level of adolescents' self-esteem.
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Conclusion. This research confirms the link between self-esteem and the adolescent-parent relationship. The findings reveal a positive correlation between self-esteem and parent-adolescent relationships, emphasizing parents' crucial role in shaping adolescent self-esteem. The study’s implications are both theoretical and practical, highlighting the importance of positive parenting and its impact on self-esteem. It suggests the need for educational programs for parents to raise awareness of how they influence adolescent self-esteem, particularly by promoting healthy communication and relationships within families. These findings underline the need for designing parenting programs to enhance adolescent well-being.
Keywords: Self-esteem, parents, adolescent, parenting styles
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Problem-Solving Based Epistemic Learning Pattern: Optimizing Mathematical Representation Ability of Prospective Teachers and Pharmacists
Article Number: e2025021 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.21
Nyoman Sridana , Naif Mastoor Alsulami , Muhamad Galang Isnawan , I Ketut Sukarma
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Background/purpose. Although mathematical representation ability is a significant ability and an interesting topic to study, quite a few researchers have studied this ability, and even fewer have examined it through the implementation of epistemic learning patterns based on problem-solving. In fact, this learning pattern is epistemic and makes problems the core situation for students in constructing concepts or solutions. Therefore, this study aimed to optimize students’ mathematical representation abilities through the implementation of this learning pattern.
Materials/methods. This study employed a didactical research design to achieve the research objectives. Participants were 56 prospective mathematics teachers and pharmacists (14 men and 42 women) aged between 20 and 24 years. The main instrument was the researcher, with several additional instruments, such as lecture design, mathematical representation ability forms, and documentation studies. Data were analyzed using qualitative data analysis methods.
Results. The results of the study revealed that all prospective teacher participants used verbal representation forms, and most others used symbolic and verbal representation forms when solving problems. All prospective pharmacist participants did not use visual representation forms but used symbolic and verbal representation forms when solving mathematical problems. This finding depended on the form of the task given.
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Conclusion. The results of this study concluded that problem-solving-based epistemic learning patterns could be used during lectures to optimize students’ mathematical representation abilities, noting that the form of the assignment should be designed in a way that facilitates visual representation.
Keywords: epistemic learning patterns, mathematical representation ability, problem-solving
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Educating for a Greener Future: Sustainability Thinking in International English Language Textbooks
Article Number: e2025022 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.22
Samih Al Karasneh , Rania Qassrawi , Ali Al-Barakat , Bushra Alakashee , Najeh Alsalhi , Sami Alqatawneh
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Background/purpose. Education is crucial for fostering sustainability awareness and thinking among university students in a world increasingly defined by mounting environmental crises. Textbooks, as fundamental learning resources, have the potential to shape the minds of global citizens by offering insights into contemporary environmental challenges. This study aimed to investigate the promotion of sustainable thinking in international English language textbooks by incorporating Green Education elements throughout various aspects of the Unlock English series.
Materials/methods. In light of the research objectives, a series of textbooks (A1, A2, B1, and B2 levels) from the Unlock series has been analyzed using content analysis and criteria developed by the researchers, which covered various dimensions of Green Education.
Results. The findings revealed that the textbooks moderately included Green Education components, primarily focusing on increasing students' environmental awareness. However, there was a noticeable lack of content aimed at developing personal environmental values, critical thinking skills, and active participation in action-oriented activities. In contrast, the textbooks were found to have the potential to enhance sustainability thinking among university students.
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Conclusion. The study concluded that there is a need for a more balanced inclusion of Green Education components across textbooks of various language proficiency levels to promote holistic, sustainable thinking.
Keywords: sustainability thinking, green education, English textbooks
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The Impact of the Guided Discovery Strategy on Developing Creative Thinking among Sports Students
Article Number: e2025023 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.23
Mo'een A. Oudat , Nezar M. Al-Luwaici , Mahmoud H. Yacoub
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Background/purpose. In modern society, the process of shaping students’ creative thinking takes on a new and broader dimension. This study aimed to understand ways of forming creative thinking in students by identifying the impact of the Guided Discovery Strategy on developing creative thinking. It is a process in which students are encouraged to invent through the discoveries and inventions of other people. This happens when learners are immersed in authentic situations and are allowed to figure out the solutions and discover knowledge themselves.
Materials/methods. The study employed a quasi-experimental approach. The sample consisted of 60 students taking fitness courses at the faculty of physical education and sports sciences at Hashemite University. The sample was divided into two groups. The first group applied the educational program using the Guided Discovery Strategy. The second group applied the lecture method. All researchers were involved in the design of the teaching units for the Guided Discovery Strategy. A scale was designed to assess creative thinking consisting of 28 items and four dimensions: sensitivity to problems, originality, fluency, and flexibility.
Results. The results indicated differences in the impact of using the Guided Discovery Strategy on the development of creative thinking skills of students between the two groups. The group that used the Guided Discovery Strategy showed better improvement in their critical thinking skills.
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Conclusion. The study concludes that using the Guided Discovery Strategy can have a positive effect on developing the creative thinking skills of students, and it can be applied in different learning contexts to test its utility and to develop its application.
Keywords: guided discovery strategy, creative thinking, developing students
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International Competitiveness of Thai Higher Education: The Lens of Student Satisfaction
Article Number: e2025024 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.24
Jiacheng Zhong , Yaoping Liu , Boge Triatmanto
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Background/purpose. This study aims to assess the international competitiveness of Thai Higher Education and the satisfaction levels of Chinese international students, taking into account the previously overlooked experiences of this group. These criteria are crucial for Thailand's objective of positioning itself as a leading educational center in Southeast Asia.
Materials/methods. The research methodology employed a mixed-methods approach, combining qualitative and quantitative research methodologies. The qualitative component consisted of conducting in-depth interviews with 25 participants, while the quantitative component comprised administering a complete survey to 718 students. The poll specifically targeted four primary domains: entrance protocols, curriculum structure, tuition and living expenses, and student support services.
Results. The research findings demonstrated a direct and favorable relationship between student happiness and the international competitiveness of Thailand's Higher Education Institutes (HEIs). Student satisfaction is influenced by various aspects such as the quality of instruction, the rapport between teachers and students, extracurricular activities, campus facilities, tuition fees, curriculum design, the overall environment of the institution, and the availability of academic resources.
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Conclusion. This study emphasizes the significance of strategic initiatives implemented at the institutional level, such as offering customized student services to meet specific requirements and implementing substantial changes to the curriculum. These activities are recognized as significant factors that contribute to the international competitiveness of Thailand's higher education institutions.
Keywords: International competitiveness, internationalization, Thai higher education, curriculum change, student satisfaction
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The Level of Cognitive Awareness of Digital Drugs Among Students of Sultan Qaboos University
Article Number: e2025025 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.25
Nawal H. Shirawia , Rami A. Tashtoush , Hala S. Alruhaili , Aya Akkawi , Dana M. Tashtoush , Lubna A. Hussein , Mohammad A. Tashtoush
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Objectives: This study aimed to determine the cognitive awareness of digital drugs as a phenomenon among Sultan Qaboos University undergraduate students. It also aimed to identify differences based on certain variables such as gender, college affiliation, ownership of social media accounts, and average Internet usage among students.
Method: This study employed a descriptive-analytical approach. The study tool was distributed electronically via e-mail to a sample of 673 male and female students at Sultan Qaboos University at Oman to measure their cognitive awareness of digital drugs.
Results: The findings showed that undergraduate students at Sultan Qaboos University have an average level of cognitive awareness of digital drugs. The results also revealed no significant differences in the mean sample responses among undergraduate students at Sultan Qaboos University regarding cognitive awareness of digital drugs based on variables such as gender, college affiliation, ownership of social media accounts, and average Internet usage.
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Conclusion: The study recommends that special programs be developed and prepared to raise awareness and educate students about the dangers of digital drugs. These programs should be initiated in collaboration with educational institutions, such as universities and the security sector, and should involve faculty members in preparing and activating them.
Keywords: Digital drugs, i-doser, cognitive awareness, social phenomenon
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Exam Anxiety and Vocabulary Challenges: Insights from Postgraduate Female Students in Open and Closed Book Exams
Article Number: e2025026 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.26
Abdullah Al Fraidan , Meznah Saud Abdulaziz Alsubaie
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Background: This study examines the effect of test anxiety on the academic performance of postgraduate female students, focusing on their perceptions and experiences in open-book exams (OBE) and closed-book exams (CBE).
Method: A qualitative case study design was employed using the Thinking Aloud Protocol (TAP) to collect data from five Saudi postgraduate students majoring in English at King Faisal University. Participants verbalized their thoughts and reflections during and after the exams, offering insights into their cognitive and emotional processes.
Findings: The results indicate that while OBEs generally reduce anxiety by offering access to resources, they introduce unique challenges, including synthesizing information and managing time. CBEs, on the other hand, often exacerbate anxiety due to their emphasis on memorization and dense curricula. Vocabulary-related anxiety emerged as a significant factor across both exam formats, although students found unfamiliar terms easier to manage in OBEs.
Implications: The study highlights the critical role of educators in shaping students’ exam perceptions and the profound impact of initial expectations on their performance. Practical implications include the need for anxiety-sensitive assessment designs and the creation of supportive learning environments that mitigate stress and foster success.
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Recommendations: The research underscores the importance of addressing vocabulary challenges in both exam types and calls for further investigation into test anxiety across diverse academic and demographic contexts.
Keywords: Test anxiety, open-book exams, closed-book exams, vocabulary challenges, thinking aloud protocol, postgraduate students
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Boredom in Virtual Environments: Arbitrating Factors and Managing Strategies
Article Number: e2025027 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.27
Raja Muhammad Ishtiaq Khan , Ashraf Ali , Alaa Alahmadi ,Tribhuwan Kumar , Danish Manzoor , Mohammad Ayaz Khan
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Background: Boredom has recently attracted increasing attention in second (L2) or foreign language learning (EFL), but little is known about how this feeling affects student and teacher engagement in virtual English learning. The present study aims to determine the arbitrary factors and strategies for managing boredom in virtual learning.
Method: The current study conducted a qualitative survey on 14 teachers and 126 students from a public university in Saudi Arabia.
Results: The study found that students and teachers considered virtual classes to be more boring than face-to-face classes. However, teachers considered skill sets and content-related classes of virtual classes boring, while students only considered content-related virtual classes boring.
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Conclusions: The results exhibited that most students and teachers perceived virtual learning as more tedious than face-to-face classes.
Keywords: Boredom, virtual learning, EFL
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The Process for the Design, Development, and Implementation of Small Private Online Course (SPOC)
Article Number: e2025028 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.28
Joseline Santos , Lilibeth Antonio , Aaron Paul Dela Rosa Ruben Borja Iı
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Background/purpose. This study examines the design, development, and implementation of Small Private Online Courses (SPOCs) at Bulacan State University to standardize high-quality instructional materials and support asynchronous online learning.
Materials/methods. Employing the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), the study involved feedback from faculty and students to refine SPOC guidelines and improve teaching and learning experiences. Implementation involved pilot courses supported by capacity-building workshops for instructors and orientation for students. Evaluation gathered qualitative and quantitative data, offering actionable insights for further improvements. The systematic integration of feedback at each phase ensured that the process addressed key gaps in teaching and learning.
Results. Results revealed a positive reception of Small Private Online Courses (SPOCs). Instructors benefited from reduced preparation time and increased focus on student engagement, while students appreciated the flexibility and organized resources but highlighted the need for timely feedback and more substantial administrative support. SPOCs addressed challenges in flexible learning modalities, streamlining processes to enhance teaching efficiency and consistency. Despite shared appreciation for the SPOC structure, distinct priorities emerged: Instructors emphasized operational efficiency, whereas students sought more responsive interactions and clearer policies. These findings underscore the need to refine feedback mechanisms and enhance administrative involvement, guiding recommendations for improved support infrastructure and feedback systems to optimize SPOC implementation and efficacy.
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Conclusion. The study concludes that SPOCs provide a viable framework for higher education institutions, balancing flexibility with structure to meet diverse learning needs. By fostering continuous improvement in digital learning environments, this research offers practical strategies for advancing technology-enhanced education.
Keywords: SPOC, process, design, development, implementation, instructional materials
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Character Quality Development in Future-Oriented Education: A Case Study of Indonesian Nature-Based Schools
Article Number: e2025029 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.29
Furtasan Ali Yusuf , Laksmi Evasufi Widi Fajari
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Background/purpose. Nature-based schools merge environmental learning with character education, cultivating future-ready students through holistic, nature-driven growth. This study aims to examine students’ character profiles in nature-based schools.
Materials/methods. This study employed a qualitative case study method. The participants were selected from two elementary schools using a purposive snowball sampling technique. Data were collected through observations, interviews, questionnaires, and documentation analysis. Data gathered from various sources were analyzed using content analysis by coding and categorizing information to identify themes. Results were organized and presented based on the emergent themes, and conclusions were drawn based on findings interpreted to answer research questions.
Results. The results showed that the character of students in nature-based school were as follows: (1) students’ curiosity were evident from their ability to explore, discover, engage in adventure, and question; (2) students’ initiatives were evident from their ability to come up with new ideas, to be positive in learning, to be courageous to try without fear, to have high enthusiasm, to have broad insight, and desire for continuous experience; (3) students’ persistence could be seen through their optimistic attitude, toughness, tenacity and endless practice; (4) students' adaptability were evident from their ability to create changes in their surroundings, their focus, and their interpersonal skills; (5) students’ leadership was manifested through their honesty, sense of responsibility and ability to organize; and (6) students' social and cultural awareness were evident from their attitude of helping each other, caring, showing empathy, tolerance, charity, cultural awareness, knowledge and love of culture.
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Conclusion. This study concludes that students' character in nature-based schools involves several good qualities. This research highlights the potential of nature-based education in fostering character development and has implications for educational practices, policies, and future research on character education
Keywords: Character, quality development, future education, case study, nature-based schools
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The Role of Counselors and University Students’ Adversity Quotient in Enhancing Islamic Education (PAI) Online Learning: Insights from the COVID-19 Experience
Article Number: e2025030 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.30
Tohirin Tohirin , Dina Mardiana
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Background/purpose. One of the essential components of the online education system is the university students' adversity quotient (AQ). This study examines the implications of students' AQ on the constructiveness of online learning within the Islamic Education Program (PAI) at the State University of Malang (UM), Indonesia.
Materials/methods. Data were collected using a qualitative case study method through observations, documentation, and online interviews with ten students from term one, ten from term three, and seven from term five studying at the participating universities. The study employed the interactive model of Miles, Hubermann, and Saldana for data analysis.
Results. The findings revealed four key indicators of university students' AQ: persistence, resilience, self-gratitude, and sincerity. These indicators contributed to enhancing the effectiveness of PAI online learning, grounded in the philosophical principle that "students are whole persons." The development of these AQ indicators was further supported by humanist-religious lecturers who facilitated the PAI learning process at UM.
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Conclusion. The results of this study emphasize the importance of external support systems, such as counselors, in strengthening students' AQ and enriching their learning experience. As a result, it highlights the need to optimize university students' AQ with the guidance of dedicated humanist-religious lecturers and counselors. The research also addresses students' challenges, especially during the pandemic, which disrupted traditional learning environments
Keywords: Adversity quotient, Islamic education, Islamic psychology, online learning, COVID-19
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Critical Thinking in the Age of AI: A Systematic Review of AI's Effects on Higher Education
Article Number: e2025031 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.31
Rahyuni Melisa , Ashadi Ashadi , Anita Triastuti , Sari Hidayati , Achmad Salido , Priska Efriani Luansi Ero , Cut Marlini , Zefrin Zefrin , Zaki Al Fuad
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Background: Artificial Intelligence has become an invaluable tool in academia, offering instant feedback, personalized learning experiences, and support for various academic tasks. This study investigates the impact of ChatGPT, an AI-driven language model, on developing critical thinking, evaluation, and independent judgment skills among higher education students across various academic disciplines.
Method: This research uses a systematic literature review methodology to examine studies from Scopus and Education Resources Information Center (ERIC), covering publications from 2023 to 2024. A total of 19 documents were included and analyzed in depth to address two research questions: (1) the effect of ChatGPT on the development of student's critical thinking skills in higher education, and (2) the impact of ChatGPT on students' ability to evaluate information and form independent judgments critically
Results: Findings reveal that ChatGPT can enhance students' critical thinking by facilitating quick access to diverse perspectives, aiding information analysis, and supporting argument construction. However, over-reliance on AI can hinder students' motivation for self-reflection and critical evaluation, raising concerns about academic integrity and the verification of AI-generated content.
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Conclusions: To maximize the educational benefits of ChatGPT, educators must provide guidance on its responsible use, encouraging students to apply critical judgment and verify information accuracy.
Keywords: Critical thinking, ChatGPT, higher education, age of AI, students, learning
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Empowering Educational Management: Teachers’ Insights into School Principals’ Use of Six-Sigma Methodology
Article Number: e2025032 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.32
Lutfi AlMasaeid , Musallam Al Sharafat , Mohammad Al Hawameda , Reem M. Al- Zou’bi , Khaled M. Hamadin , Areen. A. Al-Nemrat
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Background/purpose. This study aims to identify strengths and areas for improvement in educational management by assessing the extent to which Jordanian school principals in Mafraq apply the Six Sigma (SS) methodology. The research addresses the need to understand how effectively SS principles are being implemented to enhance school management processes, focusing on teachers' perceptions.
Materials/methods. A convenient sample of 383 teachers participated in the study. A survey comprising 36 items was used, distributed across five main domains: the Identification domain, the Measurement domain, the Analysis domain, the Improvement domain, and the Control domain. The survey data were analyzed to evaluate the extent of SS application and the impact of demographic variables such as gender, academic qualifications, and years of experience.
Results. The findings indicate that teachers perceived a moderate application of SS methodology among school principals. Among the five domains, the Improvement domain ranked highest, while the Control domain ranked lowest, revealing a gap in understanding the importance of post-process control measures. Statistically significant differences in perceptions were observed based on gender, academic qualifications, and years of experience.
Conclusion. The study concludes that SS methodology is moderately applied by Jordanian school principals. It recommends that we encourage training teachers and school principals on Six Sigma methodology and how to apply it in an educational setting.
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Keywords: Six Sigma methodology, school principals, school management, Jordan
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The Effect of Using Homogeneous Student Groups in Cooperative Learning on The Achievement of Basic School Students: A Case Study, Jordan
Article Number: e2025033 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.33
Najeh Rajeh Alsalhi , Abdellateef Abdelhafez Alqawasmi , Mahmoud Abdellateef Habboush , Sharif Salim Al-yateem
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Background/purpose. This study aimed to investigate the impact of pedagogical variation on student academic achievement in science among basic school students in Jordan. Specifically, it compared the Traditional Method (TM) and the Homogenous Groups Method (HGM) to address the need for improved teaching strategies that cater to students' learning abilities and interests. The research sought to determine whether HGM enhances academic outcomes compared to TM.
Materials/methods. A quasi-experimental design was employed involving a sample of 69 students from Sahlouliya Basic School in the Directorate of Education for Ain Al-Basha, Jordan, during the first term of the 2023–2024 school year. The students were divided into two groups: a control group of 34 students taught using TM and an experimental group of 35 students taught using HGM. The experimental group was further divided into seven homogenous groups based on similar learning abilities and interests, studying the same topics and objectives as the control group. Academic achievement was measured using a multiple-choice test (MCQ).
Results. The findings revealed statistically significant differences in academic achievement between the experimental group (HGM) and the control group (TM). Students taught using the HGM achieved higher mean scores, demonstrating the method's effectiveness in enhancing academic performance.
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Conclusion. The study concluded that the Homogenous Groups Method (HGM) is a more effective teaching strategy for science education in basic schools compared to the Traditional Method (TM). It recommended adopting homogeneous grouping in cooperative learning settings to improve student outcomes in science classes.
Keywords: Teaching methods, Homogeneous student groups, Achievement, Science Education, Cooperative learning, Basic school.
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Exploring Chemistry Teachers' Views on the Opportunities and Constraints of Using Graphically Enhanced Teaching in Cycle 3 Classes in the UAE
Article Number: e2025034 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.34
Shaikha AlZaabi , Alya Alshehhi , Hassan Tairab
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Background/purpose. This study investigates the perceptions of Chemistry teachers and students in UAE public schools regarding the use of graphically enhanced teaching (GET) in grade 12 Chemistry classes. The study addresses the need to explore the benefits, challenges, and opportunities of integrating visual aids, simulations, and other graphical elements into Chemistry education.
Materials/methods. Data were collected using a quantitative approach from 71 Chemistry teachers and 81 students. Surveys were designed to assess the effectiveness of GET in enhancing student interest and understanding of Chemistry topics, with specific attention to gender differences and educational tracks (General and Advanced streams).
Results. Findings reveal that Chemistry teachers generally perceive GET as effective in improving student engagement and comprehension. Advanced track students reported greater benefits from GET than their General track peers. Teachers identified challenges such as resource limitations and the need for professional development.
Conclusion. GET demonstrates significant potential for enhancing Chemistry education in UAE public schools. Addressing the identified challenges can further amplify its benefits, supporting more engaging and effective teaching practices.
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Keywords: Graphical enhanced teaching, chemistry education, visual instruction, simulations, Perceptions of chemistry teachers, UAE
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Opportunities for intensive growth of the well-being of students based on interviews in Western Kazakhstan
Article Number: e2025035 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.35
Мalika Knissarina , Salima Seitenova , Mukhamejan Tusseyev , Akkenzhe Ussenova , Aigul Syzdykbayeva* , Bolat Khassenov
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Background/purpose. The study aims to analyze opportunities for the intensive growth of youth well-being in Western Kazakhstan, focusing on factors like education, employment, technology, infrastructure, and social activity. This research addresses the regional challenges and prospects for youth development, contributing to policy-making and program improvements.
Materials/methods. A qualitative research design was employed, involving semi-structured interviews with 94 students from four universities in Western Kazakhstan. Thematic analysis using NVIVO software identified key trends and regional differences in youth well-being perception. Data reliability was ensured through member checking and methodological triangulation.
Results. The study identified key factors influencing youth well-being: practice-oriented education, youth entrepreneurship support, access to digital technologies, and opportunities for cultural development. Regional differences were also observed, such as environmental concerns in Atyrau and tourism development in Aktau.
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Conclusion. An integrated approach addressing regional needs is crucial for sustainable well-being growth among youth in Western Kazakhstan. Recommendations include modernizing educational systems, promoting healthy lifestyles, supporting youth entrepreneurship, and enhancing digital skills. These findings inform targeted policies and programs aimed at comprehensive youth development.
Keywords: Youth well-being, positive youth development, regional development, student socialization, practice-oriented education, digital competencies, social engagement, youth policy.
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Designing Local Folktales Based English Grammar Instructional Materials with the PACE Model Procedure
Article Number: e2025036 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.36
Asfi Aniuranti , Naeli Rosyidah , Tono Suwartono
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Background/purpose. This study aimed to identify the students' needs for English grammar instructional materials based on local folktales, with the PACE model as the teaching procedure, design a prototype of instructional materials, and examine the efficacy of the developed instructional materials.
Materials/methods. We employed the ADDIE Research & Development model. Data was collected through multiple techniques. Questionnaires were distributed to gather information about the needs of students. To ascertain the quality of the designed instructional materials, an expert evaluation was conducted, observations and forum group discussions were conducted, and questionnaires were administered. Pre- and post-tests were administered to examine the efficacy of the instructional materials. Results. Results of the need analysis revealed that most students needed instructional materials based on the local folktales with specific PACE model procedures. The developed instructional materials were categorized as valid based on expert validation, classroom observations, forum group discussions, and questionnaires. Additionally, the results of the pre-and post-tests indicated that the instructional materials were effective.
Conclusion. The implication is that the instructional materials developed with the inclusion of local folktales and oriented to the PACE model procedure are of great importance and, therefore, will likely become primary instructional materials for teaching English grammar.
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Keywords: English grammar, instructional materials, local folktales, PACE model, procedure, R & D
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Impact of a Training Program on Developing Computational Thinking in Pre-Service Primary School Teachers: From Theory to Practice
Article Number: e2025037 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.37
Rita Neves Rodrigues , Cecília Costa , Sónia Brito-Costa , Maryam Abbasi , Fernando Martins
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Background/purpose. The Computational Thinking ability has become a fundamental skill in the 21st century and has been integrated into educational curricula in various countries. For this curricular integration to be effective, it is essential that teachers are prepared to incorporate the development of this competency into their practices. In this context, this study aims to analyze whether a training program implemented over an extended period, encompassing theoretical, practical, and reflective components, has influenced pre-service teachers' perceptions of the competencies of Creativity, Algorithmic Thinking, Cooperativity, Critical Thinking, and Problem-Solving within Computational Thinking.
Materials/methods. This is a mixed-methods study, using both quantitative and qualitative methods to analyze the perception of the Computational Thinking competence levels of 38 pre-service primary school teachers, who constitute the sample of this study, before and after the implementation of a 9-month training program.
Results. The study results revealed statistically significant differences in all the competencies analyzed from the Pre-Intervention to the Post-Intervention phases. The data collected during the intervention highlight the specific moments within the training program that contributed to the development of each competency.
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Conclusion. It is concluded that the training program significantly contributed to changing the pre-service teachers' perceptions of the five Computational Thinking competencies analyzed. This highlights the importance of incorporating training programs into Initial Teacher Training, especially those that integrate theory and practice, fostering the development of essential competencies for the teaching practices of pre-service teachers.
Keywords: Computational thinking competencies, initial teacher training, teacher training program, primary school, mixed-methods study
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Actions of a Trainee Teacher in Orchestrating Mathematical Discussions
Article Number: e2025038 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.38
Yelitza Freitas , Fernando Martins , Silvia-Natividad Moral-Sánchez , Francisco-José Ruiz-Rey
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Background/purpose. This article aims to identify and analyze the actions of a trainee teacher in orchestrating mathematical discussions in an Exploratory Teaching environment.
Materials/methods. This qualitative study of an interpretative nature and case study design focuses on analyzing the content of four Multimodal Narratives.
Results. The results show that the predominant actions focus on questioning to foster understanding. In the sessions where the students experienced the most difficulties, it proved necessary to interpret the interactions with the students and between the students by attributing meaning and sense to the different interactions. There was a need for the trainee teacher to understand the students' strategies better and to reflect on the questioning strategies. The characteristics of Exploratory Teaching facilitated actions related to the systematization of learning. The phase of systematizing mathematical learning led the trainee teacher to actions related to systematizing learning. Finally, the absence of some actions reinforces the importance of reflection for professional development.
Conclusion. These results indicate that during the orchestration of collective discussions, the teacher's main actions center on questioning and asking for clarification to interpret interactions with and between children. The study also shows that Exploratory Teaching helps to systematize learning, such as revisiting and summarizing the main topics of the discussion and recovering students' prior knowledge. The absence of some actions leads us to believe in the importance of analyzing and reflecting on practice for teachers' professional development.
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Keywords: Whole-class discussions, practicum, mathematics teaching, exploratory teaching, multimodal narratives
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Pedagogical Model Innovation Based on Ki Hajar Dewantara’s Among System for History Learning in the Merdeka Curriculum
Article Number: e2025039 | Published Online: January 2025 | DOI: 10.22521/edupij.2025.14.39
I Made Ratih Rosanawati , Warto Warto , Djono Djono , Hieronymus Purwanta
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Background/purpose. The challenges in implementing Indonesia's Merdeka Curriculum highlight the urgency for innovative educational approaches to address gaps in historical knowledge and develop 21st-century skills. This study explores the integration of the Among System into the Merdeka Curriculum framework to foster critical thinking, collaboration, and contextual understanding among senior high school students.
Materials/methods. A qualitative descriptive design was employed, involving 35 Grade XI students and 3 history teachers from two high schools in Karanganyar Regency. Data were collected through semi-structured interviews, direct classroom observations, and document analysis. Thematic analysis was applied to the dataset, ensuring validity (through triangulation of sources) and reliability (through consistency checks).
Results. The findings reveal that incorporating the Among System with project-based learning (PjBL) enables students to explore local historical narratives, critically evaluate sources, and connect these narratives to broader national contexts. Teachers were pivotal facilitators, guiding students toward active and reflective learning. However, the study identified significant barriers, including limited availability of contextual teaching materials, inadequate technological infrastructure, and insufficient teacher training.
Conclusion. This research contributes to the theoretical development of localized education frameworks aligned with global standards and offers practical recommendations for educators and policymakers. Enhancing teacher competencies and integrating digital tools are critical to achieving sustainable educational practices within the Merdeka Curriculum. The study underscores the importance of empowering educators to effectively adapt innovative teaching strategies to modern educational demands.
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Keywords: Among System, historical literacy, Merdeka Curriculum, project-based learning, localized education, student engagement
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Teachers’ Competency in Managing Gifted In-school Adolescents from the Perspective of School Principals
Article Number: e2025040 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.40
Kehinde C. Lawrence
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Background/purpose. The need to recognize and support in-school adolescents with giftedness who could drive Africa's economic progress is critical to the continent's future. This concern motivated the present study, which assessed teachers' competency to manage gifted adolescents in schools from the perspective of school principals.
Materials/methods. The study adopted a mixed-methods research approach. A total of 102 school principals and five 5 teachers were sampled for the study, comprising 63.7% females and 36.3% males, were sampled for the study. The Data collected was analyzed using frequency distributions, thematic analysis, and multiple regression.
Results. The findings revealed that school principals perceive their teachers as lacking the pedagogical abilities to manage gifted adolescents. The qualitative inquiry with the teachers themselves confirmed that they lack the pedagogical skills required, have insufficient knowledge of giftedness and inadequate cognitive abilities, and are unable to provide the support necessary for gifted adolescents. Furthermore, the results showed that giftedness knowledge contributes the most to the management of gifted adolescents (β = 0.508; t = 8.775; p < 0.05), followed by the support provided (β = 0.401; t = 6.218; p < 0.05), the cognitive abilities of the teachers (β = 0.339; t = 5.885; p < 0.05), and their pedagogical abilities, which made an inverse contribution (β = -0.122; t = -2.043; p < 0.05)
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Conclusion. The study concludes that teachers urgently need professional development in pedagogy, focusing on adolescent giftedness characteristics, to ensure the full development of young individuals with special abilities
Keywords: Cognitive ability, gifted adolescents, giftedness knowledge, pedagogical ability, teachers’ competency
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Glass Ceiling Beliefs: Kazakh Women in Higher Education
Article Number: e2025041 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.41
Lazura Kazykhankyzy , Ziyoda Khalmatova , Zhanar Temirbekova , Meruyert Seitova , H. Eray Çelik
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Background/purpose. This study represents the first comprehensive study investigating the beliefs about the glass ceiling (GCB) of women working in Kazakh universities. It aims to examine the theoretical validity of the multidimensional structure of GCB in Kazakhstan's higher education context.
Materials/methods. The study evaluated the glass ceiling beliefs of female employees working in higher education institutions in Kazakhstan using the Career Paths Survey (CPS). Data were collected from 150 female employees. The first- and second-order confirmatory factor analysis findings conducted with CPS were determined using covariance-based structural equation modeling (CB-SEM).
Results. The present study's findings corroborate the existence of the glass ceiling phenomenon and its associated beliefs within the context of higher education in Kazakhstan. Additionally, the findings suggest that gender-based barriers impede women university staff from attaining senior positions.
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Conclusion. The underrepresentation of women in leadership roles in higher education institutions is a pervasive phenomenon observed across the globe. It is important to understand the factors that impede women's access to leadership roles in higher education, particularly in light of Kazakhstan's prevailing social, political, and economic circumstances. Although the proportion of female administrators in Kazakhstani higher education is relatively high compared to other countries, it is evident that it does not align with the desired level. It can be posited that structural impediments, such as the glass ceiling phenomenon constrain the accessibility of women to tertiary education in Kazakhstan.
Keywords: Career pathways survey, glass-ceiling, higher education, Kazakhstan, CBS-SEM
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Proposed Educational Program Predicated on Gamification for Teaching Mathematics as Required by TIMSS and Its Effect on Developing Strategic Competence among Fourth-grade Male Students
Article Number: e2025042 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.42
Mohammed H. Albahiri , Ali A. M. Alhaj , Bandar M. Al Oteibi
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Background/purpose. This research aimed at designing an educational program based on gamification for teaching mathematics as required by the Trends in International Mathematics and Science Study (TIMSS) to determine its impact on advancing strategic competence among fourth-grade male students in the first semester of Academic Year 1445AH in elementary schools in Arar City. The experimental method was utilized in the current research and based on two equivalent control group designs.
Materials/methods. This research utilized the experimental approach to determine the effect of the educational program on advancing strategic competence among fourth-grade students. This approach is based on the design of two equal groups (pre-measurement, application of the experiment, post-measurement) for the experimental and control groups. The study's purposive sample was selected using a simple random method, in which 61 male students were divided into two groups: control and experimental groups, which comprised 30 and 31 students.
Results. Research findings led to the design of an electronic educational program predicated on gamification to teach mathematics based on the requirements of TIMSS for fourth-grade male students of elementary schools and the preparation of a teacher's guide for the program. Moreover, findings show statistical differences at the 0.01 level between the rank averages of students' grades in the experimental and control groups in favor of the experimental group in the strategic competence test.
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Conclusion. On the bases of the results, a gamification strategy was recommended for teaching mathematics to fourth-grade male students, thereby promoting teachers’ awareness of the significance of problem-solving lessons in mathematics courses and benefiting from the teacher’s guide in developing the strategic competence of fourth-grade students.
Keywords: Gamification, teaching mathematics, educational programs, strategic competence, elementary school students
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Advancing Inclusive Education: A Comparative Analysis of Special Schools and Inclusive Practices in Afghanistan
Article Number: e2025043 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.43
Mohammad Idrees Naeemy , Hiroki Yoneda
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Background/purpose. This study investigates the state of education for Persons with Disabilities (PwDs) in Afghanistan, focusing on the challenges and opportunities within special vocational schools and inclusive education practices. Despite legislative frameworks like the 2004 Constitution and the ratification of the CRPD in 2012, systemic barriers such as resource shortages, geographic disparities, and socio-political instability hinder access to equitable education. This research aims to identify these gaps and propose actionable strategies to enhance educational inclusion.
Materials/methods. Using a qualitative approach, the study integrates field data, document reviews, and semi-structured interviews with government officials, NGO representatives, and educators. Data was collected from multiple provinces, including insights from the Ministry of Education and NGOs operating special education and inclusive programs. Analytical emphasis was placed on legislative frameworks, institutional practices, and systemic challenges.
Results. Findings reveal critical gaps in infrastructure, teacher training, and assistive technologies, with significant reliance on NGOs for program implementation. Despite incremental progress, geographic and gender disparities persist, and standardized diagnostic tools remain absent. Lessons from global models demonstrate the need for integrated, context-specific policies and sustained investments.
Conclusion. Afghanistan requires a multi-stakeholder approach involving government, NGOs, and international partners to address systemic gaps. Investments in teacher training, infrastructure, and culturally relevant policies are crucial to achieving an inclusive and equitable education system for PwDs. This study provides recommendations for future strategies for advancing disability-inclusive education in conflict-affected regions.
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Keywords: Persons with disabilities, special education, inclusive education, Afghanistan
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Comparative of Cost and Return in International and Bilingual Education Programs in a Developing Country
Article Number: e2025044 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.44
Srisuda Namraksa , Tanpat Kraiwanit , Jumpon Kluaymai-ngarm
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Background/purpose. This study investigates the costs and returns of education in Thailand, comparing the International and Bilingual Education Programs. It examines the financial implications of these educational choices, aiming to determine the economic viability of each program. The findings offer insights to guide parents and policymakers in making informed choices.
Materials/methods. Data were collected from 1,230 participants, including 794 from the International Education Program and 436 from the Bilingual Education Program, using a structured questionnaire. The analysis employed cost-benefit principles, focusing on metrics such as net present value (NPV), benefit-cost ratio (B/C ratio), internal rate of return (IRR), and payback period.
Results. The International Education Program incurs higher costs (4,883,078 THB per student) than the Bilingual Education Program (1,634,480 THB per student). Despite the higher costs, graduates from the International Education Program achieve a higher cumulative income of 76,961,952.97 THB, with an NPV of 10,326,880.71 THB, a B/C ratio of 3.11, an IRR of 16.39%, and a payback period of 8 years. In comparison, the Bilingual Education Program offers a cumulative income of 48,101,220.61 THB, with an NPV of 7,871,744 THB, a B/C ratio of 5.82, an IRR of 25.30%, and a shorter payback period of 5 years.
Conclusion. Both programs are economically viable investments. The International Education Program yields higher lifetime income, while the Bilingual Education Program offers greater cost efficiency and faster returns. These findings underline the significance of aligning educational investments with long-term economic goals and individual affordability.
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Keywords: Cost and return, cost-benefit principles, international program, education investment
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Integration of Culturally Responsive Teaching Approach, Local Wisdom, and Gamification in Pancasila Education to Develop Students' Multicultural Competence
Article Number: e2025045 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.45
Yuyun Elizabeth Patras , Muhammad Japar , Yuli Rahmawati , Rais Hidayat
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Background/purpose. Globalization and the advancement of communication technology have increased diversity and complexity, including in education. Diversity is currently in classrooms. This situation adds a need for multicultural competence.
Materials/methods. This research explains the creation of new products through learning models to develop students' multicultural competencies. This research uses a research and development (R&D) approach based on the development theory of the Dick and Carey model. The learning model is developed for Pancasila subjects by integrating culturally responsive teaching (CRT), local wisdom, and gamification (CERITALOGAM). Research data collection, model development, model trials, and model testing were carried out in public elementary schools in Bogor, Indonesia. Testing research instruments through tests of validity, reliability, test difficulty, test differences, and validation from model, language, and media experts.
Results. This study finds that the Pancasila learning model for developing students' multicultural competencies based on CRT, integrated with local culture and gamification (CERITALOGAM), is feasible and in line with the theory of the Dick and Carey learning model. The model of this study is also proven to be effective based on the results of the N-Gain test between the CERITALOGAM learning model and the Problem-Based Learning (PBL) model. The responses of teachers and students also showed that the CERITALOGAM model was easy to implement and motivated students more.
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Conclusion. The research recommends that teachers pay attention to and enforce Culturally Responsive Teaching (CRT), local wisdom, and gamification in various subjects and grade levels
Keywords: Culturally responsive teaching (CRT), local wisdom, gamification, Pancasila, multicultural competency.
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Second-Career EFL Teachers’ Experiences of Adaptability and Sustainability in English Language Teaching
Article Number: e2025046 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.46
Trinh Quoc Lap , Phan Ngoc Tuong Vy , Nga Huynh Hong Ngo
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Background/purpose. Since Vietnam’s accession to ASEAN in 1995, English has become crucial for regional and international engagement, driving changes in language education policies and increasing the demand for qualified teachers of English. However, little context-related research focuses on second-career EFL teachers (SCETs). This study explores the experiences of three SCETs: a plant pathologist, a salesperson, and a graphic designer, focusing on the process of adapting and sustaining commitment in English Language Teaching (ELT).
Materials/methods. The study adopted narrative inquiry design under the lens of Ecological Systems Theory and Self-Determination Theory with observation, semi-structured interviews and outsider comments.
Results. Findings show that these SCETs leverage their prior career experiences to reflect on factors affecting their autonomous teaching philosophies and job sustainability through community-driven professional development. The plant pathologist evolves himself based on the upgrading from caring for emotionless trees to emotional learners. The saleswoman transfers and acclimates her belief in business ethics into education ethics. The designer inspires learners to be creatively forward-thinking and independent in their learning.
Conclusion. Discussions indicate that SCETs need more support for targeted training in pedagogical competencies and interdisciplinary teaching to maximize the use of their previous expertise assets. This study contributes to the understanding of SCETs' experiences and paves the way for future research to consider expanding the participant base and exploring comparative studies amongst SCETs and other traditional teachers.
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Keywords: SCETs, experiences, adapt, sustain, professional development.
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Effects of Integrating WSQ-based Flipped Learning and Cooperative Learning on L2 Speaking Performance
Article Number: e2025047 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.47
Hsiu-Lien Tu
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Background/purpose. This research aimed to evaluate the impact of integrating the WSQ-based flipped learning method with cooperative learning on speaking performance among English as a Foreign Language (EFL) learners. Addressing the challenges EFL learners face in oral proficiency, the study sought to determine whether this innovative pedagogical approach could enhance vocabulary pronunciation, oral fluency, and content length in speaking tasks.
Materials/methods. The study employed a single-group quasi-experimental design with 25 tertiary-level EFL learners aged 18 to 21. Due to participant attrition, the final sample size was 15. Over six weeks, participants underwent an intervention combining multimedia content, cooperative learning principles, and Watch-Summary-Question (WSQ) worksheets. Pre-test and post-test evaluations assessed vocabulary pronunciation accuracy, oral fluency, and speaking content length.
Results. The findings demonstrated significant improvements in speaking performance. Participants' average pronunciation scores increased from 10.33 to 13.47, oral fluency scores rose from 4.27 to 7.49, and speaking content length expanded from 147 to 229 words. All improvements were statistically significant at the 0.01 significance level, underscoring the efficacy of the integrated approach in enhancing EFL learners' oral proficiency.
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Conclusion. The study concludes that combining WSQ-based flipped learning with cooperative learning positively influences EFL learners' word pronunciation accuracy and oral proficiency. These results align with previous research supporting the effectiveness of blended pedagogical strategies. Educators can adopt this approach to improve oral English instruction. Future research should examine its long-term effects and applicability in diverse language learning contexts.
Keywords: WSQ-based flipped learning, cooperative learning, speaking performance, EFL learners, oral proficiency.
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Examining International Student Satisfaction: Insights from a Medical English-Medium Instruction Program in Vietnam
Article Number: e2025048 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.48
Hung Thanh Nguyen , Lap Quoc Trinh , Tho Doan Vo
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Background/purpose. The rapid expansion of English-medium instruction (EMI) programs is a key feature of higher education internationalization, especially in non-native English-speaking countries. Vietnam, aiming to position itself as a global educational hub, recently introduced a medical EMI program for its first large cohort of international students, primarily from India. This study investigates Indian students' satisfaction with this program based in a medical university in the Mekong Delta, identifying strengths and improvement areas to enhance its effectiveness and inclusivity.
Materials/methods. A structured survey was administered to 130 Indian students enrolled in the program. The survey assessed satisfaction across six clusters: lecturers, administrative staff, the courses, training and outcome assessment, facilities, and support activities. Statistical analysis, including reliability checks and regression techniques, was conducted to assess the impact of these factors on overall satisfaction.
Results. Findings revealed high academic and administrative support satisfaction, particularly in lecturers' expertise (mean = 4.38) and staff responsiveness (mean = 4.41). The curriculum was praised for its clarity and timely outcome assessments, though program flexibility and practical integration received moderate evaluations. Significant gaps were identified in career-related support services, language assistance, and technological infrastructure. Regression analysis highlighted outcome assessment as the most influential factor, followed by support activities and administrative support.
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Conclusion. The study underscores the strengths of Vietnam’s EMI program in teaching quality and administrative support while also highlighting critical areas requiring attention, particularly in career services and technological resources. These findings provide actionable insights for enhancing the effectiveness of EMI programs, particularly in resource-constrained contexts aiming to attract and retain international students.
Keywords: English-medium instruction (EMI), Indian student satisfaction, medical education, internationalization in higher education, student support systems.
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The Role of Buddhist Monastic Education in China, 2012-2022: A Case Study of Lingdong Buddhist Academy
Article Number: e2025049 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.49
Keming Tian , Yaoping Liu , Saifon Songsiengchai , Wannaporn Siripala
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Background/purpose. Since the establishment of New China in 1949, traditional monastic education has played a pivotal role in Chinese Buddhism, encompassing cultural dissemination, social welfare, and environmental consciousness. This study rigorously examines Guangdong Buddhist monastic education of Lingdong College from 2012 to 2022, meticulously analyzing its developmental trajectory and transformations across distinct periods.
Materials/methods. The research design employs an exploratory sequential mixed method to confirm and interpret the qualitative result. In the first phase, qualitative method, the data-gathering process involved conducting in-depth interviews and engaging in participant observation by scrutinising policies, students’ teacher qualifications, college employees and leaders of the Chaozhou Buddhist Association. In the second phase, a questionnaire was designed that was based on qualitative themes. A total of sixteen participants were interviewed during the study in the Guangdong Province, China, followed by a total of 355 participants for the quantitative stage.
Results. This study proves that religious education towards curriculum diversification and innovative training methods plays an important role in influencing students’ Buddhist temple moral courage and scouting behaviour. Education and religion are possible to facilitate moral development among students; there is also a possibility that it will exacerbate the existing dichotomy between majority and minority in the religious field.
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Conclusion. Lingdong College’s trajectory lies at the intersection of tradition and innovation. By preserving the essence of Buddhist culture while adapting to societal needs, the college remains committed to shaping compassionate, informed, and socially conscious leaders for the ever-evolving world
Keywords: Buddhis Monastic Education, China, case studies, Lingdong Buddhist Academy
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The Role of Digital Educational Content in Eliminating Traditional Methods in the Educational Process within Iraqi Universities
Article Number: e2025050 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.50
Huda Kanber , Khalid Jassim , Suaad Al-Taai , Manal Ibrahim , Neamah Farhan
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Background/purpose. This research aims to explore the role of digital educational content in eliminating traditional teaching methods within Iraqi universities. The study addresses the increasing shift towards digital learning and the necessity of adapting educational processes to modern technological advancements, particularly in response to challenges faced by traditional education.
Materials/methods. The study employs a descriptive survey method, utilizing a questionnaire distributed to 120 faculty members (60 males and 60 females) from various Iraqi universities between August 31 and September 15, 2024. The collected data was analyzed to assess the effectiveness of digital educational content and its potential to replace traditional teaching approaches.
Results. The findings reveal that faculty members widely acknowledge the effectiveness of digital educational content in enhancing student engagement and learning outcomes. The study highlights the extensive adoption of Google Classroom, especially during the COVID-19 pandemic, which significantly contributed to the continuity of education.
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Conclusion. To fully integrate digital educational content into Iraqi universities, it is essential to expand its use through structured training programs and workshops. Encouraging educators to develop and utilize digital tools effectively will support the transition from traditional to digital learning environments, ultimately improving the quality of education.
Keywords: Educational content, digital content, educational process, digital educational content, traditional educational methods.
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GenAI as a Learning Buddy for Non-English Majors: Effects on Listening and Writing Performance
Article Number: e2025051 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.51
Raigul Zheldibayeva
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Background/purpose. Despite the rapid assimilation of generative artificial intelligence (GenAI) into education, and initial evidence suggesting its potential in language learning, rigorous empirical investigations into its efficacy for cultivating specific language skills remain limited. This study aimed to address this lacuna by examining the impact of guided chatbot interactions on English as a Foreign Language (EFL) learners’ listening and writing skills.
Materials/methods. A quasi-experimental design was employed, involving 93 undergraduates enrolled in mandatory EFL courses at a public university. Participants were randomly allocated to an experimental group (n=48), engaging in 10 weekly researcher-designed GenAI-mediated listening and writing activities, or a comparison group (n=45) following a traditional curriculum with optional chatbot use. Data were collected at three time points: pre-test, immediate post-test, and a delayed follow-up. Additionally, post-test qualitative reflections on chatbot use were garnered.
Results. While both groups demonstrated improvement over time, the experimental group reached significantly greater gains in both listening and writing at the immediate post-test compared to the control group. However, these advantages were not maintained at the follow-up assessment. Thematic analysis revealed that students valued the personalized and immediate feedback offered by the chatbots, yet expressed concerns about inconsistent content quality, occasional repetition, and the need for clearer task structures.
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Conclusion. Overall, the findings suggest that targeted GenAI-mediated EFL activities can facilitate short-term improvements in listening and writing performance. Future research is advised to investigate approaches for sustaining these gains, optimizing content generation, and refining the user experience to better support second language learners’ long-term development.
Keywords: Artificial intelligence, chatbots, ChatGPT, EFL students, Gemini.
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Assessing Quality and Social Responsibility in Higher Education Institutions in Angola
Article Number: e2025052 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.52
Francisco Kimbanda , Levi Leonido , Luís Gouveia , Elsa Morgado
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Background/purpose. Education is a complex process, so higher education institutions (HEIs) must be increasingly aware of the importance of improving the quality of their various activities. Higher education is one of the crucial elements of the global education system, which must be flexible, diverse, effective, and in tune with the needs of the economy and knowledge. The study was developed in the IV Academic Region of Angola and attempted to assess the Quality and Social Responsibility of public higher education institutions.
Materials/methods. Quantitative research methodology. Case Study using a questionnaire survey with closed questions. Population: students, employees and teachers of the HEIs of the IV Academic Region of Angola. Sample: Students (n=447), employees (n=131) and teachers (n=62) participated in the study, totaling 640 individuals.
Results. The results determined that the dimension of Social Responsibility of Higher Education Institutions, best evaluated was the “Research” (média = 2,93) dimension and the least considered was “Structures” (média = 2,72), and that teachers significantly identify this dimension more in the educational institutions where they work, than staff or students. These results emphasize the need for strategic reforms to improve infrastructure and promote civic responsibility in Angola's HEIs.
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Conclusion. Higher Education reforms in Angola should prioritize quality promotion through strategic intervention in four key areas: 1. Strengthening vision and legal frameworks; 2. Improving resources; 3. Fostering academic activities; 4. Expanding access. These reforms align with promoting civic values and ethical professional practices, which are vital for societal and institutional management.
Keywords: Education, higher education, educational system, quality systems social responsibility
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Determinants of the Intention to Use ChatGPT in the Work of University Lecturers
Article Number: e2025053 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.53
Hieu Hoang Nguyen , Na Le Pham , Trang Thu Nguyen , Chau Minh Mai
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Background/purpose. The introduction of ChatGPT has rapidly transformed various aspects of life. It has raised concerns about its impact on current jobs, especially in education. The study aims to examine the factors that may influence university lecturers’ intention to adopt ChatGPT in their work.
Materials/methods. This study uses the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model and proposes new components to examine the factors. The data was collected from 460 lecturers working in various universities in Hanoi, Vietnam.
Results. The results have identified that Performance Expectancy has the most significant positive impact, followed by Personal Innovativeness, Effort Expectancy, Social Influence, and Image. On the other hand, facilitating conditions and insecurity negatively affect the intention to use, while hedonic motivation has no impact. The results also highlight the moderating effect of Information Accuracy on the relationships between some of these factors and the Intention to Use.
Conclusion. The study extends the UTAUT2 model through the integration of novel constructs and provides insights into optimizing and enhancing the use of AI in the academic environment.
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Keywords: ChatGPT, information accuracy, insecurity, intention to use, lecturers
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The Accuracy of Estimating Parameters of Multiple-Choice Test Items, Following Item-Response Theory: A Simulation Study
Article Number: e2025054 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.54
Aiman Mohammad Freihat , Omar Saleh Bani Yassin
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Background/purpose. This study aimed to reveal the accuracy of estimation of multiple-choice test items parameters following the models of the item-response theory in measurement.
Materials/methods. The researchers depended on the measurement accuracy indicators, which express the absolute difference between the estimated and actual values of the parameters of the items. The researchers depended on the square root of the error's mean squares and their relative efficiency (RE). (1500) responses were generated under the assumption of a normal distribution, following the ability parameter. Several tests comprising (50) items each were generated under the assumption of distributions (normal for difficulty, regular for discrimination, regular for guessing), assuming that the tests are multiple-choice, using the Wingen V data generation V.3 program. The BILOG-MG software was used to estimate the item's parameters using the marginal maximum likelihood method. Then, the estimated parameters were compared to the actual parameters using two indicators (absolute difference, the square root of the squares mean of the error, and the relative efficiency index of the variances of the estimated parameters).
Results. The study results showed that the three-parameter model was more accurate in estimating the difficulty parameter, followed by the single-parameter model and then the two-parameter model.
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Conclusion. The results showed that the three-parameter model was more accurate than the two-parameter model. Also, the results showed the guessing parameter is only related to the three-parameter model. The estimated guessing parameter was more accurate in the five-alternative tests, followed by the three-alternative tests and then the four-alternative tests.
Keywords: Estimation, item parameter, item-response theory, models, multiple-choice test
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Writing Assessment Technique and Learner Performance: A Study in Instructors’ Perceptions
Article Number: e2025055 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.55
Abdullah Alshakhi
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Background/purpose. Writing is an essential skill for EFL learners, and the development of flawless writing proficiency in English is the intended learner outcome of every writing course in an EFL program. Development of flawless writing skills involves perfection in orthography (spelling, punctuation, capitalization), grammaticality and syntax, organization, coherence and unity, relevance and clarity of ideas and presentation, etc. A writing assessment method must be geared to monitor and enhance all these micro-skills. However, the question arises: Is there a potential correlation between writing assessment technique and learner outcomes?
Materials/methods. Qualitative research was conducted at the English Language Institute (ELI) in Saudi Arabia to study the perceptions of writing instructors on the writing assessment techniques used for the health track courses (ELIH 110 and ELIH 120), i.e., quizzes and academic essay writing, to review the assessment technique and its perceived impact on learner outcomes, if any, and to determine whether formative assessment should be given more weightage. The research data were collected from the writing instructors at the university using survey questionnaires and interviews.
Results. The findings show that ELI instructors perceive a correlation between the robustness of writing assessment techniques and learner achievement. However, the participants did not favour giving more weightage to formative assessment in the final grading.
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Conclusion. Most of the teachers approved the validity and reliability of the assessment tools.
Keywords: Writing assessment, learner outcomes, learner performance, writing proficiency, formative assessment
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The effects of concept mapping in enhancing grade 10 students’ learning achievement of literary analysis skills
Article Number: e2025056 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.56
Kullanut Phoosomphong , Autthapon Intasena , Thussaneewan Srimunta , Nattapon Yotha
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Background/purpose. The purposes of this study were 1) to examine the effectiveness of concept mapping on Grade 10 students’ literary analysis skills, 2) to study the participants’ satisfaction with concept mapping in learning literary analysis skills, and 3) to establish the construct validity of the learning management plan through confirmatory factor analysis (CFA).
Materials/methods. The study utilized an experimental design with a single group. A sample of 41 Grade 10 students from a public school in northeastern Thailand was selected through cluster random sampling. The primary intervention, a learning management plan incorporating concept mapping, consisted of four lesson plans focused on key components of literary analysis. Instruments included a literary analysis test, with 30 validated multiple-choice items, and a satisfaction questionnaire with 10 items, demonstrating acceptable reliability. Data analysis involved the E1/E2 formula for effectiveness, a paired samples t-test to compare pre-test and post-test scores, descriptive statistics for satisfaction levels, and CFA to assess the construct validity of the intervention
Results. Results showed significant improvement in students' literary analysis skills, with post-test scores markedly higher than pre-test scores. Satisfaction levels were also very high, indicating a positive reception of concept mapping as a learning tool
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Conclusion. This study contributes to the field by extending previous research, which primarily focused on reading comprehension, to demonstrate concept mapping’s potential in developing higher-order literary analysis skills and validating its construct through CFA.
Keywords: The effects, concept mapping, literary analysis skills.
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Social Alienation and Academic Challenges: Exploring Lives of European Muslim Immigrant Students
Article Number: e2025057 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.57
Souad Merah , Samih Mahmoud Al Karasneh , Ramdane Tahraoui , Ali M. Jubran , Afkar Said Attia
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Background/purpose. Social alienation is an individual feeling or being isolated or disengaged from others and society. It has been a well-identified element in the lives of Muslim immigrants in Europe who face significant challenges in social, economic, civic, and political participation. These challenges may have adverse impacts on the academic performance of the young immigrant learners. This paper is an attempt to find out the impacts of social alienation on the academic achievement of Muslim immigrant children in Europe.
Materials/Methods. A semi-systematic literature review of the studies and literature relevant to understanding the relationship between social alienation and the academic performance of the children of Muslim immigrants.
Results. Such a review has pointed out several interdependent reasons for social alienation, such as socioeconomic status, parental choices between formal-public and community-based education systems, availability of resources to exercise choices regarding education, and the influence of ethnic neighborhoods. These factors combine and hinder academic achievement among Muslim immigrant learners.
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Conclusion. The findings provide useful insights into some critical issues confronting the Muslim immigrant communities in Europe, which can definitely address the challenge of improving educational provisions by policymakers and educators. This will help in better integration and equal academic opportunities for the immigrant learners.
Keywords: Social alienation, academic performance, immigrants, school dropout, challenges, Muslim learners.
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Factors Influencing Students' Decisions in Choosing Elementary Education Study Programs in Indonesia
Article Number: e2025058 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.58
Asih Utami , Mohammad Ghufroni Farid , Sujarwo , Riyan Hidayat , Norma Yunaini , Lia Mareza
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Background/purpose. This study aims to examine the validity and reliability of factors influencing students' decisions in selecting the elementary education study program and to identify the most dominant factor.
Materials/methods. This quantitative study employed a cross-sectional design involving 722 students from various universities across multiple Indonesian islands. Data were collected through questionnaires and analyzed using Confirmatory Factor Analysis (CFA).
Results. The findings indicated that students' decisions to enroll in the elementary education study program were influenced by five key factors, represented as latent variables with 20 valid indicator items. CFA confirmed the alignment between these indicators and their respective latent variables through multiple goodness-of-fit tests using both first-order and second-order models. The average variance extracted and heterotrait-monotrait ratio values confirmed the validity of all indicators, while the composite reliability values demonstrated high reliability across all variables. The most dominant indicators influencing the latent variables were the acquisition of information from the socialization of the elementary education study program conducted in schools; the spacious, comfortable, and clean lecture building of the elementary education study program; enjoyment in teaching children; the desire to graduate promptly for employment opportunities; and the goal of graduating quickly.
Conclusion. These findings provide valuable insights for universities offering elementary education programs, helping them attract prospective students by addressing the most influential factors.
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Keywords: Elementary education, factor analysis, Indonesia, students’ decision, validity
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Integration of Islamic Values in the Field of General Studies at SMP Unismuh Makassar: Evaluation of the Stake Countenance Model Approach
Article Number: e2025059 | Published Online: February 2025 | DOI: 10.22521/edupij.2025.14.59
Ferdinan , Nurhidayah M , Mawardi Pewangi
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Background/purpose. This study investigates the integration of Islamic values into the general curriculum at SMP Unismuh Makassar, addressing the evolving educational need that combines academic excellence with spiritual and moral development. Using the Stake Countenance Model, this study aims to evaluate the effectiveness of this integration in planning, implementation, and outcomes while identifying areas for improvement.
Materials/methods. A mixed-methods approach was used, involving 20 teachers and 30 students. Data collection includes observation, interviews, and document analysis. The Stake's Face Model is applied, assessing three components: antecedent (planning), transaction (implementation), and outcome (result). Evaluation matrices and descriptive statistics are used to analyze quantitative and qualitative data.
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Conclusion. The integration of Islamic values into lesson planning received a high score (average score of 4.33), with significant strength in aligning teaching materials with Islamic principles. The implementation of Islamic values in teacher-student interactions achieved very good results (average score of 4.7), although the use of references from the Qur'an and Hadith in lessons needs improvement (average score of 3.0). The results show significant success in fostering Islamic character in students, such as honesty (average score 4.76) and responsibility (average score 4.26). This program effectively promotes the development of Islamic character in students while identifying gaps in the integration of religious references. Further teacher training and the use of technology are recommended to enhance implementation. These findings affirm the value of integrating Islamic principles into education to achieve holistic character development in line with broader educational goals.
Keywords: Integration of Islamic values, general education, Islamic character education, Stake Countenance Model.
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