Background/purpose. Peer bullying is considered to be the most common type of violence in schools. Individuals with special needs are exposed to peer bullying more than their typically developing peers. For individuals with special needs, this situation can lead to more complex and destructive consequences. In this study, it was aimed to determine the peer bullying experiences of individuals with special needs in the school environment in line with the views of the participants.

Materials/methods. Phenomenology, one of the qualitative research designs that focuses on explaining the participants' experiences in the context of the research topic, was used in the study. Five parents of individuals with special needs and five classroom teachers participated in the study. The research data collected through two focus group interviews were analyzed using content analysis.

Results. The findings of the research reveal that they are frequently exposed to various types of peer bullying in the school environment and that they have difficulty coping with peer bullying. It was determined that peer bullying negatively affects individuals with special needs, the classroom environment, and the family environment. While the participants utilize different strategies at home and school to prevent peer bullying, they suggest that detailed information on the subject should be included in parent and teacher training to reduce it.

Background/purpose. Three reasons were found that stimulated this study to be carried out: 1) motivation to serve is categorized as a concept that is not adequately articulated; 2) there are inconsistencies in the placement of trust as an outcome of servant leadership or as a predictor or combining trust and servant leadership; and 3) the inconsistency of servant leadership's direct and indirect influence on job satisfaction opens opportunities for current studies to place trust as a mediator between these two variables. The study aimed to examine the role of the antecedent of motivation to serve on servant leadership and investigate the mediating effects of trust in the relationship between servant leadership and job satisfaction.

Materials/methods. This study used a cross-sectional design with an observational design that is useful for studying the characteristics of current study participants. The respondents of this study were lecturers at 30 Christian higher education in Indonesia, with a total of 140 respondents. This study used a quantitative method, and the data was analyzed using partial least squares structural equation modeling.

Results. This scale does not indicate any problems with convergent validity. All values of composite reliability, Cronbach's alpha, and rho_A above 0.7, and specifically values rho_A between CA and CR are reasonable indications of reliability. There is no discriminant validity issue for this measurement model because HTMT values are less than the 0.90 threshold value. The results of the analysis show that hypotheses 1 - 4 are accepted (direct) and hypothesis 5 is accepted (indirect) because the t-value is greater than or equal to 1.645.

Background/purpose. This study aimed to investigate the effectiveness of a computerized instructional module based on artificial intelligence in acquiring scientific concepts and developing critical thinking among seventh-grade female students.

Materials/methods. To achieve the study's objectives, an AI-based computerized instructional module was created, and two tests were prepared to measure their performance in acquiring scientific concepts and critical thinking. The study sample consisted of two classes of seventh-grade female students selected conveniently in the first semester of the 2023/2024 academic year, totaling 48 students. One class was randomly chosen as the experimental group of 27 students, taught using the computerized instructional module based on artificial intelligence. In contrast, the other class was the control group, with 21 students taught using the traditional method.

Results. The study results showed a statistically significant difference in the acquisition of scientific concepts, both individually and collectively, and the development of critical thinking, both individually and collectively, between the performance of the two study groups in favor of the experimental group who studied using the artificial intelligence-based instructional module

Conclusion. The study recommended the importance of using smart applications in education, especially in the field of science teaching, due to their significant impact on achieving interactivity and practical experience, which contributes to enhancing students' understanding and motivating them to discover more scientific concepts innovatively and enjoyably and developing their critical thinking.

Background/purpose. In the digital age, teachers must effectively leverage technology for everyday activities, particularly in fulfilling their responsibilities. This investigation explores the everyday experiences of teachers in utilizing digital tools and the strategies they employ to mitigate burnout in their responsibilities.

Materials/methods. This study employed a qualitative approach. This study involved eight teachers from Yogyakarta City as informants. Data were collected through interviews with informants, observations, and documentation, followed by Atlas processing. ti.

Results. This study's findings indicated that teachers' digital well-being may be affected by two primary influences: the internal and external factors related to the teachers themselves. Internal factors encompass a growth mindset and self-regulation, whereas external factors involve school policies that govern the use of digital tools during academic activities.

Background/purpose. This study aimed to investigate the predictive ability of thinking styles (synthetic, idealists, pragmatists, analysts, and realists) in the level of self among undergraduate students at Al al-Bayt University in Jordan and to identify the prevailing thinking styles.

Materials/Methods. The study included a sample of 357 undergraduate students from Al al-Bayt University. The self-scale and the thinking-styles scale were administered after proper validity and reliability procedures were ensured.

Results. The findings revealed that the level of self among students was high. The prevailing thinking styles, in order, were realists, analysts, pragmatists, synthetic, and idealists. Thinking styles collectively contributed to explaining 19.1% of the variance in the self-scale, with the realistic style accounting for 17.9% and the synthetic style explaining an additional 1.2%.

Conclusion. The study highlights the significant role of thinking styles, particularly the realistic style, in predicting self-level among students. These findings provide valuable insights into the relationship between thinking styles and self, offering implications for educational practices and student development.

Background/purpose. Effective impromptu communication skills are crucial for pre-service teachers, particularly in handling spontaneous question-and-answer (Q&A) sessions following academic presentations. However, there is limited research examining how Thai pre-service teachers navigate these challenging interactions while balancing professional communication standards with cultural norms.  This study aimed to investigate the responding patterns, pragmatic strategies, and gesture use in Q&A sessions, as well as identify perceived challenges faced by Thai pre-service teachers during impromptu Q&A sessions following their academic presentations.

Materials/methods. The study employed a mixed-methods approach, and the participants were 75 second-year English major pre-service teachers at a public university in Thailand. Data was collected over 16 weeks using observation checklists, structured field notes, and questionnaires. The data were analyzed using both qualitative thematic analysis and quantitative statistical methods.

Results. The findings revealed that there was significant improvement in acknowledgment strategies between Week 8 and Week 16 (M = 1.27 to M = 2.13, p < .001). Participants effectively utilized both direct responses (68.4%) and cultural elements, with Thai politeness markers appearing (94.7%). Gesture analysis showed systematic use of emphatic (42.3%), illustrative (31.7%), and regulative gestures (26%), with emphatic gestures demonstrating highest effectiveness (M = 4.2). Perceived challenges clustered into four categories: linguistic challenges, cognitive processing, affective factors, and cultural considerations, with mental translation emerging as the most significant challenge (M = 4.2).

Background/purpose. One of the skills that students had to master in science learning was science process skills. However, there has not been much research examining these skills in elementary schools, especially those related to practicum guides integrated with local wisdom. Therefore, this study aimed to analyze the effectiveness of a science practicum guide for elementary schools integrated with Catur Pramana to improve students’ science process skills. This guide was developed based on the surrounding environment and the concept of local wisdom in Bali, Indonesia.

Materials/methods. This study used a quasi-experimental approach with a one-group pre-test and post-test design involving 94 students as samples. Data were collected through practicum observation sheets and analyzed using gain scores to assess the improvement of students’ science process skills.

Results. The analysis's results showed that the practicum guide was effective in improving science process skills, which were included in the moderate category. Furthermore, each indicator of science process skills showed an increase, with each gain score also included in the moderate category. Among the six indicators measured, the prediction indicator had the lowest score compared to the other indicators.

Conclusion. The elementary school science practicum guide integrated with Catur Pramana proved effective in improving students’ science process skills. Therefore, this guide was seen as an effective solution to help students develop science process skills in elementary schools. This study also recommended the use of similar guides at higher school levels.

Background/purpose. This study aims to evaluate the effects of the Online Peer-Review Technique (OPRT) in enhancing the paragraph writing skills of first year English major students.

Materials/methods. The study used a quasi-experimental design to assess the effects of the Online Peer-Review Technique (OPRT) through Facebook on improving paragraph writing skills in university English majors, employing a pre-test/post-test method. The working group involved 24 respondents, comprising 21 females and three males.  

Results. The findings revealed that students experienced high writing anxiety during the pre-test, which significantly decreased in the post-test. This indicates that the respondents initially exhibited high anxiety levels, which diminished following the intervention. Regarding the emotional response to online peer feedback, the results showed consistently high levels for both the pre-test and post-test, suggesting a strong emotional engagement with the OPRT.

Background/purpose. This study aims to describe an in-depth implementation of inclusive education management in pilot elementary schools for inclusion in Indonesia.

Materials/methods. This research is a qualitative method with a case study approach. The research sample consisted of 2 elementary schools, 50 students, 10 teachers, and 2 school principals who were selected using purposive sampling and snowball sampling techniques. Data collection techniques used were non-participant observation, structured in-depth interviews, and documentation. The research data analysis techniques include (1) data preparation; (2) developing a general sense; (3) data coding; (4) creating themes; and (5) interpreting the data.

Results.  The research results indicate that curriculum management in inclusive education encompasses planning, implementation, and evaluation of learning. Student management involves admissions procedures, student activities, and school policies that support inclusivity. Financing management includes budget allocation, program evaluation, monitoring, and reporting to ensure sustainability. The management of educators and educational staff focuses on recruitment, professional development, and performance evaluation. Community relations are fostered through planning, implementation, and evaluation of school programs that actively involve the community and provide open channels for public aspirations. Facilities and infrastructure management covers procurement, maintenance, inventory, and the establishment of a dedicated team for implementing inclusive resources. Special services management includes initial assessments, support from teachers and psychologists, targeted treatments, therapy sessions, home programs, and home visits to address students' diverse needs effectively.

Background/purpose. The study aimed to develop a vision for employing artificial intelligence to nurture gifted students in higher education institutions.

Methods. Data were collected and analyzed using a descriptive-analytical approach to achieve the study objectives. The study sample consisted of faculty members from several Omani universities: Sultan Qaboos University, the University of Nizwa, Sohar University, the University of Technology and Applied Sciences in Sohar, and the National University of Science and Technology's International Maritime College of Oman. A questionnaire was used as the main instrument for data collection.

Results. The study reached a proposed vision for the use of artificial intelligence to nurture gifted students in Omani higher education institutions. It also revealed the most significant expected challenges to achieve this vision.

Background/purpose. This study addresses a critical lacuna in language teacher education by implementing and evaluating a video-enhanced coaching program designed to strengthen interactive skills and self-efficacy among English as a Foreign Language (EFL) pre-service teachers.

Materials/methods.  Conducted over two academic years, the research involved 46 final-year EFL pedagogy undergraduates who belonged to a treatment group (n = 23) and a historical control group (n = 23). Both groups undertook a 12-week teaching practicum with a year-long gap, but the intervention group received an additional five-week individualized training focused on interactive skills, delivered through video analysis sessions midway through the practicum. Filmed classroom interactions were completed at the first and final weeks of the intervention.

Results. Findings revealed that while both groups exhibited improvements in interactive skills over time, the intervention group demonstrated a substantially greater increase compared to the reference group. However, changes in self-efficacy beliefs were minimal and did not differ significantly between groups.

Conclusion. The results suggest that video-case-based training can promote the interactive skills of prospective EFL teachers, underlining the value of integrating reflective video analysis into teacher education programs. The lack of substantial impact on self-efficacy indicates that additional strategies may be necessary to bolster this aspect of teacher development. This paper contributes to the discourse on effective teacher training methodologies and highlights the potential of video-assisted reflective practices in cultivating foundational teaching competencies.

Background/purpose. The scientific basis for positive reinforcement is clear: when a behaviour is accompanied by a desirable outcome, such as attention, a tangible reward, or a sensory experience, the probability of that behaviour being repeated in the future is heightened. Praise is a motivating strategy to cultivate a robust relationship between teachers and learners while promoting inclusive classroom management. Nonetheless, there is a paucity of research about the precise application of praise in South African secondary schools. This article examined learners' experiences about teachers' use of praise.

Materials/methods. The study employed an interpretive paradigm with a qualitative approach and a phenomenological, multiple-case study design. Data was collected through focus group discussions from two secondary schools in quintiles 2 and 3, with 12 progressed learners selected using purposive sampling.

Results. The study revealed three primary themes: how learners respond to praise, the conditions prompting teachers to praise learners, and the emotions and behaviours associated with the absence of praise. The study indicated that learners experience encouragement and reinforcement towards commitment after receiving praise. Nonetheless, it also indicated that teachers predominantly praised learners for their academic achievements, resulting in progressed learners feeling marginalised due to their poor performance. The study also revealed that the absence of any kind of acknowledgement in the form of praise leads to the development of anger, deviant conduct, and a mixed-feeling attitude about attending school.

Conclusion. This research offers a novel viewpoint contesting other findings that progressed learners are disruptive and unmotivated due to their expectation of automatic progression to the next grade without exerting effort. The study introduces a novel idea that teachers' use of praise may lead to exclusions, causing progressed learners to feel somewhat excluded from the school community.

Background/purpose. This study explores how often teachers receive feedback and how it impacts their teaching methods, confidence, and professional growth. Specifically, it looks at whether frequent feedback is seen as more useful for improving teaching practices, perceived as positive, and how it encourages teachers to reflect on their work and build their self-belief. The research also digs into whether more feedback leads to greater confidence and effectiveness in the classroom.

Materials/methods. Using a quantitative correlational design, 377 elementary and lower secondary school teachers from Kosovo were randomly selected to participate. A survey was used to gather data on how often teachers received feedback, how they felt it influenced their teaching strategies, and whether it affected their sense of self-efficacy.

Results. The findings reveal a strong link between how often teachers get feedback and how much they value it. Teachers who received feedback more frequently tended to see it as more helpful, adapt their teaching strategies more effectively, and feel more confident in their abilities. In short, regular feedback seems to help teachers recognize its value and feel more assured in their teaching.

Conclusion. They suggest that consistent, constructive feedback systems can play a key role in boosting teachers’ professional development, teaching effectiveness, and self-confidence, ultimately creating a more supportive and professional teaching environment. That said, more research is needed to understand the long-term effects of feedback frequency on teacher growth and teaching quality across different educational settings.

Background/purpose. The ongoing digital transformation in education has identified important areas for development in pre-service teachers' preparation to facilitate critical and creative thinking within technology-enhanced learning environments. This study investigated the readiness and implementation of creative and critical thinking skills among pre-service teachers in Thailand during the Next Normal era.

Materials/methods. The study employed a comprehensive mixed-methods sequential explanatory design, gathering data from 85 pre-service teachers and 11 faculty members across multiple higher education institutions. Quantitative data were collected through surveys and assessments, while qualitative insights were obtained through 20 in-depth interviews and four focus group discussions.

Results. The findings revealed that data analysis had emerged as the most potent capability with a strong correlation to digital tool proficiency. Project-based learning demonstrated the highest effectiveness rating, though significant implementation challenges were identified. Notable disparities in technological readiness between urban and rural settings highlighted infrastructure challenges.

Background/purpose. The current study examined the possibility of utilising a practice-based learning strategy to enhance the motivation for job retention among student teachers. 

Materials/methods. These participants were randomly assigned to either the practice-based learning strategy (PBLS) group (44) or to the control group (45). The teachers’ motivation for choosing to remain in the teaching profession questionnaire (α = .77) and the Blais inventory of work motivation (α = .81) were employed for data collection. The data was analysed using independent t-tests, the analysis of covariance, and Cohen’s d effect size.

Results. The PBLS intervention significantly enhanced student teachers’ motivation for job retention, as indicated by the mean scores of 45.30% for the intervention group and 35.44% for the control group. The participants exposed to PBLS (M= 40.30; SD = 6.85), t(88) = 13.576, p < 00) demonstrated greater improvement compared to those in the control group (M = 35.44; SD = 9.89). Furthermore, the study found a very large effect size of 1.834 using Cohen’s d methods.

Background/purpose. This study aims to analyze the need for local wisdom-based Indonesian as a Foreign Language (BIPA) evaluation materials for Thai students and propose a design to enhance language proficiency and cultural awareness. The growing interest in learning Indonesian stems from diverse purposes, including business, academics, and tourism. While Indonesian language learning in Thailand is dynamic, with a focus on media and teaching materials, evaluation methods remain institution-specific. Currently, there is no standardized BIPA evaluation system in Thailand, highlighting the need for assessments aligned with the characteristics of Thai learners.

Materials/methods. This research adopts a qualitative approach through literature reviews, interviews, and questionnaires. It explores local wisdom-based BIPA evaluation methods and examines Indonesian language proficiency as a response to globalization and cultural preservation. This research describes a local wisdom-based Indonesian language evaluation design for Political Science Walailak University students to measure Indonesian language competence.

Results. The findings introduce the Indonesian Language Proficiency Test for Thai Speakers (UKBIBATH), designed to assess Indonesian language skills among students at Walailak University, Thailand. The instrument integrates Indonesian local wisdom, including art, literature, and cultural elements, to address global challenges and promote both language competency and cultural awareness.

Conclusion. BIPA evaluation materials for Thai students are a strategic step toward increasing their language competency and cultural awareness. The design of evaluation instruments that integrate local values not only supports linguistic learning but also enriches their understanding of Indonesian culture holistically.

Background/purpose. School bullying is one of the most common school indiscipline problems in public schools, so the current research aimed to develop a School Bullying Victimization Scale (SBVS) and validate its psychometric properties.

Materials/methods. The latest version of SBVS consisted of thirty items. It was administered to a sample of 459 primary school students (245 boys and 214 girls) in the Asir Education Directorate in Abha, whose ages ranged between 11 and 12 years (Mage 11.75 ± .43). The validity of SBVS was assessed using content validity and construct validity. Internal consistency was also examined for both the sub-dimensions and the overall scale. Exploratory factor analysis (EFA) revealed three main factors: physical bullying victims, verbal bullying victims, and social bullying victims, each of which involved ten items.

Results. Confirmatory factor analysis (CFA) supported the findings of EFA, demonstrating that the fit indices for the confirmatory model were within acceptable limits. Additionally, all standardized factor loadings exceeded 0.5 and were statistically significant (p<.01). Reliability of SBVS was established using Cronbach’s alpha and split-half reliability methods, both for the sub-dimensions and the overall scale.

Background/purpose. This study explores how sovereign states—specifically, Thailand—have a significant influence on the global system of education governance. Thailand is clearly involved in global education governance, although there are a few areas that need more research. These include comprehending Thailand's educational background, driving forces, career paths, and obstacles.

Materials/methods. This study employed a mixed-method approach, combining quantitative surveys and qualitative interviews. Key stakeholders from six Thai institutions participated, along with 300 international students and 120 international teachers. Descriptive statistics and thematic analysis were used in the data analysis to shed light on best practices, quality control, and policy alignment.

Results. It points out that Thailand's educational system has developed over a long period of time and has created a useful framework for taking part in global education governance. Thailand's involvement is driven by a variety of factors, which result in the creation of basic but unsystematic paths. The study also recognizes the complicated contexts in which Thailand participates.

Conclusion. In short, the study points out a number of shortcomings and suggests that future investigations use both qualitative and quantitative techniques to thoroughly examine sovereign states' involvement in global education governance.

Background/purpose. In an era marked by teacher shortages and escalating demands on educators, it is crucial to understand what motivates individuals to pursue a career in education, especially when a wide range of alternative career opportunities are available. This paper examines the main reasons university students in Kosovo choose teaching as a future profession and identifies the factors that shape their decision-making process. Given the limited research in this area, the study provides valuable insights into what encourages students in Kosovo to pursue a career in teaching.

Materials/methods. Utilizing a quantitative approach, the research surveyed 170 undergraduates from two universities, applying the FIT-Choice framework and analyzing the data with SPSS to identify key motivational drivers.

Results.  The study found that students in Kosovo are primarily motivated to pursue teaching by intrinsic factors such as personal fulfillment and the desire to shape future generations, with work-life balance being important. However, concerns about job security, salary, and social status were noted, particularly among rural students who value teaching for its stability.

Conclusion. This study highlights the need for education policies that not only support intrinsic motivations, such as personal fulfillment and societal contribution, but also address external concerns, including job security and financial stability. Policy efforts should focus on improving salaries, employment conditions, and financial incentives to enhance the teaching profession's appeal. Additionally, promoting work-life balance, strengthening professional support networks, and elevating the societal status of teaching through public awareness campaigns and policy reforms can help attract and retain educators. Implementing these measures is essential for ensuring a sustainable and motivated teaching workforce in Kosovo.

Background/purpose. Low attendance rates in undergraduate (UG) programs represent a critical issue for higher education institutions (HEIs), as they directly impact both individual and institutional success. This study investigates the influence of moderating variables such as age and gender on the effect of student absenteeism on mathematics performance. If the impact of low attendance on student performance goes unaddressed, it becomes a significant risk to their overall success in the UG program as well as their future career prospects.

Materials/methods. In order investigate the impact of absence on performance on mathematical tests, this study used a quantitative methodology. Data was gathered from 489 GFP students taking a mathematics course.  A multiple linear regression (MLR) analysis was conducted to determine whether these independent variables serve as significant predictors of mathematical performance. The Pearson product-moment correlation was used to examine potential relationships between math grades and absenteeism in both males and females across various age groups.

Results. Statistical analysis revealed a strong negative correlation between absenteeism and academic performance. The study reveals that a small group has significantly high absenteeism, and results show the influence of each variable on the effect of absenteeism on performance.

Background/purpose. The authors of this research present a study on Fake News and the communication processes that are generated in different educational and professional contexts through a systematic review.

Materials/methods. This is descriptive research that analyses 139 results present in Web of Science and SCOPUS, using the criteria established by the PRISMA protocol. It gives special relevance to the following categories: country of origin, date of publication, main objectives, methodological design, variables analyzed and considered, size and details of the samples, and their respective scientific contributions in relation to their area of research.

Results.  The results show that this is a new field of study due to the lack of in-depth studies on the subject. Despite this, this analysis provides three major areas of action regarding fake news: its definition, diagnostic tools, and students' perspectives. These phases can be considered and included in current educational policies to curb misinformation and promote adequate media literacy.

Conclusion. The value of this research lies on offering a critical view based on an in-depth analysis of the existing scientific production between Fake News and communication in education.

Background/purpose. Students with learning disabilities (SLDs), bilingual learners (BLs), and English language learners (ELLs) represent heterogeneous groups. With the rising number of SLDs and the expansion of English as a second language instruction in Saudi elementary schools, a critical challenge emerges: How can learning disabilities (LDs) be accurately identified in students who are also BLs or ELLs? In alignment with Saudi Vision 2030 and inclusive education goals, schools must effectively address diversity by considering both disabilities and linguistic backgrounds. This study examines perspectives from specialized LD teachers, general educators in English and Arabic, and assessment experts on current identification practices, challenges, and recommended strategies.

Materials/methods.   This phenomenological qualitative study gathered insights through 12 semi-structured interviews and seven artifacts. Thematic analysis was conducted using qualitative coding to identify key patterns and concepts.

Results. Findings highlighted common identification practices, including teacher observations, standardized assessments, distinguishing between native and second-language assessments, curriculum-based measurements, and progress-monitoring tools for at-risk students. Key challenges included language imbalances causing misidentification, cultural bias, and insufficient professional training. Participants recommended using diverse assessment tools, conducting evaluations in both native and second languages, involving families, enhancing teacher training, and raising parental awareness.

Background. This study underscores the importance of motivation in self-regulated learning and technology-use efficacy, particularly in the context of online learning modality. The transition to blended and hybrid learning modalities has necessitated a reevaluation of the factors influencing student success.

Methods. This quantitative survey study was conducted at Biliran Province State University (BiPSU) in the Philippines. Using a convenience sampling approach, data were collected through a Likert scale questionnaire to 800 respondents’ undergraduate students enrolled in the second semester of the 2022-2023 academic year. The study employed Partial Least Squares - Structural Equation Modeling (PLS-SEM) through SmartPLS to explore the relationships between perceived competence, value, pressure/tension, interest, effort, and technology-use efficacy. The measurement model was validated by assessing indicator reliability, internal consistency, construct reliability, and discriminant validity. The study's exploratory nature and statistical approach enabled a robust analysis of factors influencing students’ technology-use efficacy.

Results. The results revealed that reducing pressure/tension and enhancing the perceived value of tasks are significant pathways to improving technology-use efficacy. Specifically, perceived choice and relatedness reduce pressure/tension, and both perceived choice and competence increase the value of the task, leading to higher technology-use efficacy. Effort/importance and interest/enjoyment did not significantly mediate the relationships between the predictors and technology-use efficacy.

Conclusion. Fostering a sense of autonomy, competence, and relatedness may be more critical to promoting effective technology use than focusing solely on effort or enjoyment.

Background/purpose. Co-teaching has emerged as an innovative practice in Higher Education that offers positive experiences for both students and professors. The current study focused on professors who were involved in co-teaching practices and aimed to explore the effects of these partnerships on their teacher self-efficacy (TSE).

Materials/methods. Participating professors wrote reflective diaries and were interviewed at the end of their experiences. The resulting data was analyzed for mentions of TSE and categorized according to Bandura’s (1997) information sources that allow for a judgment of self-efficacy.

Results. Co-teaching practices have been found to positively affect TSE, most often informed by enactive mastery experiences, probably due to the reflective nature of the experience. The second most common source of TSE was vicarious experiences. Evidence of negative effects of co-teaching on TSE was also found, mainly in first-time co-teachers, and often related to the use of ICT during the pandemic.

Background/purpose. The study addresses the challenge of integrating technology into Pancasila Education in Indonesian primary schools. Despite schools having technological facilities, teachers still rely on conventional teaching materials. The research aims to develop and validate digital game-based learning materials using the Lumio by Smart platform to improve learning outcomes in primary school Pancasila Education.

Materials/methods. The study employed R&D methodology using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with three teachers and 80 fifth-grade students across three primary schools in Padang City.

Results. Expert validation revealed that the developed materials were highly valid across material, media, language, and evaluation aspects. Teacher and student responses indicated that the materials were very practical for classroom implementation. Effectiveness testing demonstrated significant improvement in student learning outcomes when comparing pre-test and post-test scores.

Background/purpose. Teachers' pedagogical competence in Indonesia has become one of the central issues in improving the quality of national education. This issue can affect students' academic achievements and influence education quality. This study aims to explore the need to develop a new pedagogical module tailored to current educational challenges that can significantly enhance teachers' pedagogical competence.

Materials/methods. This developmental research adopts a methodological approach based on operational research using the Design-Based Research (DBR) framework.

Results.  The findings reveal that the use of the Pedagogical Content Learning (PCL) module significantly improves teachers' pedagogical competence, as evidenced by the differences in the mean scores of the pre-test and post-test. Statistical analysis using a t-test indicates a significant increase in pedagogical competence scores after implementing the module, while the Effect Size test demonstrates a substantial impact of the module on enhancing teachers' pedagogical skills.

Background/purpose. Practical work is a key component of science education that can contribute to comprehensive learning and scientific literacy. This study presents the results of an Inquiry-Based Learning (IBL) approach using a DNA extraction practice with 4th-year secondary education Spanish students. The findings highlight significant improvements in knowledge acquisition and self-perception of critical thinking. Students reported high satisfaction and increased interest in science. This study addresses the issue of declining interest and curiosity towards science among students. The purpose is to evaluate the impact of an Inquiry-Based Learning strategy, centered on DNA extraction, on the development of self-perception of critical thinking and scientific knowledge among high school students.

Materials/methods. The study utilized a pre-experimental design with pre-test and post-test measures. It included 25 students who designed and conducted their own experiments on DNA extraction, followed by writing a scientific article. Instruments included questionnaires assessing knowledge, self-perception of critical thinking, and student satisfaction.

Results. The intervention led to significant improvements in knowledge scores (mean increase from 6.0 to 7.1) and self-perception of critical thinking, particularly in evaluating specific situations with objective and subjective data. Satisfaction levels were high, with students appreciating the hands-on and innovative approach.

Conclusion. The implementation of an Inquiry-Based Learning approach using DNA extraction improved students’ knowledge and self-perception of critical thinking, particularly in evaluating situations with data. The high level of satisfaction indicates the potential of such strategies to enhance interest in science and promote scientific literacy.

Background/purpose. Human resources are the primary resource of any organization, especially educational establishments. Administrative staff, particularly administrative staff, are responsible for performing administrative duties as effectively as feasible. However, the performance of administrative workers and other civil servants frequently falls short of expectations. This research aims to evaluate the performance of high school administrative staff, focusing on the distinctions between Senior High Schools and Vocational High Schools and the connection between performance and the Job Performance Assessment Checklist.

Materials/methods. This study is correlational and comparative. The population of this study was 115 administrative staff, covering five Vocational High Schools and seven High Schools. The sampling approach used was proportional random sampling. The data techniques are questionnaires, and ANOVA used for the regression line equation's linearity and significance tests.

Results. Performance components only 0.15% can affect changes in Job Performance Appraisal Scores, and 99.85% are influenced by other factors, according to the coefficient of determination of 0.015.

Background/purpose. The study aimed to identify the importance of strength and speed levels of the upper and lower limbs of the body and their relationship to digital achievement in swimming.

Methods. The quasi-experimental approach was used. The study sample consisted of 28 students from the swimming course who were selected using the Intentional method. Upper and lower speed tests, maximum upper and lower strength tests, and strength endurance tests were used to achieve the objectives of the study.

Background/purpose. This study examines the role of characters as teachers in The Book of Dede Korkut, a foundational work of Turkic oral literature. The analysis focuses on twelve legends, identifying how characters embody teaching roles and impart moral, ethical, and cultural lessons through their actions and relationships.

Materials/methods. This study employs a qualitative research design to explore the pedagogical roles of characters in The Book of Dede Korkut. The primary source is the English translation of The Book of Dede Korkut. Each legend is treated as an independent unit of analysis. Key characters and their actions were identified and coded for their pedagogical roles. A directed content analysis approach was used to examine the teaching roles associated with characters.

Results. Using qualitative content analysis with AI, the study reveals several key findings. Characters such as Dede Korkut, Bugach Khan, and Salur Kazan serve as pedagogical figures, teaching values like bravery, loyalty, leadership, resilience, and the importance of justice. These lessons are conveyed through their interactions, decisions, and sacrifices, offering timeless lessons on human behavior and societal values.

Conclusion. The analysis implies the potential of traditional narratives as tools for teaching universal moral and ethical lessons, indicating that integrating such stories into modern curricula can improve critical thinking, cultural awareness, and moral reasoning among students.

Background/purpose. Science education has gained more prominence as a means of educating students for the demands of a technologically evolved world. Understanding the variables influencing students' science achievement is vital for educational policymakers and practitioners.

Materials/methods. The study used a hierarchical multiple regression analysis method to study data from the 2019 iteration of TIMSS, in which 5728 eighth-grade students from Dubai in the United Arab Emirates (UAE) participated. It examined the links between socioeconomic status (SES), computer self-efficacy, conceptions of learning science (like learning science, instructional clarity in science lessons, confidence in science, and valuing science), and science achievement.  

Results. It was found that the associations between student age, socioeconomic status, computer self-efficacy, conceptions of learning science, and science achievement are significant.

Conclusion. Policymakers and educators should adopt effective strategies to reduce socioeconomic disparity amongst students, enhance conceptions of learning science, and improve students' computer self-efficacy.

Background/purpose. The crisis caused by the COVID-19 pandemic has altered the direction of education worldwide, emphasizing the prospects and problems of using online learning platforms. This study aims to investigate the dual aspects of COVID-19 (positive and negative) on facilitating conditions for learning quality that affect students’ willingness to continue online learning.

Materials/methods. The study’s hypotheses were evaluated using an online survey of 320 respondents who were enrolled in public universities. The analysis used partial least squares structural equation modeling (PLS-SEM).

Results.  The study found that the positive and negative impacts of COVID-19 predict students' facilitating conditions, which in turn have a significant positive effect on their perceived usefulness, perceived ease of use, and tech competency while being negatively associated with subjective norms. Additionally, perceived usefulness, ease of use, and tech competency were found to have a significant positive relationship with students' attitudes toward online learning. However, the subjective norm was negatively associated with attitudes. The study revealed that students' attitudes toward the quality of online learning have a significant negative impact on their willingness to continue with online learning.

Conclusion.  The study's empirical contribution lies in its exploration of the positive and negative impacts of COVID-19 on students’ willingness to continue online learning. This is particularly relevant and important in the current educational scenery. By identifying and understanding these factors, educational institutions can improve the quality and accessibility of online learning, ultimately leading to better educational outcomes for students.

Background/purpose. Educational systems have moved towards more constructive and non-violent disciplinary practices, due to the negative impact of corporal punishment on learner well-being and academic outcomes. This study explored alternatives to corporal punishment strategies employed in schools and the challenges associated with their implementation.

Materials/methods. The study adopted a qualitative approach within an interpretive paradigm, using a phenomenological multi-case study design. It was grounded in Self-Efficacy Theory. Data was collected from six teachers and four school management team members purposively selected from two quintile three secondary schools. Inductive content analysis was used to analyse the data.

Results. The findings reveal the influence of teachers’ beliefs, professional environments, and systemic factors on using an alternative to corporal punishment strategies. These include teachers' reluctance, lack of training, and learners' attitudes toward alternatives. Low self-efficacy, often linked to inadequate training and support, was identified as a barrier to embracing new disciplinary approaches.

Conclusion. The study concludes that the persistence of corporal punishment may be due primarily to a lack of training in alternative disciplinary measures, emphasising the urgent need for professional development initiatives focused on discipline to enhance teacher self-efficacy and promote sustainable change.

Background/purpose. This study examines the influence of project-based learning on the writing of scientific papers that have ecological literacy. This research is important because ecological literacy is a key competency in facing the environmental challenges of the 21st century.

Materials/methods. This study uses an experimental method. The main data is students. Experimental and control groups were selected based on the average score of students in each class. The analysis used data from the experimental group and the control group, with data normality, data homogeneity, and t-test. Data were analyzed with the Kolmogorov-Smirnov test.

Results. The results showed that there was a significant difference between the results of the post-experimental and control groups. Project-based learning is effective in improving students' ability to write scientific papers that contain ecological literacy. The experimental group showed a more consistent improvement in the structure of the writing and the depth of the ecological content. In addition, students in the experimental group were better able to integrate local environmental issues into their scientific work.

Background/purpose. In recent years, the Chinese government has increasingly integrated "Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era" into national education policy. This study investigates how Xi Jinping’s ideology is represented in Chinese high school ideology and politics textbooks, highlighting the state’s use of education for ideological dissemination and political socialization.

Materials/methods. This study adopts a historical and content analysis approach and draws upon a comprehensive dataset of officially sanctioned high school textbooks. The analysis focuses on recurring themes, discursive strategies, and ideological narratives concerning political, economic, and cultural representations of Xi Jinping's leadership.

Results. The findings reveal that Xi Jinping is prominently depicted across multiple thematic areas, including (1) traditional culture, (2) national ideology, (3) socialism, (4) the role of the Communist Party of China (CPC), (5) economic reforms, and (6) international cooperation. These portrayals collectively emphasize Party loyalty, national rejuvenation, and ideological unity.

Conclusion. Chinese high school textbooks serve as powerful instruments for reinforcing state ideology, portraying Xi Jinping as a political leader and as the symbolic core of national identity and progress. The emphasis on a singular ideological framework limits critical engagement, positioning students within a tightly controlled political and cultural development narrative. This study contributes to the broader discourse on authoritarian resilience and political education by illustrating how state narratives are embedded in school curricula. It underscores the need for further research into the educational mechanisms that shape youth political consciousness and the long-term implications for governance and civic identity in China.

Objectives. This study examined writing anxiety coping strategies among Arabic language students at Islamic universities in Indonesia and explored differences based on gender, academic level, and specialization.

Method. This study employed a descriptive research design, and data were gathered from 1,101 students using a validated Writing Anxiety Coping Strategies Scale.

Results. The results showed that positive thinking was the most frequently used strategy, while preparation, peer seeking, and relaxation were moderately used. Resignation (avoidance behavior) was the least used strategy. Significant differences were found based on gender and academic level, but not specialization. Female students used relaxation and positive thinking more, while male students showed higher resignation. Senior students exhibited greater resignation tendencies than junior students.

Objectives. Drama learning is still dominated by the use of conventional textbooks. For this reason, the purpose of this research is to explore the development of digital textbooks, with cultural orientation and local wisdom.

Materials/methods. The research method follows research and development procedures. Data was collected through tests, student questionnaires, and in-depth interviews. Data were analyzed using independent tests and Pearson correlation testing. This method allows for the validation of locally-based learning designs through an iterative cycle involving lecturers and art practitioners. Data reliability is maintained through triangulation of sources and techniques to improve the accuracy and depth of findings.

Results. The results of the t-test showed that the experimental class had increased the average score from 65 to 90, significantly different from the control class, t = 9.23, p < 0.001, Cohen d = 1.51. In addition, Pearson's correlation analysis showed a strong positive relationship r = 0.82, p < 0.001 between student engagement and understanding of local culture. These findings also show a significant improvement in students' affective and psychomotor aspects, which is shown through increased participation in discussions and staging activities. Thematic analysis of in-depth interviews reinforces the quantitative results by showing that students feel more connected to the material due to the relevant cultural context.

Conclusion. This study confirms that digital books based on local creativity can increase the effectiveness of drama learning, both in terms of outcomes and culture. Its implications are that culture-based e-learning policies are important to develop in theatre education.

Background/purpose. The marginalization of art education globally has prompted concerns about the instructional competence of art teachers. This study probed the potential of microteaching lesson study as a remedy, with a novel integration of generative artificial intelligence.

Materials/methods. This was a pre-test/post-test controlled study with quantitative data collected from two groups of pre-service visual art teachers. They partook in collaborative lesson planning: one aided by generative chatbots and the other not, both followed by microteaching activities. A comparison group adhered to a standard university curriculum.

Results. Both treatment conditions, with or without conversational agent usage, significantly improved overall lesson plan quality, particularly in terms of facilitating art-related discourse. Furthermore, both experimental groups outperformed untreated subjects in overall teaching competence. Specifically, the chatbot-supported condition scored significantly higher in the instruction domain at the post-test. However, post-intervention teaching self-efficacy scores indicated a uniform decline compared to pre-existing levels, without significant intergroup variance.

Conclusion. This study provides empirical support for microteaching lesson study as a potent tool to enhance specific teaching skills within visual art education, irrespective of artificial intelligence integration. Furthermore, the findings of this investigation underscore the need for continued research into the effective deployment of technology, such as generative conversational agents, in teacher training programs.

Background/purpose. This study aims to better understand undergraduate students’ perceptions of cheating in online learning programs at Ajman University, one of the higher education institutions in the United Arab Emirates.

Materials/methods. The study used a descriptive method, employing a questionnaire instrument to collect data from faculty members (n = 201). The questionnaire consists of 35 items distributed over six areas: students (8 items), course content (4), teaching methods (4), conducting electronic tests, cheating methods (6), and attitudes (5).

Results. The overall mean and standard deviation for the six areas of the questionnaire were 3.40 and 0.99, indicating a moderate level. The results showed that undergraduate students’ perceptions of cheating in online learning depended on the gender variable category (in favor of male students). However, there was no statistical significance depending on the college and academic year variables.

Background/purpose. This study aims to evaluate the performance of State Vocational High Schools (SMK) with the status of Regional Public Service Agency at the provincial level. This assessment is conducted out to determine how efficiently schools employ their resources and generate the best performance possible. It is expected that the findings of this study would help authorities enhance management at schools, increase partnerships with the industry, and make students more competitive in the job market.

Method/ Material. The approach used in this study is Data Envelopment Analysis (DEA) to measure the relative efficiency of 30 schools. Three input factors and four output variables—obtained through school surveys and interviews—were employed in this research.

Result. The study revealed that 11 of the 30 SMKs analyzed achieved the highest efficiency level (score 1). These schools displayed the most efficient use of resources in producing output. Three of the eleven schools were chosen as the primary models to serve as pilot projects in an effort to improve management efficiency in other SMKs.

Background/purpose. Regular physical activity is important for maintaining a healthy lifestyle and preventing various chronic diseases. However, despite its well-documented benefits, many people encounter multiple barriers to participating in it. The present research aimed to analyze the perceived barriers to physical activity in a sample of Peruvian university students.

Materials/methods.   To achieve this, a quantitative, non-experimental, descriptive, and cross-sectional study was conducted with a sample of 239 students of both sexes, who were administered the Barriers to Being Active Quiz (BBAQ), an instrument with adequate metric properties.

Results. It was found that the mean of the perceived barriers to physical activity was 29.12 (SD = 11.517), which, when compared to the possible maximum and minimum values, was categorized at a moderate level. Additionally, the main barriers identified were lack of energy (M = 4.80, SD = 2.280), lack of resources (M = 4.54, SD = 1.985), and lack of time (M = 4.50, SD = 1.951). On the other hand, it was observed that women and people who were not employed perceived more barriers to engaging in physical activity compared to men and those who were employed, respectively.

Conclusion. It was concluded that the perceived barriers to physical activity were categorized at a moderate level, highlighting lack of energy, lack of resources, and lack of time as the main factors.   Therefore, it is recommended that institutional strategies such as sports spaces, accessible programs, awareness campaigns, stress management workshops, and partnerships with sports centers be implemented to promote student well-being.

Background/purpose. This study aims to evaluate the effect of the application of the PjBL learning model assisted by AR on students' critical thinking skills. The focus of this study is on sixth-grade students with solar system material, designed to explore how the integration of AR technology in PjBL can improve student engagement, conceptual understanding, and critical thinking skills.

Materials/methods. This research is quantitative research with an experimental type.  Research design using nonequivalent control group (pre-test and post-test).  Critical thinking data collection focuses on the FRISCO indicators, namely Focus (F), Reason (R), Conclusion (I), Situation (S), Clarity (C), and Overview (O). The instruments used in this study were cognitive tests and observation sheets. The measurement scale for critical thinking skills observation used a Likert scale, 1 (strongly disagree) - 5 (strongly agree)

Results.  Both the control and experimental groups' pre-and post-test scores increased significantly. The experimental class achieved a post-test average of 79.61, whose average pre-test score was 56.92, while a post-test average of 60.27 was achieved by the control class, whose average pre-test score was 50.31. The data were first examined for normality and homogeneity using the Kolmogorov-Smirnov and Levene tests, which confirmed that the samples were distributed normally and were similar to one another. Then, hypothesis testing was initiated. After the hypothesis testing using a paired sample t-test was conducted, the null hypothesis (H0) was rejected due to a significance value of 0.00, which is less than 0.05.

Background/purpose. This study examined Vietnamese English majors' competence and perception of academic collocations to determine the need for targeted instruction. The research aimed to identify specific challenges these learners face in learning and using academic collocations in their writing.

Methods. The study involved 199 Vietnamese English majors (60 males, 139 females) aged 20-21 who completed a test of 50 academic collocations selected from widely used academic texts and expert-curated lists. Six of the students participated in a follow-up interview that aimed to explore their perspectives on collocation usage and challenges in academic writing.

Results. The test results revealed a significantly low understanding of academic collocations among the participants. Interview findings confirmed these challenges and highlighted specific difficulties Vietnamese learners encounter when using academic collocations.

Background/purpose. The purpose of this study is to examine the challenges faced in developing teachers' ability to use accessible digital technologies, as well as their knowledge, understanding, and skills in pedagogical and inclusive technology methodologies. These are aimed at implementing the goal of providing equitable and accessible education to all students, as reflected in Mongolia's long-term policy, "Vision 20250" and the "Medium-Term Education Sector Development Plan 2021-2030". The integration of digital technologies into inclusive education has the potential to significantly enhance access to learning for students with diverse needs. However, teachers face significant barriers, including limited access to reliable digital infrastructure, inadequate professional development, and socio-economic disparities.

Materials/methods. The study was conducted using sampling, questionnaire, and document analysis methods. The collected data were analyzed using IBM's SPSS Statistics.v23 and AMOSv23 statistical programs. Based on the research data, structural analysis, descriptive statistics, exploratory and confirmatory factor analysis, and qualitative reliability analysis were conducted in four stages.

Results.  The main result of the study is that Mongolia has an inclusive education system and legal framework, but the challenges facing teachers in using digital technologies that are more practical and accessible are weak digital tools and methodological capabilities for their use.

Conclusion. The results of the study show that the knowledge and understanding of the Mongolian education sector, such as "Inclusive Education" and "Digital Transition", is very high among the teachers surveyed, but the results of the study show that there are difficulties in introducing digital tools and platforms into classroom teaching methods. Although the basic conditions are in place to support the implementation of the goal of providing equal and accessible education to all students in Mongolia, it indicates that there is an opportunity to organize training and development work, considering the high need for teachers to develop digital tools and digital teaching methods.

Background/purpose. Most Indonesian vocational university students majoring in a non-English program demonstrated low English mastery due to their lack of exposure to English in their previous studies. To tackle this problem, this study aims to guide vocational university students to spend more time on independent learning using the Cambridge English online learning platform and examine their views about their experiences using this platform, particularly whether they intend to keep using it outside their formal English learning hours.

Materials/methods.  The participants of this study were vocational university students majoring in electrical and informatics engineering who received English lessons once a week over 2 semesters from 6 or 8 semesters of study and two English teachers. Data were collected using semi-structured interviews and non-participant observation. A thematic analysis strategy was used as a data analysis approach.

Results. The findings revealed that the participants considered this learning platform a powerful learning tool. Students with different English proficiency levels could access it, and it contained materials for various English skills and allowed students to sustain their English learning. The platform also provided valuable information and resources for teachers that could be used to upgrade their teaching knowledge and skills.

Background/purpose. Limited studies have explored TikTok's potential in higher education, but scarce research has been conducted about the impact of this tool on developing research and linguistic competencies in Latin-American TEFL students. This research addresses this gap by analyzing the effectiveness of TikTok in supporting these competencies while also exploring students' perceptions of its use in this context. Consequently, this study aims to evaluate the effectiveness of TikTok videos in enhancing research and linguistic competencies among higher-education students in an EFL teacher education program. Additionally, it aims to explore students' perceptions of TikTok as an educational tool.

Materials/methods. Using a mixed-method approach, this study combines a quasi-experimental design, surveys, and structured interviews to assess changes in academic competencies and collect student perceptions. Eighty-seven participants from a private university in Ecuador were divided into control and experimental groups across two courses: Research Methods in ELT and Contrastive Grammar. The intervention involved integrating TikTok videos into the curriculum over four months, with students in the experimental group engaging with and creating TikTok content related to course material.

Results. Results indicated improvements in the experimental group, demonstrating the positive impact of TikTok on student performance. Additionally, data revealed that students found TikTok to be an engaging and effective supplementary learning tool that supports effective learning by reducing cognitive load and fostering active, self-paced learning. However, the participants noted challenges such as technological limitations and potential distractions.

Conclusion. TikTok videos demonstrate a positive impact on student performance, which supports effective learning experiences and enhances academic competencies through improved retention and comprehension. Additionally, students generally perceive TikTok as an engaging and effective tool for classroom learning.

Background/purpose. Ensuring high-quality education in Islamic boarding schools (pesantren) requires an effective management approach. Total Quality Management (TQM) has been widely recognized as a strategy to enhance educational effectiveness, yet its implementation in pesantren remains underexplored. This study examines teachers' and school principals' perspectives on applying TQM in Islamic boarding schools, focusing on its impact on improving teaching quality and identifying areas for further enhancement.

Materials/methods. This study employed a descriptive quantitative approach using a structured questionnaire as the primary data collection instrument. The sample consisted of 134 participants, including teachers, school principals, educational staff, foundation managers, and students from several Islamic boarding schools in Indonesia. Data were analyzed using descriptive statistics, particularly percentage analysis, to interpret participants’ perceptions of TQM implementation across various roles in the educational environment.

Results. The findings indicate that teachers and school principals generally hold positive views regarding the application of the TQM-based management model in improving teaching quality. However, several challenges remain, particularly in learning methodologies, teaching resources, and curriculum development. Despite these limitations, the overall teaching quality is perceived as satisfactory, highlighting the effectiveness of TQM principles in school management.

Conclusion.   This study contributes to the discourse on quality assurance in Islamic education by emphasizing the importance of continuous improvement in pedagogy and resource utilization.

Background/purpose. This study aimed to identify the concept of media literacy among students of media faculties and its application in journalism and media, in light of the efforts exerted to enhance media culture in Jordanian universities, as a result of exposure to a vast amount of information through the media and social media platforms, in addition to the popularity of misleading or fabricated news. The inability of students to understand the concept of media literacy and how to apply it in their daily lives leads to their inability to critically analyze and evaluate the content of the media, which leads to possible negative consequences on their personal and academic lives.

Materials/methods. This study employed a cross-sectional survey approach. The study population included 1926 students enrolled in the 2022/2023 academic year. A total of 385 students, representing 20% of the population, were selected through simple random sampling from the Faculties of Media at Yarmouk University and the Middle East University. This sample was chosen to ensure proportional representation from both universities. Data were collected via an electronic questionnaire containing six questions designed to measure the opinions of media students towards their knowledge of the meaning of the term media literacy.

Results. The majority of media students know the meaning of the term media literacy, and they heard about it for the first time at the university, where the most prominent concept they have was associated with verifying information, photos, videos, and fake news and distinguishing information from opinion in media materials. Despite their need for training, the students did not receive specialized training in media literacy. The hypotheses proved that the ability of media students to define the concept is positively related to the teachers' introduction of media literacy terms in their explanation of some courses, which was reflected in their ability to identify the most prominent concept of media literacy.

Background/purpose. Academic misconduct has become a significant, unresolved issue at all educational levels, notably higher education, worldwide. Since teachers play a major role in instilling the values of academic integrity, this issue is expected to be considered in the teacher preparation program.

Materials/methods. This quantitative study explores the behaviour of academic dishonesty among 439 pre-service teachers at two universities in Indonesia, each representing the status of public and private universities. Different fields of teacher education were examined: engineering, science, and humanities. To better understand which background and personal characteristics are related to cheating behaviour, this current work also sought to examine the impact of demographic factors as well as religiosity and morality factors.

Results. We first analyzed the quantitative data from an online survey by looking at the differences in academic misconduct behaviour by the variables of study disciplines, gender, university status, and parents’ background. The linear regression analysis highlighted how the personal characteristics of religiosity and morality influence the student teacher’s attitude toward academic dishonesty. The findings indicated that academic dishonesty was more prevalent among men than women and that it was more commonplace in engineering education than in other scientific subjects.

Background/purpose. This study explores the integration of Augmented Reality (AR) into English for Tourism and Hospitality (ETH) instruction to examine its effects on the speaking skills of Vietnamese EFL university students. The research investigates how AR-supported lessons influence learners' fluency, pronunciation, confidence, and engagement while identifying cognitive load and digital readiness challenges.

Materials/methods. A mixed-methods, sequential explanatory design was employed, comprising a quasi-experimental one-group pre-test and post-test procedure alongside student surveys and focus group interviews. Eighty undergraduate students participated in AR-enhanced speaking tasks over two academic semesters. The study utilized the Technology Acceptance Model (TAM) and Cognitive Load Theory (CLT) as theoretical frameworks to guide the development of instruments and interpretation of findings.

Results. Quantitative findings revealed significant improvements in students’ speaking performance, particularly in fluency and pronunciation. Survey data indicated increased student engagement and reduced speaking anxiety. Qualitative data from focus groups provided further insight into learners’ experiences, highlighting increased speaking confidence, challenges with AR usability, and the importance of instructional scaffolding.

Conclusion. The results suggest that AR can be a powerful pedagogical tool for promoting communicative competence in ESP-speaking contexts. However, its effective implementation requires attention to cognitive load management, digital literacy, and the integration of structured support mechanisms. These findings offer practical implications for enhancing speaking instruction in technology-rich educational environments.

Background/purpose. This study examines the correlation between social achievement goals orientation and friendship quality among Hashemite University (HU) students. It identifies the significant differences in the social achievement goals, orientation, and friendship quality according to gender and academic level.

Materials/methods.  The Social Achievement Goal Orientation Scale and Friendship Quality Scale were used to achieve the research purpose. The study sample consists of 380 students at HU.

Results. Results show statistically significant differences in the social achievement goal orientations attributed to the gender variable. The mean score of social mastery for female students was higher than that of male students. The mean score for the social performance approach for male students was higher than for female students, and the mean score for social performance avoidance for male students was higher than for female students. The results showed no statistically significant differences in social achievement goal orientation and friendship quality attributed to the gender variable. Results showed statistically significant differences in friendship quality, attributed to the gender variable, with the mean score of friendship quality for female students higher than for male students. Finally, results showed a positive correlation between social mastery and friendship quality and a positive correlation between social performance approach and friendship quality.  It also showed no significant relationship between social performance-avoidance and friendship quality.

Background/purpose. In this systematic and bibliometric review, we aim to document the approaches and methodologies used to evaluate the impact of educational programs in high schools. Focusing on the main components, such as teacher training, student support, and technology integration, the study explores the different evaluation methodologies, including experimental, quasi-experimental, and mixed approaches.

Materials/Methods. This study is part of a systematic and bibliometric review process, aimed at providing an in-depth analysis of the evaluation methods and models used to measure the impact of educational programs in high schools. This methodology was chosen for its ability to identify, evaluate and synthesize the results of recent empirical research, thus ensuring a comprehensive view of evaluative approaches in education. Based on the recommendations of the PRISMA guidelines, we have followed a rigorous process to identify, select and analyse relevant studies.

Results. The results show that the annual production of research in this field shows that it has increased steadily from 2018 to 2024, The most relevant contributions have focused on the study of artificial intelligence, human resource.

Conclusion.  The increasing use of educational technologies and e-learning systems provides a unique opportunity to enrich evaluation methodologies and the Impact assessment of high school education programmes is a key area for improving the quality and effectiveness of educational interventions.

Background/purpose. The study examined the relationship between mattering to others and self-compassion among a sample of students of basic education in Kuwait.

Materials/ Methods. For data collection, a Mattering to Others Scale and a Self-Compassion Scale were employed. They were applied to a sample of 1200 male and female students selected using simple random sampling procedures from the population of the study.

Results. The study found that mattering to others was at a moderate level. While self-compassion was high. The study also found that there are no statistically significant differences in mattering to others and self-compassion levels due to gender, while there are significant differences due to academic year in favor of fourth-year students. There was a statistically significant positive correlation between mattering to others and self-compassion. Based on the results, the researcher asserted the need to focus more on mattering to others as an indicator of self-concept and self-esteem among students.

Conclusion. Considering the results of the current study, the researchers recommended to give a mattering to others attention in educational contexts. 

Background/purpose. The education sector is currently encountering challenges and evolving concepts in the Society 5.0 era, which seeks to harmonize society and technology to build a more advanced and sustainable world. This study analyzes the influence of Supportive Leadership, Social Network Capability, and Openness to Experience on Adaptive University Performance, with Collaborative Experiential Learning as a mediating variable.

Materials/methods. Data were collected from 172 deans of autonomous public universities in Java through a survey using a quantitative method with the SEM-PLS approach.

Results. The findings indicate that Openness to Experience and Social Network Capability significantly influence Adaptive University Performance. Supportive Leadership significantly affects Collaborative Experiential Learning but does not directly impact Adaptive University Performance. Furthermore, Collaborative Experiential Learning neither directly influences Adaptive University Performance nor mediates the relationships between independent variables and Adaptive University Performance.

Background. Although the Positive emotion, Engagement, Relationship, Meaning in life and Accomplishment (PERMA) model and students' well-being have been growing concerns in English language teaching (ELT) in recent years, experimental research in ELT examining the effects and mutual relationship of these two concepts on student learning remains scarce. As a part of a larger project, this study, therefore, explored the impact of PERMA-based speaking lessons in English for Medical Purposes (EMP) courses on students' well-being. The results were expected to contribute to enriching the existing literature and shed light on the effects of the PERMA model in ELT.

Methods. The study employed a counterbalanced experimental design. Data were collected from two participant groups: 38 General Medicine students (Group 1) and 41 Odonto-Stomatology students (Group 2), who received the intervention program at two different intervals. A questionnaire administered before and after each intervention phase served as the primary data collection tool. The data were analyzed using the Repeated Measures Analysis of Variance (ANOVA) test by SPSS, version 22.

Results. The findings indicate that the PERMA-based speaking lessons enhanced students’ well-being while reducing their negative feelings during English speaking activities, though more analysis is needed to be done to understand the effects of the PERMA-based lessons on the changes in students’ negative feelings.

Objectives. This study aimed to investigate the effect of the Directed Listening-Thinking Activity (DLTA) strategy on improving listening comprehension skills among fifth-grade female students in Jordan.

Method. This study employed a quasi-experimental design. To achieve its objectives, a 30-item listening comprehension test was constructed. The subjects of the study consisted of 45 fifth-grade female students, divided into two groups: 24 students in the experimental group taught by the DLTA strategy and 21 students in the control group taught by the traditional strategy.

Results. The results revealed that there is a statistically significant effect of the DLTA strategy on improving listening comprehension skills among the students.

Background/purpose. Emotional regulation and academic grit significantly influence students' academic success. This study aimed to examine the relationship between emotional regulation and academic grit among high-achieving university students. Additionally, it explored potential gender and academic specialization differences in these constructs. The study also aimed to provide insights that can inform interventions and strategies to support students in achieving academic excellence while maintaining their mental health.

Materials/methods. A predictive correlational descriptive study was conducted with a sample of 380 high-achieving students (217 females, 163 males) enrolled in undergraduate programs at Helwan University. They completed an online questionnaire that included the emotional regulation test (ERT) and the academic grit test (AGT).

Results. The findings indicated that emotional regulation was positively correlated to academic grit. Additionally, emotional regulation emerged as a significant positive predictor of academic grit. It was also found that female students exhibited higher levels of emotional regulation and academic grit than their male counterparts. Furthermore, there were no statistically significant differences in the scales of emotional regulation and academic grit, nor their sub-dimensions, based on academic specialization.

Conclusion. The study results supported previous studies indicating that emotional regulation was significantly and positively correlated with academic grit. Further studies testing this relationship will be crucial in developing interventions and activities aimed at enhancing the emotional regulation of high-achieving university students.

Background/purpose. As digital technologies transform education, primary school teacher educators (PSTEs) play a proactive role in preparing pre-service teachers. However, research on PSTEs’ digital skills in the Vietnamese context is limited, with few studies providing a structured framework for digital competence. This study aims to explore PSTEs’ perceived confidence in their digital skills and identify their continuing needs.

Materials/methods. The study adopted an explanatory mixed-methods design. Document analysis was initially conducted to develop a framework for digital competence.  129 PSTEs with over 10 years of teaching from three main regions in Vietnam were purposely selected to fill in a questionnaire assessing their perceived confidence in six competence domains. Twelve participants from different demographic backgrounds participated in semi-structured interviews to voice their needs for digital competence development.

Results. Findings indicate that PSTEs report fairly high levels of confidence across different areas of digital competence. PSTEs have highest confidence in digital communication and literacy, but lower confidence in solving technical issues and applying AI. They expressed concerns about maintaining professional image, ensuring digital safety and credibility, and achieving equity in technology use, influenced by regional features, gendered assumptions, and generational gaps.

Conclusion. The study concludes that PSTEs in Vietnam need context-sensitive training to develop and appropriately apply specific digital skills. Integrating self-efficacy-based strategies like peer collaboration, hands-on learning, emotional support, societal backing, and addressing technology misconceptions can enhance their confidence and competence in preparing future educators for the digital era.

Background/purpose. This exploratory study integrates quantitative and qualitative approaches to investigate various facets of cyberlanguage usage, including its types, reasons for use, frequency in daily communication, student attitudes, and its effects on formal writing proficiency.

Materials/methods. Quantitative data was collected through a structured questionnaire designed to assess participants' usage and attitudes towards cyberlanguage. Qualitative data was gathered through participant observation in a WhatsApp group, supplemented by semi-structured interviews exploring individual experiences. Additionally, content analysis was conducted on written communications within the group to identify patterns in cyberlanguage usage. A purposive sampling method targeted twenty Saudi learners aged 15-18, proficient in English as a foreign language, and active WhatsApp users.

Results. The study revealed a significant prevalence of cyberlanguage among Saudi learners aged 15-18, with 55% of respondents using it to expedite communication. Various forms of cyberlanguage, including abbreviations and emoticons, were commonly employed in digital writing. While most participants recognized its utility, opinions on its classification as a legitimate language varied, reflecting ongoing debates in academic circles. Additionally, a majority acknowledged the impact of cyberlanguage on their formal writing skills, with many integrating informal language into academic contexts. This indicates growing acceptance of cyberlanguage and its influence on traditional language norms.

Conclusion. The research accentuates the importance of recognizing cyberlanguage as a distinct mode of communication in the digital age and advocates the need for further exploration to comprehend the trajectory of cyberlanguage and its acceptance among language educators, reflecting the evolving nature of communication in contemporary society and its impact on formal writing.

Background/purpose. This study investigates how neighborhood dynamics and school characteristics intersect to influence the academic achievement of primary school students in Amsterdam. By exploring the effects of urbanization, gentrification, and segregation, the study examines the socio-spatial factors shaping disparities in educational performance at both fundamental and target levels.

Materials/methods. The study analyzed data from 181 schools across 146 neighborhoods, sourced from publicly available datasets. Stepwise regression was used to identify significant predictors, and hierarchical regression was applied to examine the combined effects of neighborhood and school-level factors on academic achievement.

Results. The findings reveal that disparities in academic achievement are primarily influenced by school-level factors, such as the percentage of students in higher academic tracks (HAVO/VWO) and the concentration of students in vocational education with the lowest academic level. Income levels and population density further shape the socio-economic composition of neighborhoods and schools, amplifying existing inequalities.

Background/purpose. University students in Jordan face numerous challenges that affect their lifestyle on campus and academic performance. The most common challenges can be summarized into two important categories: psychological and academic factors. Psychological factors, such as anxiety levels and daily sleep duration, and academic factors such as GPA and study hours, it is worth mentioning that these phenomena may have related influences on each other and along with such interactions may heighten negative effects. Furthermore, there is no solid research on the topic that can provide solutions to both dimensions in one study. This paper provides a novel analysis-based framework to help target students who face these challenges in the early stages to provide quality service and consultation.

Materials/methods. The framework was developed based on a questionnaire that was built based on consultation of psychological and academic expertise to extract features that are related to the important factors. The questionnaire was distributed to 1020 students from several Jordanian universities. The evaluation of data collected through questionnaires included three major sections about demographic, academic, and psychological factors using the SPSS statistical analysis tool to ensure validity and reliability. After that, the Framework categorizes each student's challenges using the Large Language Model (LLM) into academic difficulties, academic and psychological challenges, psychological distress, and normal students. Finally, multiple classifiers are applied to obtain the status of the students.

Results. The results show that the collected features from questionnaires work well with all classifiers with high accuracy. The contributions of this study include analyzing both academic and psychological factors and exploring their correlation through a case study conducted in Jordan. Also, using LLM for categorization along with classifiers provides an early intervention for students who suffer from academic, and psychological challenges or both.

Background/purpose. This article aims to analyze the use of serious games from the Hypatiamat Platform to promote mental arithmetic in a first-grade primary school class in an Exploratory Teaching environment.

Materials/methods. This study is mixed, interpretative, and action-research in design. It quantitatively analyses the students' Level of Knowledge and Global Performance and uses multimodal narratives to explain the data in Detail.

Results. The results show that using Serious Games from the Hypatiamat Platform through Exploratory Teaching favored student learning. There was a significant improvement in the students' Level of Knowledge and Global Performance and an increase in student motivation and involvement.

Background/purpose. This study examines whether Universal Design for Learning (UDL), based on the VARK model, can aid struggling students in mathematics in developing their statistical thinking skills. Additionally, the proposed study examines the relationship between learning preferences and the effect of these preferences on performance.

Materials/methods.  A total of 196 students were randomly divided into an experimental group and a control group. They completed the VARK questionnaire along with a statistical thinking assessment. The "Statistics and Probability" unit was restructured based on the questionnaire findings and Universal Design for Learning (UDL) principles. Additionally, correlation analysis combined with random forest algorithms revealed links between learning preferences and student performance.

Results.  The results demonstrate that the UDL-based VARK model is effective, as there were statistically significant differences in the experimental group's performance at a significance level of α = 0.05. Moreover, the findings highlight the predictive power of learning preferences, indicating that visual learning is closely associated with better performance, and it reveals the subtle interactions between learning preferences. 

Conclusion. VARK model illustrates that Universal Design for Learning (UDL) effectively enhances statistical thinking skills and emphasizes the relationship between students' learning preferences and their performance. The study reveals notable improvements in statistical thinking skills using the UDL-based VARK model, indicating its potential for a wider application in educating students with learning difficulties.

Background/purpose. It has been established that students with special educational needs should have equal opportunities for learning with the rest of the formal developmental students in a common school, regardless of their characteristics or difficulties. In an environment that promotes normal physical and emotional well-being, mental development, and cognitive and social skills acquisition for all children. Inclusive education must prioritize social inclusion and ensure individuals' seamless integration into social processes to prevent social exclusion. This study aims to enhance social and emotional skills in students with special educational needs, regarding their personality traits, cognitive and psychological development.

Materials/methods. This quantitative study used a questionnaire conducted in the West Macedonia prefecture in Greece. The academic Teacher Report Scale for Children's 'Test of Psychosocial Adjustment' by Hatzichristou et al. (2011) was used. Descriptive and inferential statistical analyses were performed. After confirming acceptable internal consistency of the scales through Cronbach's reliability analyses, the study dimensions were calculated, and Pearson correlation coefficient tests were performed between them. The sample was recruited using a convenience/opportunity sampling method, where the participating teachers were available and suitable given the time and financial constraints.

Results. The teachers in both special and general education viewed students with mild special educational needs as often being friendly and having a lot of friends.

Conclusion. Teachers agreed that all teaching methods were effective or very effective. They had a strong agreement on the effectiveness of hypothetical social situation scenarios. They assist a student in dealing with a realistic scenario of everyday life where they need to choose a way to react.

Background/purpose. There is an ongoing debate on the potentiality of using AI for educational purposes, ranging from some optimistic views that anticipate AI to continue changing the interface of language education on one side, to a more cautious camp questioning the efficacy of the issue. As a significant group of stakeholders in the educational enterprise, students should be considered central to this debate, as any potential changes in the educational plans and policies will have a direct impact on their learning outcomes.

Materials/methods.  This study examines how students perceive tools of artificial intelligence to guide their language learning experiences in the Kuwaiti context. The quantitative approach was employed in this research, where students from the Public Authority of Applied Education and Training (PAAET) in Kuwait participated in the study by completing a questionnaire concerning what they think of AI as a learning toolkit. Findings indicate that inferences about learners’ technological aptitudes should not readily be accepted by members of academic institutions and that learners’ perceptions provide valuable insights in this matter.

Results.  The study uncovers some interesting findings on the realms of the importance of learner technological readiness, reliance on AI as an exclusive source of education, the social aspects of the learning process, and some ethical issues concerning trust and security.

Background/purpose. The integration of artificial intelligence (AI) into child education presents transformative opportunities, yet Indonesian parental readiness remains insufficiently explored. This study examines parental preparedness, barriers to adoption, and policy interventions to ensure effective AI implementation in child education.

Materials/methods. A mixed-methods approach was employed, involving surveys of 100 Indonesian parents to assess AI literacy, accessibility, and attitudinal challenges. In-depth interviews provided qualitative insights into socio-economic constraints and cultural apprehensions. Quantitative data were analyzed using descriptive statistics and regression modeling, while thematic analysis was applied to qualitative responses.

Results. Survey findings revealed that while most parents recognized AI’s potential, their ability to support AI-integrated learning effectively remained limited. Higher education levels, digital literacy, and stable internet access were strong predictors of AI adoption readiness. However, substantial challenges persisted, including data privacy concerns, algorithmic bias apprehensions, and anxieties over reduced human interaction in learning. The practical implication of this study suggests that targeted AI literacy programs are key to empowering Indonesian parents for effective AI integration in child education.

Background/purpose: This study aims to investigate the influence of leadership (principal and teacher leadership) and school climate on student achievement as well as the moderating effect of some variables in this relationship.

Materials/methods: With this purpose, a meta-analysis of data gathered from a total of 90 empirical studies including 83,337 participants was performed. The random effects model was utilized to measure the overall effect sizes.

Results: The results showed that leadership and school climate had a moderate effect on academic achievement. In the USA context, organizational climate, principal leadership, and teacher leadership affected student achievement respectively. However, in the Turkish context, teacher leadership had a greater influence on student achievement the school climate, and principal leadership. The analysis also revealed that the influence of leadership on student achievement was attained through transformational, supportive, distributed, and instructional leadership practices respectively. Among the moderators tested, only the education level was determined to moderate the effect of school climate on student achievement. It was also concluded that an open organizational climate in primary schools had a greater effect on academic achievement.

Background/purpose. This study investigates the effectiveness of Value Clarification Technique (VCT)- based teaching materials in enhancing high school students' understanding of multiculturalism. Despite the increasing need for multicultural education, existing teaching methods often lack interactive and reflective elements that encourage students to engage critically with cultural values and differences. This research aims to evaluate the impact of VCT-based teaching materials in fostering students' appreciation of cultural diversity and promoting an inclusive learning environment.

Materials/methods. This study employs a mixed-method approach, combining quantitative and qualitative data. Quantitative data were gathered from pre- and post-tests conducted with 216 high school students, while qualitative insights were obtained from interviews with five history teachers and selected students. The collected data were analyzed to assess the effectiveness of VCT in facilitating deeper discussions and reflections on multicultural values.

Results. The findings reveal a significant improvement in students' multicultural understanding in the experimental group compared to the control group. Students exposed to VCT-based materials demonstrated increased awareness and appreciation of cultural diversity, as well as higher levels of engagement in classroom discussions. Teachers also observed more active participation and critical thinking among students. The interactive and reflective nature of VCT was identified as a key factor in promoting empathy and a deeper understanding of different cultures.

Conclusion. This study highlights the potential of VCT as an effective pedagogical tool in multicultural education. By fostering an inclusive and reflective learning environment, VCT-based teaching materials can enhance students’ critical thinking and appreciation of cultural diversity.

Background/purpose. The use of AI in EFL writing instruction has been identified as a potential way of improving learning outcomes. Nevertheless, there are concerns about overreliance, cultural limitations, and the inability of AI to measure creativity and emotional tone. This paper aims to investigate the opportunities and challenges of applying AI tools in EFL writing instruction in order to gain pedagogical implications.

Materials/methods.  The study used a mixed methods approach, using surveys and interviews to collect data from 150 fourth-year English major students in a university in the Mekong Delta. The participants used AI writing tools, and their experiences were evaluated to determine how well AI helps improve writing skills.

Results. Findings show that AI tools give quick and equal feedback, help the learner be independent, and achieve better writing skills. However, the research revealed opinions about over-reliance, cultural gaps, and restrictions in measuring creativity. While AI proved beneficial, students emphasized the need for teacher guidance to supplement AI-generated feedback.

Conclusion.  The use of AI in EFL writing instruction can potentially provide learners with individualized support and an autonomous learning environment. However, it is crucial to avoid over-reliance on AI tools and ensure that traditional teaching methods are also incorporated to avoid the drawbacks of the tool. Future work should aim to improve the AI tools to suit the cultural and contextual variations and also to encourage critical and creative writing.

Background/purpose. The lack of culturally contextualised teaching materials in history education has led to limited understanding of local traditions among senior high school students. This study aimed to develop interactive history teaching materials based on Kenduri Sko, a significant cultural practice in Kerinci, to enhance students' cultural understanding and engagement in history learning.

Materials/methods. This developmental research adopted the Four-D model (Define, Design, Develop, Disseminate). A total of 120 senior high school students (62 females and 58 males) aged 16–18 from three schools in Kerinci Regency, Indonesia, participated in the study. The materials were implemented over four weeks. Data were collected using pre-tests, post-tests, expert validation forms, and student questionnaires. Quantitative data were analysed using descriptive statistics and an independent samples t-test to measure the materials' effectiveness.

Results. The findings revealed a significant improvement in students' cultural understanding, with post-test scores increasing by 35% compared to pre-test results (p < 0.01). Students reported higher engagement and motivation when using the interactive teaching materials compared to conventional textbooks. Expert evaluations rated the materials as “excellent” in terms of content quality, pedagogical approach, and cultural relevance.

Conclusion. The study concludes that interactive history teaching materials based on Kenduri Sko effectively enhance students' cultural understanding and engagement in learning. This approach not only enriches students' historical knowledge but also fosters an appreciation for local wisdom. Further research is recommended to explore the long-term impact of these materials in different educational settings.

Background/purpose. In multicultural societies, fostering social cohesion through education is essential to mitigating intolerance and conflict. While formal tolerance education is common, its effectiveness in shaping inclusive attitudes remains limited. This study investigates the role of the hidden curriculum—non-academic activities, school culture, and informal interactions—in reinforcing tolerance among students in public high schools in Mataram City, Indonesia.

Materials/Methods. A descriptive qualitative approach with a case study design was employed. Data were collected from 11 public high schools through purposive and snowball sampling involving school administrators, teachers, and students from diverse religious backgrounds. Techniques included semi-structured interviews, participant observation, and document analysis. Thematic analysis was used to identify patterns of tolerance education embedded in school life.

Results. Findings revealed that tolerance is embedded in religious celebrations, cultural events, and student-led initiatives such as interfaith fasting, cultural festivals, and collaborative social support activities. These practices foster mutual respect and promote inclusive behaviors. The hidden curriculum significantly shapes students’ perspectives on diversity, with schools demonstrating high levels of social cohesion and absence of reported intergroup conflicts.

Background/purpose. The current trend of training Chemistry teachers focuses on innovating pedagogical methods and developing students’ holistic competencies, particularly their chemistry experimentation competencies (CEC). The CDIO (Conceive - Design - Implement - Operate) framework effectively combines theoretical knowledge with practice and enhances professional skills and teamwork skills, thereby developing experimental competency for students. The primary purpose of this study is to learn the principles of CDIO workspace design, provide the process of building the student’s CEC framework according to the CDIO approach, publish the CEC framework built and conduct pedagogical experiments on the effectiveness of the CDIO workspace in improving students' CEC.

Materials/methods. The research employs expert surveys and pedagogical experiments with students to assess the impact of CDIO-aligned workspaces on students’ CEC. These methods allow for the evaluation of both theoretical and practical aspects of the CDIO framework’s integration into chemistry laboratory settings.

Results. The study finds that integrating CDIO-based workspaces into university chemistry laboratories significantly enhances students’ practical laboratory skills. This integration was shown to support ongoing educational reforms and align with broader efforts to improve educational standards.

Conclusion. The research concludes that CDIO workspaces play a critical role in advancing students' CEC and contribute positively to the quality of teacher training in chemistry. The findings highlight the potential of the CDIO framework to foster more effective and holistic educational practices in the sciences.

Background/purpose. Student involvement in quality and useful activities during college can provide valuable experience to become a skilled person. Existing research so far has not focused on using students' free time at university, so there is no data or information about student activities during free time. This study will fill the gap in the theory about the use of students' free time in college. Therefore, this study aims to determine the use of students' free time in utilizing facilities available in the university environment and the factors that influence it.

Materials/methods.  This study used a mixed-method approach. The quantitative research involved a sample of 251 students of Universitas Negeri Yogyakarta. The data collection instrument used was a questionnaire. Data analysis used descriptive and inferential statistical techniques. On the other hand, qualitative research involves students who have filled out questionnaires and then been interviewed in depth. Data analysis used Miles & Huberman's interaction model.

Results. The quantitative research findings showed that student program facilities, such as reasoning, arts, sports, welfare, and special fields, have a positive and significant influence on student engagement (t value>1.96, α = 5%), especially in relation to leisure time use. The qualitative research findings revealed four factors that influence student engagement: family encouragement, peers, course and department environment, and availability of facilities.

Conclusion. The facilities in the university environment greatly influence the use of students' free time by considering the four important factors. This study provides implications and recommendations for each university in formulating, planning, and providing policies and educational facilities that are pro-student. Facilities in the university environment need to be improved in quantity and quality so that they can impact students' abilities and skills in the future.

Background/purpose. Digital entrepreneurship has become an increasingly prominent field of interest, with universities playing a significant role in supporting students' ambitions to embark on entrepreneurial ventures. This research aims to examine how perceived university support influences students’ desirability. Furthermore, it highlights the mediating role of perceived desirability in the relationship between the support offered by universities and students’ digital entrepreneurial intentions.

Materials/methods. To evaluate the relationship and analyze the conceptual model, we used structural equation modeling combined with the bootstrapping method based on data from a sample of 309 university students in Vietnam.

Results. The findings indicate that perceived university support positively influences students' perceived desirability to engage in digital entrepreneurship. Furthermore, perceived desirability also emerges as a significant predictor of entrepreneurial intention within the Vietnamese context. Additionally, mediation analysis reveals that perceived desirability acts as a crucial link between university support and students' intention to establish digital start-ups.

Background/purpose. Academic writing in English as a Foreign Language (EFL) poses challenges for graduate students, particularly in achieving coherence and organization. Thematic choices play a crucial role in guiding readers and ensuring textual cohesion. While Theme selection has been explored in various contexts, little research has examined how Saudi female graduate students use thematic structures across academic genres. This study investigates their thematic choices to understand how they adapt to academic writing conventions and genre expectations.

Materials/methods.  The study analyzed 108 written assignments from Saudi female graduate students across different academic genres. Semi-structured interviews with 18 students provided further insights into their thematic choices and writing strategies. Using a content analysis approach based on Systemic Functional Linguistics (SFL) theory, particularly Martin and Rose’s (2007) semantic approach, the study categorized thematic structures into topical, textual, and interpersonal Themes to assess their distribution and function.

Results.  Findings reveal a dominant use of topical, unmarked Themes across all genres, with variations in marked, textual, and interpersonal themes. Research papers featured more topical, unmarked Themes, reinforcing subject focus and formality, while essays used more textual and interpersonal Themes for engagement and flow. Genre expectations influenced students' thematic choices, reflecting their awareness of academic writing norms.

Conclusion. This study underscores the importance of Theme selection in enhancing coherence and aligning with genre conventions. The findings contribute to SFL research by highlighting how Theme variation supports textual cohesion and communication goals, offering insights for improving EFL academic writing instruction.

Background/purpose. While reading skills are important in EFL classrooms, EFL students in Indonesia encounter various challenges. Therefore, the present study aimed to provide insights related to the needs and perceptions of EFL students in reading courses. In addition, the study also explores how curriculum design and pedagogical practices can be improved by attending to students' needs and perceptions. This research seeks to provide evidence-based recommendations for developing more effective instructional strategies and curriculum frameworks that promote meaningful reading practice and engagement by investigating students' perspectives and learning needs.

Materials/methods. A mixed-method research design was used to collect quantitative and qualitative data through surveys and interviews. A total of 31 EFL students enrolled in a reading course participated and completed questionnaires and interviews. The questionnaire data was analyzed using descriptive statistics to determine percentages, followed by a description of the findings. Interview data was analyzed by checking the consistency of participants' responses.

Results. The results reveal that while EFL students strongly prefer interactive and engaging learning, their primary mode of learning remains passive. These findings underscore the critical need to align curriculum design and pedagogical strategies with students' active engagement preferences while transitioning from passive reception to participatory learning experiences.

Conclusion. This study highlights the gap between EFL students' preferred learning activities and actual classroom learning experiences. The findings emphasize the need for curriculum and pedagogy improvements that encourage a more interactive and student-centered learning environment.

Background/purpose. Teachers’ professional identity is viewed by the researchers as a dynamic process, evolving through both professional training and accumulated experience, rather than a fixed construct. This study explores the dynamic formation of professional identity in Kosovo ECE teachers, based on Kelchtermans’ (2009) and Canrinus et al.’s (2012) models. Using questionnaires from 318 teachers, it examines the relationship between identity constructs, work experience, and professional development.

Materials/methods. Correlational analyses and ANOVA were employed to explore relationships between identity constructs and differences based on teachers' experience and professional development. Data were analyzed descriptively and inferentially using SPSS, with factor validity tested through exploratory and confirmatory factor analyses. Pearson correlations examined relationships, while ANOVA assessed identity differences by experience and professional development.

Results. Findings reveal that teachers' identity is shaped by job satisfaction, self-efficacy, role perception, future perspective, and self-image, with professional development being key to reinforcing commitment and leadership. Differences in future perspectives across career stages highlight the need for targeted support while addressing social recognition and financial rewards, which are crucial for teacher motivation and retention. The study emphasizes the need for policies supporting fair professional development and sustainable engagement throughout teachers' careers.

Conclusions.  This study highlights the complex professional identity of preschool teachers, shaped by job satisfaction, self-efficacy, role perception, future perspective, and self-image. Professional training boosts job satisfaction and role perception, while differences in career stages call for targeted support, especially for early-career teachers. Changes in social status perception stress the need for policies promoting fair, sustainable professional development.