Background. English proficiency is extremely important for future careers, particularly in aviation education and training. However, the current regulated school framework includes an insufficient two-hour per week. This study investigates the effectiveness of an extracurricular program, “Fun Language Club,” in improving English proficiency and workplace competencies among aeronautical engineering students at the University of Technology in Taiwan.

Methods. Grounded in the Communicative Language Teaching (CLT) approach and English for Specific Purposes (ESP), the program incorporated interactive activities such as role-playing, discussions, and problem-solving, supported by international teaching assistants (ITAs) and digital tools. Based on IELTS scores, 70 second-year students were divided into advanced and primary classes. A mixed-methods approach was employed, including independent sample t-tests, correlation analysis, and NVivo coding.

Results. The quantitative findings indicated an increase in English proficiency in both classes, with the primary class showing significant improvements, thereby reducing the performance gap. Moreover, the results of the University Competence Assessment Network (UCAN) assessment revealed statistically significant enhancements in various competencies, including communication, teamwork, and problem-solving. Correlation analysis indicated strong positive relationships among essential workplace skills. Qualitative feedback of ITAs highlighted growth in student motivation, communication, and cultural awareness through engaging classroom activities and the integration of technology.

Background/purpose. This study aimed to examine the mindfulness and psychological hardiness levels among university students and investigate the relationship between mindfulness and psychological hardiness.

Materials/Methods. In light of the research objectives, a sample of 1,050 male and female students studying at the College of Basic Education, Public Authority for Applied Education and Training, Kuwait, during the academic year 2024/2025 was selected using a simple random sampling method. Two scales were used for data collection: one measuring mindfulness and the other measuring psychological hardiness.

Results. The results showed that university students reported high levels of mindfulness (µ=3.66) and psychological hardiness (µ=3.71). There were differences in psychological hardiness and mindfulness levels due to gender and academic level. However, the study found no statistically significant differences in psychological hardiness and mindfulness levels due to gender, while significant differences were found due to academic level, favouring fourth-year students.  A statistically significant positive correlation was found between mindfulness and psychological hardiness(r=.66). Finally, mindfulness explained 20.7% of the explanatory variance in psychological hardiness scores.

Conclusion. In light of these results, the researchers recommend future studies addressing the relationship between mindfulness and other variables, such as self-concept and academic self-efficacy among students.

Background. Many school principals face challenges in carrying out effective leadership in managing schools, which impacts teachers' creativity in teaching and student learning achievement. Research on the efforts of school principals in improving students' reading ability in elementary schools is still limited. Therefore, this study specifically aims to explore the leadership practices of principals in elementary schools in Indonesia that have successfully shown significant improvements in the reading ability of lower-grade students.

Materials/methods. The case study method was carried out through structured interviews and document studies on 6 learning facilitators (Fasda) who have assisted 11 elementary schools in Bima Regency, West Nusa Tenggara Province, Indonesia. The interview was conducted to explore information about the facilitator's experience in accompanying the principal, which had an impact on improving students' reading ability in the lower grades. The data were analysed using thematic analysis and descriptive statistics.

Results. The study results show that school principals have done many things to improve the reading ability of low-grade students, such as adjusting school policies and innovations, collaborating with various parties, conducting teacher training on learning methods, and allocating special funds to improve teacher resources and learning spaces.

Background/purpose. This article analyses the importance of University Social Responsibility (SRU), which is driven by a change in the vision of academics. The SRU initiatives appropriately enhance the reputation and brand image of universities. When universities actively engage in social and environmental initiatives, they are seen as an agent of socialisation. This can attract academics and also improve relationships with stakeholders, including the local community, through communication that must go well beyond marketing efforts to recruit potential academics and new stakeholders. A comprehensive communication plan should improve the discourse on the value of universities while helping to create more responsible societies.

Indeed, this study focuses on how the university deploys its SRU principles through missions and interactions with society and the environment. Universities have the power to reshape the social and ecological domain to support the Social Development Goals.

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

Results. Our review revealed a significant growth in interest in SRU in the research community between 2018 and 2023, with a diversification of topics studied. Empirical research methods adopted include qualitative and quantitative approaches.

Conclusion.   SRU refers to the commitment of organisations, including universities, to contribute to the well-being of society and the environment beyond their immediate academic mission. As such, the university that shapes future leaders has a moral and ethical responsibility to promote social and environmental sustainability.

Background/purpose. Testing Islamic education teacher competency is a complex problem that requires in-depth analysis. This research aims to develop a content, pedagogical, and technological knowledge (TPACK) instrument for Islamic education teachers who graduated from the in-service professional teacher program.

Materials/methods. The development of the TPACK instrument was carried out by adopting Akker's instrument development model. Participants in this research were 905 Islamic education teachers who graduated from a teacher professional program (PPG) from all regions of Indonesia. Data was collected through the TPACK instrument, which covers seven knowledge domains in the TPACK framework. Data analysis was carried out using measurement models, structural models, and correlation tests using the SEM AMOS application. The effectiveness of the TPACK instrument in measuring Islamic education teacher knowledge among PPG graduates in positions at the Ministry of Religion of the Republic of Indonesia was analyzed quantitatively descriptively.

Results. The research results show that the TPACK instrument developed consists of seven components or variables with 65 valid and reliable items. Each variable in the TPACK instrument is strongly and significantly correlated with measuring Islamic education teachers' level of TPACK understanding. Apart from that, the TPACK ability of Islamic education teachers who graduate from PPG in Indonesia still needs to improve when viewed from the working age range and employment status.

Background/purpose. This research aims to classify and show the characteristics of the types of abstract thinking students use when solving mathematical problems. 

Materials/methods. This descriptive qualitative research was conducted in a structured manner on students of the University of Muhammadiyah Surakarta, Faculty of Teacher Training and Education, Mathematics Education Study Program, semesters 3, 5, and 7. The instruments of this research include a two-variable linear equation (SELTV), story questions, and audio-visual recording tools. Data collection is carried out through tests. The data is analyzed through data reduction, presentation, and conclusion.

Results. This research finds a way to solve problems directly from the subject's thinking. Its findings are in the form of three classifications of abstract thinking: reflective abstraction, connected abstraction, and visual abstraction.

Background/purpose. Attitudes toward environmental conservation have become a key factor in addressing global ecological challenges. Positive environmental attitudes play a crucial role in adopting sustainable practices. This study aimed to assess the attitudes of university students from the Peruvian Amazon toward environmental conservation.

Materials/methods. A quantitative, non-experimental, descriptive, and cross-sectional study was conducted with a sample of 588 male and female university students. Participants responded to an Ad Hoc questionnaire designed to evaluate attitudes toward environmental conservation, which demonstrated adequate internal consistency.

Results. Most participants reported a very favorable (46.9%) or favorable (36.1%) attitude toward environmental conservation, while a smaller percentage showed an indifferent (11.9%), very unfavorable (2.7%), or unfavorable (2.4%) attitude. Regarding the dimensions, the cognitive aspect reflected the highest proportion of very favorable responses (61.9%), followed by the affective (50.3%) and behavioral (32.5%) dimensions. However, the behavioral dimension also showed a higher proportion of indifferent responses (16.3%). Statistically significant differences were found in attitudes toward environmental conservation according to the year of study.

Background/purpose. This research aims to explore the extent to which student teachers' introverted personalities influence classroom management during an internship program. Many student teachers with introverted traits may face difficulties in managing classrooms due to limited verbal interaction, anxiety and challenges in handling disruptive behaviour.

Materials/methods. This research uses a qualitative research design with a narrative approach to collect participants' life experiences. The sample consisted of six student teachers majoring in English Education with identified introverted personalities, selected through the Eysenck Personality Inventory (EPI) and interviewed using semi-structured protocols.

Results. The research results show that introverted personalities influence various aspects of classroom management, including the construction of lesson planning, selection of teaching methods, utilization of learning media, creation of a conducive learning atmosphere, student-teacher interaction, and evaluation.

Background/purpose. In the digital era, students are expected not only to consume but also to produce meaningful and context-aware digital content. However, variations in students’ writing styles and feature usage are often overlooked in both instruction and assessment. This study represents the first attempt to quantitatively examine how different digital writing styles—Structural, Expressive, and Hybrid—relate to students’ digital literacy performance in primary education. It also investigates the potential item bias across gender and the suitability of current assessment instruments.

Materials/methods. A total of 150 elementary school students completed digital writing tasks and a literacy test. Three advanced analytical techniques were employed: Principal Component Analysis (PCA) to cluster writing styles, Differential Item Functioning (DIF) to detect item bias by gender, and Rasch-based Wright Map modeling to assess the match between student ability and item difficulty. Heatmap visualization further explored feature usage across clusters.

Results. Three distinct writing style clusters were identified. The Hybrid group demonstrated the highest literacy scores and balanced structural-expressive feature use. DIF analysis found two items biased by gender. The Wright Map showed limited coverage for high-performing students. Heatmaps confirmed strategic differences in digital feature usage aligned with writing identity.

Background/purpose. This study examines the evolution of information technology-driven learning models aligned with the policies and programs outlined in the strategic plan of the Universitas Pendidikan Indonesia (UPI) aimed at becoming a leading institution. This includes the advancement of information and communication technology-based learning, supported by infrastructure established on the UPI campus since 2006.

Materials/methods. This research employs a research and development (R&D) methodology, utilizing three specific methods: descriptive, evaluative, and experimental. The experimental design employed will be the Pretest-Posttest Control Group Design.

Results. The research findings indicate that this information technology-driven learning model facilitates the teaching process for both lecturers and students in the Curriculum and Instruction domain. It enhances student engagement, enthusiasm, and motivation, as the lecture experience becomes more diverse and engaging. Students are afforded the opportunity to exercise creativity and innovation, ultimately leading to improved academic performance. Utilizing the intended learning model, lecturers exhibit a pronounced inclination to establish a hospitable and successful learning process, reflecting a paradigm shift from conventional education to information technology-based learning. Secondly, lecturers are a critical aspect in enhancing student learning results. This is substantiated by empirical evidence indicating that "what students learn is significantly shaped by the instructional methods employed by their lecturers". Thirdly, Curriculum and Instruction is a mandatory course for all students enrolled in the education program in UPI.

Background/purpose.  Entrepreneurship education plays a vital role in equipping vocational college students with the skills, mindset, and confidence necessary for self-employment, innovation, and adaptability in a dynamic labor market. In response to Vietnam’s national strategy to foster innovation and employment through entrepreneurship, this study examines the current state and management of entrepreneurship education in vocational colleges across the Mekong Delta region.

Materials/methods.  A quantitative survey design was employed to collect data from 250 managers and lecturers, along with 650 students across 11 vocational colleges in the Mekong Delta. The study systematically investigated key dimensions of entrepreneurship education, including perceptions, implementation practices, managerial functions, and influencing contextual factors.

Results.  Findings indicate that entrepreneurship education is highly valued and effectively implemented in terms of content and objectives. However, moderate ratings were observed for methods, forms of entrepreneurship education, and management practices, signaling areas for development. Additionally, institutional support, faculty preparedness, and students’ socioeconomic backgrounds were found to significantly influence educational outcomes.

Background/purpose: This study is an experimental research project aimed at exploring and enhancing the implementation of integrated STEM (Science, Technology, Engineering, and Mathematics) education in opportunity-expanding schools (OES), which are defined here as schools serving economically and socially disadvantaged communities to provide equitable access to quality education. The research focuses on three main objectives: 1) to investigate the challenges and needs associated with organizing integrated STEM education in these schools, 2) to evaluate the effectiveness of integrated STEM learning activities delivered through academic services, with a target efficiency rate of 75%, and 3) to assess the satisfaction levels of stakeholders with the implementation of these integrated STEM learning activities.

Materials/methods: The sample group used in the research was 98 individuals, selected through purposive sampling. The research instruments consisted of 1) a set of 10 integrated STEM education learning activities, 2) a questionnaire on the problems and needs in organizing integrated STEM education learning in the opportunity expansion schools, 3) a problem-solving skill assessment form, and 4) a satisfaction assessment form.

Results:  The research found that the important OES problems in organizing integrated STEM education learning are: 1) teachers' understanding and readiness in organizing integrated STEM education learning, 2) resources and equipment, and 3) policy support. Additionally, a clear advantage of the activities was that participants achieved a high level of engagement and interest (4.7), content accessibility (4.6), content understanding (4.5), and activity participation (4.5).

Background/purpose. This study examines how well EFL students perform in English language learning using Kagan's Cooperative Learning Approach (KCLA). Conventional teaching approaches frequently fail to actively involve students, which lowers achievement. With an emphasis on teamwork and active engagement, this study seeks to ascertain whether KCLA may provide EFL students with a more successful learning approach.

Materials/methods. In a quasi-experimental study design, a control group that used traditional teaching techniques was contrasted with an experimental group that used Kagan's Cooperative Learning Approach. Pre- and post-intervention vocabulary tests were given over ten sessions to evaluate achievement in English vocabulary learning.

Results. According to the results, students in the KCLA group fared noticeably better than those in the control group in terms of achievement in English vocabulary proficiency. According to statistical analysis, the experimental group's mean scores and standard deviation were significantly more significant than the control group. The improvements were ascribed to high cognitive engagement, teamwork, and active involvement, all made possible by Kagan's CLA.

Background/purpose. This research aims to analyze the impact of the Problem-Based Learning (PBL) model in differentiated learning to improve students' character values and learning outcomes in Pancasila and Civic Education (PPKn) at the elementary school level.

Materials/methods. The study employs a descriptive qualitative method with a case study approach at Pancor 3 State Elementary School, East Lombok, Indonesia. The sample was selected through purposive sampling, involving six teachers and all fifth-grade students. Data collection techniques include interviews, observations, and documentation. Interviews were conducted with teachers to gain their perspectives on the implementation of PBL and its impact, while classroom observations were carried out to monitor student interaction and engagement. Documentation techniques collected additional data such as teachers' daily notes, photos of teaching and learning activities, and students' work. Data were analyzed through reduction, display, and conclusion drawing.

Results. The results show that PBL effectively enhances character values such as self-confidence, responsibility, tolerance, cooperation, and mutual assistance. Moreover, PBL improves students' academic learning outcomes by providing relevant and meaningful learning experiences and enhancing critical thinking, analysis, and problem-solving skills. Students felt more motivated and actively engaged in learning, creating a dynamic and productive classroom atmosphere.

Background/purpose. Entrepreneurship plays a crucial role in promoting economic growth, job creation, and unemployment reduction. This study aims to investigate how government and institutions influence students' attitudes and intentions toward entrepreneurship. 

Materials/methods - Between May 01, 2024, and June 30, 2024, a survey was conducted involving 400 students at Prince Mohammad bin Fahd University (PMU) to assess the impact of university education and surrounding circumstances on students' entrepreneurial aspirations. Data was analyzed using SPSS 26, employing linear regression analysis to test the hypotheses

Results – The finding show a positive impact of the government, institutions towards students entrepreneurial intentions.

Background/purpose. With expanding technology and globalization, the educational system must teach students academic knowledge and in-depth practical skills, including critical and independent thinking. This study aims to investigate how learner autonomy affects higher-order thinking skills, metacognition, and digital literacy in Indonesian private universities.

Materials/methods. This study applied a quantitative approach, with a total number of participants of 1.232 students (N=1.232). It employed cluster random sampling to select participants in Indonesian private universities. Multivariate SEM-PLS data analysis was used.

Results. The findings show that the t-test statistic of 2.021 at a 5% significance level (p < 0.05) substantiates this positive impact. This indicates that digital literacy (DL) substantially impacts learner autonomy (LAT). Equipping students with SRL, metacognitive methods, and HOTS can augment their autonomy in learning. HOTS (analyze, wise decision, new knowledge connection, creative solution) shows statistically significant effects on students' digital literacy through easy-to-use technology, accurate information, and technology collaboration in use. Improved digital literacy helps students to regulate their learning process and reflect on themselves, hence developing metacognitive namely study reflection, evaluation, special strategy, and own learning strategy. Moreover, metacognitive skills improve learner autonomy, meaning that students with strong self-regulation capacity are more likely to properly monitor and guide their learning.

Background/purpose. This study explored the benefits and challenges of using artificial intelligence (AI) in education from the perspective of academic staff at Bisha University in Saudi Arabia.

AI is a practical field of science and technology that is changing all the fields of capacity development priority.  In education, AI has begun generating new teaching and learning solutions that are currently undergoing testing in diverse contexts that require highly developed constructions and a context of teaching and learning.

Materials/methods. The researchers adopted a qualitative research method to achieve the objectives of the study.  A questionnaire of 30 items and three dimensions was developed.  The first dimension (10 items) focused on the benefits of employing AI technologies in tertiary education (Bisha University).  The second dimension (10 items) was concentrated on the challenges of using AI technologies in tertiary education (Bisha University) as well.  The third dimension (10 items) included solutions and recommendations to address the challenges encountered by faculty members when applying AI technologies at Bisha University.

Results.  AI technologies were found to offer many academic benefits, particularly in terms of instructional advantages and learning benefits.  It provides specialized instruction and skilled teaching for students predicated on respective requirements, concerns, and educational styles. It facilitates linear student assessment, assisting educators to monitor student performance assessment and determine their needs efficiently and adequately. 

Background/purpose. 21st-century skills are essential across all aspects of life in the modern era. Pre-service elementary school teachers must also develop computational thinking skills as part of the problem-solving process—one of the most critical 21st-century competencies. These skills are critical in science learning and serve as fundamental expertise for future elementary school teachers in their profession. This study aims to analyze the learning of science concepts in the Natural Resources and Energy course and to describe the implementation of computational thinking skills integration into the learning of science concepts in the same course.

Materials/methods. This research employs a survey method, utilizing observation sheets and questionnaires as instruments. The study involved 198 students from the Elementary School Teacher Education program at the Faculty of Teacher Training and Education, Universitas Sebelas Maret.

Results. Findings indicate that science concept learning in the Elementary School Teacher Education program has not yet effectively facilitated computational thinking skills. Observation data reveal that the current learning implementation provides insufficient stimulation for computational thinking skills, with an average rate below 50%, except for learning objectives exceeding 50%. Moreover, real-world case presentations are only incorporated at a rate of 35%. The integration of computational thinking skills in science concept learning remains significantly low. All key aspects of computational thinking—decomposition, pattern recognition, abstraction, and algorithm—score below 50%.

Background/purpose. This study examines the mediating variables between instructional practices and the academic achievement of Grade 10 students in Social Studies in the Philippines. The research highlights the need for effective teaching methods to improve learning results and acknowledges students' difficulties in interacting with the subject.

Materials/methods. This study employs a descriptive-correlational design and utilizes mediation analysis to investigate the relationship between diverse teaching strategies and students' academic performance, concentrating on mediators such as student perceptions, engagement, interest, and attitudes toward the subject. A cluster sampling technique was employed to recruit participants from integrated schools in Cabanatuan City. Data were gathered using a validated survey instrument, and statistical analyses were performed to evaluate the correlations between teaching styles and academic performance.

Results. The data indicate that students view lecture tactics favourably, especially those promoting critical thinking and comprehension of intricate subjects. Cooperative learning and technology integration garnered positive comments, improving communication skills and collaboration. Disparities in comprehension levels were observed, highlighting the necessity for customized educational approaches to address varied learning styles.

Background/purpose. This research aims to explore each component of the cognitive autonomy of Indonesian students, who are mostly 17 to 20-year-olds.

Materials/methods. Quantitative method with survey types was used in this research. The research sample consisted of 100 first-semester students at the Faculty of Teacher Training and Education, Universitas Sebelas Maret (12 male and 88 female students). The research sample was spread across 20 teacher training and education faculty study programs. The research sample consisted of 100 respondents. Questionnaires were used to collect data. The instrument's validity was tested using product-moment correlation with a score of 0.195 (valid). The instrument's reliability was tested using the Cronbach alpha formula, with a 0.79 (reliable) score. The data was analyzed using descriptive statistics with the Microsoft Excel application.

Results. The research findings show that students' cognitive autonomy was adequate, with an indicator of evaluative thinking obtaining 4.13 (82.54%), voicing opinions at 3.66 (73.20%), decision-making at 3.91 (78.10%), self-assessment at 3.48 (69.60%), and comparative validation at 3.91 (78.20%). The indicator of evaluative thinking becomes the most dominant, while the indicator of self-assessment becomes the lowest indicator. The score acquisition is caused by age, gender, peers, teacher's role, social condition, academic performance, learning environment, learning experience, emotional state, learning motivation, education, and student habituation.

Conclusion. This research concludes that most students have had cognitive autonomy, which is characterized by the possession of all indicators of cognitive autonomy. Future research is recommended to conduct research in early childhood to support the elements of cognitive autonomy appropriately, as well as research that focuses on emotional and behavioral autonomy to observe greater potential.

Background/purpose: This study aimed to develop and implement a learning management model to enhance teachers' active instructional management abilities.

Materials/methods: The study was divided into four phases, including (1) Confirmatory Factor Analysis (CFA) to identify key components, (2) needs analysis to determine teachers' challenges and requirements, (3) model development through expert evaluation and a pilot study, and (4) implementation of the model to assess its effectiveness. The participants included 70 educators in the needs analysis phase, five experts and 30 teachers in the model development phase, and 40 teachers in the implementation phase.

Results: The results showed that the model significantly improved teachers' knowledge and instructional management abilities. Additionally, the model received high ratings regarding appropriateness, feasibility, and satisfaction, indicating its effectiveness for teacher professional development.

Background/purpose. The role of early childhood education (ECE) teachers is very important in building the foundation of mathematics, such as recognizing counting, patterns, and problem solving. However, many teachers still face challenges in understanding mathematical concepts in depth. This study aims to investigate the level of Mathematical Knowledge for Teaching (MKT) among early childhood education teachers and understand the factors influencing their MKT levels, serving as a foundation for designing an effective professional development programmed (PDP).

Materials/methods.  This study uses an exploratory case study design because it allows researchers to understand the complexity of a problem and explore it in depth. This study involved 5 ECE teachers in West Java, Indonesia, with the following criteria: more than 10 years of teaching experience, BA in ECE, teaching in a public ECE school, and having more than 20 students per class. The data collection techniques include participant observation, tests, interviews, and documentation. The data analysis technique uses thematic analysis.

Results. Research findings show that the limited knowledge of MKT of ECE teachers, especially related to basic mathematics skills and children's mathematics development, is influenced by several factors. These factors include the lack of special training in mathematics teaching, limited appropriate learning resources, limited teaching experience, and a lack of focus on professional development in mathematics.

Background/purpose. Artificial Intelligence (AI) and distance learning (EaD) have profoundly transformed education, redefining teaching methodologies and learning dynamics. When integrated into educational environments, these technologies facilitate equitable access to knowledge, enable personalized learning, and enhance pedagogical flexibility. E-learning, blended learning (b-learning), and mobile learning (m-learning) exemplify technology-mediated instructional modalities that empower learners and educators to engage in innovative knowledge construction, transcending geographical barriers. This study critically examines the impact of AI-driven digital platforms on distance learning and their implications for pedagogical efficacy.

Materials/methods. A quantitative research design was employed to evaluate the benefits and challenges associated with AI-integrated digital platforms in distance education. Data were collected through an online survey administered to education professionals from three Portuguese-speaking regions with significant engagement in digital learning: Portugal (Europe), Brazil (Latin America), and Angola (Africa). The survey assessed perceptions regarding the extent to which AI-enhanced platforms influence pedagogical practices and learning outcomes.

Results. Analysis of 230 validated responses revealed substantial insights into the role of AI-driven platforms in education. Findings indicate that these technologies foster accessibility, support individualized learning pathways, and enhance instructional adaptability. Additionally, the study identifies key areas for improvement in the integration of AI-driven platforms within pedagogical frameworks to optimize educational efficacy.

Background/purpose. The phenomenon of bullying in schools affects not only students but also the school, family, and society. Studies show that many school-based interventions directly reduce bullying, with better outcomes when multiple disciplines are involved. This article focuses on school bullying intervention by examining types of bullying, key contributing factors, the role of school social workers in prevention and intervention, and the challenges they face.

Materials/methods. A purposive qualitative approach was used to achieve the study's objectives. The researchers interviewed 16 school social workers in schools across the Dhofar Governorate, Sultanate of Oman, to explore bullying among students.

Results. The study analyzed the main types of bullying in Dhofar schools. The results show that the intervention of school social workers becomes crucial in providing support and strategies to address these challenges effectively.

Background/purpose. Access to higher education promotes development, equity, and innovation. The Leaders of Tomorrow program at Tecnologico de Monterrey offers full scholarships to outstanding low-income students. The objective of this paper is to explore whether there are gender differences in a series of academic and sociodemographic variables among the beneficiaries of the Leaders of Tomorrow program at a higher education institution in Mexico.

Materials/methods. This quantitative study uses a descriptive-correlational approach to examine gender differences in academic and sociodemographic variables among 1,466 program beneficiaries over nine years, exploring their impact on student performance and participation. Data were sourced from the Data Hub–Living Lab, an Institute for the Future of Education initiative at Tecnologico de Monterrey. The analysis involved descriptive statistics, mean comparisons, and Pearson correlations.

Results. Key findings include a) no significant differences between men and women in academic averages upon entering university, indicating similar capabilities across genders, b) significant differences were found in the DISC personality model dimensions, with women scoring higher, suggesting the need for more research on cultural and gender influences on personality.

Background/purpose. Food security is a critical global issue intensified by climate change, economic pressures, and geopolitical instability, resulting in disrupted food supply chains and increased food prices. Research-based learning in nature schools offers innovative approaches to fostering food security awareness through immersive experiences and community engagement activities such as annual culinary festivals. This study aims to explore in-depth research-based learning integrated into culinary festivals as a nature school activity to enhance students' understanding and awareness of food security.

Materials/methods. This research was conducted through an instrumental case study using a qualitative approach at Kahuripan Ecology Elementary School, Purwakarta Regency, West Java Province, Indonesia. Data collection methods encompassed observation, interview, focused-group discussion, document, and questionnaire. The total participants were 360 students, 20 teachers, and respondents for in-depth interviews and focused-group discussions comprised of 60 students and six teachers.

Results. Results imply that nature school activity, specifically culinary festival, includes multiple stages that align with the principles of research conduct, leading to students' engagement in inquiry, experiential, discovery, and problem-based learning. Students' understanding and awareness of food security is confirmed, implying the nature of the school role is conceptualized within a foundation to support sustainability and food security system in the local context.

Background: This study analyzes the use of a text-related question strategy aimed at improving the reading comprehension and reading awareness abilities of a metacognitively trained group of students with reading comprehension difficulties. In an initial Grade 3 primary school students' assessment in the same classroom, some students were incidentally found to have more difficulties with reading comprehension than other typical peers. All of the students had been classmates since the beginning of primary school. The educational center decided to support those students (N=8) with a metacognitive reading intervention while the other students continued with the usual teaching methods. The total number of students in the classroom was 30.

Methods: The training program consisted of learning the questions-about-the-text strategy by means of the Planning Facilitation method. The measuring instruments used were reading comprehension evaluation scale (ACL for its acronym in Spanish) for reading comprehension and Reading Awareness Scale (ESCOLA for its acronym in Spanish) for reading awareness. A pre-test, post-test and follow-up approach was used for carrying out the study.

Results: After the program’s application, the intervention group improved the comprehension and awareness abilities and became equal to their classmates or comparison group.

Background/purpose.  This study aimed to enhance the teaching skills and professional attitudes toward teaching pre-service teachers through the integration of Project-Based Learning (PjBL) by teaching one-on-one and reflective learning.

Materials/methods. The participants were 29 second-year mathematics pre-service teachers enrolled in the Practicum 2 course. The research methodology was an Experimental-Intervention Design mixed method. The quantitative data were the pre- and post-tests of a self-assessment of instructional skills and an attitude toward the teaching profession, and the qualitative data were check tasks, interviews, and self-reflection.

Results. Results revealed statistically significant improvements in teaching skills and attitude domains (p < .05), and qualitative findings showed increased confidence, adaptability, and professional motivation.

Background/purpose. Kindergarteners' vocabulary deficiencies are caused by a lack of high-quality textbooks. The survey results demonstrated that children's learned language might be forgotten after a few days. The researchers conducted a study to identify and assess the standard of English textbooks already in use and to create textbooks that should be used in Kindergarten (TK) Aisyiyah Surakarta to address this issue.

Materials/methods. Design-based research (DBR) was used in this study. The research process uses two stages: the development stage and the analysis stage of real-world problems.

Results.  The first findings indicated that there were benefits and drawbacks to the previously employed textbooks. The second stage of book production involves keeping the positive aspects of the first book, reducing or even getting rid of its negative aspects, and adding fresh, researcher-initiated features. These fresh components have been adjusted for the cognitive viewpoint.

Background/purpose. Mobile learning (M-learning) has become a crucial component of higher education due to the increasing demand for flexible and adaptive learning environments. However, ensuring personalized and effective M-learning experiences remains a challenge. This study aims to enhance M-learning effectiveness by introducing an AI-driven Moodle plugin that personalizes learning experiences using a learner-modelling approach.

Materials/methods. The proposed model leverages data from Ibn Tofail University's Moodle platform and integrates DBSCAN and K-means clustering techniques to classify learners based on behavioural, contextual, and emotional factors. The generated clusters enable the delivery of personalized content structured within a Moodle course ontology, optimizing engagement and learning outcomes.

Results. Experimental results on the "Algorithmics and Programming in Python" course show that DBSCAN achieves better clustering accuracy than K-means, as evidenced by cohesion, separation, and silhouette scores. Additionally, an analysis of mobile device characteristics highlights the importance of screen size and RAM capacity in optimizing M-learning experiences.

Conclusion. This study demonstrates the significance of learner modelling and technological adaptation in fostering effective mobile learning environments. By integrating clustering algorithms and ontologies, the proposed approach contributes to the development of intelligent, personalized M-learning applications that enhance accessibility and educational performance.

Background/purpose. ABC-books, as foundational texts for learning to read and write, play a crucial role in the general education of children in Kosovo. They also significantly influence cognitive and linguistic development while contributing to the formation of social values and principles.

This study examines the inclusion and promotion of values in Albanian ABC-books in Kosovo from 1945 to 2022. Its purpose is to analyze and present how values have been integrated and promoted in the Albanian ABC-books used for decades in Kosovo schools to educate students. Additionally, the study explores the changes and continuity of values reflected in these educational texts over different time periods, taking into account various historical, political, social, and cultural contexts that shaped them.

Materials/methods. This research was conducted using content analysis, a qualitative research approach employed to examine the values represented in 14 Albanian ABC-books.

Results. The findings reveal that these books incorporate historical, national, and sociocultural values. The study highlights the importance of ABC-books as educational texts that contribute to instilling values in students while also emphasizing the need for education policymakers to ensure that the teaching materials included in ABC-books align with the goal of value-based education.

Background/Purpose. This study explores the role of core competencies in enhancing school performance in Omani schools. Despite their significance, core competencies have not been officially recognized within the Omani educational system. The research aims to assess how these competencies utilized in school management and their impact on addressing daily challenges and emergencies. It also highlights the need for a structured framework to systematically apply core competencies in schools.

Materials/Methods. The study employed a qualitative research approach, collecting data through interviews with 45 school principals, conducted either directly or via Zoom. Data analysis was performed using MAXQDA software during the 2024–2025 academic year.

Results. Findings revealed that core competencies play a crucial role in improving school performance, particularly in crisis management and the implementation of urgent programs. However, their use remains informal mainly and non-strategic. The study identified a lack of an official definition and structured framework for utilizing core competencies, leading to inconsistent application across schools.

Background/purpose. Sustainable development is a fundamental concern of today's economic and political world; therefore, several steps have been taken to promote sustainable development through students by implementing advanced and internationally accepted teaching pedagogies. Achieving the goals for sustainable development in universities is a central concern worldwide, especially when their students need to deal with cross-cultural communication. The inadequacies of existing frameworks of teaching pedagogies for students' sustainable development in cross-cultural communication are addressed by the UN Sustainable Development Goals for 2030. By proposing the establishment of an inclusive framework in the context of teaching pedagogies, the purpose of this paper is to explore students' sustainable development along with cross-cultural communication as a mediator

Materials/methods. A cross-sectional research design investigated the underlying mechanism of cross-cultural communication among students. Three hundred forty-two respondents were obtained from five universities in China at different academic levels; therefore, data analysis was performed using SmartPLS and SPSS.

Results. It was identified that Chinese universities have unreasonable expectations regarding the sustainable development of teaching pedagogies for students studying in Chinese universities, making their career prospects unsustainable.

Background/purpose.  This study aims to evaluate the effectiveness of using E-Module-based Problem-Based Learning (PBL-EM) in improving the mathematical communication skills of Senior High School students based on their cognitive style on mathematical logic material.

Materials/methods.  This study used a mixed design with an embedded design approach and a pre-post-test design with a non-randomized control group. The research sample consisted of 39 students, of whom 20 were in the experimental group using PBL-EM, while 19 were in the control group using PBL. Data collection involved questionnaires, descriptive tests, and in-depth interviews to capture quantitative and qualitative aspects. Data analysis was conducted using a T-test to compare learning outcomes between the two groups.

Results. The results showed that there was a significant difference (p < 0.05) in mathematical communication skills between the experimental and control groups. The average post-test score of students in the experimental group (20.00) was higher compared to the control group (19.00), signalling the positive impact of PBL-EM implementation. Cognitive style analysis showed that students using PBL-EM showed better improvement in the mathematical communication process, especially in the context of convergent pseudo-images and divergent pseudo-mathematical expressions. PBL-EM proved effective in improving students' mathematical communication skills and showed the importance of adjusting learning methods to students' cognitive styles.

Background/purpose. The purpose of this study was to elicit faculty members’ perspectives on effective instructional methods for teaching calculus in the UK and Saudi Universities.

Materials/methods. An online questionnaire was administered to 150 UK faculty members and 156 Saudi faculty members specialising in curricula and methods of teaching mathematics and other related areas, such as pure mathematics.

Results. The results revealed that the instructional strategies viewed as most helpful in enabling students to develop a solid understanding of calculus in UK and Saudi Universities were the Flipped Classroom Strategy (FCS) and the GeoGebra program. In addition, a few participants mentioned other tools such as graphing calculators, Desmos, GeoGebra, MATLAB, Maple, WolframAlpha, and Mathematica (a computerised algebra system), along with strategies such as inquiry-based learning, project-based learning, team-based learning, and the Modified Moore method. Regarding the challenges and difficulties encountered when teaching calculus, faculty members stated that students move to university with incorrect beliefs about the best method for teaching the concept of the derivative and the concepts of limit and continuity. For instance, they considered teachers and textbooks to be the sole sources of knowledge. Finally, a common theme that emerged from the results was that all lessons are usually straightforward for students when working with calculus, with the exception of the concept of the derivative and the concept of limit and continuity.

Background/purpose. This research examines the development potential of guidance and counselling services for early childhood with special needs through a SWOT analysis and the IFAS and EFAS frameworks. The study aims to identify strengths, weaknesses, opportunities, and threats influencing the effectiveness of these services.

Materials/methods. A qualitative method was used, incorporating document analysis and expert interviews to assess internal and external factors.

Results. The findings indicate that strong policy support, increasing awareness among educators, and available intervention programs serve as key strengths, while the lack of specialized counsellors, limited facilities, and low parental involvement remain significant weaknesses. Opportunities include professional training programs, technological advancements for digital counselling, and support from non-governmental organizations, whereas low public awareness, budget constraints, and the absence of standardized implementation pose critical threats. The results highlight that external factors have a greater impact than internal factors, emphasizing the need for strategic optimization.

Background/purpose. This study aimed to identify the level of self among Al al-Bayt University students in Jordan based on gender and academic specialization and examine the predictive ability of the Big Five personality traits (extraversion, neuroticism, openness to experience, conscientiousness, and agreeableness) in students' general self-scores.

Materials/methods. A sample of 630 students participated in the study. The Big Five Personality Traits scale (Jaradat & Abu Ghazal, 2014) and the Self Scale (Atoum et al., 2023) were administered to collect data.

Results. The findings revealed a medium level of general self-scores among students, with statistically significant differences favoring males. Additionally, the big five personality traits collectively predicted 47.7% of the variance in general self-scores.

Background/purpose.  With advancements in technology, particularly in Artificial Intelligence (AI), personalized and adaptive systems are increasingly being integrated into conventional educational environments. These technologies create opportunities to place learners at the center of the educational experience through personalized learning. However, the lack of standardization among online educational learning resources limits their adaptability and re-use across different systems and contexts. To address this challenge, this study introduces a novel idea for an adaptable artificial intelligence system, namely the Cloud eLearning system (CeL), which includes Cloud eLearning Learning Objects (CeLLO) —standardized learning objects tagged with semantic metadata for flexible re-use.

Materials/methods.  The system architecture features a Cloud eLearning Recommender System, which ranks educational learning resources using a vector space model and hierarchical clustering, and a Cloud eLearning Automated Planner, which generates personalized learning paths based on the recommender output. The study employed a two-phase evaluation methodology. First, the functionality of the AI-based Cloud eLearning prototype was assessed. Second, a user evaluation was conducted through a questionnaire administered to 17 undergraduate and postgraduate students selected from five Computer Science courses. The questionnaire collected both quantitative and qualitative data, including learner satisfaction and perceptions of personalization services.

Results.   Quantitative data were analyzed through correlation analysis, revealing significant correlations: 99% between system performance and personalization services, 99% between system performance and learner satisfaction, 90% between system performance and learners’ initial background, 95% between learners’ background and personalization services, and 99% between learner satisfaction and personalization services.

Background/purpose. Rural schools present unique challenges for School Management Teams, as most learners only attend school occasionally due to cultural obligations and household chores, resulting in low attendance rates. The study aimed to explore the challenges that school management teams faced while managing rural schools, which negatively impacted the quality of teaching and learning.

Materials/methods. This study adopted a case study design and used a qualitative approach. Data were gathered through semi-structured interviews with ten participants.

Results. The study findings revealed a number of challenges that school management teams face while managing rural schools, which negatively impact the quality of teaching and learning. These challenges included a lack of resources, the late coming of learners, the influence of substance abuse, bullying, teenage pregnancy, classroom management, contact workshops, the management of HR (teachers), the lack of parental involvement, the lack of effective communication, staff division and content gaps, and a negative attitude towards schoolwork.

Background/purpose. This study examines the impact of teachers' continuous professional development on their performance through indicators that ensure quality in education. These indicators describe teachers' actions in the classroom based on the opinions of teachers and students.

Materials/methods. This study uses a quantitative approach and a descriptive-correlational design. The research respondents include 107 teachers and 455 students.

Results. The results indicate the need for teachers' professional development. The correlation coefficient shows a strong positive relationship between professional development and teaching performance.

Background/purpose. Improving student retention in open and distance education depends on understanding their preferences for the educational services provided. This study aimed to analyze students’ preferences for UT’s educational services to improve retention.

Materials/methods. This study employed a descriptive quantitative method. The research sample consisted of 208 students. The data were collected using questionnaires and interview methods. The data were analyzed using descriptive analysis and the structural equation model (SEM).

Results. The research results indicated that the students preferred printed teaching material highly; 88.5% of the respondents agreed and strongly agreed. For the tutorial service, the respondents strongly preferred online tutorials (83.6%) and course tasks (70.2%), while 45.7% preferred face-to-face tutorials and 47.1% webinar tutorials. The respondents had similar preferences for examination services between take-home examinations (THE) and offline written examinations; 77.9% said they were satisfied with the THE service, and 77.9% of respondents were also satisfied with offline written examinations. The result of the SEM analysis of the effect of student characteristics (X1), learning experience (X2), and participation in distance-learning success support service (X3) on the students’ preference for UT educational services, revealed that learning experience (X2) was the only variable influencing the students' preference for teaching material and online tutorial services with a t value exceeding 1.96 at t = 6.92, 8.52, and 7.04, respectively.

Background/purpose. Differentiated teaching materials are a source of quality and meaningful learning for students because they are prepared based on students' needs.

Materials/methods. This research includes development research using the ADDIE model which aims to describe the profile of digital-based differentiated teaching materials (Barista) in procedural text writing material for class VII students. The object of this research is digital-based differentiated teaching materials (Barista) in learning to write procedure texts for class VII students in three schools, namely Junior High School 1 Parepare, Junior High School 4 Parepare, and Junior High School 5 Parepare. The number of students studied at each school was 50, so the total number of students in this study was 150. Data collection in this research used a questionnaire for material experts and media experts to reveal the suitability of teaching materials and a questionnaire for student and teacher responses to reveal the practicality of digital-based differentiated teaching materials (Barista) in learning to write procedural texts.

Results. The results of this research are digital-based differentiated teaching materials (Barista) on the topic of "Writing Procedure Texts," which can be accessed online, offline, and in print. The validator team considered these teaching materials very suitable for use and students and teachers considered them very practical.

Background/purpose. This study examines the extent to which academic department heads at Jordanian universities practice transcendental leadership and its relationship with faculty members' self-management. Transcendental leadership, a contemporary model emphasizing moral growth, collaboration, and alignment with institutional and individual motivations, fosters innovation and ethical practices within educational settings.

Materials/methods. The study used a descriptive correlational survey design. The study sample consisted of 302 faculty members from Jordanian universities chosen through simple random sampling.

Results. Results show that department heads practice transcendental leadership moderately across domains such as communication, meeting management, decision-making, and administrative innovation. Faculty members also demonstrate moderate self-management skills, including time management, goal-setting, and emotional balance. A statistically significant positive correlation emerges between transcendental leadership and faculty members' self-management, highlighting the role of effective leadership in promoting autonomy, collaboration, and professional engagement.

Background/purpose. Inclusive education ensures that all students, including those with disabilities, have access to quality education. Despite global and national policies, challenges persist in implementing these policies effectively, especially in local contexts. This study evaluates the implementation of inclusive education policies in diverse regions of Indonesia, focusing on urban-rural disparities. The aim is to identify factors influencing the success or challenges in policy implementation and provide recommendations for stakeholders.

Materials/methods. A mixed-methods case study design was employed in South Sulawesi and East Java. Data were collected through surveys, interviews, and focus group discussions involving 150 educators, 50 local government officials, and 30 community members. The study assessed the status of policy implementation, stakeholder perceptions, and the role of local governments.

Results. Urban areas like Surabaya and Makassar, with established Units for Disability Services (ULDs) and regular training programs, reported stronger support, with 75% and 72% of educators receiving adequate training. In contrast, rural areas like Pamekasan and Maros faced significant challenges, with only 55% and 48% of educators receiving sufficient training. Urban educators felt more equipped to implement inclusive practices, while rural educators encountered barriers due to limited funding and logistical constraints.

Background/purpose. Mathematical literacy is an important ability that students must acquire, but several studies indicate that Indonesian students' mathematical literacy remains low. Therefore, this study aims to (1) test the effectiveness of CTL assisted by Articulate Storyline in improving students' mathematical literacy and (2) analyze the mathematical literacy of high self-confidence students in CTL assisted by Articulate Storyline.

Materials/methods. This study used a mixed method with a sequential explanatory design. The sample consisted of 64 eighth-grade students selected through multistage random sampling. The subjects were two students with high self-confidence in the experimental class. The instruments included tests, questionnaires, and interview guidelines. Data were analyzed using quantitative (t-test, z-test, and N-gain test) and qualitative (data reduction, data display, and conclusion drawing) methods.

Results. The results showed that the students’ mathematical literacy in the experimental class improved individually. Moreover, the mathematical literacy of the experimental class was better than that of the control class in terms of average scores, completion rates, and overall improvement. Students with high self-confidence met all indicators of mathematical literacy during tests and interviews.

Conclusion. The study concludes that (1) CTL assisted by Articulate Storyline effectively improves mathematical literacy, and (2) students with high self-confidence generally have excellent mathematical literacy.

Background/purpose. The qualitative study discusses applications of artificial intelligence (AI) in Jordanian schools for the gifted. This research accounts for how AI is thought to influence teaching procedures, learning outcomes, and the development of the gifted education profession.

Materials/methods. A qualitative design was utilized, and data were gathered using semi-structured interviews with six experienced teachers in King Abdullah II Schools for Gifted Students. Thematic analysis was used to highlight significant findings regarding AI practice and its impact on education.

Results. The study finds that AI positively impacts gifted education through solving system issues, personalized learning, real-time feedback, and large-scale learning analytics. The respondents cited the capacity of AI to bring about change by automating repetitive administrative tasks and facilitating personalized learning as the most frequently occurring theme.

Background/purpose. Rural schools in South Africa encounter numerous challenges as a result of the environment they are in. In this study, the researchers sought to identify the challenges teachers face in teaching practices in rural schools. This study can contribute to the existing body of knowledge to enhance the understanding of how to improve the standards of teaching and learning in rural schools. High-quality teaching has now become a primary objective for numerous education systems globally.

Materials/methods. The study comprised a qualitative research method conducted using interpretivist paradigms. Data were collected through semi-structured interviews with teachers and principals.

Results. The study findings revealed that teachers in rural schools faced numerous challenges in their teaching practices. These included a lack of parental involvement in children’s education, limited resources to support effective teaching and learning, overcrowded classrooms due to inadequate infrastructure, and a lack of technological devices caused by insufficient funding from the Department of Basic Education.

Background/purpose. This study investigates how knowledge, attitudes, and practices (KAP) influence cybersecurity awareness (CSA) among students in Thai educational institutions. The research addresses regional disparities in cybersecurity readiness by incorporating a culturally responsive adaptation of the KAP model.

Materials/methods. A mixed-methods approach was employed, collecting data from 230 students across Thai universities using stratified sampling. The study utilized t-tests, ANOVA, and regression analyses to evaluate CSA across demographic factors and digital domains.

Results. Findings showed clear gender and age differences in CSA. Male students consistently outperformed their female counterparts in network security, malware detection, and encryption literacy. Younger students exhibited greater technical vigilance, whereas older students showed stronger practical habits. The KAP framework was a robust predictor of cybersecurity awareness, highlighting individual behavior patterns and systemic gaps in cybersecurity education.

Background/Objective. This study explores the perceptions and challenges of junior secondary school educators regarding the delivery of sexual education (SE) in the O.R. Tambo Coastal District, South Africa. Given the region’s high rates of teenage pregnancy and HIV infections, effective SE is urgently needed. However, socio-cultural resistance, limited training, and resource constraints continue to affect implementation. The study aims to assess how these challenges shape teaching practices and to offer context-specific solutions.

Materials/methods. A qualitative exploratory research design was adopted. Data were collected from 12 educators, diverse in age, gender, and teaching experience, across three public schools. Semi-structured interviews and classroom observations allowed in-depth insights into stated and practiced approaches. Thematic analysis, supported by Social Learning Theory, was used to identify recurring challenges and strategies.

Results. The analysis identified five key barriers: inadequate training, outdated teaching resources, cultural taboos, limited institutional support, and insufficient instructional time. Despite these, some educators adopted innovative practices, such as integrating community-based support and digital tools, to improve delivery. Observational data corroborated inconsistencies in how sexual education is implemented.

Conclusion. This study contributes original insights into the micro-level dynamics of SE delivery in rural South Africa, offering a localized understanding of the cultural and institutional barriers teachers face. It recommends increased investment in culturally responsive teacher training, updated teaching materials, community engagement, and digital infrastructure. These interventions are vital to strengthen comprehensive sexual education programmes in under-resourced and socio-culturally complex educational settings.

Background/purpose. Learning problems are a common occurrence in the field of education, especially in the context of the post-pandemic era. This study aims to investigate the challenges faced by teachers in learning and the solutions they proposed to address these issues.

Materials/methods. A phenomenological design was used in this study, with 49 teachers from various subjects and regions in Indonesia participating. The primary instrument was a questionnaire on learning problems and solutions, validated through content validity. Thematic analysis was employed for data analysis.

Results. The study identified teachers’ challenges, including low student motivation and behavior, limited resources, lack of curriculum understanding, and unengaging learning designs. Proposed solutions included enhancing student motivation through effective learning management, parental support, provision of adequate learning facilities, and an adaptive curriculum, particularly in mathematics.

Conclusion. The study concluded that low student motivation and behavior were linked to resource limitations, curriculum understanding gaps, and unengaging learning designs. Recommendations included improving learning motivation through effective learning management, parental involvement, infrastructure support, and teacher training for competency enhancement.

Background/Objective. This study examines the phenomenon of psychological alienation from the perspective of Syrian refugee students in Al-Mafraq Governorate. It explores the impact of variables such as gender, parental presence, duration of asylum, family size, and family income. Psychological alienation is a significant concern for refugee students due to their displacement and the challenges of adaptation. Understanding these factors is crucial for developing effective educational and psychological support programs.

Materials/methods. The study utilized a quantitative approach, employing a psychological alienation scale to measure students' levels of alienation. Descriptive statistics, ANOVA, and post-hoc tests were conducted to analyze the differences based on demographic and socioeconomic variables. The sample consisted of Syrian refugee students in the Al-Mafraq Governorate.

Results. The findings indicate that the phenomenon of psychological alienation from the perspective of Syrian refugee students in Al-Mafraq Governorate is generally low, with a moderate sense of alienation in certain dimensions, such as loss of belonging and normlessness. No significant differences were found based on gender, parental presence, duration of asylum, or family size. However, family income was a significant factor, with students from lower-income families experiencing higher levels of psychological alienation.

Conclusion. The study highlights the role of economic conditions in shaping psychological alienation among refugee students, emphasizing the need for financial and psychological support programs. The results suggest that fostering social integration, providing mental health resources, and improving financial stability can help mitigate feelings of alienation and enhance student well-being.

Background/purpose. This study aims to explore the real-life experiences of women fisherfolk mothers as they balance the demanding roles of both breadwinners and caregivers while ensuring their children's education. It seeks to understand the struggles they face, the creative solutions they use, and the personal sacrifices they make to balance earning a livelihood with their children's academic aspirations. This research tries to give voice to these resilient women, recognizing their strength and contributions. Ultimately, it hopes to provide insights that can guide policymakers and educators in creating better support systems for equitable education in coastal communities.

Materials/methods.  To investigate the actual experiences of women fishermen, this study employed Husserl's (1970) descriptive phenomenological approach. In-depth interviews were used to gather qualitative data, which was then thematically examined to determine how they manage work and family. This approach gave them a vivid picture of the social, cultural, and economic elements affecting their day-to-day existence.

Results.  The study revealed that women fisherfolk mothers play a vital role in their children's education despite facing financial struggles and daily hardships. With unwavering determination, they juggle fishing-related work and household duties, often putting their own needs aside to ensure their children have access to learning opportunities. Their resilience and sacrifices underscore the immense contribution of mothers in shaping the educational future of children in marginalized coastal communities.

Conclusion.  The study highlights the vital role of women fisherfolk in supporting their children's education through both economic efforts and active involvement, despite facing financial hardships and geographic barriers. Their resilience and sacrifices underscore the need for targeted support programs to ease their burden and improve access to quality education in coastal communities.

Background/purpose. The quality of pedagogical training in universities is critical to preparing future educators who can meet the demands of contemporary educational reforms. In the Southwestern region, challenges persist in managing pedagogical training programs, particularly in aligning learning outcomes with competency-based standards. This study aims to analyze and evaluate the current state of pedagogical training management to propose solutions that enhance training quality and ensure graduates possess the necessary pedagogical competencies.

Materials/methods. The study employed a mixed-methods approach to assess the management of training outcomes, the implementation of competency-based evaluation standards, and the effectiveness of output information management in teacher education programs.

Results.   Findings indicate that the management of training outcomes has not been effectively based on competency standards, limiting its role in assessing and improving pedagogical training quality. Furthermore, output information management remains insufficiently emphasized, leading to gaps in the evaluation process. These shortcomings hinder the ability of graduates to meet the evolving requirements of primary and secondary education systems.

Background/purpose. This study aimed to investigate the skills needed for efficiently implementing artificial intelligence (AI) applications in education among primary school teachers in the Bisha Governorate, the challenges they encounter, and the proposals needed to overcome these challenges.

Materials/methods. This research adopted a descriptive method. A purposive sample was selected using a simple random method, in which 68 primary school teachers were surveyed to identify the challenges they encountered in enhancing their AI utilization skills in education. A structured questionnaire was adopted as the data collection tool and demonstrated a high level of reliability.

Results. The findings revealed a high level of necessary AI-related skills among teachers, including critical thinking, adaptability, and proficiency in using digital tools. Significant challenges were also identified in their AI-related skills development, such as the lack of electronic labs, insufficient training opportunities, high costs of AI tools, and limited availability of qualified personnel. The participants also demonstrated a strong consensus regarding the need to implement actionable measures, including organizing seminars and training, providing modern devices, and addressing technical and logistical challenges.

Background/purpose. This study investigated the effectiveness of Problem-Based Worksheets (PBWs) in improving conceptual understanding of logic gates. PBWs were designed with key characteristics that integrate authentic problem-solving, active student engagement, and conceptual scaffolding to support critical thinking processes. A total of 32 vocational high school (VHS) students in Indonesia were involved in the PBWs class.

Materials/methods. This study employed a quantitative quasi-experimental one-group pretest-posttest design to examine the effects of PBWs on students’ conceptual understanding. The intervention was conducted for 90 minutes, and 90 minutes for pre- and post-tests. Data were analyzed using stacking and racking within the Rasch model to measure changes in students’ understanding and item characteristics.

Results. The results significantly improved students’ conceptual understanding of logic gates after the PBWs intervention. Due to non-normal data distribution and small sample size (n = 32), Mann–Whitney U and Wilcoxon tests were used, both confirming statistically significant score increases (p < 0.05). Rasch analysis further supported this improvement, with a logit difference of -7.14 between pre- and post-tests. Racking analysis revealed that item difficulty shifted, particularly for items 3, 5, 6, and 8. Despite overall gains, anomalies such as guessing, cheating, and carelessness influenced some students' results, as detected through response patterns and scalogram analysis.

Background/purpose. This study explores the development and implementation of interactive animated e-books as a transformative digital learning tool. It analyzes their pedagogical and cognitive effects on learner participation and understanding. The study is oriented towards how multimedia integration, interactive storytelling, and adaptive learning principles create superior online learning experiences and what are the most important issues and design principles necessary to apply them.

Materials/methods. This study employed a qualitative methodology through thematic analysis of semi-structured expert interviews with digital education experts, multimedia designers, and educators. The study also conducted a systematic analysis of perspectives about design, usability, educational value, and implementation of interactive animated e-books across different learning contexts.

Results. Show that game-like e-books facilitate learning and student participation through gamification, real-time feedback, and customized learning tracks. Important design factors, such as visual design (color palettes, typefaces, motion design), were seen to trigger attention and recall. Yet critical implementation issues were also realized through high development costs, technological limits, insufficient teacher training, and a need for culturally sensitive design.

Background/Objective. This study uses distance learning theory-based learning environment instrument development research with a unique design for culturally sensitive factors in the learning environment as the grand theory used. Therefore, the planning of this learning environment instrument requires a relationship that refers to the three dimensions of social organization from Moos (1979) and the fourth dimension from Geert Hofstede and Michael H. Bond (1984). This study aims to develop a distance education learning environment instrument for Open University that can be used in universities in Indonesia that provide distance education.

Materials/methods. This type of research is instrument development research with a sequential mixed methods exploratory research approach using a sample of 912 students spread throughout Indonesia.

Results. The results of this study obtained a level of reliability which shows that this instrument can reliably measure the real conditions of the learning environment in distance education at the Open University.

Background/purpose. STEAM (Science, Technology, Engineering, Arts, Mathematics) research and embodied design research have explored the role of full-body movement and multimodal actions in mathematical learning. However, the expressive and dynamic aspects of embodied mathematics learning remain underexplored. This paper aims to address this gap by investigating the expressive dimensions of six- to nine-year-olds’ extensions of number sense through full-body performances.

Materials/methods. This paper explores two outdoor mathematical activities developed as part of an embodied design study. Using an adapted version of the Laban/Bartenieff movement framework, our descriptive analysis focused on the following expressive themes: (i) pace, (ii) weight, (iii) bodily coordination and spatial interaction, (iv) body shape and improvisation, and (v) the phrasing of these themes and their alignment with number sense.

Results. The findings highlight the dynamic and flexible interconnections among these expressive themes of bodily performance, demonstrating varying degrees of correlation with students’ number sense. This dynamic interplay of expressive themes fosters an artistic and creative approach to mathematical experiences, encouraging personal interpretation and deepening student engagement.

Background/purpose. In modern mathematical education, it is important to develop students' ability to understand the fundamental properties of geometric objects deeply. This makes it relevant to study the additivity of the area of triangles as a property inherent in various kinds of quantities and ways of representing it methodologically in the process of teaching mathematics. This article aims to define the theoretical basis and form methodological approaches to the study of the additivity of the area of triangles.

Materials/methods. In the course of the study, literature sources were synthesized to form the theoretical foundations of the additivity of triangle areas, a comparative analysis was carried out to compare different digital platforms for visualizing educational materials in mathematics education, and a pedagogical experiment was conducted to determine the effectiveness of the methodological approach in teaching the additivity of triangle areas to students of mathematical specialities.

Results. In the control group, the average value of the final grades was Mean=  8.091, while in the experimental group the average score was Mean = 9.455; therefore, students who studied according to the improved methodology have a relatively higher level compared to traditional methods, which confirms the expediency of using digital tools in the educational process, which contributes to better learning and reduces the variance of student performance. 

Background/purpose. Entrepreneurs are the catalyst of change, innovation, and growth in any country. The contribution of entrepreneurship activities to the growth and prosperity of any nation is undeniably affirmed. Nurturing entrepreneurship potential to sustain the important national advancement activities has not been given sufficient attention in the secondary years of schooling. Thus, in society today, there are more job seekers (workers) than job creators (entrepreneurs). One factor contributing to the downward trajectory in the number of entrepreneurs, especially in the underserved society, is inadequate knowledge of economic indices.  This study examines the influence of economic literacy, with an emphasis on financial literacy components and awareness of the Economic Report, on the entrepreneurial potential of secondary school students in Sik, Kedah, Malaysia.

Materials/methods. This study employed a quantitative research approach and a cross-sectional design. Data were collected through surveys administered on Form 4 secondary school students, assessing their levels of financial literacy, comprehension of the Economic Report, and entrepreneurial potential. Data analysis was conducted using SmartPLS 4.3 software to evaluate the relationships between financial literacy, economic awareness, and entrepreneurship potential.

Results.  The findings show that financial literacy and awareness of economic indicators significantly influence students' entrepreneurial potential.  Furthermore, the findings depict that financial literacy has a more substantial impact on entrepreneurship potential. The result of instrument validation indicates that the entrepreneurship potential scale is unidimensional, while the economic literacy scale is multi-dimensional.

Background/Objective. This study aims to explore the role and identity of collaboration in traditional festival performances in one of Indonesia's provinces, West Sulawesi. In the midst of the rapid pace of globalization, maintaining cultural identity is very important to foster social cohesion in society and educate future generations about existing local cultural values. Traditional festivals, with their involvement in social and educational life, play an important role in preserving culture and strengthening local identity.

Material/Methods. This study used a case study research design with semi-structured interviews. Interviews were conducted with key representatives who have deep experience and are directly involved in implementing the traditional festival as an annual event to gain insight into the cultural dynamics and collaboration involved in implementing the festival.

Results. The findings of the study show that traditional festival performances in these communities serve as a means of shaping community identity in response to globalization. This festival is also an effective medium in preserving local cultural values that have been passed down from previous generations to the current generation. In addition, the performance is recognized as an important form of learning for students to understand and appreciate their local culture and traditions.

Background/purpose. Educational leadership plays a fundamental role in promoting a democratic school culture that fosters participation, coexistence, and inclusion. However, the development of such a culture largely depends on how leadership teams perform their roles and the leadership styles they adopt. This study aims to explore the perceptions of leadership teams and teachers regarding educational leadership and its influence on school coexistence.

Materials/methods. The study was conducted in 75 educational centres in Aragón (Spain) using a mixed-methods approach. Data were collected from both teachers and school leaders through a questionnaire and a discussion group. The analysis focused on the functions, skills, and beliefs that shape educational leadership practices.

Results. The findings reveal a generally positive perception of educational leadership, especially regarding its role in creating a favourable organisational climate and promoting constructive interpersonal relationships. Competencies such as communication, conflict resolution, and teamwork emerged as essential to effective leadership. Additionally, the importance of collegial and participatory leadership practices was emphasised.

Conclusion. The study concludes that distributed leadership dynamics make a significant contribution to fostering inclusive and democratic school environments. This form of leadership not only enhances coexistence but also promotes the overall well-being of the educational community by encouraging the active engagement of all stakeholders in decision-making processes.

Background/Purpose. Grammar plays a crucial role in clarifying and cohering written and spoken communication throughout academic contexts. This study investigates how senior English majors use grammar to write reports, a critical skill for effective communication.

Materials/Methods. A summative content analysis was conducted to examine the types of grammatical errors found in 49 reports written by 49 students. Additionally, nine Vietnamese-speaking English teachers were asked to evaluate selected extracts based on meaning clarity and instances of language interference using a two-point scale (“agree” or “disagree”).

Results. The results show that students had various grammatical problems; the three most frequent ones were run-on sentences, poor word choice, and erroneous use of the simple past tense. Furthermore, most teachers said students had great difficulty expressing their ideas clearly and that first-language interference was regularly seen in their writing.

Background/purpose. This study presents the development of a novel questionnaire to assess medical students’ motivation to learn English for Medical Purposes (EMP), addressing a gap in existing tools tailored to specific language contexts. Based on Dörnyei’s L2 Motivational Self System, the questionnaire uniquely contextualizes its items to address the specific circumstances of medical students.

Materials/methods. Data were collected from 283 medical students (undergraduate, years 1 to 6) studying in programs with Hungarian as a medium of instruction at the four medical schools of Hungary. The reliability of the variables for each dimension was verified by Cronbach’s α and McDonald’s ω. The Kaiser-Meyer-Olkin measure of sampling adequacy and Bartlett’s test of sphericity confirmed the data’s suitability for principal component analysis (PCA), which was conducted to establish the structure of variables for each dimension.

Results. The PCAs demonstrated that the adapted questionnaire has a clear and interpretable component structure. The findings reveal that the respondent medical students are largely intrinsically motivated, driven by constructs such as the Ideal L2 Self and Self-Efficacy.

Background/purpose. This study analyzes teachers' attitudes towards the implementation of the TPACK model in relation to technological, pedagogical, and content knowledge for improving teaching in primary schools. Specifically, the study examines the impact of teachers' age on the use of technology during teaching as an innovative approach in the classroom. The research also identifies whether the level of education of teachers plays a key role in the implementation of this methodology.

Materials/methods. A quantitative research approach was conducted in 11 primary schools in the four largest cities of Kosovo. A total of 363 teachers participated in this study. A sample size determination table using the probability method (95% confidence interval and 5% error) was used to determine this sample size. Quantitative data were collected using the "Survey of Pre-service Teachers' Knowledge of Teaching and Technology," a standardized questionnaire for teachers.

Results. The findings indicate that there is a low correlation between teachers and technological knowledge. Specifically, teachers showed average results for content and very high pedagogical knowledge. Additionally, the age and education level of the teachers were the main factors that hindered the implementation of the TPACK model in the classroom.

Conclusion. They suggest ongoing training for elementary-level teachers so that knowledge related to the TPAC model is sustainable and constructive. At the same time, this data will contribute at both the local and central levels to the development of educational policies, the revision of the curriculum, and the design of training programs. The weak school infrastructure, the lack of school digitalization, and insufficient professional development are some of the challenges that hinder teachers in their efforts to improve teaching in primary schools.

Background/purpose. Educational unit managers, as leaders, need to cultivate essential skills such as emotional intelligence and psychological resilience to enhance their effectiveness in educational leadership and management that promotes the proper functioning of public educational units. This study aimed to examine the relationship between emotional intelligence and psychological resilience levels.

Materials/methods. A total of 190 public educational unit managers from four regional areas in Greece were chosen through cluster random sampling. The study adopted a quantitative research design, using a self-report questionnaire. The Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) and the Multidimensional Teachers’ Resilience Scale (MTRS) were used. For the data analysis, descriptive statistics, Pearson correlation analysis, Levene’s Test for Equality of Variances, and linear regression analysis were applied.

Results. The results demonstrated a robust association between emotional intelligence and psychological resilience. Each dimension of emotional intelligence exhibited a positive link with resilience, while further analysis identified self-control and well-being as the most significant contributors to explaining variations in resilience levels.

Conclusion. The findings underscore the critical importance of enhancing emotional intelligence and psychological resilience, as these competencies are essential for public institutions' effective management and leadership.

Background/Objective. This study aimed to assess the effectiveness of a multisensory approach based on the CRA framework in enhancing geometric thinking skills among fourth-grade students with learning difficulties in mathematics. It examined the relationship between sense preferences and performance and investigated how interactions among those senses impact the students' performance.

Materials/methods. A quasi-experimental approach was established to achieve the objectives of this study. The study sample consisted of 196 students, divided equally into a control and an experimental group. The effect of the intervention upon students' geometric thinking was measured using a pre- and post-test. Additionally, a questionnaire was used to gather data on sensory preferences.

Results. The results of this study revealed that students who learned using the multisensory approach based on the CRA framework achieved higher performance (mean = 147.22) than those who studied traditionally (mean = 49.78), and these differences were statistically significant at the significance level (α = 0.05), and the study reveals the predictive value of sensory preferences; it has shown that visual learning is strongly associated with high performance, and it reveals the subtle interactions between sensory preferences.

Background/purpose. This study aims to examine the effectiveness of integrating Augmented Reality (AR) technology in literary psychology education for students with special needs in the context of inclusive education.

Materials/methods. Using a mixed-method approach, the study involved 120 students from three disability categories (dyslexia, autism, blind) and a control group. The main instruments used were the Adaptive Literary Comprehension Test (ALCT), User Experience Questionnaire (UEQ), AR application interaction logs, and semi-structured interviews with teachers and students.

Results. Quantitative results showed a significant improvement in ALCT scores in the experimental group, especially in visually impaired (+40.2%) and dyslexic (+34.5%) students. Correlation analysis revealed a positive relationship between the duration of interaction with 3D objects and an increase in ALCT scores (r = 0.61; p < 0.001). Qualitatively, teachers and students reported increased participation and emotional understanding through adaptive audio and visual features. The heatmap data supported these findings by identifying favorite areas of interaction according to the sensory needs of each group. The integration of the Universal Design for Learning (UDL) framework in AR application design has been proven to be able to expand access, increase engagement, and deepen literary understanding.

Background/purpose. Civic Education plays an important role in strengthening and maintaining ethnic identity in an increasingly diverse society. This study explores how civic education serves as a means to preserve cultural values and ethnic identity by fostering an understanding of citizens' rights and responsibilities and promoting an appreciation of diversity. Civic education encourages equality, tolerance, and respect for different cultural identities through an inclusive and pluralistic curriculum, strengthening cultural ties inherited across generations.

Materials/methods. This study employs a qualitative method with a case study approach. Data were collected through in-depth interviews, participant observation, and document analysis related to the civic education curriculum and practices in schools with ethnically diverse student populations. Participants included teachers, ethnic students, and community leaders involved in cultural education. Data were analyzed using thematic analysis to identify significant patterns in the implementation of civic education and its role in maintaining ethnic identity resilience.

Results. The findings indicate that civic education significantly enhances ethnic identity resilience by fostering diversity awareness and tolerance. Ethnic students reported feeling more valued, and their cultural identity was acknowledged, contributing to a stronger sense of pride in their heritage. However, challenges persist, particularly in the integration of local cultural diversity within the curriculum, leading to the marginalization of some ethnic identities.

Background/purpose. This study aimed to identify the role of parental involvement in the learning experiences of children in Zarqa when playing educational games in improving the interaction of those children.

Materials/methods. The researchers adopted quantitative and qualitative approaches. They used a questionnaire that consisted of three sections. The first section collects data about the demographic variables. The second section collects quantitative data about the role of parental involvement in children's learning experiences when playing educational games in improving children's interaction. The third section collects quantitative and qualitative data about the challenges hindering such involvement. The sample consists of 120 parents with children enrolled in private kindergartens in Zarqa, Jordan. The questionnaire forms were passed to those parents by hand. All the forms were retrieved and analyzed.

Results. Parental involvement in children's learning experiences in Zarqa when playing educational games significantly improves their interaction with others. The severity of the targeted challenges was found to be moderate.

Background/purpose. Several previous studies have attempted to develop Android learning media for elementary students beginning to learn counting. However, no media with a levelled adventure theme exists. The purpose of this research is to develop an android-based learning media, B’Math, to improve elementary students’ counting skills.

Materials/methods. This type of research is research and development using the ADDIE model: 1) Analyze, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. B’Math is an Android-based learning media-themed adventure game with levelled counting material, including number symbols, comparing, matching, addition, and subtraction, the results of which come to less than 20. The research subjects were 184 grade one students from two elementary schools in Indonesia. Data collection techniques included observation, interviews, and tests. Data analysis was conducted using descriptive and inferential statistical methods.

Results. This research successfully developed B'Math, an Android-based learning media designed to improve the early calculation skills of elementary school students. The results of this study showed that the learning outcomes of students who learnt using B'Math were higher than those of students who learnt using conventional learning approaches. This proves that the B’Math learning media have been effective in enhancing students’ initial counting skills at the elementary school level.

Conclusion. The study’s results illustrate a need to develop learning media to improve elementary school students’ initial counting skills.

Background/purpose. This research explores the implementation of the MANDALIKA Friday Program at State Islamic High School 2 Mataram within the framework of the Merdeka Curriculum. The study aims to evaluate how the program fosters creativity, responsibility, and entrepreneurial skills among students and how it aligns with the educational objectives of the Merdeka Curriculum, particularly in promoting character education and skill development.

Materials/methods. The study employs a qualitative research approach with a case study design, focusing on the MANDALIKA Friday Program. Data was collected through semi-structured interviews with 29 participants, including policymakers, teachers, and students, along with real-time observations and document analysis. The collected data was analyzed using the interactive model, which involves data reduction, data display, and conclusion drawing.

Results. The survey results indicate that the MANDALIKA Friday Program is highly effective in fostering various aspects of the Pancasila Student Profile. Notable improvements were observed in areas such as character building (81.8%), responsibility (86.4%), and cultural appreciation (81.8%). However, there was room for enhancement in fostering self-reflection and originality, as these areas received slightly lower ratings (59.1%).

Conclusion. The MANDALIKA Friday Program successfully supports the Merdeka Curriculum’s goals by enhancing students’ creativity, responsibility, and ethical values. Despite some areas for improvement in fostering critical and independent thinking, the program presents a valuable model for integrating experiential learning with national educational objectives. Future research should focus on refining the program to enhance its effectiveness further.

Background/purpose: Entrepreneurship training interventions (ETI) have rapidly grown in domestic and international higher education systems. There is evidence that education focusing on entrepreneurship programs can increase employability. Entrepreneurship has been the driving force behind this expansion as a survival approach for economic improvement in South Africa. This study aims to identify the types of entrepreneurship capacity development interventions that are available to unemployed youth. Human capital theory is used as a theoretical foundation to argue that poverty, unemployment, and inequality can be reduced through skill development.

Materials/methods: 18 participants from three institutions were interviewed using a semi-structured interview technique: the Youth Business Advisory Centre (YBAC) in Eshowe, the Zululand Chamber of Commerce and Industry (ZCCI) in Richard's Bay, and the Small Enterprise Development Agency (SEDA) in Richard's Bay. The collected data were analysed using NVIVO version 12 and Microsoft Excel.

Results: Findings revealed that the entrepreneurial capacity development programs available to the unemployed in KDC included, and were not limited to, mentorships, business expos, workshops, coaching, training, online courses, business seminars, and conferences. These programs focused on building critical entrepreneurial skills such as financial management, customer service, and digital marketing.

Conclusion: The study recommends a mandatory computer literacy program before engaging the youth in other programs. The findings are valuable to policymakers who want to develop more effective entrepreneurial programs tailored to the unique needs of the unemployed.

Background/Objective. The teaching and learning of geology in Morocco's secondary education system seems to face various challenges. This research aims to recognize and analyze these challenges so as to develop a deeper understanding of the problems faced in middle and high school classrooms.

Materials/methods. To this end, a survey was conducted among Life and Earth Sciences teachers working in secondary education in Morocco using an online questionnaire (via Google Forms). Participants were selected using a non-probability sampling method based on self-selection; only teachers who voluntarily agreed to respond to the questionnaire were included in the sample. The sample comprised 142 Life and Earth Sciences teachers from public secondary schools under various provincial education directorates across Morocco. The questionnaire was divided into two parts: the first part, comprising four items, gathers general information about the respondents; the second part, composed of 17 items, explores the specific difficulties encountered in the teaching and learning of geology. Data analysis was carried out using Excel for descriptive statistical processing and SPSS software to apply the Chi-square test to examine relationships between certain variables.

Results. The data analysis reveals numerous challenges from both teachers' and students' perspectives. These challenges are mainly related to the characteristics of the subject, particularly its use of abstract concepts and the intricate ideas of geological time and spatial relationships.

Background/purpose. This study explores how mindfulness (MIN), social media use (SMU), reflective thinking (RT), and cognitive engagement (CE) interact among undergraduate students.

Materials/methods. The descriptive approach combined with Structural Equation Modelling (SEM), using Smart PLS 4, was applied to analyze the complex relationships between MIN, SMU, RT, and CE among undergraduate students. This approach ensured measurement reliability and validity through a structured two-stage analysis.

Results. Findings confirm that MIN and SMU positively impact RT and CE, with RT acting as a key mediator. MIN fosters awareness, self-control, and resilience, while strategic SMU promotes collaboration and engagement. The results confirm all hypotheses, highlighting RT's importance in linking MIN and SMU to CE.

Background/purpose. Critical thinking (CT) is fundamental in science education, but instruments to measure CT in specific domains, such as physics, are still limited. The present study aims to develop and validate the Critical Thinking Test in Temperature and Heat (CTTH), an instrument designed to measure critical thinking skills in the topic of temperature and heat in physics.

Methods. The development of CTTH refers to a common critical thinking test framework. The validation process involved expert review from seven experts in physics education, a small-scale pilot test with 33 students, and final validation with 720 secondary school students, ensuring the test items' clarity, relevance, and psychometric quality. Instrument reliability was measured using Cronbach's alpha for internal consistency and Fleiss' kappa for inter-rater reliability.

Results. The CTTH exhibits adequate reliability, with internal consistency and inter-rater reliability, confirming the instrument's effectiveness in measuring critical thinking skills in the context of physics. CTTH is a measurement instrument that can measure critical thinking skills related to temperature and heat in physics learning.

Background/purpose. Self-advocacy is an important but underserved skill for students with disabilities in higher education, especially in Indonesia, where structural and social barriers persist. This study explores the reasons behind self-advocacy and the experiences of students with disabilities who actively advocate for themselves. The study fills the gap in understanding student agency in navigating higher education environments that are not fully inclusive.

Materials/methods. The study employed an online survey targeting students with disabilities across Indonesian universities. A total of 103 respondents participated, with 50 students (48.5%) reporting experiences of self-advocacy on campus. The survey included both closed- and open-ended questions, which were thematically analyzed to explore the reasons and perceived impacts of the self-advocacy practices.

Results. Four main reasons as motivations for self-advocacy emerged: encountering barriers on campus, awareness of disability rights, motivation for self-development, and seizing opportunities. The reported impacts reflected a combination of success and challenges, including positive changes, self-benefits, unmet expectations, and uncertainty. These findings suggest that self-advocacy is a purposeful, goal-driven process shaped by both institutional conditions and individual agency.

Objectives. This study aimed to investigate the effectiveness of the Pentagram Strategy (PG) in enhancing critical reading skills among tenth-grade female students in Jordan.

Methodology. The researchers employed an experimental approach with a quasi-experimental design involving two groups: experimental and control groups. To achieve the study’s objectives, a critical reading skills test consisting of 16 items was administered to a sample of 80 tenth-grade female students from Princess Raya Bint Al-Hussein Secondary School, affiliated with the Mafraq District Directorate. The sample was selected using an available sampling method and divided into two groups: an experimental group of 40 students taught using the Pentagram Strategy (PG) and a control group of 40 students taught using the conventional method.

Results. Analysis of Covariance (ANCOVA), Multivariate Analysis of Covariance (MANCOVA), and effect size measures were employed to address the research question. The study’s results revealed statistically significant differences in the performance of tenth-grade female students in critical reading skills, favoring the experimental group that the post-test mean for the experimental group was 27.00 and 18.87 for the control group, with an effect size of 0.60.9%.

Background/purpose. In the first quarter of the twenty-first century, unprecedented developments in technology began to revolutionize ‘modern’ society and started the era of Industry 4.0, which is characterized by the rapid integration of the newest technologies such as the Internet of Things (IoT), smart technologies, and artificial intelligence (AI) into every aspect of life. Educational institutions, as open social systems, have strongly felt the pressure of changing their pedagogies and practices in response to the demands of Industry 4.0. This has given impetus to the emergence of Education 4.0, which has required redesigning the teaching-learning processes to meet the paramount and multifaceted demands of the digital era while achieving a balance between external demands and the science of pedagogy. Realizing this mission has not only become a crucial task for educational leaders but also emerged as a critical measure of effective leadership in the new era.  

Materials/methods. This paper builds its argument over the existing literature on the interplay of technology and education and offers some perspectives on the changing roles of leaders, particularly in higher education context, facing the rapid technological revolutions surrounding the current universities.

Results. In the age of AI, it is crucial that educational leaders must have flexibility, agility, and productivity as well as develop their communication, collaboration, critical thinking, creativity, problem-solving, and entrepreneurship competencies. They should also act as digital leaders to enable a digitally-enhanced learning community in the university through establishing a culture of innovation built over the values of openness, transparency, customer centricity, freedom to experiment, diversity, inclusion, trust, and sustainability.

Conclusion.  In the new era, educational leaders must be aware of their key role in discovering the benefits of novel technologies on one side while devising measures and strategies to tackle their risks on the other.

Background/purpose. Indonesian uses Latin script, so students whose first language background (L1) is a non-Latin language will experience difficulties in understanding it. The purpose of this study is to explore the similarities and differences in the problems faced by Indonesian students (L2) with a non-Latin background (L1) and students with a Latin background (L1).

Materials / Methods. The research design used is qualitative and exploratory. Data were collected through observation and interviews to find initial data, which was then continued with a literature study to compare the findings of problems faced by non-Latin L1 (non-Latin mother tongue) students with Latin students in learning Indonesian (L2).

Results. The results of the study show that Indonesian as a second language (L2) students with a non-Latin first language (L1) background, especially Mandarin speakers, experience various difficulties both from linguistic and non-linguistic aspects. From the linguistic side, the main challenges include mispronunciation of certain letters, use of punctuation, writing Latin letters, and understanding the morphological structure of the Indonesian language. From the non-linguistic side, problems were found, such as low learning motivation, limited learning time, lack of social interaction in Indonesian, and difficulty in adjusting to Indonesian norms and culture.

Conclusion. Differences in first language background (Latin vs. non-Latin) significantly affect the type and level of difficulty in learning Indonesian. Therefore, strategies for teaching Indonesian as a foreign language need to be specifically adjusted to the characteristics and needs of each group of students to optimize learning outcomes.

Background/purpose. This study presents the findings of an initial investigation into developing a Computational Thinking-Enhanced Assessment Tool (CTe-AT) based on computational thinking principles.

Materials/methods. We conducted comprehensive interviews with 10 lecturers and another 10 students to gain a deeper insight into educators' and students’ viewpoints. The analysis of these interviews involved a thematic approach, utilising the steps outlined by Braun and Clarke (2006) to identify and categorise the emerging themes.

Results. The participants acknowledged the anticipated advantages of the CTe-AT. Educators and students foresee enhancements in computational abilities, individualised feedback provision, and facilitation of the shift toward hybrid learning. The objective was to ensure engineering students not only grasp theoretical principles but also cultivate practical skills essential for success in the dynamically changing realm of engineering. Emphasis on critical and creative thinking and potential benefits for independent learning and career preparation strengthens the case for intentional efforts to integrate computational thinking into the educational framework. 

Background/purpose. This study utilizes Artificial Intelligence (AI) and Augmented Reality (AR) to improve the intercultural literacy of foreign students communicating in Indonesia through the integration of technology and local wisdom. By integrating AI and AR, a digital book is developed for Indonesian Language for Foreign Students (in Indonesia, we call it BIPA). With an intercultural and plurilingual competency-based approach, this innovation aims to strengthen the BIPA learning ecosystem and improve Indonesian language skills among international learners.

Materials/methods. Research and development (R&D) with the Borg and Gall model begins with data collection on communication culture and intercultural communication in BIPA, involving surveys and interviews. Next, a digital book framework is prepared, followed by the development of a prototype that integrates various media. After expert validation tests and small group trials, the product is revised and tested in class to measure its effectiveness.

Results. A survey on the difficulties of foreign students adapting to Indonesia showed that language (100%) and cultural differences (41,2%), so developing intercultural literacy is important for BIPA students. Digital books can be used in foreign student classes, and they argue that it is useful for them.  Digital books can go beyond traditional language instruction by immersing learners in a cultural context, thereby deepening their understanding of Indonesian society and communication styles.