Background/purpose. The main objective of this research is to examine teacher efficacy in student engagement, instructional strategies, and classroom management and its relationship to gender, age, and length of teaching experience in a tertiary education context.

Materials/methods. A qualitative approach was utilized to uncover the efforts made by teachers to enhance student engagement. A quantitative approach was employed to ascertain whether significant differences in efficacy exist based on gender, age, and length of teaching.

Results. The findings of this study indicate that there are no significant differences in teacher efficacy related to student engagement across gender, age, and teaching experience. Similarly, the teacher efficacy in employing instructional strategies shows no significant variations based on these demographic factors.

Background/purpose. This study aimed to develop and validate a causal model of factors influencing the mathematical reasoning ability of Grade 6 students in Thailand.

Materials/methods. The sample consisted of 530 students selected through multi-stage random sampling. Research instruments included a basic mathematics knowledge test, a mathematical reasoning ability test, and a set of validated scales measuring attitude toward mathematics, achievement motivation, mathematical self-efficacy, and learning behavior. Data were analyzed using descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM).

Results. The findings showed that prior knowledge in mathematics, learning behavior, achievement motivation, and attitude toward mathematics had significant direct effects on mathematical reasoning ability. Mathematical self-efficacy indirectly influenced reasoning through achievement motivation. The model demonstrated strong goodness-of-fit with the empirical data.

Background/purpose. This study examined the impact of Artificial Intelligence on quality assurance in education, focusing on academic achievement and social skills in schools in Jordan.

Materials/methods. A descriptive-analytical approach was employed with a sample of 62 teachers, selected at random, to represent 16.67% of the target population. The data were collected using a questionnaire, and the average scale score ranged from 2.6 to 3.39.   

Results. The consistency of teacher responses was found to be high. With an average score of 3.50, AI was found to support students' academic achievement significantly. However, as evidenced by a lower average of 2.58, AI had a secondary role in bolstering students' social skills. There were no discernible gender differences. Compared to their less experienced peers, teachers with five to ten years of experience had more positive opinions about AI's contribution to academic success. Additionally, there were disparities by educational level, with secondary school teachers holding a more positive view of AI than kindergarten teachers in both the social and academic domains. 

Background/purpose. In the modernized society with advanced technology, as education becomes increasingly dependent on information technology, there is a need to prepare the next generation of students with a wide variety of skills and abilities necessary for future scientific careers. Modern educational challenges include the task of engaging students, stimulating their interests, and maintaining their attention. Computer games are an interactive technology that can promote learning in an effective and motivating way, especially among lower secondary school students. Computer game-based learning uses the game as a tool for elaborating learning content. Given this, the purpose of this scientific research is to examine the impact of this computer game on increasing motivation and increasing student success during the process of learning the concepts of integrated circuits, computer hardware, and software concepts.

Methodology. The methodology of this scientific research includes empirical research, where the chosen design is the quasi-experimental method to evaluate the causal impact of the intervention. A quantitative method was used to analyze this study in more detail. The sample consists of 458 students from 12 schools, with students in grade IX from the Republic of Kosovo. The sample was selected using the non-probability method, which is a purposive sample. The instruments for data collection are tests and questionnaires.

Results. The results of this study indicate that the use of computer games in the Technology subject with ICT has a positive impact on academic outcomes and student motivation.

Background/purpose. Transitioning from coursework to an independent, complex inquiry has constantly been a challenge in advanced scientific programs, which often presents numerous barriers arising from limited research knowledge, experience, and skills necessary to navigate the contemporary research environment. This conspicuous gap breeds frustration, delays, poor performance, and, in many cases, dropouts, mostly among early-stage graduate research students. Consequently, there is a need for a strategy to empower nascent researchers, stimulate essential competencies, foster progress, and enhance graduate efficacy.

Materials/methods. This qualitative research, conducted through an integrative desktop narrative review, summarises empirical and theoretical discourses to inform the conceptualisation of a pragmatic intervention. The sample comprises secondary data, specifically published materials on higher education, graduate research, the brown bag concept, and Ubuntu philosophy. The content analysis illustrates that brown-bag seminars, grounded in the Ubuntu philosophical foundations, promise a flexible and cohesive atmosphere that energises discussions more effectively, leading to attendees' broader comprehension and competencies. 

Results. The delivery of the brownbag seminars, which is structured through three distinct stages (peers-to-peers, peers-to-mentors, and peers-to-broader audience), will potentially enhance learning outcomes and graduate research efficacy.

Background/purpose. This study investigates the communication strategy employed by PT Pertamina Patra Niaga in implementing its "Ngabedahkeun Walahar" Corporate Social Responsibility (CSR) program in Karawang, Indonesia. It specifically examines how culturally responsive and participatory communication practices foster community engagement and reinforce corporate accountability.

Materials/methods. The research adopts a qualitative case study design grounded in a constructivist framework. Data were collected through semi-structured interviews, document analysis, and field observations.  The study applies a multi-theoretical lens, including Legitimacy Theory, Stakeholder Primacy Theory, and Social Capital Theory, to analyze the role of communication in CSR delivery.

Results. The findings indicate that incorporating local cultural values, engaging trusted community leaders, and utilizing a blend of communication channels significantly improved public trust, participation, and the long-term viability of the program.  The integration of local wisdom and community-based development models fostered inclusive village ecosystems, with social return on investment (SROI) exceeding the initial financial input.

Background/purpose. The integration of Artificial Intelligence across creative fields, including Eastern animation, has the potential to contribute significantly to not only the development of production and narratives but also to the achievement of educational objectives. This article examines the impact of AI on culture, symbolism, and values education through animated narratives. This analysis examines the ways in which AI technologies can serve as a means of cultural expression and unofficial channels for the transmission of moral and ethical values within educational settings.

Materials/methods. Over 60 peer-reviewed articles, conference proceedings, and published dissertations between 2002 and 2025 were analyzed through a qualitative systematic review and thematic analysis. The data were accessed from prominent academic databases such as Scopus, Web of Science, IEEE Xplore, and SpringerLink. Thematic coding methods were employed to identify trends in AI's impact on narrative form, cultural symbolism, educational applications, and value transmission.

Results. The results indicate that AI streamlines the animation workflow, makes production more accessible, and transforms the narrative form. Nonetheless, there are concerns about losing cultural depth and moral character when the use of AI is not culture-informed. Several studies have shown support for the concept of using culture-informed AI applications in animation for values education, integrating moral and symbolic lessons into the story. This makes East Asian animation a highly influential medium, both for preserving culture and promoting moral education.

Background/purpose. Incorporating students’ native cultural knowledge into language instruction can enhance learning and support cultural sustainability. The study aims to explore the perspectives of junior high school students with different personality backgrounds on the benefits of a culturally responsive, student-centered approach that integrates “Kalesang” values through the FRESH technique into descriptive writing. This approach can enrich students' language skills while sustaining their cultural identity.

Materials/methods. This study employed thematic analysis as a qualitative research approach to examine the data. The data was collected through the Eysenck Personality Inventory (EPI) and a semi-structured interview.

Results. Thematic analysis revealed three primary themes: (1) Students’ understanding and integration of “Kalesang” values, (2) Perceptions of the FRESH framework, and (3) The influence of personality on learning. Participants defined “Kalesang” as a principle of caring for oneself and the environment and embedded this value in their writing. All students reported that the FRESH technique helped them organize their texts and increased their motivation. Extrovert students enjoyed collaborative discussions, whereas introvert students preferred individual, scaffolded writing time. 

Background/purpose. This research aimed to 1) Compare mathematical problem-solving skills and academic achievement before and after learning the topic of Basic Counting Principles of Grade 11 students who were taught by traditional learning methods and open learning approach. 2) to compare mathematical problem-solving skills and academic achievement after learning the topic of Basic Counting Principles of Grade 11 students who were taught by traditional learning methods and an open learning approach. 3) to study students’ satisfaction with the open learning approach on the topic of Basic Counting Principles.

Materials/methods.  This research is an experimental design with a Pre-Test-Post-Test with a Real Control Group. The samples used in the study were 2 classes of Grade 11 students, 75 people, who were selected by Cluster Random Sampling. The tools used for data collection were an open learning approach plan and a traditional learning methods plan, a test to measure mathematical problem-solving skills, an achievement test, and a satisfaction survey towards an open learning approach.      

Results.  The research results found that 1) students in both groups had mathematical problem-solving skills and academic achievement after studying higher than before studying at a statistical significance level of 0.05 2) students in the open learning approach group had mathematical problem-solving skills and academic achievement after studying higher than the group that received traditional learning methods at a statistical significance level of 0.05 and 3) students had the highest level of satisfaction with the open learning approach, with a mean value of 4.84 and a standard deviation of 0.11.

Conclusion. The open learning approach enables learners to develop analytical thinking and problem-solving skills effectively, as well as creating greater satisfaction in learning compared to traditional learning. Therefore, it should be promoted to use this approach in managing mathematics learning in secondary schools.

Background/purpose. The Dark Triad traits-narcissism, Machiavellianism, and psychopathy- are linked to unethical and aggressive behaviors, which may contribute to cyberbullying. This study sought to explore the relationship between cyberbullying and the dark triad among university students. It also aimed to identify the differences in the degrees of both cyberbullying and dark triad traits according to demographic variables: gender, faculty, and academic level.

Materials/methods. The descriptive correlational approach was employed due to its suitability for the study's objectives. The study sample consisted of 455 male and female students from Yarmouk University, selected through convenience sampling using an online model. The Cyberbullying and the Dark Triad Scale were used to verify the study objectives.

Results. The results revealed the existence of a statistically significant positive relationship between cyberbullying and the dark triad among university students. The results also revealed the existence of statistically significant differences in the degree of cyberbullying attributed to the gender variable, as the mean among males was higher compared to that of females. Furthermore, there is no statistically significant difference in the degree of cyberbullying attributed to the faculty and the academic level variables. There are no statistically significant differences attributed to the effect of gender in all dimensions, except for Machiavellianism, where the differences favored males. Additionally, there were no statistically significant differences attributed to the effect of faculty in all dimensions. The results also found no statistically significant differences attributed to the effect of academic level, except for psychopathy, where the differences favored the bachelor's degree.

Conclusion. The study provides valuable insights into the relationship between the Dark Triad traits and cyberbullying among university students.

Background/purpose. Internships are widely adopted as a mechanism to enhance graduate employability, yet their role in shaping student readiness, soft skill development, and digital literacy remains underexamined in Indonesia.

Materials/methods.     A mixed-methods approach was employed, combining a survey (n=100) of undergraduate students and in-depth interviews. Quantitative measures assessed self-perceived development across: job readiness, communication, adaptability, collaboration, and digital competence. Data were analyzed using descriptive statistics, correlation, and regression techniques. Qualitative narratives were examined through thematic analysis.

Results.      High mean scores and significant correlations (r = 0.66–0.74) confirmed the positive impact of internships on employability perceptions. Regression analysis identified communication (β = 0.59), adaptability (β = 0.55), and software proficiency (β = 0.56) as key predictors of job readiness. Additionally, 89% of students reported enhanced professional confidence, and 84% gained clarity in their career orientation. Qualitative findings revealed three developmental domains: enhanced role clarity and career orientation, affective and interpersonal skill growth, and digital system navigation. Practical implication: Institutions should strengthen mentorship, contextualize tasks, and embed reflective components to maximize the developmental potential of internships.

Conclusion.   Internship participation substantially enhances student employability in Indonesia. The originality of this study lies in its empirical integration of statistical data and student narratives. As the first of its kind in this context, it offers a scalable, evidence-based model for internship design that advances student readiness for digitally mediated, skill-intensive labor markets.

Background/purpose. School governance seems to be the most exciting research topic for many researchers these days; it can be because it provides the best ways of organizing schools in more complex contexts than ever before, and conversely, it can be so sophisticated that it can meet all the challenges of the contexts.

Materials/methods. By employing the bibliometric method and extracting 227 documents from the Web of Science, this paper focuses on the primary features of the picture of school governance that have been researched by scientists over the past four decades.

Results. The main findings show an increasing trend in publications, with the United States and England serving as research hubs. Wermke Wieland, Verger Antoni, and Hartley David are the most influential scholars. Educational Management, Administration, and Leadership is the most relevant source. Five research themes in SG are School governance and its contexts, Leadership roles, Internal governance, New public management, and Autonomy. Moreover, topical topics in recent years related to the Principal and the School board.

Background/purpose. Computational Thinking (CT) has gained widespread attention in education as a core cognitive skill essential for solving complex problems in both academic and real-world contexts. While Indonesian educators have actively adopted CT as part of national educational reforms, questions remain about how closely current practices align with the original theoretical underpinnings of CT.

Materials/methods. This study conducted a systematic literature review of Scopus-indexed research articles focusing on CT in Indonesian education. Using PRISMA guidelines, 35 eligible articles were selected from an initial pool of 130. The analysis combined bibliographic mapping using VOSviewer and thematic analysis to explore trends related to CT conception, teaching methods, technologies used, and assessment practices.

Results. The findings reveal that Indonesian researchers conceptualize CT in various ways—as a problem-solving skill, a digital literacy component, and a pedagogical approach linked to subjects such as mathematics, physics, and language. Nine pedagogical strategies were identified, with problem-based learning and hybrid models being the most prominent. Although educational technologies, such as Ed-Tech apps and robotics, are increasingly used to support CT, nearly half of the studies reviewed did not incorporate digital tools. Assessments primarily rely on self-reporting and mathematical problem-solving tasks, with limited evidence of comprehensive evaluation frameworks for CT skills.

Background/purpose. ESL/EFL teachers face unique burnout challenges due to quality assurance (QA) requirements, increasing class sizes, and intensive feedback demands. This research investigates how these factors contribute to teacher burnout in Saudi higher education and explores the potential of AI as a workload solution. Grounded in the Job Demands-Resources model and Technology Acceptance Model, the study examines burnout drivers, feedback practices, class size effects, AI perceptions, and demographic variation.

Materials/methods. This mixed-methods study collected quantitative data from 258 ESL/EFL teachers and qualitative insights from 15 interviews and 5 focus groups. Analysis employed structural equation modeling, LASSO regression, and mediation analysis to examine burnout mechanisms and potential technological interventions.

Results. Findings reveal that QA standards significantly increase workload while reducing teachers' ability to provide individualized feedback, with workload acting as a powerful mediator of teacher wellbeing. While educators recognize AI's potential to support administrative tasks, significant adoption gaps persist—particularly among highly qualified and experienced staff who express concerns about professional identity and pedagogical displacement.

Conclusion. This study uniquely frames AI as a classroom assistant rather than a replacement for pedagogical judgment, offering empirical evidence that teacher-centered AI integration could alleviate workload stress while preserving professional autonomy. Recommendations include recalibrating QA implementation and developing AI systems that complement rather than replace teacher expertise in ESL/EFL contexts.

Background/purpose. Current language teaching pedagogy cannot merely be ‘digitised’. Instead, new teaching methods must be developed when new technologies are introduced. However, the training in ICT integration was somewhat limited, and the modelling of ICT integration was lacking. Teacher educators themselves are struggling to keep abreast of current technologies. They are using and teaching with technology, but not necessarily teaching how to use it effectively. The biggest challenge in using ICT in Teaching and Learning is not the technology itself but the changes in the way it is being used to teach. Therefore, this study aims to contribute to the development of Technological Pedagogical Content Knowledge (TPACK) for quality ICT integration, thereby cultivating 21st-century learning skills (TPACK21cls) based on the SAMR model.

Materials/methods. Through qualitative methods, data were collected via interviews and reflections from 11 TESL pre-service teachers on their experiences of learning to use ICT tools for teaching and learning (T&L). Three teacher educators teaching the programme were also interviewed for triangulation purposes.

Results. The findings reveal a gap in guiding pre-service teachers to effectively integrate ICT tools for communication, collaboration, critical thinking, and creativity. Notably, teacher educators primarily utilized ICT tools at basic substitution and modification stages in the SAMR model, thereby limiting transformative learning experiences.

Background. Educator performance is an important thing in efforts to improve the quality of education, so a forum is needed to build teacher competency that leads to improved teacher performance in planning, implementing, and evaluating the learning process in the classroom. Professional learning communities are one of the efforts to improved performance, so it is necessary to know what components can accelerate the information of professional learning communities. Other factors in improving performance depend on leadership style, learning organization and motivation. The purpose of this research is (1) to find out the direct influence of leadership for learning, learning organization, and motivation on performance; (2) to find out the indirect influence of leadership for learning, learning organization, and motivation on performance through professional learning communities, etc.

Material/Methods. The research method is quantitative and an ex post facto approach, or one conducted after the fact. The sample consisted of 189 teachers from fourteen high schools in Papua Province, Indonesia. The research method used is survey. The population comes from educators at the Penggerak School in Papua Province totaling 358 people. The sampling technique used is stratified proportional Random Sampling. This sampling technique is used because the population has educational qualification strata. The result of the sample calculation is 189. The instrument used is a questionnaire. The empirical model test is carried out using the Q distribution, continued to the Chi-Square or W-count, if the model is not found to be a good fit. The mediating variable is tested using the Sobel Test.

Result. The results of the study show that (1) leadership for learning, learning organization, and teacher motivation influence the formation of professional learning communities; (2) leadership for learning and learning organizations influence teacher performance. The greatest influence, both directly and indirectly, is the learning organization. Learning organization variables enable effective learning communities.

Background/purpose. The study aims to investigate the role of school leadership policy in enhancing education performance towards developing a governance philosophy model for high school principals in Guizhou, focusing on ideology, culture, and leadership in secondary education. Sixteen informants were invited to this study.

Materials/methods. A Delphi-based method was used to examine research questions, which were developed and evaluated by three experts. The model includes three primary, eleven secondary, and forty-five tertiary indicators related to principal attributes, school factors, and social influences.

Results. This framework equips high school principals with a comprehensive tool for implementing effective governance strategies, thereby enhancing educational management and leadership.

Background/purpose. In the context of digitalization, education systems are evolving at a fast pace into adaptive, inclusive, and data-driven paradigms. This study explores how artificial intelligence (AI) is revolutionizing modern learning methods in the areas of personalization, real-time feedback, and intelligent tutoring systems. It presents both possibilities for these tools to enhance engagement and efficiency, as well as challenges linked to technological, ethical, and accessibility constraints.

Materials/methods. The study adopts a systematic review of the literature between 2015 and 2024, contrasting and comparing principal findings in peer-reviewed journal articles, case studies, and pedagogical reports. The method allows for an integrated assessment of the ways in which AI tools and digital platforms have been implemented at various levels and types of education, in terms of pedagogical outcomes, infrastructural demand, and policy implications.

Results. The review concludes that AI-powered analytics improve personalized learning, facilitate timely feedback and instructional optimization, interactive content and automated systems reinforce engagement between learners and evidence-informed teaching practices. The review also concludes ongoing challenges: inadequate infrastructure, inequalities in digital literacy, data privacy concerns, and unequal access to advanced educational technologies.

Background/purpose. The study aimed to identify the use of smartphones in the educational process among university students, focusing on their advantages, impact, and associated challenges.

Materials/methods. The descriptive approach was employed in this study. The study instrument consisted of 25 items distributed over three main domains (the degree of agreement on the benefits of using smartphones for education, the impact of smartphones on the learning process, and the challenges students face in using smartphones for information retrieval) by gender and academic year. The study population consists of 648 male and female students enrolled in the Physical Education Department at Jadara University. A sample of 123 students from various academic levels was recruited and selected randomly for this study. The data were analyzed using the program SPSS.

Results.  Results indicate that students generally perceive smartphones as beneficial to their learning experience, with a high level of agreement on their advantages. Smartphones were also found to have a positive impact on learning, particularly in terms of ease of access and portability. However, students reported facing challenges such as visual strain, battery life issues, and high internet subscription fees. The study also found no significant differences in responses based on gender or academic level, suggesting that university students, regardless of gender or academic year, equally recognize the educational potential of smartphones.

Background: Entrepreneurial intention among university students is influenced by multiple psychological and social factors, including entrepreneurial motivation, religiosity, and perceived stress. Understanding these relationships is crucial for fostering entrepreneurship among young individuals, particularly in Vietnam, where cultural and economic conditions shape entrepreneurial aspirations.

Objective: This study aims to examine the effects of entrepreneurial motivation, religiosity, and stress on entrepreneurial intention among Vietnamese university students.

Methods: A sample of 120 religious university students participated in a self-report questionnaire, which included the following scales: the Duke University Religion Index, Entrepreneurial Motivation, Entrepreneurial Intention, Perceived Stress Scale, and demographic information. Descriptive statistics and independent sample t-tests were applied to analyze the data. The PLS-SEM model was developed to establish the predictive model between variables.

Results: The findings supported the positive impact of entrepreneurial motivation (self-efficacy beliefs, tolerance for risk, and desirability towards self-employment) on entrepreneurial intention. Intrinsic religiosity had a positive effect on entrepreneurial motivation, which in turn positively influenced entrepreneurial intention. Additionally, religious activities had a positive influence on entrepreneurial motivation through intrinsic religiosity. Furthermore, low self-efficacy negatively influences entrepreneurial motivation, and perceived helplessness negatively moderates the positive relationship between intrinsic religiosity and entrepreneurial motivation. Finally, differences in gender, family business background, and entrepreneurial club membership also revealed significant variations in entrepreneurial motivation and intention.

Background/purpose. Vocational schools require relevant learning methods and models. Project based learning (PjBL) as a product-based learning model and provides real experience. This research describes the learning objectives to be developed, entry skills of vocational school students, characteristics, and learning environment, as well as specific objectives to be achieved in the development of the PjBL model.

Materials/methods. Dick and Carey's Research and Development (R&D) outlines the following steps: identifying instructional goals, conducting instructional analysis, analysing learners and contexts, and writing performance objectives. Purposeful sampling and analysis were conducted at Negeri 6 and Negeri 3 vocational schools in Palu, Central Sulawesi, Indonesia. Open-ended interviews, questionnaires and observation techniques were used as the research instrument. Four vocational teachers and sixteen students were interviewed. Qualitative descriptive data analysis was used.

Results. The learning objective is the application of the Gas Metal Arc Welding (GMAW) process in positions 1F, 2F, and 3F plate to plate. Entry skills of vocational students include an understanding of metal materials. Characteristics of students from moderate and low economic backgrounds, all male, and the expectation of direct employment in the industry. Learning environment with workshops and teacher support certified in competency. Specific objectives are setting, operating machines, and visual inspection according to parameters.

Conclusion. Competency gaps and industry demands require the integration of academic skills such as English report preparation. The heterogeneity of student backgrounds and disparity in facilities between regions demand an inclusive and adaptive learning approach. Performance-based authentic assessment and curriculum alignment with industry standards are key to the success of vocational graduates.

Background/purpose. This research was conducted to address the growing need for more secure, transparent, and efficient solutions for the issuance and management of university degrees. The main purpose of the study is to evaluate which Blockchains are best suited for this application, aiming to enhance the reliability and speed of degree-related transactions.

Materials/methods.  The study is based on a comparative evaluation of several leading Blockchains (Ethereum, Polygon, Cardano, Stellar, and EOS), using criteria such as scalability, security, ease of implementation, transaction speed, and associated costs.

Results.  The results show that Stellar is the best-suited Blockchain for managing degrees, due to its very low transaction fees and high speed. EOS ranks second, offering low fees but requiring more complex resource management. Ethereum has higher transaction costs, while Polygon and Cardano offer a balanced mix of cost and performance.

Background/purpose. The paradigm shift in education from lecturer-centered to student-centered learning demands an approach that involves students more actively. In this context, providing feedback becomes a crucial element in improving student engagement and academic performance; therefore, it is necessary to examine its strategic role in supporting the effectiveness of learning in higher education.

Materials/methods.   The method employed is a quasi-experimental design with a Pretest-Posttest Control Group Design approach, involving 30 students from four classes who received both positive and negative feedback. The analysis used is the independent t-test.

Results. Based on the independent t-test analysis, there is a statistically significant difference in engagement between classes given positive and negative feedback with grades (Sig. = 0.012 < 0.05). This shows that the way lecturers provide feedback to students can affect their level of engagement in the learning process. The performance of students given positive and negative feedback is not significant (Sig. = 0.102 > 0.05). This means that statistically, the type of feedback (positive or negative) does not show a strong enough influence on student performance results.

Conclusion. Positive feedback significantly increased student engagement in learning compared to negative feedback. Providing feedback, both positive and negative, had no significant impact on student academic achievement.

Abstract                                                                   

Background/purpose. This study explores the perceptions of Omani pre-service EFL teachers on promoting critical thinking through the ethical use of AI. The rationale of this study is to better understand the perceived strengths and training needs of pre-service teachers regarding the use of AI, which can improve future educational policy and practice.

Materials/methods.   A mixed methods approach is employed in this research, which combines a quantitative analysis of survey data with qualitative insights from focus group discussions to examine how AI ethics affect critical thinking and teaching practices. Data was collected from 83 EFL pre-service teachers at the University of Technology and Applied Sciences, Rustaq College, Oman.

Results. The most notable finding to emerge from the analysis is a strong awareness of AI ethics among EFL pre-service teachers, with a particular emphasis on data protection, academic integrity, and the balanced use of AI to enhance critical thinking. However, challenges like integrating AI ethics into curricula, a lack of sufficient resources, and limited expertise were identified.

Background/purpose. This study aimed to identify publication trends regarding the implementation of Project Based Learning (PjBL) in junior high schools over a specific period based on bibliometric data; To analyze the most frequently occurring keywords in the PjBL literature for junior high schools to understand the main research focus; To identify the most influential journals and publications discussing the benefits of PjBL in junior high schools; To reveal major themes or research clusters related to the benefits of PjBL in junior high schools emerging from the bibliometric analysis.

Materials/methods.  This study uses 151 articles from the years 2014–2023 sourced from the Scopus "Science Direct" database. The research employs bibliometric analysis techniques. This bibliometric analysis was used to identify emerging trends and patterns in educational research by mapping the co-citation patterns of articles, authors, and journals. The bibliometric analysis in this study uses the VOSviewer software.

Results. Drawing on findings indicates that the strongest links with project-based learning are machine learning, collaborative learning, deep learning, project management, and problem-based learning. Other items show weaker connections with project-based learning.

Conclusion. This research is significant as it can help educators develop effective project-based learning designs. The integration of effective project-based learning designs can enhance teaching and learning processes, improving the computational skills required in the 21st century. This study has several implications, including: Providing a Comprehensive Understanding, Identifying Future Research Trends and Directions, Offering Evidence-Based Information for Educational Policy, Enhancing the Effectiveness of PjBL Implementation, and Encouraging Collaboration Among Researchers.

Background/purpose. The sustainability of educational systems in the digital era requires not only technological innovation but also a fundamental restructuring of governance to ensure long-term equity, adaptability, and inclusion. This study examines Indonesia’s educational transition through Belajar.id, the national digital platform introduced under the Merdeka Belajar (“Freedom to Learn”) initiative, which seeks to disrupt hierarchical governance and foster multi-stakeholder co-creation. The study’s main purpose is to explore whether digital platforms like Belajar.id can meaningfully advance sustainable educational transformation or risk reinforcing existing bureaucratic constraints.

Materials/methods. This research employs a conceptual analysis approach, integrating theories of network governance, value co-creation, game theory, and trust-building to construct a multi-dimensional framework. The study synthesizes these perspectives to examine the strategic interactions among administrators, teachers, and policymakers, providing a theoretical lens to assess the opportunities and challenges embedded in Indonesia’s digital educational reforms.

Results. The analysis reveals that while Belajar.id has the potential to democratize decision-making, enhance resource distribution, and enable collaborative innovation, its impact is constrained by persistent challenges, including digital inequity, cultural resistance, and fragmented policy implementation. The study highlights how trust dynamics, incentive structures, and cultural adaptation are critical determinants of whether digital reforms catalyze meaningful co-creation or devolve into superficial technological upgrades.

Background/purpose. This study provides a comparative review of mobile applications and traditional classroom methods in English vocabulary acquisition. It explores whether mobile-assisted vocabulary learning (MAVL) results in better retention, engagement, and productive vocabulary use among ESL learners. The study also aims to identify underlying theories supporting each method and assess learner preferences across diverse contexts.

Materials/methods. A theoretical, narrative literature review was conducted by analyzing peer-reviewed articles published between 2018 and 2025. Studies were retrieved from databases such as Scopus, Web of Science, ERIC, and Google Scholar using keywords including "mobile learning," "ESL," and "vocabulary acquisition." The review applied strict inclusion/exclusion criteria, focusing on research comparing MAVL with traditional methods, and employed thematic synthesis of learner profiles, research design, outcomes, and theoretical frameworks such as spaced repetition, dual coding, and self-regulated learning.

Results. Findings indicate that mobile applications often lead to superior vocabulary retention and learner engagement, largely due to multimedia features, spaced repetition, and gamification. However, traditional methods remain strong in developing productive vocabulary skills through contextual and teacher-mediated instruction. In several cases, a blended approach combining both methods yielded the most effective outcomes.

Background/purpose. Students' creativity and awareness must be developed to overcome environmental problems through effective learning methods. This study examines the effect of experiential learning models combined with e-river worksheets on students' creativity and environmental awareness.

Materials/methods.  The research method employed is a quasi-experimental design with a Pretest-Posttest Control Group. 70 high school students were divided into experimental classes (N = 35) and control classes (N = 35). Data on creativity and environmental awareness were collected using the Torrance Test of Creative Thinking (TTCT) and New Ecological Paradigm (NEP) questionnaires. Parametric statistics, namely the independent t-test, were used to determine the difference in the influence of creativity and environmental awareness.

Results.  The results showed a significant influence of using experiential learning models and e-river worksheets on creativity and environmental awareness. The structured reflection facilitated by the e-River Worksheet enhanced experiential engagement and supported student creativity and environmental values.

Conclusion.  The results showed that the experiential learning model and e-river worksheets influenced students' creativity in developing new ways to overcome environmental problems. Future studies are recommended to extend the application of this model to various educational contexts and to examine its long-term effects on behavioral transformation.

Background/purpose. This study investigates the integration of artificial intelligence (AI) into primary education, with a focus on identifying the needs, benefits, and challenges that schools and educators encounter in the adoption process.

Materials/methods. A descriptive-analytical approach was employed, utilizing data collected through a comprehensive, structured questionnaire. The instrument was validated and demonstrated high reliability. The study sample consisted of 515 male and female primary school teachers, selected through a simple random sampling method. The survey aimed to assess AI-related needs, perceived benefits, and encountered challenges within the educational context.

Results. The findings underscore the significant potential of AI to enhance educational outcomes, particularly through personalized learning, interactive teaching tools, and efficient data management systems. Nonetheless, several key barriers were identified, including limited access to AI technologies, insufficient teacher training, and infrastructural limitations.

Background: Effective translation practice requires a profound understanding of source and target languages. Previous research acknowledges the role of context in translation, but few explore this through analysis of cognitive load translations.

Purpose: This study aims to address a gap in educational research by investigating how contextual instruction and translation procedures affect learners' cognitive loads during translation activities. Utilizing eye-tracking technology aims to provide insight into cognitive processes and inform teaching techniques.

Method: This study employs a quasi-experimental approach, with ten individuals divided into control and experimental groups. Eye-tracking methodology tracks and reveals cognitive processes that occur during translation, enabling analysis of learners' decision-making and cognitive loads. The data was analyzed using one-way ANOVA descriptive analysis.

Results: It became apparent that the translators in both groups spent significant time and effort reading and translating the text, whereas context helped to restructure the translation process. The experimental group (67%) outperformed the control group (43%) in terms of cognitive burden and translation accuracy. After introducing context, both groups displayed improved outcomes, with a high rate of success (93%).

Conclusion: This research has revealed the pedagogical implications for policymakers and educators, highlighting the importance of continuous professional growth in technology use and cognitive load activities. This is critical for promoting data-driven decisions that address the particular needs of learners in various circumstances. The study concluded with recommendations for researchers and policymakers.

Background/purpose. The purpose of this study is to analyze the content of the revised Arabic language textbooks in Jordan for the year 2024/2025 to uncover the included concepts of global citizenship, along with their proportions.

Materials/Methods. The next two parts of this study, using an analysis tool, arrived at its six dimensions, adopting the partial idea (Theme) as the unit of analysis.

Results. The results showed that the highest frequency rates were for the human rights dimension, which constituted 39.2%, and for the sustainable development dimension, which constituted 28.0%, while the lowest frequency rates were for cultural pluralism, which constituted 2.71%, and world peace, which constituted 6.04%. The study recommended that authors of developed Arabic language textbooks pay attention to the concept of global citizenship and include it in these textbooks for the primary stage, through Arabic language skills, to enable students to acquire it.

Background/purpose. As artificial intelligence (AI) continues to reshape educational landscapes, understanding faculty awareness and readiness is crucial for effective AI integration in higher education. This study examines AI awareness among faculty members at a university in the United Arab Emirates (UAE) and its relationship with digital transformation skills and technological and scientific trends.

Materials/methods. A descriptive-correlational research design was employed, surveying 248 faculty members (62.3% of total staff) using a simple random sampling technique. The study employed the Digital Transformation Skills Scale (DTS) and the Technological and Scientific Trends Scale (TSS) to investigate the associations with AI awareness. Faculty perceptions were assessed using a five-point Likert scale, and statistical analysis included Pearson correlation tests to determine relationships among variables.

Results. Findings indicated that faculty members demonstrated moderate AI awareness (mean = 3.06) on the Likert scale. No significant correlation was found between AI awareness and DTS (r = 0.142, p = 0.195), suggesting that digital transformation skills alone may not predict AI awareness. However, a significant positive correlation was identified between AI awareness and TSS (r = 0.598, p < 0.01), indicating that faculty with greater awareness of technological and scientific trends are more knowledgeable about AI.

Background/purpose. The current research explores the interrelation between electronic game addiction, emotional eating, and eating disorder symptoms among Jordanian adolescents. A quantitative, correlational survey design was used to investigate these associations in an educational context.

Materials/methods. The Game Addiction Scale for Adolescents (GASA), Emotional Eater Questionnaire (EEQ), and Eating Attitudes Test (EAT-26) were administered to 141 private and public-school students.

Results. The findings showed moderate levels of gaming addiction and emotional eating, with no significant gender differences. Emotional eating appeared to be the strongest contributor to disordered eating behaviors. Although the effect of gaming addiction was weak, it was still positively related to disordered eating patterns. These associations suggest potential behavioral risks for adolescent well-being.

Background/purpose: Smartphones have evolved into indispensable learning tools, offering continuous access to information across both formal and informal educational environments. Recent research illuminates the complex interplay between students’ academic engagement (SAE), digital competency (DC), and the digital informal learning (DIL) experiences of Generation-Z students. This interplay is further nuanced by educators' roles in promoting constructive smartphone use (SPU) in the classroom. This study investigates into the relationship between SPU and the academic engagement of Generation-Z students, focusing specifically on the moderating role of educators’ democratic behavior towards knowledge acquisition (EDBTKA).

Materials/methods: Utilizing a positivist paradigm, deductive approach, and quantitative methodology, cross-sectional survey data were gathered from 384 students at private universities in Bangladesh through convenience sampling. Data were analyzed using SPSS (v26) and Smart-PLS 4.0.

Results: The findings reveal that SPU exerts a direct and positive influence on the SAE of Generation-Z students. Additionally, digital EDBTKA was found to moderate the relationship between SPU and DC, as well as between SPU and DIL, albeit without a significant moderating effect on the relationship between SPU and academic engagement.

Background/purpose. This study examined the application of the AI language model ChatGPT in enhancing the teaching and learning of English as a Foreign Language (EFL). The study involved 524 participants, comprising faculty members, teachers, and students, and utilized surveys to assess their perceptions of the benefits and challenges of ChatGPT.

Materials/methods.  Using a quantitative research methodology. The study explored both the benefits and challenges associated with implementing this application in language teaching and learning.

Results.   Key findings included a high overall mean score of 4.01 (80.3% relative weight) for perceived benefits among teachers, with university faculty showing greater receptiveness than secondary teachers. Students similarly expressed strong acceptance of ChatGPT as an interactive tutor, while the challenges associated with its usage were deemed moderate.

Conclusion.   The study concluded with recommendations based on these insights. One of these recommendations is to train faculty members and teachers to utilize artificial intelligence tools and applications to enhance teaching processes, including planning, implementation, and assessment. Furthermore, it is recommended to guide students on how to use artificial intelligence tools and applications wisely, either through awareness during classes, seminars, or workshops.

Background/purpose. This research is motivated by the difficulties often experienced by students in adapting to their first year of college, especially related to learning calculus. To address these difficulties, a solution needs to be found so that these problems can be resolved. One solution that is expected to yield optimal results in addressing these issues is implementing self-explanatory learning by utilizing the GeoGebra application in studying integral calculus.

Materials/methods. This study involved 25 first-year students enrolled in the Mathematics Education Program at the Faculty of Teacher Training and Education, Khairun University—the only public university in North Maluku Province, Indonesia. Given the institutional context, where only one relevant class was available, a quasi-experimental one-group pretest-posttest design was adopted. This design was selected due to practical limitations that precluded the inclusion of a control group. Despite this constraint, the chosen approach was considered suitable for assessing the impact of the intervention while adhering to ethical and logistical considerations in the research setting.

Results. The results of this study indicate that the integration of GeoGebra into the instructional process significantly contributes to the enhancement of students’ self-explanation skills. This is evidenced by a normalized gain score  of 0.71, categorized as a high improvement. These findings suggest that GeoGebra effectively facilitates the strengthening of students’ mathematical understanding through immersive visual interactions. Furthermore, the effectiveness of GeoGebra is demonstrated by an effect size value of 3.72, which statistically exceeds the threshold for a “large” effect. This result indicates that the learning intervention using GeoGebra has a very strong impact on improving self-explanation abilities. Such improvement is attributed to the learning process that leverages GeoGebra’s dynamic, exploratory, and manipulable visualization features, thereby promoting more active cognitive and metacognitive engagement among students.

Background/purpose. This study aimed to investigate the impact of employing digital learning stations in teaching social studies on the development of visual thinking and self-learning skills among seventh-grade students.

Materials/methods. A quasi-experimental design was used, involving a sample of 57 seventh-grade female students from Um Kulthum Mixed School under the Zarqa First Directorate. Participants were divided into an experimental group (29 students) and a control group (28 students), with the former taught using digital learning stations and the latter taught through traditional methods. The study employed a visual thinking test comprising 15 validated questions and a self-learning scale consisting of 34 validated items to measure the outcomes.

Results. Statistically significant differences were found between the groups, favoring the experimental group. The overall visual thinking test scores, as well as all its sub-skills, showed significant improvement, with an effect size of 44.4%. Similarly, significant differences were observed in the overall self-learning scale scores and all its domains, favoring the experimental group with an effect size of 32.1%.

Background/purpose. This study investigates the probabilistic thinking process in solving probability problems by prospective mathematics teachers with a field-independent cognitive style. The objective is to explore how individuals with this cognitive style approach problem-solving based on the three stages of Polya’s framework: understanding the problem, devising a plan, and carrying out the plan.

Materials/Methods. A descriptive qualitative approach with a case study design was employed. The participant was a female student enrolled in the Mathematics Education Program at the Universitas Sembilanbelas November Kolaka, identified as having a field-independent cognitive style through the Group Embedded Figures Test (GEFT). The research instruments included a probability problem-solving task constructed based on indicators of probabilistic thinking and Polya’s stages, along with semi-structured interview guidelines. Data were collected through task-based problem-solving and interviews, and were analyzed using data reduction, data display, and conclusion drawing.

Results. The participant demonstrated a systematic probabilistic thinking process across all three stages. During the problem-understanding phase, she successfully identified known and unknown information and accurately interpreted mathematical symbols. In the planning phase, she applied deductive reasoning to develop appropriate strategies. In the execution phase, she implemented the procedures precisely and arrived at logical conclusions.

Conclusion. The findings suggest that solving binomial distribution problems requires more than procedural knowledge; it also involves conceptual understanding, logical reasoning, and the capacity to manage uncertainty. Prospective mathematics teachers with a field-independent cognitive style exhibit strong potential in integrating structured probabilistic thinking with Polya’s problem-solving stages.

Background/purpose. This article examines the challenges faced by Arab immigrant families in Sweden, specifically in terms of parenting, cultural identity, and educational involvement, in relation to family roles, social capital, and intergenerational relationships. It asks how families emigrating from the Middle East to Sweden negotiate their Arab culture while trying to adapt to the regulations of the new community and involvement in institutions such as the school.

Materials/methods. Using a critical ethnographic approach and thematic analysis, the research draws on in-depth interviews with strategically selected participants, based on their immigration background, family roles, and duration of residence, as well as participant observation methods. Ethical standards included voluntary consent and cultural sensitivity throughout the study.

Results. Findings indicate that Arab immigrant families in Sweden face complex, multi-layered education integration challenges relating to how traditional parenting norms may clash with Swedish institutional expectations and create emotional strain, a destabilization of family structures and weakened social cohesion. Parents can experience a significant erosion of social capital, which contributes to a sense of disempowerment and reduced involvement in education. Mothers emerged as key figures, using "emotional capital" to preserve cultural continuity and support integratio.n

Background/purpose. This research aimed to study the basic information and needs for the development of an instructional model based on meaningful learning theory to improve lesson design ability for early childhood Pre-Service teachers, develop the model, and study the results of implementation.

Materials/methods. The sample group consists of two classes of second-year students majoring in Early Childhood Education at Xichang Minzu Preschool Normal College, with 30 students in the experimental group and 30 students in the control group. The sampling method is cluster random sampling. The research tools include student questionnaires, teacher interview outlines, course syllabus, and Lesson design ability tests.

Results. The study found that the existing courses have problems such as a lack of case resources, insufficient practical experience, a single teaching method, and a lack of learner autonomy. The developed model consisted of 6 components, including principles, objectives, syntax, social system, principle of reaction, and support system.

Conclusion. The results of implementation showed that students' overall lesson design ability and various dimensions have been significantly improved. After learning through the developed model, the students' lesson design ability scores are higher than those of students through traditional teaching, which is statistically significant (0.05).

Background/purpose. The study aimed to identify Facilitative Leadership among public secondary school principals in Jerash Governorate and its relationship with teachers' Job Involvement from their perspectives.

Materials/methods. The study used a descriptive correlational approach. A questionnaire was used as the study tool, consisting of 46 items distributed across seven domains: motivation and inspiration, relationship building and effective communication, innovation and creativity, effective delegation, support for empowerment and professional development, facilitating the work environment, and job involvement. A questionnaire was used as a study tool after verifying its validity and reliability. The study sample consisted of 302 male and female teachers randomly selected.

Results. The study results showed that the degree of Facilitative Leadership practice among leaders and its relationship to communication effectiveness was moderate. The study results also revealed that Job Involvement was high and that there was a positive relationship between the practice of Facilitative Leadership among secondary school principals and the level of job involvement.

Background/purpose. In response to the increasing need to foster future-ready competencies, this study investigates the relationship between computational thinking (CT) and creative thinking (CrT) in early childhood. Traditional early education often overlooks the integration of these higher-order cognitive skills. This research aims to examine how a constructivist personalized learning Environment—integrating gamification and artificial intelligence—can simultaneously develop CT and CrT among preschool learners.

Materials/methods. A mixed-methods design was employed, involving 30 preschool children in Kindergarten Year 2 at a university demonstration school. Participants engaged in adaptive learning tasks delivered through a constructivist, gamified platform enhanced by AI. Quantitative data were collected using validated CT and CrT assessment tools, while qualitative data were derived from protocol-based interviews and performance observations.

Results. The findings indicated high proficiency in both CT (mean = 33.36/40; 83.4%) and CrT (mean = 28.47/40; 71.18%). Strong correlations were observed between CT and CrT total scores (r = .74, p < .01), especially between Pattern Recognition and Fluency (r = .66) and Decomposition and Originality (r = .57). Qualitative data supported these outcomes, revealing that children applied structured problem-solving and imaginative strategies concurrently in open-ended tasks.

Background/purpose. This study aims to formulate an effective communication strategy model implemented by Kodim 0317/TBK in instilling national awareness among senior high school students in Karimun Regency. The research addresses the need for adaptive, culturally contextualised civic education strategies in response to the vulnerability of students in border areas to external ideological influences.

Materials/methods. A qualitative approach was adopted to explore the interaction dynamics between Babinsa (village supervisory non-commissioned officers) as military actors and students as strategic targets of civic education. Data collection techniques included in-depth interviews, participatory observation, focus group discussions (FGDs), and document analysis. The data were analysed using the Miles, Huberman, and Saldana technique, supported by source and methodological triangulation.

Results. The findings show that the success of Kodim 0317/TBK’s communication strategy relies on seven key components: (1) integration of theory and practice, (2) contextual local adaptation, (3) use of digital and social media, (4) participatory educational methodology, (5) dynamic evaluation, (6) capacity building for Babinsa, and (7) a scientifically structured implementation phase. Activities such as group discussions, military drills, educational videos, and community projects enabled students to not only understand but actively internalise national values.

Background/purpose. The Gulf Cooperation Council (GCC) countries have witnessed many developments in various fields due to their commitment to unity and cooperation. The GCC has launched initiatives inspired by the European Universities Initiative to support regional higher education. These initiatives include establishing networks and associations, promoting collaboration, and developing joint programs. The expected benefits include improved educational quality and international collaboration, and competitiveness. Research also reveals challenges and tensions that arise when implementing policies within regions. This study aims to explore the perceptions of academic staff on the impact of implementing regional policy initiatives on their practices and collaborations in HEIs in the GCC.

Materials/methods. This study adopts a qualitative approach to explore the diverse perspectives of academic staff. Using criterion sampling, participants were selected based on their roles and responsibilities related to policy engagement. Six in-depth interviews, with a qualitative survey, were conducted to examine how regional policy initiatives influence day-to-day academic practices. The data were analysed using thematic analysis.

Results. The findings reveal challenges, including geopolitical tensions, institutional autonomy constraints, and varying educational standards, that hinder regional progress.

Conclusion. In conclusion, this study underscores the importance of bridging the gaps between senior management and low-power stakeholders, including staff members and students, for more effective policymaking and implementation at higher education institutions (HEIs) within the GCC.

Background/purpose. STEAM integrates Arts into STEM to foster creativity, critical thinking, and problem‐solving. Private schools in Ho Chi Minh City, Vietnam, have pioneered STEAM; however, the drivers of effective implementation and their impacts on engagement, product quality, and evaluation remain underexplored. This study examines the key inputs that shape STEAM delivery and their impact on program outcomes.

Materials/Methods. Using a sequential explanatory mixed-methods design (QUAN → QUAL), we surveyed 480 participants, including 330 teachers, 40 administrators, 50 students, and 60 parents, in ten private schools with a 35-item Likert scale questionnaire (1 = “Strongly Disagree” to 5 = “Strongly Agree”). The questionnaire addressed six factors: five inputs (teacher competence & attitude, infrastructure & tools, curriculum & methods, organizational support & policy, learner & parent engagement) and one outcome (“STEAM implementation level”), with Cronbach’s α ≥ 0.79. Analyses included Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). Follow-up semi-structured interviews with 20 purposively selected participants added contextual insight.

Results. All input domains significantly predicted STEAM implementation (p < 0.01). Administrators rated resources, policies, and teacher readiness more positively than teachers and students, exposing gaps in arts integration, collaboration, and digital tool use. Students and parents reported lower engagement and satisfaction. Qualitative themes highlighted the need for sustained professional development, flexible infrastructure, adaptive curricula, transparent policies, and structured parent involvement.

Conclusion. While private schools in Ho Chi Minh City have robust STEAM foundations, bridging stakeholder confidence and perception divides is essential. A holistic framework aligning targeted teacher support, dynamic infrastructure, flexible curricula, clear policies, and proactive parent engagement will enhance STEAM’s effectiveness, sustainability, and scalability in Vietnam.

Background/purpose. The digitalization of education has raised concerns about the psychological impact of digital overload on students. This study aimed to investigate the mediating role of academic resilience in the relationship between digital overload and school burnout among high school students in Kuwait.

Materials/methods. The study employed a cross-sectional quantitative design using Structural Equation Modeling (SEM) to test the hypothesized mediation model. The sample consisted of 404 high school students selected from public schools in Kuwait. Standardized self-report instruments were used: the Digital Overload Scale, the Academic Resilience Scale, and the School Burnout Inventory. Data analysis was conducted using LISREL 8.80. The SEM model showed an acceptable fit to the data (χ²/df = 2.64, RMSEA = 0.065, CFI = 0.94, GFI = 0.91), supporting the validity of the proposed mediation structure.

Results. The findings revealed a significant positive association between digital overload and school burnout. Academic resilience was found to partially mediate this relationship, with both the direct effect (β = 0.39, p < .001) and the indirect effect through academic resilience (β = 0.35, p < .001) being statistically significant. This partial mediation suggests that while digital overload directly contributes to school burnout, enhancing academic resilience can reduce its negative impact.

Background/purpose. This study addresses the quality and effectiveness of mathematics textbooks used in Moroccan secondary levels, focusing on their overall alignment with official curriculum guidelines and their role in supporting student learning. The research was conducted to evaluate how well these textbooks meet educational standards and to identify potential areas for improvement.

Materials/methods. A 28-item survey was administered to 364 mathematics teachers across various Moroccan regions. The collected data were analyzed using descriptive statistics and Spearman's rho correlation to assess relationships among key textbook dimensions, including disciplinary content, pedagogical methods, and design features.

Results. The findings indicate that the textbooks are generally well-aligned with national curriculum standards and effectively present mathematical concepts. However, notable weaknesses were identified, particularly in interdisciplinary integration and the inclusion of exploratory learning activities. Issues related to visual design clarity were also highlighted.

Background/purpose. The study investigated the potential effects of classroom environment on foreign language learning in the first three grades in Kuwait from teachers’ perspectives.

Materials/methods. To achieve the study's objectives, an electronic questionnaire was distributed to a sample of EFL teachers in Al-Jahra, Kuwait, during the 2022-2023 academic year. The questionnaire was distributed via various social media platforms, including WhatsApp, Instagram, Facebook, and email. Two hundred and forty-three EFL teachers of the first three grades (211 female, 32 male) volunteered to participate in the study.

Results.  The results of the current study indicated that EFL teachers rated all factors for physical environment (well-ventilated classroom, calm classroom environment, proper lighting, optimal classroom temperature, adequate workspace, comfortable chairs, flexible seating arrangement, good classroom display, resource-rich classroom, access to technology) as having high relative importance in EFL learning. Adequate workspace ranked first with a high relative importance. The results also revealed that EFL teachers rated all factors of the psychological environment (personalization, involvement, student cohesiveness, satisfaction, individualization, task orientation, and innovation) as having high relative importance in EFL learning.

Background/purpose. The need for effective, accessible, and culturally sensitive training models has become increasingly important, particularly in cross-cultural and resource-limited contexts, such as Africa. Traditional Chinese Medicine has gained global recognition for its holistic and preventive approach to health. This study explores the integration of Artificial Intelligence into Chinese medicine health management training at a public university in South Africa, where interest in Traditional Chinese Medicine is growing despite significant educational and infrastructural challenges.

Materials/methods. Grounded in Everett Rogers’ Diffusion of Innovation theory and framed within an interpretivist paradigm, the study adopts a qualitative case study approach to examine the experiences and perceptions of six students enrolled in a complementary medicine program. Data were collected through semi-structured interviews and analyzed thematically according to Braun and Clarke’s six-step thematic analysis.

Results. Participants emphasized the potential of Artificial Intelligence to bridge linguistic and pedagogical gaps in Traditional Chinese Medicine education, particularly through tools such as adaptive learning platforms, virtual diagnosis simulators, and natural language processing for classical texts. However, they also expressed caution about the risk of eroding the philosophical and intuitive essence of Traditional Chinese Medicine if AI tools are not carefully designed and implemented.

Background/purpose. The study investigates whether the AI-assisted learning leads to a significant difference in student scores across the measured writing skills, and it also provides valuable insights for teachers and students on utilizing ChatGPT effectively. Specifically, the study applies a quasi-experimental design to assess five core dimensions of writing proficiency: content, organization, vocabulary, language use, and mechanics.

Materials/methods.  The research was conducted with a sample of 10 high school students in Dhahran, who were selected through convenience sampling. Over a three-week period, the participants engaged in sessions, practicing how to write while using ChatGPT as a supplementary aid simultaneously. The AI tool provided real-time feedback on grammar, vocabulary, and coherence. The study utilized pre-test and post-test assessments to measure improvements in five specific competencies, namely, content, organization, vocabulary, language use, and mechanics. Participants were at CEFR levels A2–B1. Writing performance was evaluated using Jacobs et al.’s (1981) analytical scoring rubric. Statistical analyses included the Wilcoxon Signed Rank Test to assess significance and Two-Step Cluster Analysis to examine learner response patterns.

Results.  The results revealed a substantial increase in scores for content, language use, and vocabulary from pre-test to post-test phases. However, the advancement in scores for organization and mechanics was minuscule. The findings suggest that incorporating AI tools for writing, such as ChatGPT, into EFL instruction can augment certain aspects of writing proficiency. Statistically significant gains were observed in content (p < .01), language use (p < .05), and vocabulary (p ≈ .05), while organization and mechanics did not show significant changes. Cluster analysis identified two distinct student groups, with one demonstrating stronger performance gains.

Background/purpose. Computational Thinking is a fundamental problem-solving skill. As its importance has been recognized by the scientific community, it has been incorporated into the curricula of several countries to foster its development from the earliest years of schooling. Therefore, it is essential to design training programs that equip teachers to integrate this skill into their practice. Since self-efficacy influences learning, these programs should include strategies to enhance participants' perception of self-efficacy. 

Thus, the aim of this study is to evaluate pre-service primary school teachers’ perceptions of self-efficacy in Computational Thinking within the context of a training program implementation.

Materials/methods. A mixed-methods approach was followed to analyze the impact of the training program, implemented over nine months, on the perception of self-efficacy in Computational Thinking among 38 pre-service primary school teachers enrolled at a higher education institution in mainland Portugal.  Quantitative data were collected using the Computational Thinking Self-Efficacy Scale at Pre- and Post-Intervention phases. Qualitative data were gathered throughout the intervention, including task resolutions, lesson plans, critical reflections, photography, videos, and transcriptions of audio records.

Results. The results revealed statistically significant differences in all four analyzed dimensions of self-efficacy (Abstraction, Reasoning, Decomposition, and Generalization) between the Pre-Intervention and Post-Intervention phases.

Background/purpose: Superstitious beliefs are culturally ingrained irrational ideas that can influence how individuals perceive and behave, particularly in times of uncertainty. Health anxiety, which is often exacerbated by such beliefs, is common among university students experiencing academic and personal stress. This study aimed to investigate the relationship between superstitious beliefs and health anxiety among college students.

Materials/methods:  A quantitative correlational approach was employed with a sample of 312 participants of both genders. The study tools included two main scales, the Superstitious Beliefs Scale and the Health Anxiety Scale, as well as some demographic variables.

Results:  The results of the study showed that superstitious beliefs remain present among university students at a moderate to high level, particularly in the dimension of 'personal superstitious behaviours'. No statistically significant differences were found in terms of gender regarding health anxiety and negative consequences of illness. There were also no significant differences in terms of age, economic status or educational level. However, significant differences were found in health anxiety according to employment status, though post hoc comparisons (Scheffé) did not confirm differences between groups. A similar effect was found for marital status. Path analysis revealed that gender and employment status had the greatest influence on superstitious beliefs, while marital status and employment status directly affected health anxiety, with a negative effect of marital status observed. No indirect effects were recorded in the model.

Background/purpose. This study argues the prospects of simulations and policy briefs as signature international relations (IR) pedagogies by examining their potential benefits in region-focused case study subjects such as the Southeast Asian Regional Dynamics course. In doing so, it looks back to the need for creativity and student-centered learning in IR teaching and provides a guideline of how simulations and policy brief assessments can be adopted in furthering students’ understanding of the intra-dynamics within the Southeast Asian region, how the Association of Southeast Asian Nations (ASEAN) and its extra-regional forums operate, and the relevance of various IR concepts and theories in deciphering regional dynamics in the region.

Materials/methods. Qualitative empirical case study inquiry that discursively situates simulations and policy brief assessments as signature pedagogies in the study of Southeast Asian Regional Dynamics course, drawing upon existing studies on alternative pedagogical methods within social sciences.

Results. In simulations, instructors provide background context on IR themes related to Southeast Asia, determine an ASEAN-centered forum for the simulation, renegotiate the curriculum by facilitating students’ voices on their preferred theme, and adopt the ‘immerse theater’ approach to expose students to a sense of formality throughout the simulation. Meanwhile, the emphasis in policy briefs as an assessment tool in IR emphasizes student-centered, problem-based learning, where students are given the independence to explore different forms of solutions for a given case.

Background/purpose. The incorporation of new technologies, such as AI, Blockchain, VR, and other emerging technologies in Andean entrepreneurial education, which maintains the traditional values of Ayllu (Community), Ayni (Reciprocity), and Pachamama (Nature), is studied in this descriptive work. The primary objective of this study is to examine how the culture of Andean students influences their entrepreneurial attitudes, highlighting the most common challenges and the impact of cultural heritage on their projects. The objective is to compare the traditional values and modern technological systems taught to students at university with those used by successful entrepreneurs, with a focus on the use of modern technologies. It is also to analyze digital transformation with a focus on collaboration and sustainability.

Materials/methods. The study employed a convergent parallel mixed design to integrate statistical and thematic analysis on entrepreneurship and Andean cosmovision in seven public universities. Validated instruments were applied to 355 students through stratified sampling, triangulating quantitative and qualitative data on technology and cultural values (Ayllu, Ayni, Pachamama).

Results. Based on the results of a survey and online interviews with students, the entrepreneurial inertia of the family environment is generally favorable; however, the lack of practical training and the limited use of modern technologies is notable.

Background/purpose. This paper systematically reviews current advancements in AI-based diagnostic tools and assistive technologies, analyzing their influence on the early detection, treatment, and educational support of autism spectrum disorders (ASDs). The review aims to identify both the benefits and challenges of incorporating these technologies into autism care and to highlight future opportunities, especially in enhancing learning and communication outcomes for individuals with autism.

Materials/methods. A systematic literature review was conducted based on 27 peer-reviewed articles published between 2010 and 2023. The search strategy involved major databases, including Scopus, ScienceDirect, PubMed, JSTOR, and Google Scholar. The analysis follows the PRISMA approach, with specific inclusion criteria and quality assessment procedures in place. The study focuses on four key subthemes: AI-driven diagnostic systems, therapeutic and assistive robotics, educational and communication applications, including augmented reality applications, and ethical and implementation challenges associated with autism-related technologies.

Results. The reviewed studies demonstrate that AI tools offer significant potential for early and precise autism diagnosis, particularly through the application of machine learning algorithms to behavioral and physiological data. Assistive technologies, particularly social robots and AR platforms, show positive outcomes in therapeutic engagement. Supporting educational development and skill acquisition. However, issues such as limited accessibility, ethical concerns regarding data privacy, and integration barriers persist.

Conclusion. AI and assistive technologies are transformative in autism care, offering innovative solutions for diagnosis and treatment. However, their successful implementation requires addressing ethical, infrastructural, and cultural challenges. This study provides evidence-based insights and practical recommendations for researchers, clinicians, educators, and policymakers to enhance the equity and impact of these emerging technologies in autism intervention and inclusive learning environments.

Background/purpose. The process of double-loop learning has the capacity to engender alterations in values, assumptions and strategies. The alteration of values gives rise to a corresponding shift in assumptions and strategies. The present article poses and explores two discrete research inquiries. The present study has been designed to examine the indirect impact of intrapersonal intelligence, facilities, and social support on mathematics learning outcomes through independence. This objective will be realised through a comprehensive analysis of the simultaneous and partial effects of these factors. The second objective is to assess the impact of intrapersonal intelligence, facility completeness and social support on independence, both concurrently and in part.

Materials/methods. The research presented in this article is quantitative and correlational in nature. The study population comprised 324 Class VIII students at State Junior High School 2 in Kartasura, Sukoharjo, Central Java. A sample size of 180 students was determined using the Slovin formula, which allowed for a 5% margin of error. Cluster random sampling by lottery was employed as the sampling method. Data were collected via questionnaires and documentation.

Results. The study's findings indicate that intrapersonal intelligence, facility completeness, social support and independence have a simultaneous impact on mathematics learning outcomes.

Conclusion. The findings indicate that intrapersonal intelligence, learning facilities, social support, and independence exert a considerable influence on mathematics learning outcomes, accounting for 94.6% of the total effect.

Background/purpose. The eruption of Mount Agung in Bali from 2017 to 2019 had a significant impact not only on the island’s physical landscape but also on its social structures and educational continuity. This study examines the role of Balinese local wisdom in shaping communicative learning strategies during the volcanic crisis. Specifically, it explores how traditional belief systems, religious practices, and trusted community figures informed disaster education and contributed to local resilience.

Materials/methods. Employing a qualitative case study design, the research focuses on two villages located within Mount Agung’s high-risk zone: Amerta Bhuana and Duda Timur. Drawing on symbolic interactionism, communicator ethos, and disaster literacy as conceptual frameworks, data were collected through 21 semi-structured interviews, 22 field-based observations, and analysis of 15 cultural and administrative documents. Participants included religious authorities (Jero Mangku), local officials, community members, and representatives from Pasebaya Agung.

Results. The findings reveal that disaster communication in these communities is deeply interwoven with spiritual narratives and cultural symbols. Traditional leaders serve not only as religious guides but also as primary communicators of environmental risk, enhancing trust and motivating community action. Informal learning environments—such as temple ceremonies, village assemblies, and oral traditions—play a central role in transmitting disaster knowledge. This culturally embedded approach fosters a form of disaster literacy that integrates emotional, spiritual, and symbolic understanding with practical awareness.

Background/purpose. In the context of increasing competition in higher education, Thai private universities face ongoing challenges in promoting employee innovation. Although leadership is widely recognized as a key factor influencing innovation behavior, prior research often examines leadership styles in isolation. This study aims to investigate the integrated effects of responsible, servant, and transformational leadership on employee innovation behavior, with a particular focus on the mediating roles of knowledge sharing and innovative self-efficacy.

Materials/methods. A quantitative research approach was employed using a structured questionnaire distributed to employees in Thai private universities. Structural equation modeling (SEM) was applied to analyze the hypothesized relationships and examine the mediating effects.

Results. The findings reveal that responsible, servant, and transformational leadership styles are commonly practiced in Thai private universities. These styles have significant positive effects on both knowledge sharing and innovative self-efficacy, which in turn enhance employee innovation behavior. Moreover, knowledge sharing and innovative self-efficacy act as key mediators that strengthen the relationships between leadership styles and innovation behavior.

Conclusion. This study demonstrated that responsible, transformational, and servant leadership each play a crucial role in fostering employee innovation behavior in Thai private universities. Responsible leadership builds trust and open communication, encouraging knowledge sharing and innovation. Transformational leadership motivates employees to exceed expectations and enhances their confidence to innovate. Servant leadership supports employee development and well-being, creating a collaborative environment that nurtures innovation. Together, these leadership styles enhance knowledge sharing and innovative self-efficacy, ultimately contributing to a dynamic, innovation-driven academic culture.

Background/purpose. Indonesian for Foreign Speakers (BIPA) strategically strengthens Indonesian insight and knowledge for international students. This research aims to describe the strategy and results of the Indonesian cultural immersion implemented in BIPA learning to improve speaking skills. Project-based learning and cultural integration through BIPA learning support the development of Indonesian language skills. Local wisdom in BIPA learning emphasizes culinary aspects, traditional clothing, tourism, and other fields with uniquely characteristic Indonesian values.

Materials/methods. This research employed a qualitative design, involving research subjects such as managers, teachers, and 12 students from BIPA level 1 at Universitas Negeri Surabaya (UNESA). The research data sources are BIPA learning activities, questionnaires to strengthen observation results, curriculum documents, teaching materials, supporting literature studies relevant to learning strategies, speaking skills, and innovative project-based learning in BIPA learning.

Results. The cultural immersion strategy is beneficial in understanding local Indonesian wisdom. Based on the data, the majority of respondents stated that innovative strategies in BIPA learning include visiting cultural places, participating in cultural activities, attending discussions and presentations, and watching Indonesian cultural films or videos. Additional support can be provided through role-playing or simulating cultural situations, as well as using applications such as Quizizz, Wordwall, and Kahoot. Reading articles or books also contributes to developing language skills through local wisdom.

Conclusion. These results suggest that experience-based interactive methods are more effective than text-based approaches. Integrating direct experience through projects with digital technology in learning Indonesian culture has proven to be an effective strategy for increasing BIPA students' understanding and involvement.

Background/purpose. This study investigates manjujai, a traditional Minangkabau parenting practice, as a culturally embedded method of early childhood care and education. The research aims to uncover the meaning and function of manjujai—specifically its role in transmitting cultural values, historical narratives, and emotional bonding between mothers and children. It responds to the need for culturally relevant parenting approaches within the Minangkabau society in Padang, West Sumatra.

Materials/methods. The research employed a qualitative case in the working area of Puskesmas Belimbing, Kuranji District, Padang. Data collection techniques included participant observation, in-depth interviews with six mothers practicing manjujai, two supporting informants, and two key informants, as well as documentation and literature analysis. The researcher acted as a participant-as-observer, observing manjujai before, during, and after sessions.
Results. Findings show that manjujai functions not only to strengthen mother-child bonding but also to transmit knowledge, cultural identity, and historical awareness. Mothers prepare for manjujai by revisiting ancestral narratives and engaging with elders, integrating tambo into the caregiving process. Children aged 4–6 are introduced to their identity as urang Minang through playful storytelling and singing (badendang), enhancing both emotional connection and cognitive development.

Background/purpose. The vocational education course in the basic school stage is an important course.  Thus, this study aimed to identify the impact of vocational education (VE) classes on students' attitudes towards vocational and technical learning paths in Jordanian public schools from the perspective of the VE teachers in those schools.

Materials/methods. The descriptive, analytical, and quantitative approaches were adopted. The researcher visited several basic schools in Irbid, Ajloun, and Jerash. He passed the questionnaire forms to 150 vocational education teachers by hand. Thus, the sampling method is the purposive sampling method. Those teachers include male and female teachers. All the forms were retrieved and deemed valid for analysis.

Results. It was found that there is a moderate impact of vocational education classes on the students' attitudes towards vocational and technical learning paths in these schools. In addition, it was found that there is no statistically significant difference between the respondents’ attitudes, which can be attributed to gender. However, there is a statistically significant difference between the respondents’ attitudes, which can be attributed to experience. The latter difference is in favor of the teachers who have less than five years of experience.

Background/purpose. This study explores how animals associated with rivers and water are represented in Southern Vietnamese folk verses. It addresses the broader question of how language encodes cultural and ecological knowledge, focusing on cultural categorization as conceptualized in Cultural Linguistics. The research aims to uncover how the classification of river and water animals reflects the cognitive and cultural worldview of the Southern Vietnamese people, thereby contributing insights relevant to language and cultural education.

Materials/methods. The study employs qualitative content analysis of selected Southern Vietnamese folk verses, identifying and categorizing vocabulary related to river and water animals. These lexical items are then interpreted through the lens of cultural categories to reveal embedded cultural and ecological knowledge.

Results. The findings show that references to river and water animals go beyond mere denotation of species; they also encode cultural meanings, values, and knowledge systems. The depth and nuance in the classification of these animals reflect a long-standing familiarity with the riverine environment and a rich reservoir of folk knowledge developed since the early periods of Southern Vietnamese settlement.

Background/purpose. There are two types of knowledge in an organization, namely tacit and explicit knowledge. This research aims to test the effects of the enhancement techniques of both types of knowledge on the principal's digital leadership and school organization improvement, to find the relationship among the variables, and to find effective techniques to enhance the endogenous variables.

Materials/methods. The explanatory research design was used in this study.  The research sample was taken from 105 schools in Indonesia through cluster random sampling. Data collection techniques used questionnaires, interviews, and documentation. Descriptive statistics and structural equation modeling were used as the data analysis techniques.

Results. The enhancement techniques of tacit and explicit knowledge had a direct impact on the digital leadership of principals and affected school organization improvement directly and indirectly. The digital leadership of principals had a strong influence on school organization improvement. Several tacit and explicit knowledge-enhancement techniques had a strong effect on school organization improvement, but several other techniques had a less significant effect.

Background/purpose. The paper explores entrepreneurship education opportunities and challenges in South Africa universities. South Africa’s historical legacy of inequality, poverty, and unemployment forced authorities to introduce entrepreneurship curricula in universities to inculcate entrepreneurial skills regardless of racial background to solve social problems. However, numerous challenges surround the successes of entrepreneurial education in higher institutions.

Materials/methods. The study is grounded in the Change Points approach to explore entrepreneurial education opportunities and challenges in South African universities. Entrepreneurship education literature review where search strings generated 1,395 hits. After screening, 1,340 articles were excluded, and 55 articles were selected for review and included in the write-up.

Results. Challenges identified range from shallow curricula that contradict market demands to leadership incompetence in delivering curriculum content, mismanagement, and embezzlement, resulting in a lack of funds to provide practical entrepreneurship skills. Historically disadvantaged universities' environments are also not conducive to entrepreneurial learning. We argue that despite massive investment in resources, staff, and infrastructure, the entrepreneurship education outcomes are unfavourable; entrepreneur graduates are ‘half-baked’, lack innovative and creative skills, undertake ‘copycat’ businesses, and become job seekers rather than job creators. They contribute to existing unemployment, inequality, and poverty. The paper therefore recommends curricula redesign to produce the skills needed in the labour industry. Higher institutions' management should provide leadership skills to lecturers, financial management and auditing should be strengthened, and industries and universities should collaborate to ‘produce’ quality entrepreneurs.

Background/purpose. This study aims to examine the language acquisition mapping program designed to facilitate Indonesian language acquisition among secondary school students in Australia. The research focuses on both linguistic proficiency and cultural understanding, highlighting the importance of integrating cultural elements into language learning to enhance students' overall competence and global awareness.

Materials/methods. This research utilizes a qualitative descriptive design. In-depth interviews were conducted with teachers, students, and educational policymakers, along with observations at Newport Lakes Primary School (NLPS) to gather data. Furthermore, a content analysis of student works and pertinent documents was carried out. Informants with deep understanding of educational practices and policies concerning the mandatory inclusion of the Indonesian language in the curriculum were selected using purposive sampling. Thematic analysis was applied to the data to uncover significant patterns and insights

Results. Programs like Indonesian Beginners and Continuers contribute to fostering global awareness and empathy among students. The study concludes that culturally integrated curricula are crucial for preparing students to thrive in a multicultural world. However, the study's reliance on specific educational settings and observational data presents limitations. Future research should investigate the long-term impacts of such programs and include comparative analyses across different educational systems.

Background/purpose. This study aims to examine the effects of integrated board game development and cooperative learning on pre-service mathematics teachers' mathematical reasoning, conceptual understanding, creativity, and teamwork skills in Thailand.

Materials/methods. Using a mixed-methods approach within the PAOR (Planning–Action–Observation–Reflection) cycle of Classroom Action Research, 59 third-year pre-service teachers collaboratively designed twelve educational board games integrating arithmetic operations, equations, and geometry. Data were collected through teamwork evaluation forms, board game evaluation rubrics, and semi-structured interviews.

Results. The findings demonstrated significant positive effects on both objectives. For mathematical reasoning and conceptual understanding, 94.72% of games achieved "very good" or "excellent" ratings for mathematical content integration. For creativity and teamwork skills, 94.91% of participants achieved "very good" or "excellent" teamwork performance levels. The twelve unique games showcased creative integration of mathematical content with engaging gameplay mechanics, while supporting essential 21st-century competencies.

Background/purpose. This study aims to improve students' mathematical critical-numeracy thinking skills by applying the Problem-Based Learning-Autograph model.

Materials/methods. This study used a mixed method with a sequential explanatory strategy, and the research design is a one-group pretest-posttest design. The population included students who take the Integral Calculus course, and the sampling is a total sampling. The research instruments were mathematical critical thinking-numeracy test instruments and non-test instruments in the form of interview instruments. Data analysis was conducted using descriptive statistics and inferential statistics. Because the pre-test data were not normally distributed, a non-parametric analysis was conducted, namely the Wilcoxon Signed-Rank Test. The results of in-depth interviews were used to triangulate the data.

Results. From the Wilcoxon test, it is obtained that Asymp Sig (2-tailed) = 0.000 < α, Ho is rejected or H1 is accepted. It is concluded that there is a significant difference in students' mathematical critical thinking-numeracy skills before and after learning with the Problem-Based Learning-Autograph model. It means that the results of data analysis showed that there was an increase in students' mathematical critical thinking-numeracy skills after learning using the Problem-Based Learning-Autograph model.  The students felt more engaged and motivated in the learning process, which contributed to the improvement of their skills. 

Background/purpose. This study aimed to examine the effect of flipped learning on secondary school students’ achievement in Arabic grammar and their attitudes towards its implementation in Jordan.

Materials/methods. A quasi-experimental design was employed, with a sample of 63 seventh-grade students divided into two groups: experimental (n = 32) and control (n = 31). The experimental group received instruction through a flipped learning approach, while the control group was taught using traditional methods. Data were collected using a researcher-developed achievement test (Cronbach's α = 0.881) and an attitudes questionnaire (Cronbach's α = 0.803). The data analysis involved independent-sample t-tests, paired-sample t-tests, and Levene’s test for homogeneity of variances. Effect sizes (Cohen’s d) were also calculated.

Results. Results indicated statistically significant differences in favor of the experimental group in achievement scores (p < 0.05, d = 0.59). Furthermore, students’ attitudes significantly improved after exposure to flipped learning (p < 0.001, d = 2.10).

Conclusion. The study confirms that flipped learning is an effective instructional approach for improving students' achievement in Arabic grammar and enhancing their attitudes towards learning. Its implementation can foster student-centered learning environments and promote active engagement in language classrooms.

Background/purpose. This study aims to explore teachers' perspectives on inclusivity and living heritage, examine how inclusivity can be instilled through living heritage in history education, and analyse teachers' strategies for integrating these elements into classroom practice.  

Materials/methods. This study employed a mixed-methods approach using a sequential explanatory design. Quantitative data were collected through questionnaires and analysed using descriptive statistics, while qualitative data from interviews were examined in six steps: data preparation, identifying general patterns, coding, grouping, presenting, and interpreting the data.

Results. Findings show that history teachers generally associate inclusivity with justice, equality, and non-discrimination. However, some teachers still narrowly view inclusivity as addressing only the needs of students with disabilities. Teachers identified several forms of living heritage—including buildings, traditions, and local skills—but often misunderstood it as tangible heritage. While some efforts to integrate living heritage into history learning exist, challenges such as limited teaching materials, funding, distance, and school permissions hinder full implementation.

Background/purpose. This study aimed to determine the effect of a learning intervention comprising integrated career-based scenarios on students’ interest in mathematics and their understanding of STEM careers. The intervention was created by the Muhibbah Summer Programme (MSP) in the Kingdom of Saudi Arabia.  This was a residential summer programme hosted by the Imam Abdulrahman bin Faisal University (IAU). A multi-method approach was employed, consisting of a scenario evaluation using a relevance and interest (SERI) questionnaire and interviews conducted after each session.

Materials/methods. A multi-method approach was employed consisting of a scenario evaluation using a relevance and interest (SERI) questionnaire and interviews conducted after each session. The sample comprised 247 secondary-school students (82 males and 165 females), 25 of whom participated in the interviews. Descriptive statistics were used to analyse the questionnaire data, and content analysis was performed to analyse the interview data.

Results. The results revealed that having the opportunity to actively engage in scientific investigations and interact with experts was an essential prerequisite for career-based scenarios to successfully enhance students’ situational interest and understanding of STEM careers. These results have crucial implications for pedagogical practice as they provide valuable information on how to design a career-oriented curriculum that increases both students’ interest in mathematics and their understanding of STEM careers.

Background/purpose. In many of the previous studies on Lesson Study, the achievement of the students was the main indicator of its success, and little attention was paid to the instruction provided by the teachers. This study will look into the instructional practices of EFL teachers as influenced by the implementation of lesson study. Expectedly, the findings will fill in gaps concerning existing research and shed light on the contributions of Lesson Study to ELT. The study explores how teachers with higher and lower levels of self-confidence modify their lessons, orchestrate group work, and provide feedback.

Methods. The study employed a qualitative multiple case study design. Data were collected from four participant groups: 8 lecturers, who participated in Lesson Study implementation, and the researcher who joined each group to facilitate the activities and observe teachers’ practices in class. Observational protocol served as the primary data collection tool. The data were analysed using thematic analysis.

Results. The findings indicated that Lesson Study has had a great impact on practice in English lessons by teachers. Particularly, they showed an improved ability to choose and modify strategies during instructional delivery in a lesson study session, while reflecting on and evolving through peer feedback. Therefore, the multiplication of Lesson Study application in ELT would boost teachers' confidence in choosing and adapting instructional strategies and thus be helpful in their professional development.

Background/purpose. Threshold theory posits that a certain minimum level of intelligence, the "threshold," is essential for creativity to emerge. Beyond this level, the influence of intelligence on creativity diminishes. This study investigates the relationship between creativity and intelligence scores among exceptionally gifted, gifted, and promising students in Saudi Arabia.

Materials/methods. A sample of 3,843 students (2,176 male and 1,667 female) from grades three to ten in the Eastern Province was assessed using the Torrance Creative Thinking Test (TTCT) and the MAWHIBA intelligence assessment (MMCAT). Data collection spanned from 2021 to 2023.

Results. Findings identified a breakpoint at an IQ of 118, supporting the threshold theory. The results revealed that the relationship between intelligence and creativity diminishes as intelligence scores increase. This study contributes to understanding the role of intelligence in creativity and informs the development of specialized educational programs for gifted students.

Background/purpose. This study aims to design and validate an interactive e-module for primary mathematics instruction grounded in differentiated instruction and the theory of didactical situations (TDS). Amid growing calls for inclusive and adaptive pedagogy under Indonesia’s Merdeka Curriculum, the integration of digital technologies within differentiated instruction remains hindered by didactical, epistemological, and infrastructural challenges

Materials/methods. Employing a didactical design research approach, the study progressed through an interpretative phase—identifying ontogenic, didactical, and epistemological obstacles—and a critical phase involving expert validation and iterative refinement.

Results. Findings indicate that while technology-enhanced modules improve student engagement, barriers persist in conceptual understanding and learning autonomy. The final design incorporates adaptive pathways, inquiry-based tasks, multi-format content, and formative assessments with real-time feedback. Expert feedback emphasized the importance of increased interactivity, clearer scaffolding, and integrated teacher support.

Background/purpose. During puberty, cognitive growth extends beyond basic reasoning and testing, enabling faster, more complex thinking. Abstract reasoning—understanding concepts through logic and symbols without relying on senses—is crucial, especially in academic settings. As literature affirms its role in problem-solving and decision-making, this study aims to assess the reasoning levels of preparatory students to inform and improve educational practices.

Materials/methods. A descriptive approach was adopted to analyze this phenomenon as it appears in reality, aiming to provide a precise description of the characteristics of abstract reasoning ability. The study addressed the following key research questions: What is the level of abstract reasoning among preparatory stage students? How do gender, academic specialization, and school type influence this ability? The researcher used Mazloom’s (2015) Abstract Reasoning Test, based on Spearman’s (1927) theory, consisting of 61 multiple-choice items. The sample population consisted of 500 male and female preparatory students, stratified by sex and academic specialization, who were then selected through random sampling.

Results. Analysis conducted on the abstract reasoning ability tests administered to the 500 preparatory students demonstrated a statistically significant difference between their mean score (38.078) and the hypothetical mean of 30.5, yielding a t-value of 16.829, which exceeds the critical value of 1.96 at α = 0.05 level of significance. This strongly affirms remarkable abstract reasoning ability in alignment with Spearman's (1904) perspective, arguing that such cognitive abilities facilitate streamlined problem solving, goal attainment, and overall academic functioning as heuristics propel achievement-oriented cognition.

Background/purpose. The present study utilizes an integrated theoretical framework that integrates the Theory of Planned Behaviour, Technology Acceptance Model, and Value-Based Adoption Model to explore the effects of Digital Literacy (DL) on the behavioral intention of the Saudi Generation Z students toward adopting Fintech (FAI). It emphasizes the relationship's dual serial mediation of Perceived Ease of Use (PEOU), Perceived Usefulness (PU), and Perceived Value (PV).

Materials/methods. A cross-sectional study involving 210 students (145 males and 65 females) from a public university was conducted using a purposive sampling technique. The model was examined using Structural Equation Modelling with SPSS and SPSS AMOS (Version 27).

Results. Results indicate that DL positively affects FAI. PEOU, PU and PV are all taken as partial mediators. Positive partial sequential mediation was also found for the PEOU–PV path and the PU-PV path.

Background/purpose. The integrated skills approach has enhanced students’ English proficiency and classroom engagement, yet challenges persist in its effective implementation. This study examines the impact of a pedagogical framework, based on six fundamental teaching stages, on students’ English proficiency in General English classrooms and explores students' perspectives on participating in integrated skills lessons. Grounded in second language acquisition theory (Krashen, 1982) and the four-strand principles (Nation, 2007), the framework includes six stages: 1) lead-in, 2) meaning-focused input, 3) language-focused learning, 4) meaning-focused output, 5) feedback and assessment, and 6) follow-up activities.

Materials/methods.  A quasi-experimental design was used with 90 students divided into control and experimental groups. Forty-five students in the control group participated in isolated skills classes, while forty-five students in the experimental group participated in integrated skills classes following the proposed framework. Data were collected through pre- and post-tests and interviews.

Results. Both groups showed improvement after treatment. However, students in the experimental group (integrated skills) achieved significantly higher post-test scores than those in the control group (isolated skills). Additionally, the integrated skills group demonstrated better overall proficiency and expressed more positive opinions about the lessons compared to the isolated skills group.

Conclusion. This outcome aligns with previous research, demonstrating that integrating skills significantly enhances students' overall language proficiency. However, the results in this study show a higher level of improvement compared to past findings. This highlights the importance of integrating all four skills in General English courses to further boost proficiency and student engagement.

Background/purpose. Phubbing has emerged as a psychological and behavioral concern that threatens the quality of interpersonal relationships and psychological well-being, particularly among adolescents and adults, so the current research aimed to investigate the psychometric properties of the Arabic version of the Generic Scale of Phubbing (A-GSP), which was originally created by Chotpitayasunondh & Douglas (2018).

Materials/methods. The original 15-item scale was translated, which consisted of fifteen items. It was administered to a sample of 1468 undergraduate and postgraduate university students from three different Arab countries: Saudi Arabia, Egypt, and Oman.

Results. The validity and reliability of the A-GSP were assessed using internal consistency, which examined both the items and the sub-scales. Also, the reliability of A-GSP was established using Cronbach's alpha and split-half reliability methods, both for the sub-scales and the overall scale. Confirmatory factor analysis (CFA) suggested a hierarchical four-factor (Nomophobia, Interpersonal conflict, Self-isolation, and Problem acknowledgement) solution and construct validity.  

Background/purpose. Women remain underrepresented in STEM, particularly in higher education, where cultural and structural barriers persist. In Mexico, women make up less than 30% of students in engineering and technology programs, highlighting a persistent gender gap. This study investigates whether gender-focused mentoring, specifically female empowerment and male allyship, can positively influence women's interest and persistence in STEM fields.

Methods. Three interrelated studies were conducted at a university in Mexico. Study 1 evaluated a six-month corporate mentorship program involving 210 undergraduate women in STEM. Study 2 assessed the attitudes and participation of 100 male students and faculty in equity initiatives. Study 3 implemented a longitudinal mentoring program for 42 high school girls from vulnerable communities, guided by undergraduate mentors and female faculty members in STEM fields. Each study used a mixed-methods approach, combining surveys, interviews, and thematic reflection analysis.

Results. Corporate mentoring increased confidence and reaffirmed STEM career intentions for 84% of participants. In Study 2, male participants reported greater awareness and support for equity, though barriers included limited awareness. In the high school case, mentoring sparked an interest in STEM among 30% of students and improved their soft skills. However, socioeconomic challenges, such as limited parental support and inadequate access to technology, persisted.

Background/purpose. This study analyzes the commognition of students with low Working Memory Capacity (WMC) when solving calculus problems, particularly in integral material. Commognition, which merges cognition and communication, is explored through four indicators: keywords (stating knowns and unknowns), visual mediators (graphical representations), endorsed narratives (use of formulas and definitions), and routines (drawing conclusions).  Understanding these indicators helps reveal the thinking patterns and communication breakdowns students experience in mathematical problem-solving.

Materials/methods. This study employed a qualitative descriptive method involving 62 (20 men and 42 women) undergraduate students of mathematics education from a State Islamic University in Makassar, Indonesia. Two instruments used were the Complex Span Task (CST) to measure students' working memory capacity and the Calculus Problem Test (CPT) to evaluate problem-solving performance in Calculus, especially integral material. The instrument CST was modified by the researcher from the original instrument before use.

Results. Students with low working memory capacity struggle to meet commognition indicators: determining what is known and asked (keywords), making graphs (visual mediators), applying formulas (endorsed narratives), and drawing conclusions (routines). These difficulties highlight significant cognitive impacts and the importance of tailored instructional strategies to support mathematical understanding.

Background/purpose. This study examines the function of ecocriticism in Vietnamese children’s literature, emphasizing the incorporation of ecological themes to promote environmental consciousness and cultural preservation. The analysis emphasizes the distinctive contributions of Vietnamese authors like Vu Hung and Nguyen Nhat Anh, who transform nature from a passive backdrop into an active participant in their narratives. Themes including deforestation, pollution, biodiversity loss, and the anthropomorphization of nature are analyzed to elucidate their influence in fostering empathy, stewardship, and responsibility in young readers.

Materials/methods. Research examines how Vietnamese children's literature embodies the nation's ecological and cultural legacy, tackling global environmental issues within a regional context. The methodological techniques from prior research, including thematic, narrative, and cultural analyses, are examined to comprehend how these works inform readers about sustainability and ecological interdependence.

Results. Finding indicates that, although substantial advancements have been achieved in connecting ecological consciousness with narrative techniques, deficiencies persist in examining obscure writers, marginalized ecological issues, and the convergence of ecological motifs with social justice. The assessment highlights the necessity for additional research regarding the changing function of children’s literature in tackling current environmental challenges.

Background/purpose. Middle school is a critical stage for shaping students' academic paths, but traditional orientation methods often fail to predict suitable trajectories, leading to mismatches that impede success. This study aims to develop a proactive, data-driven framework to forecast academic orientation for middle school students, enhancing tailored educational guidance.

Materials/methods. The study utilized Self-Organizing Maps (SOM) and random forest prediction to analyze data from 720 Moroccan middle school students. In Phase One, survey responses (e.g., interest, self-efficacy) and math/science scores were clustered using a 7x7 SOM grid. In Phase Two, a random forest classifier (150 trees, max depth = 12) was trained on 70% of the data (504 students) with 17 features to predict orientation outcomes, validated with statistical tests (ANOVA, chi-square).

Results. SOM identified five profiles: Cluster 1 had high math scores (Mean = 16.5) and 85% STEM preference; Cluster 3 had lower scores (Mean = 9.5) and 75% literary inclination with anxiety. Random forest achieved 93% training (F1 = 0.92), 89% test (AUC = 0.94), and 87% validated accuracy, predicting 57% scientific and 43% literary tracks. Self-efficacy and math scores predicted scientific paths; anxiety drove literary choices.

Background/purpose. The persistent risk of semantic anachronism challenges both literary interpretation and pedagogy, as modern readers frequently impose contemporary meanings onto historically charged vocabulary. This study introduces the Contextual Diachronic Semantic Framework (CDSF), a five-layered analytical model designed to trace the evolution of word meaning over time. The primary aim is to demonstrate how CDSF uncovers semantic complexity and prevents misreading in canonical literature, while offering practical applications in literature instruction and critical reading.

Materials/methods. The study employs a qualitative, text-centered methodology, applying the CDSF to five lexical items in Shirley Jackson’s The Lottery: “lottery,” “village,” “tradition,” “black box,” and “stones.” The five analytic layers—Etymological Trajectory Analysis, Diachronic Semantic Mapping, Contextual Literary Function, Cultural-Hermeneutic Embedding, and Interpretive Reconstruction—draw from historical dictionaries, linguistic corpora, literary criticism, and classroom pedagogy. Educational implications were derived by aligning findings with strategies for teaching vocabulary and symbolic language.

Results. Findings reveal that each term operates as a site of historical memory, cultural critique, and thematic irony. The CDSF allows for context-sensitive interpretation, helping both scholars and students decode deeper meanings. In pedagogical terms, the framework provides a replicable tool for guiding learners beyond surface-level readings toward historically grounded literary analysis.

Background/purpose. This study investigates the educational influence of artistically enriched learning environments on the motivation of Vietnamese undergraduate students enrolled in Business English programs. While prior research has increasingly acknowledged the role of physical space in shaping learning outcomes, few studies have critically examined the psychological and motivational impact of aesthetic classroom design, particularly in Southeast Asian higher education contexts. Grounded in Self-Determination Theory, Flow Theory, and Place Identity Theory, the research addresses how artistic spaces affect students’ intrinsic, extrinsic, and emotional dimensions of learning motivation.

Materials/methods. A mixed-methods design was employed, integrating quantitative survey data with qualitative responses from open-ended questions. The survey, adapted from validated instruments and refined to fit the aesthetic context of the University of Economics Ho Chi Minh City (UEH), was completed by 558 Business English students. Quantitative data were analyzed using SPSS for descriptive statistics, reliability (Cronbach’s alpha), exploratory factor analysis (EFA), t-tests, correlations, and regression analyses. Thematic content analysis was used to interpret students' open-ended reflections on their learning environments.

Results. The findings reveal a strong positive correlation between students’ perceptions of artistic learning spaces and their motivational outcomes. Aesthetic features such as harmonious lighting, green spaces, student-curated art, and flexible furniture significantly predicted levels of intrinsic motivation and emotional engagement. Gender differences were also evident, with female students reporting higher emotional responsiveness. Qualitative data supported these results, with students describing enhanced concentration, identity formation, and academic pride linked to aesthetic environments.

Background/purpose. The prevalence of personal mobile phones in educational settings has significantly transformed the classroom environment, presenting a unique combination of opportunities and challenges for students' learning experiences. This study employs a survey design to effectively describe university students’ perspectives on the opportunities and challenges associated with using phones during academic lectures.

Materials/methods. Using a survey design, data were collected from a simple random sample of 67 undergraduate students at United Arab Emirates University. A survey, developed and validated for this study, was used to explore perceived opportunities and challenges. Descriptive statistics were employed to analyze the data.

Results. The results indicate that these students view mobile phones as valuable tools for enhancing personalized instruction, self-regulated learning, and task completion. However, they remain skeptical about the overall impact of mobile phones on their academic performance. Students identified several significant challenges, including distractions from social media notifications, peer pressure to use their phones, and an increasing dependence on mobile devices. While students acknowledge both the benefits and drawbacks of mobile phone usage, the findings highlight a tension between the advantages and the potential disruptions to focus and academic outcomes during lectures.

Conclusion. The results provide valuable insights into the effects of mobile phone usage and offer implications for educators on managing digital distractions and promoting effective learning strategies in the digital age, fostering empathy and understanding of students' perspectives among educators.

Background/purpose. This article presents partial results of a document review that constitutes a key input for the doctoral thesis in Didactics of Science entitled “Model of teacher professional development for the inclusive teaching of chemistry in the academic middle school, mediated by artificial intelligence”, developed at the University of Córdoba, Colombia. The study addresses the question: How is artificial intelligence (AI) being integrated into pedagogical practices to favour inclusive teaching of chemistry in secondary education, and what theoretical approaches and strategies reported in recent literature support the development of a teacher professional development (TPD) model?

Materials/methods. A total of 38 scientific publications from the years 2022 to 2025 were analysed using the PRISMA methodology to identify theoretical and practical contributions at the intersection of AI, inclusive education, chemistry teaching, and teacher training.

Results. The analysis revealed a notable fragmentation in the literature addressing TPD, AI, inclusive education, and chemistry teaching. Although there is increasing interest in AI applications in education, there remains a lack of training programs that integrate disciplinary didactics, educational inclusion, and AI mediation.

Conclusion. The findings justify the need for a comprehensive and contextually grounded TPD model. Four thematic categories were identified to support its construction: specific competences in chemistry didactics, ethical and pedagogical training in AI,  principles of inclusion, accessibility, and educational equity, and tools for data analysis and content generation with AI.

Background/purpose. This study investigates the evolving role of the Technological Pedagogical Content Knowledge (TPACK) framework in teacher education. It aims to explore the development of TPACK scholarship, identify key contributors, and evaluate its academic and societal impact, thereby offering a comprehensive understanding of its influence on technology-integrated teaching.

Materials/methods. A multidimensional analytical approach was employed, combining bibliometric analysis, content analysis, and Altmetric Attention Score (AAS) evaluation. Data were sourced from the Web of Science and Scopus databases, with analyses focusing on publication trends, collaboration patterns, and methodological characteristics of highly cited TPACK studies.

Results. Findings reveal a substantial increase in TPACK-related research since 2010, underscoring its growing significance in teacher preparation. The study highlights influential authors, institutions, and thematic shifts, along with regional collaboration patterns. It also identifies limited societal impact, methodological concentration in survey-based studies, and underrepresented regions in TPACK discourse.

Background/purpose. This research aims to assess the level of organizational sustainability among deans of colleges at Anbar University from the perspective of academic department heads.

Materials/methods. The current study sample consisted of 50 department heads, representing 50% of the total population of 101 academic department heads. The research followed a descriptive-analytical method. A questionnaire comprising three dimensions (economic, social, and environmental) was prepared and distributed to 50 heads of academic departments from various colleges at Anbar University between January 1 and February 6, 2025. The collected data were scrutinized statistically to evaluate the level of organizational sustainability.

Results. The research findings demonstrated that the level of organizational sustainability among deans of colleges at Anbar University was good, as perceived by the heads of academic departments. With an arithmetic mean of (4.69) and a standard deviation of (0.827), this echoes embracing a participatory approach in the administrative work environment, which enriches sustainability in all its facets within the workflow. The result correspondingly reveals that organizational sustainability among deans lies in developing a positive organizational climate that prioritizes collective interests over personal interests. It fosters a sense of shared identity and promotes constant cooperation among college members, thereby providing the college and university with a competitive advantage over other academic institutions.

Background/purpose. The quality assurance of education plays a vital role in ensuring that students receive consistent, equitable, and effective learning experiences that meet national standards and support their holistic development. This study explores the management of educational quality assurance (QA) in ethnic minority boarding schools (EMBS) in Vietnam’s Mekong Delta—a region where educational equity for marginalized ethnic communities remains a critical concern. The research uses the CIPO model (Context–Input–Process–Output) to assess how important factors affecting educational quality match with national QA standards and to find ways to improve education in a sustainable and culturally appropriate manner.

Materials/methods. Using a quantitative survey design, data were collected from 958 participants across 22 EMBS, comprising 328 school managers and teachers and 630 students. Four structured questionnaires were used to assess QA dimensions. Data analysis included basic descriptive statistics and reliability assessment through Cronbach’s alpha to ensure consistency and validity.

Results. The findings reveal strengths in areas such as goal setting, curriculum content, and financial policy implementation. However, critical weaknesses were identified in instructional practices, infrastructure quality, assessment mechanisms, and feedback systems. Additionally, contextual challenges—particularly socioeconomic disadvantage and cultural misalignment—were found to influence student outcomes negatively.

Background/purpose. In the context of the digital era, students’ motivation and engagement have become increasingly influenced by their level of digital skills. This systematic review was conducted to explore how digital competencies impact motivation in e-learning environments, particularly in educational settings. The purpose of the study was to synthesize empirical findings on the relationship between digital skills and students’ motivation.

Materials/methods. The review followed the PRISMA checklist to ensure a rigorous and transparent methodology. A total of 80 articles published between 2014 and 2024 were initially identified from reputable academic databases and widely used scholarly sources. Strict inclusion and exclusion criteria were applied to focus on peer-reviewed empirical studies examining the effect of digital skills on student motivation. Eleven studies were ultimately included in the final analysis.

Results. The analysis revealed a significant positive relationship between digital skills and student motivation. The reviewed studies consistently highlighted that students with higher digital competence demonstrated greater engagement, autonomy, and persistence in digital learning environments.

Conclusion. Digital skills are a transformative factor in enhancing motivation and improving the quality of learning experiences. This review confirms the need to integrate digital skills development into educational practices to foster more effective and engaging e-learning environments.

Background/purpose. This study aims to analyze the application and impact of dynamic assessment as an enhancement of deep learning in writing narratives for elementary school students. The main focus is DA can improve the quality of the learning process and outcomes through intervention, feedback, and reflective revision.

Materials/methods. This study used a mixed-method approach with 61 6th-grade students as subjects. The DA process involved three main stages, namely 1) pretest; 2) intervention with four topics, namely text structure, linguistic features, grammar, and moral values in ceria; 3) post-test. Feedback was given in various forms, including peer assessment, direct written feedback from teachers, and technology-based interactive discussions through Wordwall.

Results. The implementation of DA in elementary school students' narrative writing learning has a significant impact through three main stages: pretest, intervention, and post-test. DA supports mastery of text structure, linguistic features, grammar, and moral values with a responsive learning approach, such as peer assessment, class discussion, and the use of interactive digital media. Statistically, the average student score increased from 59.15 in the pretest to 75.85 in the post-test, with a significant increase (t=43.95, p<0.05).

Background/purpose. This research aimed to: 1) develop a model of innovative leadership characteristics for school administrators in a multicultural society, and 2) evaluate the model’s suitability for practical implementation.

Materials/methods. This study employed the Delphi technique and an exploratory sequential design consisting of five steps. Step 1 involved qualitative research, while Steps 2 through 5 focused on quantitative methods. The Delphi technique was used to gather qualitative data from anonymous experts and qualified individuals. In this study, qualitative data were collected from teachers and school administrators through a literature review, which informed the development of open-ended questions and interviews.

Results.    The research findings indicated that, within the context of a multicultural society in Thailand, the innovative leadership characteristics of school administrators encompassed six key dimensions: administrative knowledge, administrative ability, technological competency, personality, awareness of global social changes, and understanding of Islamic culture. The school administrators must understand the culture and way of life of students, parents, and the community. They should be courageous in thinking, acting, and making decisions, demonstrate a spirit of sacrifice, and serve as positive role models. Additionally, administrators need to stay up-to-date, possess management knowledge and skills, and be proficient in technology. They must also be capable of organizing internal management systems, including budgeting, facilities, staff cooperation, the internal environment, organizational culture, and resource management.

Conclusion. The research concluded that six key characteristics define innovative leadership among educational administrators in Thailand’s multicultural society, all of which are essential for effective leadership, community engagement, and institutional success.

Background/purpose. Geometric reasoning is essential for students’ cognitive development, yet middle school learners in Morocco face major difficulties in this area. This study investigates the challenges perceived by teachers and aims to identify effective pedagogical strategies to enhance students' geometric reasoning skills.

Materials/methods. This research adopted a quantitative methodology based on a structured questionnaire administered to 90 middle school mathematics teachers across various regions of Morocco. The survey explored perceived student difficulties, instructional methods, and the integration of digital technologies. Data analysis included descriptive statistics and Chi-square tests using SPSS.

Results. Students mainly struggle with geometric problem-solving (59.94%) and logical reasoning and proofs (39.96%), while basic skills like figure visualization are generally mastered. Most teachers use problem-solving approaches (83.25%) and rely on traditional assessments (100%). Digital tools are underused, with only 42.18% using GeoGebra and 57.72% using no technology. The lack of resources (76.59%) is the main barrier to digital integration. All teachers believe current assessments only partially reflect students' reasoning abilities, and 92.13% see value in alternative evaluation methods.

Background/purpose. Teacher effectiveness in delivering quality education in rural schools has been severely affected by a shortage of resources and many other challenges that affect rural schools. This qualitative study aims to explore rural teachers' perspectives on effective strategies to mitigate institutional challenges, thereby improving their pedagogical effectiveness in rural schools.

Materials/methods. The methodological choice of the current study is qualitative in nature. This qualitative study was guided by the interpretivist paradigm, which placed rural teachers’ understanding and experiences of the subject under investigation at the center of data collection.

Results. The findings revealed that several strategies are necessary to enhance teachers’ pedagogical effectiveness in rural primary schools. These include the provision of adequate educational resources, such as textbooks and technological tools, as well as increased financial investment by the government in rural education. Furthermore, to address institutional challenges such as overcrowded classrooms, the government should prioritise the construction of additional school infrastructure in rural areas.

Background/purpose. Student interest in mathematics plays a significant role in supporting their motivation and academic achievement. However, research in this area remains scattered and lacks a clear direction. This study was conducted to identify the development, trends, and research gaps in mathematics interest research between 2021 and 2025.

Materials/methods. This study combined bibliometric analysis with a systematic review to examine 639 articles from the Web of Science database. The analysis identifies the most active journals, authors, and countries contributing to the field. Keyword co-occurrence and network analysis were used to explore dominant and emerging themes, while co-citation and content analysis helped reveal how ideas in the field are connected.

Results. Five main themes identified in this research were student motivation and engagement, self-efficacy and self-regulation, expectancy-value theory and self-concept, emotional aspects of learning, beliefs about intelligence and gender equity. The findings show a growing interest in how cognitive, emotional and social factors influence mathematics interest. However, the study also found that long-term and cross-cultural research in this area is still limited.

Conclusion. Mathematics interest is a multidimensional concept shaped by both personal beliefs and external influences. Understanding these influences is important for developing effective strategies to improve student engagement and achievement. This study highlights the diverse theories and limited cross-cultural research on mathematics interest, offering a strong foundation for designing interest-based teaching and guiding future research in mathematics education.

Background/purpose. Learning mathematics often presents challenges for students, particularly in problem-solving and establishing mathematical connections. Self-regulated learning allows students to direct, adjust, and control their learning processes. This approach is essential in encouraging students to manage their learning strategies effectively when solving mathematical problems. This study introduces a new classification of self-regulated learning in mathematical problem-solving, which is aligned with the three key aspects of self-regulated learning.

Materials/methods.  A qualitative descriptive approach was employed in this research, utilizing purposive sampling to select 20 students from three different islands in Indonesia, all of whom engaged in self-regulated learning while solving mathematical problems. Data collection was carried out through tests, observations, and interviews. The collected data were analyzed through three stages: data reduction, data presentation, conclusion drawing, and verification.

Results.  The results of the study reveal three classifications of self-regulated learning in mathematical problem-solving: connective, visualization, and direct.

Background/purpose. Financial literacy is essential for adolescents navigating complex digital finance. However, gaps persist due to inconsistent formal education, varied parental influence, and uncritical digital exposure. This study explores the financial education experiences, financial management behaviors, and digital financial misconceptions of high school students using a qualitative phenomenological approach.

Materials/methods. Data were collected through semi-structured interviews with three students and their parents and analyzed using Interpretative Phenomenological Analysis (IPA).

Results. The findings reveal that financial information obtained through social media was found to be more dominant than that from formal school curricula. Students exhibited impulsive spending behaviors, limited understanding of digital financial risks, and varied financial decisions influenced by family norms. Parental involvement emerged as a crucial factor in shaping students’ financial attitudes and behaviors. This study contributes to the field by proposing an integrative literacy framework that connects formal education, parental guidance, and digital financial realities to better prepare youth for informed decision-making in an increasingly digital economy.

Background/Purpose. Traditional higher education models face disruption as AI democratizes knowledge access, yet current open education implementations predominantly replicate conventional approaches digitally, resulting in poor completion rates. This study proposes a reconceptualized learning framework leveraging AI capabilities while addressing empirical limitations of existing educational models.

Materials/Methods. This mixed-methods study employed systematic analysis of 142 open education platforms (2023-2024), meta-analysis of 47 experimental holistic learning implementations, and comparative assessments of 76 institutional transformation initiatives. Statistical analyses included regression modeling, correlation analysis, and effect size calculations using Cohen's d.

Results. Analysis revealed 87% of platforms reproduce traditional instruction digitally with <6% completion rates. The proposed University Foundation Curriculum, integrating consciousness development, artistic expression, and creative science, demonstrated significant advantages: 68% higher completion rates, 47% increased knowledge application, and 73% greater satisfaction compared to conventional approaches. AI-enhanced implementations showed superior outcomes across engagement (+68%), completion (+73%), and capability development (+57%).

Conclusion. The University Foundation Curriculum provides an evidence-based framework integrating AI with holistic learning principles. This model addresses current limitations while leveraging AI's democratizing potential, offering viable pathways for educational transformation and preparing learners for meaningful engagement in the digital age.

Background/purpose. The introduction of learning management systems, interactive whiteboards, educational games, and artificial intelligence-supported educational technologies highlights the importance of technological leadership as a top competency for teachers. Since effective technological leadership requires a high level of education, numerous studies have been conducted on this subject, and an extensive knowledge base has been formed. The research was carried out in order to examine the knowledge base formed in this field holistically, to determine the current situation and to provide a guiding study for future studies.

Materials/methods. A descriptive and bibliographic analysis of 400 articles and early access articles selected from the Web of Science database was conducted using VOSviewer software.

Results. According to the findings, the most influential author is Johan Van Braak and the most influential journal is ‘Computer & Education’. The most influential country was determined to be the USA. It was determined that the most used keywords in the study were leadership and technology integration. It was concluded that the top-ranked studies focused on teachers' efforts to integrate technology into education. There are few studies originating from Turkey, and it is predicted that the number of studies will increase in the coming periods, thanks to technological advancements in education.

Background/purpose. One of the current problems facing mathematics students, graduates in mathematics, and engineering is the disconnection between the meanings, symbolic representations, and graphics of derivatives when solving problems, which hinders their understanding. This article analyzes engineering students’ understanding activated by connections made to solve tasks on derivatives in a graphical context. To do so, networking between the Extended Theory of Connections and the Onto-semiotic Approach will be used.

Materials/methods. The methodology was qualitative and exploratory. A questionnaire was designed with three tasks on the meaning of the derivative and the graphs of the function f and the derivative f'. This questionnaire was administered in the context of participant observation to nineteen engineering students who volunteered. The collected and video-recorded data were analyzed using the theoretical tool from an onto-semiotic view.

Results. The results show that students who have a level 2 understanding of the derivative (graphically) because they sketch the graph of f’ given the graph of f and sketch the graph of f from the graph of f’, establishing mathematical connections of implication, different representations, meaning, procedural, part-whole and the main connection of reversibility that allowed them to make the two graphs. Students who have level 1 understanding establish consistent connections, but do not argue or have details to correct in the graphs.]

Conclusion. [Other students have level 0 understanding because they did not make the graphs of f and f’ because they did not activate mathematical connections but personal connections, assuming that the graph of the derivative is a reflection of the graph of the original function, they do not locate the relative extremes, inflection points, monotony due to poor conceptual understanding.

Abstract                                                                   

Background/purpose. The aim of this study is to investigate the extent and effectiveness of university support for research and development in Nepal, with a focus on existing policies, institutional mechanisms, funding structures, and challenges faced by academic researchers.

Materials/methods. This study used a descriptive and analytical research design, gathering primary data from 385 respondents through structured surveys from seven provinces and 46 campuses, different arenas, and job titles. Inferential techniques have been applied to explore relationships between institutional support and various demographic and professional factors.

Results. STEM (science, technology, engineering, and medical sciences) researchers had notably higher odds of receiving training support (OR = 2.3), access to research grants (OR = 2.8), and international publication support (OR = 2.9). Senior faculty members were more likely to receive seminar incentives and book publication support than junior faculty. Conversely, females, administrative staff, and those in the humanities or from the Karnali and Sudur Paschim provinces reported significantly lower support.

Background/purpose. In a global context marked by accelerating digital transformation, higher education institutions are encountering significant challenges in integrating online learning tools. Although educational technologies are increasingly recognized as catalysts for pedagogical innovation, their effective adoption remains constrained by systemic barriers. The objective of this study is to identify, categorize, and analyze these obstacles through a systematic review of scientific literature.

Materials/methods. The approach adopted is based on the PRISMA protocol, which guarantees the rigor and transparency of the selection process. Seventy-seven scientific publications were selected, all of which were peer-reviewed and published between 2015 and 2024, from four reference databases: Scopus, Web of Science, ScienceDirect, and Google Scholar. The analysis was based on both quantitative and qualitative approaches, using tools such as NVivo and Excel for thematic coding.

Results. The analysis reveals the importance of three broad categories of cross-cutting obstacles: technological barriers (lack of infrastructure, low connectivity), institutional barriers (lack of administrative support, inadequate educational policies), and psychological barriers (resistance to change, low digital self-efficacy).

Background/purpose. The purposes of this study are to find out the difficulties experienced by Elementary students in learning mathematics, as well as students’ and teachers’ efforts to overcome those problems.

Materials/methods. This research uses a qualitative approach with a case study method. The data are collected using observation, interviews, focus group discussions, and documentation. The analysis used the Miles and Huberman model, assisted by NVivo 15 software. The informants are 170 people, consisting of students, teachers, parents, and experts.

Results. The results of the study reveal: 1) students' difficulties experienced in learning mathematics are caused by both external and internal factors. The external factors include: conventional teaching, online learning, mobile phones, and teaching materials that are considered difficult. Internal factors include fear of learning math, boredom, anxiety, carelessness, difficulty, inattention, mental block, not understanding, passivity, laziness, lack of focus, low concentration, low problem-solving, lack of confidence, and lack of enthusiasm. 2) The efforts taken by both students and teachers to solve those problems are to do enjoyable activities such as drawing, singing, storytelling, using technology, taking a break, playing games, drilling, rewarding, ice breaking, and watching (TV, videos, YouTube).

Background/purpose. This research aims to integrate Islamic values into science teaching through meaning-based learning to enhance students' moral sensitivity.

Materials/methods. Design-based research by Borg and Gall was used to develop learning tools, involving 24 students for moral sensitivity questionnaire testing, 24 students for limited trials, and 40 students for large-scale trials. They were selected using purposive sampling. The learning tools were validated by experts, and moral sensitivity was measured using questionnaires. The findings indicate that the tools were validated based on expert assessments. The questionnaire met validity criteria with a reliability of 0.76.

Results. The effectiveness of meaning-based learning was evident from the large-scale trial, which showed that students involved in the teaching process experienced an increase in moral sensitivity (p < 0.05), with no students showing a decrease in moral sensitivity (negative ranks were 0). Student responses at the end of the learning process indicated that they enjoyed the classes, which were designed using meaning-based learning integrated with Islamic values.

Conclusion. The integration of Islamic values into science teaching, particularly in biology topics, contributed to strengthening students' moral sensitivity. The Islamic values tied to scientific concepts helped students realize that there is goodness inherent in scientific concepts from the perspective of the Quran & Prophetic Hadith. Students not only learned scientific concepts but also their deeper meanings, which ultimately enhanced their moral sensitivity. Future teaching can integrate Islamic values into other areas of science, so that students not only understand the material concepts but can also interpret them from the perspective of the Quran & Prophetic Hadith to empower their morality.

Background/purpose. This research aims to analyze the influence and test the effectiveness of using an e-module based on sustainable development goals (SDGs) with the conceptual change model-cognitive conflict approach (CCM-CCA) integrated with local wisdom on students' critical thinking skills.

Materials/methods. This research employed a quasi-experimental design with a pre-test and a post-test control group. Research subjects were 128 10th-grade students studying measurement material in physics subjects. The research subjects were divided into two groups.  The first group was the experimental group (taught using e-modules based on CCM-CCA integrated with local wisdom) with 65 students, and the second group was the control group (taught using a conventional learning model) with 63 students. The research instrument includes a set of descriptive questions to measure critical thinking skills. Data analysis included descriptive and inferential analysis.

Results. To examine the improvement in students’ critical thinking skills, an n-gain analysis was conducted, and the influence of the e-modules was tested using an independent t-test. The findings revealed that students in the experimental class demonstrated a greater improvement in critical thinking skills compared to those in the control class. Statistical analysis confirmed a significant difference in post-test performance between the two groups, indicating that the use of e-modules had a positive and meaningful impact on students’ critical thinking abilities.

Background/purpose. As Environmental, Social, and Governance (ESG) standards become integrated into global business operations and regulation, the accountancy profession will need to evolve to confront new challenges around transparency, sustainability, and ethical leadership. In this study, the integration of ESG and sustainability reporting within five Vietnamese university accounting curricula is examined, with evidence found of a high demand for reform in emerging economies.

Materials/methods. Using an explanatory sequential mixed-methods design, the research first undertakes a cluster analysis of 212 accounting students on their exposure, awareness, and interest towards ESG, and then explores the views of 20 accounting lecturers through a framework analysis and reveals structural, pedagogical, and institutional inhibitions towards curricular innovation.

Results. The findings reveal entrenched misalignments: students are keen on ESG while curriculum coverage remains thin and patchily presented. Lecturers, despite all the additional interest, are often not supported or institutionally trained. Strategic directions on integrating ESG into mainstream accounting education, for instance, include localized content production, experiential learning pedagogies, and building capacity for lecturers, as suggested by the research.

Background/purpose. Indonesian language education at the senior high school level is expected to foster not only linguistic competence but also critical thinking and cultural awareness. Textbooks, as the primary learning instrument, must be evaluated for their alignment with curriculum goals and global literacy demands.

Materials/methods. This study used qualitative content analysis to examine three official Indonesian textbooks for grades X, XI, and XII. The textbooks were analyzed through three approaches: genre-based pedagogy (teaching cycles and scaffolding), Bloom's taxonomy (cognitive levels of activities), and the CLIL framework (content, communication, cognition, and culture integration). Two researchers coded the materials independently to ensure reliable results).

Results.  The findings revealed a consistent decline in genre scaffolding across grade levels, with upper-level textbooks offering less instructional support for complex writing tasks. Over 60% of learning activities targeted lower-order thinking skills (C1–C2), while higher-order tasks such as evaluation and creation (C5–C6) were rarely used. CLIL integration was imbalanced, as content was emphasized heavily while cognition and culture were marginal or absent. These patterns reflect a structural gap between pedagogical intentions and the actual learning experience provided by the textbooks.

Background/purpose. The purpose of this research is to analyse and aim to develop a gamification-based learning tool. This is due to the diverse learning needs and responds to the challenge of differentiated learning that is student-centred in the classroom rather than teacher-centred.

Materials/methods. The research method used is a research development (RnD) approach with the development model using the ADDIE model consisting of Analyze, Design, Development, Implement, and Evaluate stages. The media developed in this research includes interactive elements such as animations, videos, minigames, and quizzes, which can then be accessed through various platforms such as websites and applications.

Results.  This research goes through the validation stage contained in the development stage. Validity is carried out by material, language, and media expert validation. Based on the results of the validity that has been carried out, it shows high feasibility with an average value of 96.15%.  The implementation of the pilot test involving 35 students in a small class showed positive responses, with 93.30% of students feeling that this media increased their knowledge and motivation, 93.12% appreciated the visual design, and 73.75% of students stated that it was easy to use.

Conclusion.  Finally, this study suggests that gamification-based learning media can be an effective tool to support inclusive and engaging education. Further research is recommended to test the effectiveness of gamification-based teaching materials in large classes with more than 35 students.

Background/purpose. The research aimed to develop listening and speaking skills in English as a foreign language among elementary school students by designing a smart voice assistant application based on artificial intelligence technology.

Materials/methods. The research used the experimental methodology and was applied to a sample of two groups. The first group was the experimental group, which included ten students, and the control group included twelve students. Two research tools were designed: the first tool was an observation card and the second one was an oral test. The observation card included two axes: the first to assess listening skills, and the second to assess speaking abilities.

Results. The results of the observation card showed statistically significant results between the two groups. The experimental group performed better on two indicators of assessing listening skill and four indicators of measuring speaking skill. In contrast, the findings of the research through the oral exam indicated the presence of statistically significant differences between the experimental and control groups in the listening and speaking abilities. The research attributed these differences to the positive effect of applying the smart voice assistant on developing the listening and speaking skills of the students in the experimental group.

Background/purpose. A significant challenge in teaching Arabic at the secondary level is developing pronunciation, fluency, and communication. Despite increased use of digital tools in instruction, a gap remains in understanding their effectiveness in improving Arabic speaking skills. This article aims to identify the types of digital teaching tools used to support Arabic speaking skills in secondary school education and categorize them based on their pedagogical functions related to speaking subskills, such as pronunciation, fluency, and oral communication.

Materials/methods. This systematic literature review (SLR) addresses this gap by analyzing empirical studies published between 2021 and 2025. The review followed the PRISMA protocol, and relevant articles were retrieved from Scopus, Web of Science (WOS), and Google Scholar. Using defined search strings and eligibility criteria, 23 studies were selected for analysis.

Results. The findings were categorized into two key themes: (1) types of digital tools used (mobile application language learning (MALL), simulation-based tools, video and caption-based tools, gamified and interactive applications, and learning management systems (LMS), and (2) functional classification (pronunciation, fluency, and oral communication). Results indicate that tools incorporating mobile application language learning (MALL), simulation-based tools, video and caption-based tools, gamified and interactive applications, and learning management systems (LMS) significantly improve learners’ motivation and speaking performance.

Background/purpose. This study aimed to measure the level of scientific concepts acquisition among basic-stage students in light of their teachers’ use of artificial intelligence (AI) applications.

Materials/methods. A scientific concepts acquisition test was developed to collect data. The study sample consisted of 396 tenth-grade students, selected using stratified random sampling from Irbid.

Results. The results showed that the level of scientific concept acquisition among students, in the context of their teachers’ use of AI applications, was “moderate” at both the advanced and intermediate levels, while it was “low” at the weak level. These results may be attributed to the fact that advanced use of AI does not necessarily imply effective or pedagogically sound use. The results indicated a statistically significant difference in the level of scientific concept acquisition in favor of the intermediate level compared to both the weak and advanced levels, while no significant differences were recorded between the weak and advanced levels.

Background/purpose. Despite its informal setting, it is astonishing that the members of online English-speaking club (ESC) are adept at speaking. Employing a mixed-methods approach, more specifically a descriptive case study, this study aimed to evaluate the ESC contribution to its members’ speaking competence development, to examine their speaking competence, and to identify the challenges they encountered in their endeavor to acquire English-speaking competence in Indonesia, where English is a foreign language.

Materials/methods. A number of 15 members of the online ESC were recruited as the research participants. Interviews were conducted to unpack the contributions of the club with respect to its members’ spoken English skill and the challenges facing them. An oral test was administered to assess the club members’ speaking competence. Interview data were analyzed using thematic analysis. Data obtained from the test were analyzed using descriptive statistics.

Results. The results indicated the online ESC considerable contribution to its members’ speaking competence attainment attributed to the potentials it offers:  language development support, psychological benefit, and collaborative learning opportunities.  The club members’ speaking proficiency level belonged to category “good,” with an average score of 8.0. Additionally, the challenges facing the club members included linguistic and psychological obstacles.

Background/Purpose. This study investigates the extent to which artificial intelligence (AI) applications are utilized in special education classrooms in Kuwait, drawing on the perspectives of special education teachers. It aims to identify the gap between teachers’ recognition of AI’s potential and their actual classroom practices, as well as to identify key barriers that hinder effective AI integration.

Materials/Methods. A quantitative, descriptive-analytic design was adopted. Data were collected using a structured questionnaire administered to a randomly selected sample of 96 special education teachers in the Hawalli district. The instrument measured three dimensions: (1) current use of AI applications in teaching students with disabilities, (2) perceived importance of AI in special education, and (3) obstacles to its effective use. Reliability analyses showed high internal consistency (Cronbach’s α = 0.92 for the overall scale), and data were analyzed using descriptive statistics, Pearson correlations, and inferential tests.

Results. Findings revealed a striking disparity between perception and practice. The actual use of AI applications was rated very low (M = 1.10, SD = 0.44), whereas perceived importance was rated high (M = 3.99, SD = 0.07). Teachers valued AI for its potential to enhance collaboration, support individualized learning, and increase student engagement. However, obstacles were rated very high (M = 4.52, SD = 0.16), with the most critical being the lack of technological infrastructure (M = 4.96) and insufficient training in AI use (M = 4.86).

Background/purpose. The students have difficulty understanding abstract concepts that are sometimes difficult to visualize in optics and physics, so learning innovations are needed to overcome these problems. Case-Based Learning (CBL) optical physics learning integrated with mobile microlearning offers an innovative approach to improving the quality of learning. This study explores students' readiness to implement Case-Based Learning (CBL) optical physics learning integrated with mobile microlearning.

Methods. The research method used was quantitative analysis by collecting data through questionnaires that measured several indicators of student readiness, including skills in using computers/smartphones, understanding of CBL learning integrated with mobile microlearning, readiness to receive material through mobile microlearning, and a positive attitude towards information and communication technology (ICT).

Results. The results showed that the students were well prepared to carry out CBL-based optical physics learning integrated with mobile microlearning, as seen in the average scale score of 4.25. All readiness indicators are in the ready category, indicating that students understand and can use technology well and show a positive attitude toward applying ICT in learning.

Background/Purpose: This study examines the role of artificial intelligence (AI) applications in enhancing blended learning within Iraqi universities. The rapid advancement of AI technologies and the shift toward hybrid education models, accelerated by the COVID-19 pandemic, necessitate an evaluation of their impact, challenges, and potential in Iraq’s higher education sector. The research aims to clarify key concepts of AI and blended learning, assess their advantages and disadvantages, and provide actionable recommendations to optimize their integration.

Materials/Methods: A descriptive-analytical approach was employed, utilizing a closed-ended questionnaire distributed to 150 professors across 20 Iraqi universities from January 8 to 22, 2025. The sample included equal gender representation and diverse academic specializations. Data were analyzed to identify trends in AI adoption, perceived benefits, and institutional challenges.

Results: Adoption Trends: AI-powered Learning Management Systems (LMS) were the most prevalent (60%), while advanced technologies like VR/AR had minimal uptake (4%). AI significantly improved virtual classroom management (63.3%) and personalized learning (56.7%). Over 86% of respondents affirmed AI’s role in enhancing blended learning. Weak technical infrastructure (93.3%) and lack of faculty training (80%) were major barriers. Ethical concerns (33.3%) and resistance to change (34%) were secondary issues.

Background/purpose. This paper explores Artificial Intelligence (AI) in advancing Sustainable Development Goal 4 (SDG4) in South Africa. Although there has been a drastic interest in AI’s transformative capacity in education, limited studies address its pitfalls and benefits using a phenomenological approach focusing on the South African context.

Materials/methods. By adopting a phenomenological lens, this study delves into the lived experiences of six high school teachers grounded in the contextual realities of AI in South Africa using a purposive sampling technique. We used a semi-structured interview guide to conduct an in-depth thirteen-minute interview and analysed the data thematically.

Results. The study generated two themes through qualitative analysis, including unequal resource distribution and enhanced quality education. The study proposed AI-driven solutions tailored to the contextual nuances of South Africa. By incorporating diverse perspectives and utilising AI technologies, an approach aims to enhance educational outcomes, promote inclusivity, and bridge existing education access and quality gaps.

Conclusion. This research contributes to the growing discourse on AI’s potential to address complex societal challenges. It offers insights for policymakers, educators, and technologists seeking to leverage AI for sustainable development initiatives in South Africa and beyond.