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.