Background/purpose. This study aims to analyze emerging trends in Pedagogical Content Knowledge (PCK) for natural sciences over the last 17 years. The research identifies key thematic areas and examines their contribution to teacher training and pedagogical innovation through the suvidagogical model.

Materials/methods. A systematic review was conducted using the Interpretive Documentary Analysis (IDA) method, guided by PRISMA. Ten primary publications from 2007 to 2024 were selected through rigorous inclusion criteria based on Boolean search strategies.

Results. The analysis revealed four dominant themes: (1) teaching and learning processes, (2) teacher training and professional development (TPD), (3) didactic methodologies and strategies (DMS), and (4) contextual applications (CA). These contribute to the design and implementation of the suvidagogical pedagogy model.

Background/purpose. Islamic Religious Education (IRE) in higher education serves as a foundation for shaping students’ spiritual insight, moral reasoning, and critical reflection. However, conventional instructional approaches often lack contextual relevance and fail to engage learners deeply. This study explores the transformative potential of Problem-Based Learning (PBL) as a pedagogical innovation to enhance students’ comprehension and application of Islamic religious concepts.

Materials/methods. A Sequential Explanatory Mixed Methods design was employed, involving 143 undergraduate students from a public Islamic university in Indonesia. The study began with a pre- and post-test to assess changes in students’ comprehension of core IRE concepts, followed by semi-structured interviews to explore student perceptions. Quantitative data were analyzed using descriptive statistics and paired t-tests, while qualitative data underwent thematic analysis.

Results. Quantitative findings revealed a statistically significant improvement in post-test scores, indicating PBL’s effectiveness in enhancing conceptual understanding. Qualitative insights identified four major themes: increased conceptual clarity, improved critical thinking, enhanced classroom engagement, and challenges related to time constraints and facilitator support. These results underscore PBL’s capacity to foster reflective and meaningful religious learning experiences.

Background/purpose. This study addresses the critical need to assess and enhance the quality of early childhood education and care by evaluating learners' developmental performance and health status under the Early Childhood Care and Development (ECCD) Program in San Fernando City, La Union. Given the importance of early childhood as a foundation for lifelong learning and well-being, this research was conducted to identify developmental strengths and challenges across various domains and regions to inform a comprehensive ECCD Development Plan that promotes holistic child development.

Materials/methods. A mixed-methods research design was employed. The study gathered quantitative and qualitative data from ECCD learners across the Upland, Lowland, and Coastal regions. Assessment tools evaluated developmental domains—cognitive, language, self-help, motor, and social-emotional—and health and nutrition indicators. In-depth validation was conducted through interviews with teacher participants to substantiate quantitative findings.

Results. Findings reveal that the cognitive domain emerged as the strongest development area among learners. Regional variations were observed in health service coverage and illness prevalence: the Upland region showed 100% access to essential health services. In contrast, the Coastal and Lowland regions exhibited gaps in deworming and immunization. Teacher feedback further revealed issues related to minor illnesses, malnutrition, and parental neglect of children's nutritional needs.

Background/purpose. This study addresses the growing gap in preparing pre-service teachers for immersive digital instruction, especially within metaverse environments. While many are familiar with digital platforms as learners, they often lack practical experience in managing and teaching in virtual settings. The purpose of this study is to design, develop, and implement a metaverse-based virtual learning environment that enhances pre-service teachers' virtual learning management competencies while addressing their emotional readiness and reflective practice development.

Materials/methods. This qualitative study employed the ADDIE model to design a virtual learning environment on the Metaverse Spatial platform using a four-phase learning model (Open Mind, Build Familiarity, Competency-Based Learning, Reflect and Evaluate) integrated with the SSPC framework. Seventy-eight pre-service teachers participated in over 70 hours of instruction. Data collection included semi-structured interviews, reflective journals, and peer feedback. Analysis employed thematic analysis and content analysis with triangulation.

Results. The findings revealed gaps between digital tool familiarity and practical application, requiring ongoing support and emotional readiness development. Implementation demonstrated improvements in instructional confidence, digital tool fluency, emotional adaptability, and collaborative design skills. Participants transitioned from technology users to digital learning designers through structured reflection and problem-solving.

Background/purpose. While digital storytelling (DST) has been widely recognized for its pedagogical potential in language education, the extent to which DST fosters learners’ willingness to communicate (WTC) in English as a Foreign Language/English as a Second Language contexts remains underexplored. This systematic literature review seeks to examine how DST contributes to the development of WTC by synthesizing current empirical evidence and identifying the underlying pedagogical mechanisms through which DST exerts its influence.

Materials/methods. To address this gap, the present study conducts a systematic literature review following PRISMA guidelines to synthesize empirical evidence on how DST facilitates WTC. A total of 20 peer-reviewed empirical studies published between 2020 and 2024 were retrieved from Scopus and Web of Science and analyzed using thematic analysis.

Results. Five pedagogical domains of DST emerged: identity-centered expression, cognitive engagement, emotional facilitation, collaborative design, and multimodal mediation. These domains contribute to different layers of WTC by reducing affective barriers, enhancing self-perceived competence, and fostering social connectedness and situational confidence. This review provides a conceptual map that bridges task-based instruction and affective-cognitive engagement, positioning DST as a holistic learning ecology rather than a mere storytelling technique.

Background/Purpose: This study investigates the pedagogical potential of AI-generated images to enhance student engagement and critical analysis in world literature curricula. Grounded in Reader-Response Theory, it explores how algorithmic visuals impact student interpretation, addressing a gap in understanding technology's role in fostering aesthetic literacy.

Materials/Methods: A mixed-method approach was employed in an undergraduate literature course using surveys (N=30) and educator interviews. Students engaged in short stories (e.g., Kafka, Hemingway) accompanied by AI-generated images (Midjourney v5.2). Questionnaires measured emotional/intellectual engagement, and open-ended responses captured interpretive reasoning. Data were analyzed via ANOVA and thematic coding (NVivo14).

Results: AI images significantly boosted student emotional engagement (+22%, *p*<0.01), effectively hooking reluctant readers. However, interpretive diversity decreased (3 vs. 9 thematic variants in control groups), potentially narrowing critical thinking. Disparities emerged: women engaged more with symbolic visuals (77.4% emotional connection), while men preferred literal depictions (69.8% analytical focus). AI's cultural biases were identified as a teachable moment for digital literacy by 28% of participants.

Background/Purpose. This study investigates the impacts and challenges of Decree No. 86/2018/ND-CP on foreign cooperation and investment in Vietnam’s higher education, aiming to enhance internationalization while addressing local educational needs.
Materials/Methods. The analysis draws on empirical data from the Ministry of Education and Training (MOET), scholarly literature, and hypothetical stakeholder interviews, including 50 university administrators, 30 rural educators, and 10 MOET staff. The study evaluates the decree’s effects on foreign direct investment (FDI), enrollment trends, curriculum localization, and regulatory oversight.
Results. Decree No. 86 has significantly increased FDI in education, with USD 78.9 million invested in 2019, including USD 5.28 million in higher education, reflecting a 58% rise from previous years. It has standardized the education market and reduced brain drain by promoting international-standard programs domestically. However, enrollment rates remain stagnant at 28% since 2010, with only 15% of rural students accessing international programs due to high costs (USD 5,000–10,000 annually) and urban-centric program locations. Curriculum localization challenges persist, with Western-designed programs often misaligned with Vietnam’s socioeconomic needs (r=0.3 correlation between FDI and enrollment growth). Regulatory oversight is limited by insufficient staffing and digital infrastructure, with only 200 inspectors for over 100 institutions.

Background/purpose. This study aimed to investigate the degree to which social studies teachers in Jordan possess digital teaching skills and to examine whether there are statistically significant differences based on professional experience. The study highlights the increasing importance of digital competencies in education, particularly in the aftermath of COVID-19, where digital integration has become a necessity.

Materials/methods. A descriptive research methodology was employed. Data were collected using a 30-item questionnaire administered to a randomly selected sample of 100 male and female social studies teachers across Jordan. The validity and reliability of the instrument were confirmed through pilot testing, Cronbach’s Alpha, and Pearson correlation analyses. Descriptive statistics (means and standard deviations) and inferential statistics (t-tests and ANOVA) were applied to analyze the data and test the research hypotheses.

Results. The findings revealed that the overall level of digital teaching skills among participants was moderate. In addition, the results indicated that there were no statistically significant differences at the significance level of (α = 0.05) in teachers’ digital teaching skills attributable to the variable of professional experience.

Background/purpose. This study aims to explore the research trends, influential contributors, and thematic developments in PBL within the context of school-level mathematics education over the period 2015–2024.

Materials/methods. A bibliometric analysis was conducted on 430 documents indexed in the Scopus database. The analysis employed R-Biblioshiny and VOSviewer tools to examine publication patterns, author and institutional contributions, keyword co-occurrence, and thematic clustering.

Results. The findings reveal a significant increase in PBL-related publications over the past decade. Indonesia, particularly Universitas Negeri Semarang and Universitas Pendidikan Indonesia, emerged as leading contributors. Capraro M.M., Arnawa I.M., and Capraro R.M. were identified as the most prolific authors, while Han and Laforce had the highest citation impact. The Journal of Physics: Conference Series and AIP Conference Proceedings were the most frequently cited publication outlets. Three major themes were identified: the development of critical thinking skills, the integration of PBL with STEM education, and the incorporation of educational technologies.

Background/purpose. Emotion regulation (ER) is a crucial psychological process that enables individuals to manage and respond effectively to emotional experiences. Among university students, difficulties in ER are often linked to increased vulnerability to psychological distress. This study aimed to investigate gender differences in ER and to assess the effectiveness of a dialectical behavior therapy (DBT) intervention in enhancing ER among university students.

Materials/methods. A validated Arabic version of an established Emotion Regulation Questionnaire (ERQ) (developed by Gross & John, 2003) was employed, alongside the development and application of a DBT-based program. The study employed both a descriptive and quasi-experimental design, featuring a control group and an experimental group. Participants of an experimental sample were selected from a population of 515 students (252 males and 263 females) at King Khalid University.

Results. The study found no notable gender differences in emotion regulation. However, students who participated in the DBT-based intervention demonstrated significant improvements in their emotion regulation skills.

Background/purpose. Students' social relationships have a significant impact on their academic performance. This study aimed to examine the predictive impact of teacher-student, student-student relationships, and parental involvement on student academic performance.

Materials/methods. This study was conducted with 309 students, using the academic performance, relationships with teachers, perceptions of class relationships, and parental involvement scales as the data collection tools, employing multiple regression analysis.

Results. Results showed that good relationships with teachers, peers, and parental involvement positively predicted students' academic performance. Among them, relationships with peers had the most significant influence (β=0.268, p<0.01). Results also showed that having intimate friends in class, good relationships with parents, and participating in extracurricular activities have positive impacts on students' academic performance.

Conclusion. The findings suggested recommendations for educational policies.

Background/purpose. This research aims to identify the relationship between digital intelligence and video game addiction among Middle school students, to identify gender differences in digital intelligence, and to reveal the digital intelligence skills that contribute most to predicting video game addiction.

Materials/methods. The sample comprised 300 male and female students from the ninth and tenth grades of secondary school in public schools in the State of Kuwait, aged between 14 and 15 years. A qualitative descriptive correlational approach was used, and the Digital Intelligence and Video Game Addiction Scale was administered to them. Some statistical analyses were conducted, such as Pearson's correlation coefficient, Cronbach's alpha coefficient, the T-test to identify the significance of differences between groups, and multiple regression analysis.

Results. The findings of this study showed a statistically significant negative correlation between students' scores on the digital intelligence scale and their scores on the video game addiction scale. It also showed statistically significant differences between males and females in some digital intelligence tasks, namely, management Screen time, cyberbullying management, critical thinking, digital footprint, and total score were significantly higher in males. Significant differences were also found in other digital intelligence tasks (digital emotional intelligence and privacy management) in females' favor. The study results also revealed that the combined effect of digital footprint, digital.

Background/purpose. Mathematics teachers' conception of creativity needs to be considered because they are key to successfully enhancing student creativity in learning. This study aims to (1) determine the definition of creativity according to teachers; (2) determine the characteristics of creative students; (3) determine whether student creativity can be enhanced through mathematics learning; (4) determine the factors that influence student creativity; and (5) determine the learning characteristics that can enhance student creativity.

Materials/methods. This study uses a qualitative research approach with a phenomenological research design that aims to reveal mathematics teachers' conceptions of creativity in mathematics learning. Seven teachers from various levels of education in Indonesia were given questionnaires and interviewed to explore their views regarding the definition of creativity, characteristics of creative students, efforts to enhance creativity through mathematics learning, factors that influence it, and learning characteristics that support creativity, with data analyzed using a content analysis approach.

Results. Teachers believe that creativity is the ability to generate new ideas and different solutions in solving problems. Teachers identified the characteristics of creative students, including curiosity, flexibility of thinking, imagination, and independence. All teachers agreed that creativity can be enhanced through mathematics learning. Student-centered learning and providing space for exploration are said to be effective in fostering student creativity.

Conclusion. This study concludes that teachers realize the importance of creativity in mathematics learning and have conceptual understanding and practices that support its development, although not yet fully systematic.

Background/purpose. Interactions encompass various aspects that support group members during collaboration; therefore, maintaining and fostering interactions in collaborative research teams (CRTs) as communities of practice (CoPs) in terms of shared knowledge, collective goals, and participation is crucial. The purpose of this study is to explore the interactions of English studies majors in CRTs perceived as CoPs.

Materials/methods. This study employed the phenomenological design, which relied on semi-structured interviews for data collection. The participants of this study consisted of 13 English major students from universities in EFL countries who had either participated in or were currently involved in CRTs for purposes such as graduation theses, publishing research articles, or university-level research projects.

Results. The findings from the thematic analysis assist in deliberating proposed interactions related to shared knowledge, collective goals, and participation during the collaborative processes in research groups. Regarding those critical indicators, the interactions are divided into three categories, each accompanied by specific interactions within its respective category. Most of the findings are correlated with theoretical frameworks and related studies. Additionally, several emergent findings are absent in three of the categories.

Background/purpose. The Automobile Parts Manufacturing Industry (APMI) is currently facing rapid changes due to continuous technological innovations. These shifts are reshaping the skills required for future workforce participation in the sector. Consequently, it is essential to prepare students with future-oriented competencies that align with the demands of industry. This study aims to identify the key future skills needed in the APMI and to develop an Outcome-Based Education Module (OBEM) that incorporates blended learning methodologies. The research further investigates the effectiveness of the OBEM in enhancing students' future skills.

Materials/methods.  This research was conducted in three phases as follows: 1) an investigation into the expected future skills required in the APMI; 2) the development of an OBEM; and 3) an evaluation of the effectiveness of the OBEM in enhancing future skills.

Results.  The research findings revealed that future skills required in the APMI can be categorized into two main groups: Professional Skills and Soft Skills. Based on these identified skill demands, five modules were developed within the OBEM, specifically tailored for the APMI context. Students who participated in the learning process through the OBEM, which integrated OBEM with blended learning approaches, demonstrated statistically significant improvements in future skills required for the APMI.

Background. Soft skills are increasingly recognized as essential for student development in the 21st century. This study examined the extent to which these skills are integrated into the revised Arabic language textbooks for fourth-grade students in Jordan.

Methods. A descriptive analytical approach was employed using a content analysis checklist developed by the researchers. The checklist was based on a framework of eight core soft skills and their corresponding 60 sub-skills. The analysis focused on Arabic language textbooks officially introduced in the 2023/2024 academic year.

Results. The findings revealed that while all targeted soft skills were present to some degree, their inclusion was generally limited and uneven. Skills such as communication, digital literacy, and critical thinking were more prominently featured, whereas others, like decision-making and problem-solving, appeared less frequently and were often addressed superficially.

Background/purpose. The purpose of this study is to explore how ecological complexities shape feedback processes and to propose a feedback literacy model that advances both theoretical understanding and practical improvement.

Materials/methods. The study employed a mixed exploratory approach. A structured online survey was distributed to 110 higher education professionals at an accredited university in the United Arab Emirates (UAE), yielding 30 responses from faculty, deans, and quality assurance staff. The survey contained nine prompts derived from the international literature on assessment and feedback, covering pedagogical value, delivery challenges, and feedback literacy. Descriptive statistics were used to report levels of agreement or disagreement. To avoid reductionist interpretations, Complexity Theory was applied as the analytical lens to interpret results and develop a systemic feedback literacy model.

Results. Findings show strong agreement among participants on the pedagogical value of feedback in motivating students, identifying learning gaps, and shaping affective responses. However, respondents also highlighted persistent challenges, including heavy workloads, institutional constraints, and limited professional training in feedback literacy. The analysis revealed alignment between UAE-based professionals and international studies, underscoring both the universality of these challenges and the importance of contextual differences. These findings support the argument that feedback challenges extend beyond individual teachers or students and are rooted in broader institutional and systemic dynamics.

Background/purpose. Neurodiversity, including ASD, ADHD, and dyslexia, has a powerful impact on the learning processes and interaction with education. As fairness issues are growing in technology-enhanced learning (TEL), it is high time to trace research trends and critical contributors, as well as release new themes in this area. This paper examines the current scholarship on neurodiversity and education in the world over the period of 2010 to 2025 to illuminate intellectual frameworks and new trends.

Materials/methods. The bibliometric analysis concerned 336 articles obtained from Scopus. VOSviewer was used to map co-authorship, co-citation, and keyword co-occurrence. Analyses focused on academic production, country leadership, institutions, and thematic areas informing the world of research.

Results. The results indicate a gradual increase in publications over the last decade, with significant contributions from the United States, United Kingdom, and Italy. Harvard University and Vanderbilt University became the top institutions. Three key research clusters were found: (1) Cognitive and Psychological Studies, which centered on the idea of executive functioning and learning difficulties in neurodiverse students; (2) Educational Technology and Learning Strategies, which centered on the concept of adaptive systems and approaches to dealing with the neurodiversity issue; and (3) Assistive Technology and Artificial Intelligence, which revolved around the idea of AI and virtual reality in supporting the neurodiversity issue. Despite advances, obstacles persist in terms of access and socio-economic disparities.

Background/purpose. Education continues to evolve along with technological advances, and one of the biggest changes is the application of artificial intelligence (AI) in the learning process. The main problem in this study is the lack of in-depth understanding of the factors that influence the effectiveness of using AI in self-paced learning models. The purpose of this study is to identify key factors that influence the success of AI-based self-paced learning and contribute to the development of more adaptive technology-based education policies.

Materials/methods. This study uses a Systematic Literature Review (SLR) approach with the PRISMA method. SLR to collect and analyze related literature from various academic databases.

Results. The results of the study indicate that factors such as technology and infrastructure that support flexible learning, AI's ability to detect and overcome learning challenges, and personalization of learning that suits students' needs, play a significant role in increasing learning effectiveness.

Background/purpose. This study aims to identify key features of EFL teachers' burnout, assess their mental health challenges, and pinpoint gender differences in coping with burnout.

Materials/methods. The study followed a mixed-methods approach. As such, 104 EFL teachers responded to the survey questionnaire. Only thirty teachers agreed to be interviewed. To achieve the study's aims, the Maslach and Leiter Burnout Inventory (MBI) was employed.

Results. The study reported that low levels of burnout stood out as the most important statistical result. Their mental and physical exhaustion was so great that they could not think straight. Male teachers and high workloads were also factors in the equation; both were correlated with a higher number of mistakes made on tests. It was found that female teachers reported higher levels of burnout.

Background: This study aims to map the research landscape on numeracy literacy in primary education using bibliometric analysis to identify trends, influential works, thematic developments, and collaboration patterns.

Material/Method: Data were retrieved from the Scopus database using a set of defined keywords, limited to English-language journal articles published between 2013 and 2023, resulting in 242 eligible documents. Analysis was performed using VOSviewer and Biblioshiny to conduct performance analysis, co-word analysis, co-citation mapping, and thematic evolution tracking.

Results: The findings show a significant increase in research output over the past decade, with Australia, the United Kingdom, and the United States as the most productive countries, and Indonesia emerging among the top contributors. Thematic analysis revealed dominant clusters related to foundational numeracy and literacy skills and emerging topics such as gamification, AI-assisted personalized learning, and equity-focused interventions. Despite growing global interest, international collaboration remains limited.

Background/purpose.  Education has been heralded as a transformative tool essential for both individual and national development. Despite free education's aim to provide equitable access, significant gaps remain, particularly regarding financial stability, academic support, and living conditions. This study reports on the challenges of free education in South Africa, focusing on its socioeconomic and psychological impacts on students.

Materials/methods. Data was collected using semi-structured interviews from 16 students who were receiving financial aid through the National Student Financial Aid Scheme (NSFAS) or other support mechanisms.

Results. Thematic analysis of the data reveals that free education succeeds in increasing access to higher education, but significant challenges persist. Some of the challenges include difficulties in covering essential expenses, a mismatch between students' interests and their academic programmes, and the prevalence of academic stressors that adversely affect students' well-being.

Background/purpose. The integration of local cultural values in education plays a crucial role in shaping students' character, fostering attitudes of global diversity and religious moderation. This study aims to develop a valid, practical, and effective IPAS learning module based on Tesuling local cultural values to enhance students' global diversity and religious moderation.

Materials/methods. Using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), the module was designed systematically. The effectiveness test involved 105 elementary students in Gugus 4, Selong Subdistrict. The study used two validated and reliable instruments to measure global diversity and religious moderation. Data analysis with  multivariate analysis of variance (MANOVA).

Results. The module was developed by analyzing the curriculum, material, and Tesuling cultural values. The development of the IPAS Module encompasses components such as learning objectives, concept maps, materials, learning reflections, and evaluations. The validation results from five experts showed a very high level of validity, with a Content Validity Ratio (CVR) of 1. The practicality score from teachers and students averages in the practical category. This module is significantly effective in enhancing fourth-grade students' understanding of global diversity and religious moderation. The instruments for global diversity and religious moderation in the experimental class have an N-Gain score from students in the high category.

Conclusion. The IPAS module based on Tesuling local cultural values is valid, practical, and effective to use in the learning process. This module can be a culturally responsive educational tool to support the strengthening of students' character in elementary schools.

Background/purpose. This study explores the extent to which ChatGPT, an AI-powered large language model, can support school counseling services in addressing students’ academic, social, and emotional needs, considering student AI literacy and adoption. It investigates ChatGPT’s role in assisting counselors, delivering personalized guidance, ensuring 24/7 availability, and addressing ethical considerations.

Materials/Methods. For evaluating its effectiveness in school counseling, the study employed ChatGPT for role-play simulations of interactions and analysis of the literature already published on AI in education. Based on studies concerning technology use in education, the scope of the study included five crucial areas: response time, counselor assistance, tailored student support, ethics, and engagement dimensions, AI literacy, and adoption hurdles.

Results. As the study has shown, ChatGPT is capable of providing students tailored recommendations and streamlining office tasks so that the counselors can devote themselves to more complex tasks. Immediate support, especially during times of crisis, is also provided through the AI model’s round-the-clock availability. However, effective use depends on students’ AI literacy, with training needed to improve prompt engineering skills, and adoption requires user-friendly interfaces and awareness campaigns. Limitations include potential biases in AI responses, data privacy risks, and the necessity for human oversight to maintain empathetic, individualized care.

Conclusion. ChatGPT offers significant potential as a supplementary tool in school counseling, enhancing efficiency and accessibility. By addressing student AI literacy and adoption barriers through training and clear communication, its impact can be optimized. However, ethical challenges, including privacy and bias, require careful management. Human counselors remain essential for nuanced, empathetic support. Future research should investigate long-term impacts and establish ethical guidelines for AI integration in educational settings.

Background/purpose. This study explores the current status of teacher workforce management in An Giang province, Vietnam, in the context of national education reform. It focuses on five critical domains: teacher planning, recruitment and deployment, professional development, supervision and evaluation, and incentive policies.

Materials/methods. A quantitative survey was conducted with 360 educational staff across the province. The instrument measured perceptions and practices related to teacher management across the five domains.

Results. Findings indicate strong implementation in teaching supervision (M = 3.84) and professional training (M = 3.79). However, relatively lower scores were recorded for technology training (M = 3.57) and incentive policies (M = 3.55), highlighting gaps in digital skill development and motivation strategies.

Background/purpose. Social Studies education holds a strategic role in fostering social, cultural, and religious values that are contextually aligned with societal challenges. In Semarang City, vulnerable communities face a dual threat of recurrent flooding and socio-economic disparities, which hinder educational processes and sustainable livelihoods. This study aims to examine how the values of religious moderation can be integrated into Social Studies learning to enhance disaster literacy while simultaneously promoting community-based sustainable economic development.

Materials/methods. This study adopts a qualitative approach using a phenomenological design based on Creswell’s framework. Data were gathered through in-depth interviews, direct observation, and document analysis focusing on flood-affected vulnerable communities in Semarang City. Thematic analysis was employed to interpret the underlying meanings and connections between religious moderation practices and community responses to disasters, as well as the dynamics of local economic development.

Results. The findings reveal that the values of religious moderation, namely tolerance, solidarity, and interfaith collaboration, serve as an effective foundation for Social Studies education in fostering social awareness, strengthening community cohesion, and enhancing disaster preparedness. The integration of these values into Social Studies learning further contributes to the development of more inclusive and sustainable community-based economic networks.

Background/purpose. Statistics courses represent a fundamental component in social sciences programs; however, many students encounter challenges in mastering statistical concepts due to anxiety, negative attitudes, and low self-efficacy. Understanding the prevalence of these factors is crucial for improving learning outcomes. This study aimed to examine the prevalence of statistical anxiety, attitudes toward statistics, and statistical self-efficacy among social sciences students. It further explored variations in these variables based on gender, academic year, and academic achievement.

 Materials/methods. The study was conducted among 394 undergraduate students enrolled in statistics courses at United Arab Emirates University. Participants completed three validated instruments: the Statistics Anxiety Scale (SAS), the Attitudes Toward Statistics Scale (ATS), and the Current Statistics Self-Efficacy Scale (CSSE). Descriptive statistics, ANOVA, and post-hoc analyses were employed to analyze the data.

Results. Findings revealed that while overall statistical anxiety levels were below the theoretical average, approximately 25% of students experienced above-average anxiety. No significant gender differences were found. Anxiety levels varied significantly by academic year and achievement level, with third-year students and those with mid-range GPAs reporting higher anxiety. Attitudes toward statistics were generally neutral, with only 8% exhibiting highly positive attitudes. Self-efficacy was moderate overall but significantly higher among fourth-year students and those with high GPAs.

Background/purpose. Education in the 21st century requires the cultivation of students' competencies in critical thinking, creativity, communication, and collaboration. Despite Indonesia's rich cultural heritage, the country faces challenges in adapting to modern changes, with ancestral traditions still significantly influencing daily life, even in the midst of technological advancements. This study aims to integrate the cultural values of Tudang Sipulung into the Flipped Classroom approach to improve conceptual understanding and problem-solving skills in science subjects at the Madrasah Aliyah level.

Materials/methods. This study falls under the category of research and development, which aims to design and develop a valid, practical, and effective Tudang Sipulung-based Flipped Classroom learning model for science lessons at Madrasah Aliyah Negeri. To ensure a systematic and structured development process, this study uses the ADDIE development model.

Results. The validation results show the model's high validity, practicality, and effectiveness. Testing with the experimental group revealed significant improvements in conceptual understanding and problem-solving skills compared to the conventional Flipped Classroom. Additionally, integrating local culture enhanced social interaction and motivation. Challenges, such as limited time for deliberation and adapting to new methods, were resolved through teacher training and curriculum adjustments.

Background/purpose. Artificial Intelligence (AI) is increasingly shaping assessment practices in higher education, promising faster feedback and reduced instructor workload while also raising concerns about fairness and transparency. This study examines how AI technologies are transforming assessment processes and the experiences of stakeholders.

Materials/methods. We conducted a mixed-methods study across five universities. A total of 300 undergraduate students and 100 instructors completed parallel surveys (totaling 30 items each) about their use of and perceptions toward AI tools. We also interviewed 15 faculty and conducted four student focus groups to explore experiences with AI-based assessment. Quantitative data were analyzed using descriptive statistics and independent t-tests, while interview transcripts were analyzed thematically.

Results. The majority of participants reported efficiency gains from AI. For example, 73% of students received faster feedback when AI was used, and instructors reported an average 40% reduction in grading time. However, 52% of students did not fully understand how AI-derived scores were calculated. Qualitative themes included improved formative feedback, broad assessment redesign by instructors, and concerns about algorithmic bias and equity for low-resource students.

Background/purpose. This study aimed to know the degree of scientific research contribution in achieving sustainable development from the faculty members' perspectives in Jordanian universities. The study sample consisted of 458 faculty members from Jordanian universities who were selected using the convenience sampling method.

Material/Method. The descriptive analytical approach was employed in the research due to its relevance to the objectives of the current study. To achieve the study objectives, a survey was developed consisting in its final form of 31 items.

Results. The findings revealed that faculty members perceived the contribution of scientific research to sustainable development as moderate. Additionally, the results indicated no statistically significant differences in respondents' assessments based on gender or faculty.

Background/purpose. Within the framework of adaptive education, teachers are expected not only to possess strong subject matter expertise but also to adapt instructional strategies to address the diverse needs of learners, including students with special educational needs. In this regard, the pedagogical competence of inclusive teachers emerges as a pivotal factor in fostering a responsive and equitable learning environment. This study seeks to investigate the extent to which inclusive teachers’ pedagogical competence affects the implementation of adaptive education in public primary schools in Semarang.

Materials/methods. A qualitative methodology with a case study design was adopted in this research. Data collection involved in-depth interviews with inclusive teachers, classroom observations, and the examination of relevant documents. To ensure the credibility and validity of the findings, triangulation techniques were employed.

Results. The study reveals that the pedagogical competence of inclusive teachers is instrumental in tailoring instructional design to student characteristics, formulating flexible evaluation strategies, and cultivating an inclusive classroom environment. Teachers who recognize and respond to individual student differences tend to adopt more personalized and adaptive pedagogical approaches. However, several challenges remain, notably the lack of ongoing professional training and inadequate support from school administrations.

Background/purpose. This investigation centres on the effectiveness of the Buddy Reading approach in promoting vocabulary progression among fifth-grade EFL students in Jordan. Recognizing vocabulary as fundamental to linguistic aptitude, the research addresses the ongoing challenge instructors face in selecting fruitful instructional tactics. Guided by Vygotsky’s Social Constructivism theory, the examination explores how collaborative, peer-encouraged discovering environments backtrack vocabulary procurement.

Materials/methods. A quasi-trial design was utilized, involving 40 male pupils split into an experimental group (Buddy Reading) and a management group (standard teaching). Pre- and post-tests grounded on Nation’s Vocabulary Information Framework were directed to assess four vocabulary measurements: No Recognition, Basic Awareness, Conceptual Understanding, and Progressive Implementation.

Results. The outcomes uncovered statistically significant improvements in the experimental group across all vocabulary measurements, with the most noteworthy advancements in Conceptual Understanding and Progressive Implementation.

Background/purpose. Scientific literacy plays a crucial role in fostering inquiry and scientific understanding. This article examines the integration of scientific literacy in elementary school science textbooks through an inquiry-based pedagogical approach, employing a semiotic perspective. This study aims to assess the implementation of science literacy-based learning through the presentation of fourth-grade elementary science textbooks that are widely used in current education.

Materials/methods. This study used a qualitative descriptive method with a descriptive design. The data source was a fourth-grade science textbook by Amalia Fitri. Data collection techniques included documentation, reading analysis, and citation techniques. Data analysis involved breaking down information by identifying patterns, categories, and fundamental units of description.

Results.  This study shows: (1) the content of science knowledge as a body of knowledge only appears at the beginning of each chapter as an introduction to learning objectives; (2) the content of investigation has the highest percentage, marked by students being given broader opportunities to be actively involved in learning; (3) the content of science as a way of thinking describes how a scientist experiments, presents the historical development of an idea, emphasizes the empirical and objective nature of science, and describes human imagination and creativity; and (4) the content about the interaction between science, technology, and society includes statements that discuss social issues.

Conclusion. The textbook analysis indicates that the aspects of science as a way of investigating and science as a way of thinking are more dominant compared to the other aspects.

Background/purpose. Higher education necessitates learner autonomy and active participation for deep engagement in learning. However, significant challenges limited classroom involvement and low student learning autonomy. Infrequent peer discussion further hinders knowledge retention and conceptual mastery. Many lecturers dominate learning in class; these issues constrain independent learning and participation in learning development. This study, therefore, investigates peer lesson strategies to enhance student learning independence and activity.

Materials/methods. The study used Classroom Action Research (CAR), involving 67 active students, and comprised two cycles. Each cycle followed the four standard CAR stages: planning, implementation, observation, and reflection. The initial cycle employed a traditional lecture-based teaching approach, while the second cycle implemented the peer lesson strategy.

Results. In Cycle I, lecture-based instruction, achievement remained below the benchmark, with independent learning indicators 26.87%–41.79% (explorative and creative, responsibility in learning, trying new things, focus on learning material) and active learning 34.33%–41.79% (visual engagement, verbal participation, active listening, note-taking and summarizing). With Cycle II, all indicators increased significantly due to the Peer Lesson Strategy, with independent learning 80.6%–86.57% and active learning 80.6%–88.06%, thus confirming the PLS effectiveness in promoting autonomy and active participation.

Background/purpose. In the context of the Fourth Industrial Revolution, traditional teaching methods are insufficient for cultivating 21st-century competencies. In Vietnamese primary education, teaching Natural and Social Sciences is particularly challenging due to abstract concepts beyond the cognitive development of students aged 9–11. This study aims to develop and evaluate a flipped classroom model integrated with Augmented Reality (AR) to enhance learning effectiveness, motivation, and conceptual understanding in this subject area.

Materials/Methods. This research employed a mixed-methods experimental design with a randomized controlled trial approach. Grounded in social constructivist theory, cognitive multimedia learning, and the TPACK framework, the study designed a three-component model: an interactive digital content system, a multilayered AR-integrated flipped teaching process, and an adaptive assessment system. A 16-week randomized controlled trial was conducted in 9 primary schools across Vietnam with 453 students in grades 4–5. Quantitative data were collected through standardized assessment tools, engagement scales, and performance measures, while qualitative data were gathered through semi-structured interviews with students, teachers, and parents.

Results. The experimental group demonstrated a 23.6% improvement in academic performance (Cohen’s d = 1.37), a 41.5% increase in learning interest, and a 35.2% enhancement in abstract concept comprehension compared to traditional methods. Gains were most notable in higher-order thinking skills and spatial-temporal topics (e.g., Earth-Moon movement).

Background/purpose. This study investigated the perception of social studies students on substance abuse in North-West Nigeria, focusing specifically on cannabis and sedative drug abuse.

Materials/methods. The research employed a descriptive survey method with a sample of 400 undergraduate Social Studies students from Northwestern campuses, selected through purposive and proportionate sampling techniques. Two research questions and hypotheses guided the study, utilizing a validated questionnaire (APUSOSAS) with a reliability index of 0.89. The findings revealed that students demonstrated high awareness of cannabis-related risks, particularly recognizing its severe mental health implications and rapid onset effects. Regarding sedative drug abuse, students showed significant concern, emphasizing the need for accessible support services and counseling.

Results.  Statistical analysis using t-tests rejected both null hypotheses, indicating significant differences in students' attitudes towards cannabis (t=162.26, p<0.000) and perceptions of sedative drug abuse (t=127.91, p<0.011). The study identified peer pressure and lack of sensitization as key factors encouraging substance abuse among students. Based on these findings, the research recommends intensifying educational efforts about mental health risks associated with cannabis use and implementing stricter institutional policies to limit drug availability. The study also advocates for comprehensive curriculum reforms that incorporate detailed modules on substance abuse prevention and expand support services for affected students.

Background/Purpose. The research study investigated speech and language disorders in primary school students in Jordan, where the connections with anxiety, social phobia, and parental acceptance or rejection are regarded through the lens of parents.

Materials/Methods. The research design adopted was a descriptive survey using three questionnaires, which were valid and reliable, and filled in by parents. The participants were 599 students in 23 classrooms of public schools in Marka, Wadi al-Sir, and Madaba chosen through purposive sampling. Correlation, t-tests, and multiple regression analyses were used to analyze the data.

Results. Speech and language problems were more prevalent among older students (9th-10th grades) than among younger students, and gender did not play a significant role. Social phobia and anxiety were positive predictors of speech disorders and parental rejection was a negative predictor. Meaningful intercorrelations were identified between the three study instruments.

Background/purpose. This study aims to improve students’ self-awareness of various study programs. Self-awareness establishes a vital supporting aspect in students’ academic accomplishment, as it allows them to identify their potential and make confident decisions related to mastering course content. This research employed the combination of Case-Based Learning (CBL) with scaffolding strategies as the instructional design. Learning stages fostering the development of self-awareness are essential because of their potential influence on students’ cognitive domains.

Materials/methods. This study adapts a quantitative research design. The instrument used is a Likert-type scale with content related to self-awareness. Data analysis was conducted using both descriptive and inferential statistical techniques, with the Mann-Whitney U test employed to examine differences in students’ self-awareness increase across study program groups. Students from the Mathematics and Biology Education study programs, located in Ciamis Regency, served as the sample for this research.

Results. The results of this study reveal that the improvement in students’ self-awareness in classes using scaffolding within the Case-Based Learning (CBL) model is significantly better than that of those who received conventional instruction in cross-study program groups. Moreover, the proportion of students in the experimental class classified in the high n-gain category exceeds that observed in the control class.

Background/purpose. Unethical research conduct, particularly resource harvesting and neglecting knowledge holders, persists despite global regulations. Whether deliberate or unintentional, this outcome precipitates data exploitation, erosion of trust, and non-compliance among the individuals involved. The current study emphasizes the consciousness of stakeholders to mitigate exploitative vulnerabilities.

Materials/methods. An exploratory qualitative research design was employed for this study. Five stakeholders were strategically involved in conceptualizing the OCAP framework and the Ubuntu philosophical foundation, presenting the concepts as a strategic framework to facilitate ethical community-based participatory research practices. The qualitative data collected through one-on-one interviews, guided by semi-structured questionnaires, were analyzed using a content analysis approach.

Results. The OCAP concept represents a significant advancement in the ethical conduct of research involving grassroots communities, emphasizing ownership, control, access, and possession of any outcomes. This perspective aligns seamlessly with the core principles of Ubuntu, centered on interconnectedness, shared responsibility, respect, and mutual upliftment, as opposed to individualism.

Background/purpose. Study addresses the problem of low scientific and digital literacy among Grade 6 students (Phase C) in the IPAS (Science and Social Studies) subject under the Merdeka Curriculum, particularly in the theme “Our Endangered Earth.” The main purpose of the study is to develop and evaluate the EXARIS learning model (Exploration, Analysis, Reflection, Integration, Sharing) as an innovative solution that enhances both scientific and digital literacy, aligned with 21st-century learning demands and curriculum goals.

Materials/methods. The EXARIS model was developed using a systematic instructional design approach based on the ADDIE framework (Analysis, Design, Development, Implementation, and Evaluation). Validation was conducted through expert review, while practicality was assessed by classroom teachers. The model's effectiveness was measured using a quasi-experimental design with a Paired Samples T-Test dan Anacova One Way.

Results. The expert validation showed a high level of validity (average score = 3.85 on a 4-point scale). Practicality testing indicated that teachers found the model easy to implement (average score = 3.70). Effectiveness testing revealed significant improvements in students’ digital literacy (Mean Difference = 1.79, p < 0.001) and scientific literacy (Mean Difference = 1.65, p < 0.05).

Background/purpose. This study examines the effectiveness of Jordan’s National Program for Remedial Interventions (NPRI) in mathematics, launched in response to the COVID-19 pandemic, by analyzing its implementation mechanisms, remedial content, and impact on student performance from the perspective of mathematics teachers.

Materials/methods. The study utilized both quantitative and qualitative data gathered from a sample of 342 mathematics teachers who were involved in this program. The research team developed and validated an electronic questionnaire for this purpose.

Results. The results indicated a consensus among teachers on the effectiveness of the remedial program design, which involved daily integration of remedial content with official curriculum lessons. This allowed them to continue teaching the official curriculum while addressing students' learning loss on a daily basis to ensure their progress. Furthermore, it highlighted improvements in the performance and engagement levels of below-average students, as reported by the participating teachers.

Background/Purpose. This study investigates the effectiveness of integrating Artificial Intelligence (AI) with Problem-Based Learning (PBL) to enhance high school students’ conflict resolution skills within the context of civic education. The initiative responds to the increasing need for pedagogical models that simultaneously foster ethical reasoning, empathy, and peaceful negotiation in adolescent learners, particularly in complex socio-political environments.

Materials/Methods. Using a quasi-experimental one-group pretest-posttest design, the study was conducted with 90 eleventh-grade students from three urban schools in Yogyakarta, Indonesia. The intervention utilized a custom-built AI platform featuring real-time simulations of social conflicts, an NLP-based chatbot for ethical guidance, and personalized feedback mechanisms. Conflict resolution skills were measured across three core dimensions: empathy, peaceful negotiation, and ethical reasoning.

Results. Statistical analyses showed significant improvements across all assessed indicators (p < 0.001), with very large effect sizes (Cohen’s d > 1.6). Post-test scores not only increased in average value but also displayed more uniform distribution, indicating effectiveness across diverse student profiles. No significant gender-based differences in learning gains were observed, suggesting the model’s inclusivity. Regression analysis revealed that students with lower baseline scores experienced the greatest improvements, underscoring the adaptive strength of the AI-PBL approach.

Background/purpose. This study aims to describe the research performance, competency levels, and information-seeking skills of graduate school writers, and to examine whether these skills significantly correlate with research performance. It also aims to identify which specific aspects of competency and information-seeking skills most strongly influence research performance. Furthermore, this study seeks to explore the experiences of graduate students in writing their theses or dissertations and to recommend support programs that address their identified needs during the writing stage.

Materials/methods. This study utilized a quantitative descriptive–correlational design to explore the relationships among graduate students’ research performance, competency levels, and information-seeking skills, and to determine which factors most influence performance. The participants were 106 graduate students enrolled in Thesis and Dissertation Writing courses at Bulacan State University during the Academic Year 2023–2024.

Results. Graduate school writers generally exhibit strong research performance, with nearly half achieving high ratings and a quarter excelling. While they demonstrate solid information-seeking and literacy skills, such as evaluating sources, using databases, and citing correctly, these abilities do not directly correlate with their research performance. Despite their competence, many face significant challenges throughout the thesis and dissertation writing process.

Background/purpose: Effective supervision is critical for credible educational quality assurance, yet a validated framework for External Quality Assessment Supervisory Units (EQASUs) remains absent in Thailand. This study aimed to develop and validate a competency framework of components and quality indicators to address this gap and enhance EQASU effectiveness.

Materials/methods: The research was conducted in two sequential stages, in which the first stage used 18 experts to analyze the framework's core components and indicators. Second, the model was empirically validated through a survey of 434 external quality assessors (EQAs) in 2023, selected via proportional stratified random sampling. Data were analyzed using Confirmatory Factor Analysis (CFA) to validate the construct and the Mann–Whitney U test to examine performance differences.

Results: The validation process confirmed a framework of four core components: organizational management (OM), personnel performance development (PPD), productivity and results (PAR), and cooperative networks (CN). All components demonstrated strong predictive power on EQASU effectiveness, with PPD emerging as the most crucial (β = 0.94), followed by OM (β = 0.81), CN (β = 0.79), and PAR (β = 0.78). A meta-evaluation of the framework's application confirmed the feasibility of its policy recommendations. Among the evaluation dimensions, utility was highest, followed by feasibility, accuracy, and propriety. Furthermore, high-performing EQASUs showed a significantly closer fit to the validated framework than the general group at the 0.01 level.

Background/purpose. The study responds to persistent ergonomic, spatial, and instructional challenges in technical-vocational education, particularly within TESDA-accredited programs such as Animation NC II, Illustration NC II, Technical Drafting NC II, and Visual Graphic Design NC III. Traditional tools used in these programs are often bulky, expensive, and poorly suited for flexible instructional delivery. This research aimed to develop and evaluate an innovative, cost-efficient, and ergonomically designed instructional table to enhance teaching and learning performance in technical education.

Materials/methods. Using a developmental research design guided by the ADDIE model, the study created the Notable Ergonomic Universal Working Table. The tool was evaluated by 30 purposively selected respondents—TESDA assessors, teachers, trainers, students, and industry practitioners—using structured quantitative instruments aligned with ISO/IEC 25010 quality standards. Data were analyzed using descriptive statistics.

Results. The table received high ratings in functionality (M=3.74), efficiency (M=3.70), usability (M=3.74), and maintainability (M=3.75), with instructional effectiveness rated at M=3.89 and competency alignment at M=3.78. Overall, the tool was rated highly effective (M=3.76) as a multi-functional, portable, and sustainable instructional asset. It significantly addressed limitations found in traditional equipment and supported compliance with TESDA standards.

Background/purpose. Scientific thinking is a critical competency for navigating the complexities of the global era, requiring the application of scientific methods to understand, analyze, and evaluate diverse phenomena and problems. This study examines the effectiveness of Team-Based Project Research (TBPR) in enhancing scientific thinking skills among students of the Social Studies Education program at the State University of Surabaya.

Materials/methods. A quantitative time-series experimental design was employed. Data were collected through questionnaires and analyzed using t-tests and ANOVA to test the hypotheses.

Results. The findings indicate that: (1) TBPR provides a systematic conceptual framework that supports pedagogical objectives through a structured sequence of research phases, ranging from problem identification to data analysis and reflection; (2) the implementation of TBPR significantly enhances students’ scientific thinking skills in higher education; and (3) TBPR functions as an effective instructional model that promotes active knowledge construction, collaborative learning, and the development of higher-order scientific reasoning.

Background/purpose. This study aimed to identify the prevailing parenting styles in the Bekaa region in Lebanon from the parents’ perspective and to examine the relationship between these styles and parents’ educational level, income level, age, and gender.

 Materials/methods. A purposeful sample of 637 parents, representing the target population, was selected. Questionnaires were distributed to the parents via students in grades six and seven and were returned within 5–7 days. A quantitative research approach using a descriptive analytical design was adopted in order to examine the relationship between socio-economic status and parenting styles. Parenting styles were assessed using the Parental Authority Questionnaire (PAQ) and its updated version, the Parenting Styles and Dimensions Questionnaire (PSDQ).

Results. The results indicated that the authoritative parenting style was the most prevalent among parents in the Bekaa region. Spearman correlation analysis revealed no significant correlation between parenting styles and parents' income level or gender. However, a negative correlation was found between fathers' educational level and the authoritative parenting style, mothers' educational level and the neglectful parenting style, mothers' age and both the permissive and authoritarian parenting styles, as well as between fathers' age and the permissive parenting style. Additionally, the findings showed that mothers tended to be more authoritarian than fathers.

Background/purpose. As populations worldwide continue to age, lifelong learning (LLL) is increasingly recognized as essential to promoting active aging, ensuring older adults’ well-being, productivity, and societal engagement. However, despite policy emphasis, global participation rates in LLL among older adults remain low. This study addresses the challenges and trends in lifelong learning for active aging, aiming to explore barriers and identify innovative directions for more inclusive and effective adult education.

Materials/methods. A bibliometric analysis was conducted using Scopus data from 2002 to 2024. A total of 498 publications were analyzed through VOSviewer and Biblioshiny to identify thematic trends, leading countries, key sources, citation metrics, and author contributions. Co-occurrence and co-citation analyses were used to map the conceptual and collaborative structure of the research field.

Results. The field has continued to grow steadily, with notable contributions from countries in Europe and North America. Common research themes include digital access, learning between generations, and psychological factors that influence learning. However, challenges such as low learner motivation, rigid institutional structures, and uneven policy support still exist. New approaches like andragogy and cybergogy are being explored as ways to improve learner engagement and adaptability in digital learning environments.

Background/purpose. The digital transformation of the financial system has reshaped not only the practices of Micro, Small, and Medium Enterprises (MSMEs) but also the educational needs of students preparing for future entrepreneurship. This study aims to analyze the differences in the influence of key factors, Digital Financial Literacy, Entrepreneurial Orientation, and Managerial Attributes, on the Financial Well-Being of MSMEs based on business scale (micro, small, and medium enterprises). The study also considers Perceived Regulatory Support as a moderating variable and Fintech Proficiency as a mediating variable.

Materials/methods. This study employs a quantitative approach involving 295 respondents selected from 1,129 MSMEs fostered by Bank Indonesia across 33 provinces. Data analysis was conducted using the Multi-Group Analysis (MGA) approach to explore structural differences among business scale groups.

Results. The results of the Multi-Group Analysis (MGA) indicate structural differences among MSME groups. In the micro-enterprise group, Digital Financial Literacy emerged as the primary factor directly influencing financial well-being. In the small-enterprise group, Managerial Attributes and Fintech Proficiency were identified as the dominant factors. Meanwhile, in the medium-enterprise group, Financial Well-Being was more strongly influenced by Fintech Proficiency and Entrepreneurial Orientation.

Background/Purpose. The pedagogical thought of Johann Heinrich Pestalozzi (1746–1827) has been recognized as one of the pillars of modern popular pedagogy and the Active School movement. His student-centered approach and emphasis on holistic development have significantly influenced contemporary educational trends. However, his legacy has not been sufficiently valued in current educational debates. This study aims to analyze Pestalozzi’s fundamental contributions to highlight the relevance and enduring validity of his educational proposal.

Materials/Methods. The research was conducted using a qualitative and hermeneutic approach. A preliminary bibliometric analysis of the existing literature on Pestalozzi was conducted using the Web of Science and Scopus databases. The search focused on titles, keywords, and abstracts. In the first stage, 736 articles were identified in Web of Science and 662 in Scopus, whose metadata was analyzed. Additionally, 30,200 bibliographic sources were found in other databases. The software VOSviewer was employed to visualize similarities, identify the core ideas of Pestalozzi’s educational approach, and explore its connection with modern pedagogy.

Results. The study identifies the triad “head, heart, and hands” as the central axis of Pestalozzi’s thought, guiding his proposal for integral education. Key elements such as play, the child's natural activities, and manual work are highlighted as means to foster cognitive and motor skills. These principles remain highly relevant in early stages of learning, especially in areas like drawing and writing.

Background/purpose. This research will examine various factors that contribute to the continuity of the Ares tradition, including the role of traditional institutions, educational institutions, religion, social interaction patterns, and cultural adaptation strategies in responding to changing times by understanding how this tradition functions as a character education formation mechanism and how its values can survive.

Materials/methods. This study utilised a qualitative method with an ethnographic approach involving in-depth observation techniques conducted in Lembar Village, West Lombok, Indonesia. For the interviews, the researcher used 12 samples or informants taken from Lembar Village and documentation. The results of the study indicate that the Ares tradition not only functions as part of traditional rituals, but also as a mechanism in shaping character education in social communities that instil values of togetherness, mutual cooperation, caring, and spiritual awareness in social life.

Results. The participatory process in organizing this tradition strengthens social relations between individuals and shapes the character of a community that is more caring and oriented towards religious values. In addition, the sustainability of the Ares tradition in the midst of modernization shows the adaptation of the community in maintaining a balance between cultural preservation and the times.

Background/purpose. Having a child with an intellectual disability creates significant challenges for parents, including psychological and social burdens. These challenges directly impact the home-school partnership and the child's educational experience. This study investigates the parental stress experienced by caregivers of children with intellectual disabilities (IDs) in Taif, Saudi Arabia, and identifies the best predictors of social support to mitigate this stress. A key aim was to generate findings that could inform school-based support programs and educational policy.

Materials/methods.  This study used a descriptive approach to collect data from 213 parents of children with IDs who completed online questionnaires measuring parental stress (Parental Stress Scale) and social support (Multidimensional Scale of Perceived Social Support).

Results.  The key findings showed that parents encounter many feelings of stress when dealing with children. Also, parents of children with intellectual disabilities encounter an apparent lack of social support from their friends and family. Predictors of social support (family, friends, others) strongly correlate with parental stress; however, the social support of friends and other important people significantly predicted parental stress.

Background/purpose. Higher-Order Thinking Skills (HOTS) development represents a critical challenge in biology higher education. While Project-Based Learning (PjBL) shows promise, empirical evidence remains fragmented across individual studies. This meta-analysis systematically synthesized evidence on PjBL effectiveness in developing HOTS among biology students and explored moderating factors influencing outcomes.

Materials/methods. A comprehensive literature search across five databases following PRISMA guidelines yielded 2,847 records. Rigorous screening identified 42 high-quality experimental studies encompassing 5,247 undergraduate biology students across 18 countries. Meta-analytic procedures included standardized mean differences calculation, heterogeneity assessment, moderator analyses, and publication bias evaluation.

Results. Meta-analytic synthesis revealed a large overall effect size (d = 0.847, 95% CI: 0.692-1.002, p < 0.001) favoring PjBL interventions over traditional instruction methods. Domain-specific analyses demonstrated consistently large effects across cognitive (d = 0.923), psychomotor (d = 0.862), and affective (d = 0.756) dimensions of HOTS development. Moderate heterogeneity (I² = 68.4%) reflected meaningful variation in implementation approaches while maintaining coherence sufficient for pooled estimation. Sensitivity analyses confirmed robustness of findings across different study characteristics, with no evidence of significant publication bias detected through funnel plot analysis and statistical testing.

Background/purpose. Artificial intelligence, namely ChatGPT, has garnered significant interest in language education due to its potential to enhance instruction and learning. Three primary topics are highlighted in this study's analysis of recent research on ChatGPT's use in language instruction:  Reflection on instruction, instructor feedback, and adaptation of reading texts.

Materials/methods. Ten language instructors and twenty students who had been using ChatGPT in language sessions for at least one semester participated in semi-structured interviews. A detailed understanding of ChatGPT's integration into language teaching and learning methods is made possible by the interviews, which captured the breadth and complexity of participants' experiences.

Results. The results showed that feedback facilitated by ChatGPT enhanced student engagement and encouraged better writing abilities. Personalized reading tasks were made easier by AI-driven text adaptation, but questions about accuracy, prejudice, and ethical use surfaced.

Background/purpose. This study explores the implementation of Sustainable Development Goal 4 (SDG 4)—which advocates for inclusive, equitable, and quality education—among high school students, with a specific focus on the interconnection between quality learning, learning environments, content, processes, and outcomes. Drawing on Vygotsky’s Sociocultural Theory, the research emphasizes that meaningful and sustainable learning depends on the dynamic interaction of well-structured content, inclusive pedagogy, and supportive classroom environments.

Materials/methods. A quantitative cross-sectional design was used, involving 2,425 high school students in West Purwokerto, Indonesia. Using a Structural Equation Modeling (SEM-AMOS) approach, the study measured relationships among key quality indicators: content relevance, instructional performance, student engagement, and outcome effectiveness.

Results. The results revealed strong correlations between quality processes and learning environments, as well as between learning environments and learning outcomes. However, weaker associations were found between content and process integration. The findings suggest that the realization of SDG 4 requires a holistic approach, integrating curriculum reform, teacher training, inclusive practices, and infrastructure improvement. By highlighting the interconnectedness of these educational dimensions, the study contributes valuable insights for policymakers, educators, and school leaders aiming to transform secondary education in support of sustainable development.

Background/purpose. Academic procrastination, prevalent among university students, impacts performance and well-being, yet its dynamics in Arab contexts remain underexplored. This study addresses the research gap by examining the direct and indirect effects of academic psychological capital (PsyCap; self-efficacy, resilience, optimism, hope) on active and passive procrastination, mediated by self-regulated learning (SRL), among Arab university students. The purpose was to develop a causal model to inform interventions in Jordanian higher education settings.

Materials/Methods. A quantitative correlational design was employed, surveying 1,326 students (541 males, 785 females) from Yarmouk University, Jordan, in the 2024/2025 academic year. Validated scales measured PsyCap, SRL, and active/passive procrastination. Path analysis within Structural Equation Modeling (SEM) via AMOS software tested direct and indirect effects, with model fit assessed using Chi-square, CFI, TLI, and RMSEA.

Results. PsyCap dimensions significantly influenced procrastination: self-efficacy (β = 0.233), resilience (β = 0.119), and hope (β = 0.067) positively affected active procrastination, while hope (β = -0.306) and optimism (β = -0.135) reduced passive procrastination (p < 0.05). All PsyCap dimensions enhanced SRL (β = 0.115–0.200, p < 0.05). SRL positively impacted active procrastination (β = 0.259) and negatively affected passive procrastination (β = -0.200, p < 0.001). SRL mediated PsyCap-procrastination relationships, with partial (β = 0.049–0.062) and full (β = 0.038–0.043) mediation effects (p < 0.05).

Conclusion. The validated causal model confirms PsyCap’s direct and indirect effects on procrastination via SRL, offering novel insights for interventions to enhance adaptive behaviors and reduce maladaptive procrastination in Arab universities.

Background. English-medium instruction (EMI) programs in Vietnamese higher education have expanded rapidly, creating urgent needs for collaboration between content and language lecturers to ensure quality instruction. Understanding content lecturers’ views on the collaboration between content and language lecturers, one of the factors influencing on the successful of such collaboration, remains underexplored. This study investigates EMI lecturers' beliefs about content-language teacher collaboration and facilitating factors in Vietnamese medical university settings.

Methods. The study employed the explanatory sequential mixed methods design. Data were collected from 76 Vietnamese EMI lecturers through questionnaires and interviews with three content lecturers. Quantitative data were analyzed using SPSS 26.0, while qualitative data underwent thematic analysis.

Results. EMI lecturers strongly believe in the benefits of teacher collaboration. However, they also identify many obstacles hindering implementation and highlight institutional support. The preferred teacher collaboration form, according to EMI lecturers’ beliefs, is characterized by flexibility in scheduling, mutual support for personal development, and constructive feedback exchange while maintaining individual autonomy and final decision-making authority.

Background/purpose. The difficulty faced by students with disabilities in obtaining employment after completing school is a global concern. In Malaysia, the government has implemented the Malaysia Skills Certificate (MSC) as a means of equipping student with disabilities with practical and vocational skills while still in school. However, little is known about the employment outcomes of students with disabilities who completed this program. Therefore, this study explores the post-school pathways of students with disabilities who have completed the MSC program in Malaysia.

Materials/methods. This qualitative case study explored the experiences of eight students with disabilities who had completed the MSC program. Participants were purposefully selected by ensuring that they were no longer in school and either currently employed or unemployed. Data were collected through semi-structured interviews and were analyzed thematically using the Atlas.ti 8 software.

Results. Four key themes emerged: (1) Employment Pathways and Vocational Readiness, (2) Workplace Challenges and Support Needs, (3) Aspirations for Independence and Contribution, and (4) Social and Environmental Influences on Career Engagement. However, this research also highlights that students with disabilities face barriers such as communication difficulties, inadequate support, and workplace exploitation. Their successful transition depends on emotional resilience, strong family backing, and sustained post-school support.

Background/purpose. Adapting sustainability practices has become imperative in all fields of life, including the education sector. Therefore, various strategies have been developed and promoted to encourage different institutions to incorporate sustainability policies, enabling them to transform effectively. This approach is considered effective in ensuring the economic stability of various developing countries, such as Malaysia. Malaysian universities face unique opportunities and barriers in this context as developing nation institutions strive for global sustainability standards.

Materials/methods.  This review aims to systematically appraise and synthesize literature on sustainability in Malaysian higher education within the period 2013-2023. The scoping methodology filters 31 articles analysing themes including campus greening practices, sustainability measurement frameworks, institutional governance, stakeholder perspectives, education programs, and financial motivators and barriers. The effects of COVID-19 on sustainable practices, the dynamics between public and private universities, and the difficulties in adopting and implementing sustainability are some of the other important topics covered.

Results. Findings identify multifaceted problems and publication platform fragmentation. While higher education institutions actively embrace sustainability for branding in the face of commercialization constraints, public universities display nationally aligned waste and energy programmes. During COVID-19, the digital gap was made worse by the inclusion of resilience planning in the curriculum.

Background/Purpose. Green chemistry is a branch of science that aims to design chemical products and processes that reduce or eliminate the use and generation of hazardous substances, thereby protecting the environment and human health. This research aims to analyze the results of green chemistry through laboratory practical work (LPW) using bibliometrics, in order to understand its evolution, pedagogical approach, and relevance in the educational context.

Materials/methods. A systematic review of scientific articles indexed in the Scopus database between 2015 and 2025 was conducted, using the PRISMA protocol as the methodological guide. A total of 33 articles were selected and analyzed based on three dimensions: author, journal, and contribution.

Results. The results reveal a high concentration of scientific production in Brazil, as well as the strengthening of educational approaches that incorporate the principles of green chemistry through laboratory practical work. Among the most significant contributions are sustainable practices, including microscale synthesis, the use of eco-friendly solvents, and the design of biodegradable materials.

Background/purpose. This study investigates the impact of emoji feedback on students' assessments and learning outcomes. Aims include emotions in feedback systems to assess the effects of feedback, learning outcomes, and general performance, among other educational outcomes.

Materials/methods. This study employed a mixed-methods approach, combining a systematic literature review with Python and a conceptual framework design. This study is aligned with constructivist learning theory, cognitive load theory, and dual coding theory.  Using a random sampling approach, the researchers collected data from 380 respondents at global universities. The author designed self-administered surveys using Google Forms, which were distributed via WhatsApp, social media, and email to collect data. PLS-SEM was used to investigate the validity and reliability of the data.

Results. This study revealed that expressive emoji feedback can make comments more interesting, emotionally meaningful, and understandable. This study presents a new feedback method that aligns with current digital communication trends to create a more stimulating, motivating, and productive learning environment, thereby advancing educational technology. The findings will provide legislators and educators with fresh information to adopt innovative feedback strategies that improve their pupils' learning experiences and outcomes.

Background/purpose. The wake of the recent global crisis calls for the immediate need for Financial Education (FE). Its introduction and implementation in schools are key to preparing students for a successful and independent life by mastering their financial competencies. Therefore, this research will explore several models to determine one that is both practical and preferable for application in schools.

Materials/methods. A combination of qualitative and quantitative methods was applied. A survey was conducted by participants from a total of four schools, which were located in both urban and rural areas, comprising three public schools and one private school. Of those participants, 690 were students, 78 were teachers, and 107 were parents. Another part of the data was collected through individual, semi-structured interviews with four school principals and twenty teachers.

Results. The key findings indicate that there are no special models, and the most useful and preferred model for implementing financial education is considered a stand-alone subject.

Background/purpose. This study addresses the limited integration of digital learning applications in science education assessment in Jordan, where technological adoption in schools faces infrastructural and skill-related challenges. The main purpose was to investigate the extent to which science teachers in Mafraq Directorate of Education use digital applications for assessing student learning, identify influencing factors (gender, experience, qualification, rank), and explore barriers to effective integration.

Materials/Methods. A descriptive survey design was employed, collecting data from 125 science teachers in Mafraq, Jordan, using a 23-item questionnaire. Means, standard deviations, and a four-way ANOVA were calculated to analyze the extent of digital application use and differences based on gender, years of experience, academic qualification, and professional rank. Barriers were assessed through ranked mean scores.

Results. The study found a moderate level of digital application use in science assessment. Teachers with postgraduate qualifications and higher professional ranks demonstrated significantly greater use of these tools, while no notable differences were observed based on gender or years of experience. Key barriers included a shortage of devices, unreliable internet connectivity, and limited access to specialized digital tools, with several barriers rated as high and others as moderate.

Background/purpose. This study investigates Syrian refugee students' post-traumatic growth (PTG) at Jadara University using emotional and metacognitive processes. Traumatic events like relocation and violence can lead to positive psychological transformations. This study examines the impact of emotional management and metacognition on PTG in these students, using various psychological measures.

Materials/methods. We collected the unique experiences of Syrian refugee students using standardized questionnaires and assessments, as well as qualitative interviews. The sample includes traumatized youngsters from displacement, loss, and school adjustment. Emotional awareness, regulation, and metacognitive reflection increase PTG, according to research. The study also links emotional and metacognitive strategies to personal strength, life happiness, and interpersonal relationships.

Results. These findings demonstrate that Syrian refugee EFL students require emotional and metacognitive skills to succeed. These findings may help adapt PTG therapies for refugee students' mental health in higher education.

Background/Purpose. While Neo-Confucianism has been widely studied as a philosophical and political tradition, its educational implications in Vietnamese history remain underexplored. This study examines the pedagogical legacy of Lê Quý Đôn, an 18th-century Vietnamese scholar, with a focus on how his writings and institutional roles reflect Confucian educational principles. The research aims to bridge the gap between historical scholarship and educational theory by analyzing the transmission of moral and civic values through Confucian pedagogy.

Materials/methods. The study adopts a qualitative and interpretive approach using document analysis. Primary sources include Lê Quý Đôn’s philosophical texts and historical records from the Quốc Tử Giám. The data were analyzed thematically through the lens of moral development theory, citizenship education, and Confucian pedagogy. Coding procedures and interpretive synthesis were employed to identify educational patterns and implicit curricular values.

Results. The findings reveal that Lê Quý Đôn promoted a model of education centered on ethical self-cultivation, scholarly discipline, and meritocratic advancement. His writings emphasize the role of education in shaping moral character and civic responsibility. The study identifies key pedagogical elements such as hierarchical learning, values-based instruction, and curriculum leadership embedded in his work and practice.

Conclusion. Lê Quý Đôn’s educational philosophy offers a localized framework for understanding Confucian pedagogy in Vietnamese history. His integration of moral education and institutional reform provides valuable insights for contemporary discussions on character education and educational leadership. Future research may explore comparative studies with other East Asian educators or apply his principles to modern citizenship curricula.

Background/purpose. This study aimed to investigate the role of parents in achieving digital security for kindergarten children in Jordan and Saudi Arabia. The study sample consisted of 404 parents, selected by convenience methods from the Hashemite Kingdom of Jordan and the Kingdom of Saudi Arabia.

Materials/methods. The digital security scale, which in its final form consisted of 33 items, was used. The validity and reliability of this scale were verified.

Results. The study results showed that the mean of parents' role in achieving digital security for kindergarten children in Saudi Arabia and Jordan was moderate. The results also revealed statistically significant differences in the total score of the means due to gender in favor of mothers. The results also indicated no statistically significant differences between the means of parents' roles due to country (Jordan, Saudi Arabia).

Background/purpose. Computational Thinking is a content that has been integrated into primary education curricula in several countries. Its proper integration into education is not limited to its inclusion in the educational curricula, and teachers and pre-service teachers must develop the necessary knowledge to integrate it into their practices in an appropriate way. This article aims to evaluate the scientific knowledge of pre-service primary school teachers on Computational Thinking during a training program of a primary school context, through the analysis of their Levels of Knowledge and Performance on Computational Thinking across three moments (Pre-Intervention, Post-Intervention I, and Post-Intervention II) of task implementation of a 9-month training program.  

Materials/methods. This is a mixed-methods study, utilizing both quantitative and qualitative methods to analyze the scientific knowledge on Computational Thinking among 19 pre-service primary school teachers (mean age of 24.47 ± 9.576) enrolled in master’s programs in Portugal during the academic year 2023/2024, who constitute the sample of this study. The scientific knowledge on Computational Thinking was evaluated through participants’ Levels of Knowledge and Performance, using quantitative analysis across the three moments, complemented by a qualitative component that contextualized and deepened the interpretation of the results, enabling a more comprehensive understanding of their development throughout the training program.

Results. The study results revealed statistically significant differences in the scientific knowledge on Computational Thinking of pre-service primary school teachers in terms of levels and performance on Computational Thinking, between Pre-Intervention, Post-Intervention I, and Post-Intervention II. In addition, they showed that the pre-service teachers improved their scientific knowledge throughout the implementation of the training program.

Conclusion. The principal contribution of this study lies in outlining a procedure for assessing the scientific knowledge of pre-service primary school teachers regarding Computational Thinking within the context of initial teacher training.

Background/purpose. STEM (Science, Technology, Engineering, and Mathematics) education is becoming increasingly important in the United Arab Emirates (UAE), due to the country's rapid economic expansion and the demand for STEM-qualified graduates. Curriculum creators and policymakers have realized the importance of integrating STEM education at all levels. This study aims to investigate the relationship between science education in STEM programs and students' career goals in STEM-related fields, with a focus on potential disparities related to gender and grade level.

Materials/methods. A quantitative study approach was employed, with a survey distributed to 9th- and 10th-grade students in Al Fujairah. The sample size consisted of 1,100 students, and the data were analyzed using repeated-measures analysis and correlational methodologies to investigate patterns of career ambitions and interest in STEM.

Results. According to the data, students in STEM programs are more interested in STEM careers and future goals than their peers who do not attend STEM programs. The results also showed that girls were more interested in STEM than boys. These findings demonstrate that STEM education fosters students' critical thinking, creativity, and career motivation. Expanding STEM-based activities and learning opportunities may improve students' involvement and enthusiasm in STEM disciplines.

Background/purpose. This study aimed to identify common mistakes made in master's theses on mathematics education by Saudi mathematics students at lAU in Saudi Arabia, as determined through a content analysis, and to compare these with the views of faculty members.

Materials/methods. A descriptive approach (analytical and survey) was employed. The sample consisted of 52 master's theses and 16 faculty members who supervised and discussed mathematics education master's theses. Two tools were used to collect data: a Content Analysis Card and a questionnaire administered to faculty members.

Results. Using content analysis, 71 mistakes were identified: 62 uncommon mistakes, 1 fairly common mistake, and 8 extremely common mistakes (the findings indicate that master students in the field of mathematics find it challenging to write an introduction, literature review, and thesis results and discussion sections). In addition, according to faculty members, there were 63 uncommon mistakes, 1 fairly common mistake, 6 common mistakes and 5 very common mistakes (An intriguing finding is that the very common type of mistake was literature review, and also interestingly shows that mistakes were commonly made with the method section, thesis results and discussion sections). Moreover, the results revealed a statistically significant correlation (p < 0.05) between the content analysis of common mistakes in master's theses specializing in mathematics education at IAU and the views of faculty members. It is interesting to note that, based on an analysis of their content and faculty members' perspectives, the most common mistakes in master's theses were found in the "literature review" and "thesis results and discussion" sections.

Background/purpose. This study aimed to map the application of the Project-Based Learning (PBL) model to enhance creative thinking skills in high schools (HS), including junior, senior, and vocational high schools. The research explored the trends of PjBL application, identified the characteristics of PjBL that are suitable for HS students, determined appropriate creative thinking indicators, and examined the influencing factors related to PjBL for the development of students' creative thinking. This study provided recommendations to optimize the implementation of PjBL for enhancing creative thinking in the HS context.

Materials/methods. A bibliometric analysis was conducted using publication data retrieved from the Scopus database. The study adhered to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 protocol to systematically filter and select relevant articles. Visualization and co-occurrence mapping were performed using VOSviewer software. Out of 258 identified documents, 44 articles met the inclusion criteria and were analyzed through bibliometric techniques and literature review.

Results. The findings indicated that PjBL improves students' creative thinking abilities in HS significantly, particularly in developing fluency, flexibility, originality, and elaboration. Factors such as the integration of real-life issues, STEM-based approaches, technology utilization, and active, student-centered learning environments play a crucial role in enhancing creative thinking. The results also highlight that while research on PjBL for HS is increasing, there remains a need for more studies that focus on diverse subjects and interdisciplinary approaches.

Background/purpose. This study investigated the impact of the Test Survey for Students (TSFS) software, a game-based learning intervention (GBL), on the mathematical achievement and attitudes of Qatari fourth-grade students.

Materials/methods. Utilizing a mixed-methods approach guided by the Theory of Planned Behavior (TPB) and the TPACK framework, the study examined the effects of a three-month intervention focusing on algebraic concepts related to angles.

Results. Quantitative data, collected through pre- and post-intervention surveys and achievement tests, revealed statistically significant improvements in both students' attitudes towards mathematics and their performance on algebra-related tasks. Qualitative data, gathered through classroom observations, student and teacher interviews, provided rich contextual insights into the intervention's impact, supporting the quantitative findings and highlighting the importance of teacher expertise and adequate technological infrastructure in successful GBL implementation.

Conclusion. The findings demonstrate the potential of well-designed game-based learning interventions to enhance mathematics learning, while also emphasizing the need for ongoing professional development and support for educators.

Background/purpose. Master Teachers (MTs) in the Philippines are positioned at the Highly Proficient level of the Philippine Professional Standards for Teachers (PPST), expected to model exemplary practice, mentor peers, and drive school improvement. Their role is reinforced by Relational Development Learning (RDL), which emphasizes coaching, mentoring, peer feedback, and reflective dialogue as a means of ongoing professional development. However, little is known about how MTs enact instructional leadership in practice, how their identities evolve in response to policy shifts and challenges, and how they perceive their influence on colleagues and the school culture. This study explores their lived experiences as classroom teachers and leaders in public elementary schools.

Materials/methods. Using transcendental phenomenology, the study engaged twelve purposively selected MTs from six public schools through interviews, observations, and artifact sharing. Data were analyzed via a modified van Kaam method, with AI-assisted coding validated by the researcher. Triangulation, reflective analysis, and bracketing enhanced trustworthiness.

Results. MTs lead through mentoring, collaboration, and classroom modeling, acting as relational rather than authoritative leaders. Their identities shift with reflective practice, PPST expectations, and contextual constraints. They see their influence extending to professional learning communities and school-wide quality.

Background/purpose. This study examines Saudi university instructors' perspectives on challenges, support factors, and readiness to include students with disabilities. The aim of this study is to identify the perspectives of Saudi university faculty members on accommodating students with disabilities, as well as to highlight the main barriers that prevent effective inclusion.

Materials/methods. A quantitative descriptive cross-sectional design was adopted. Data was collected using a questionnaire administered to 52 faculty members who were selected using convenience sampling. The instrument measured four dimensions: (1) faculty attitudes toward students with disabilities, (2) differences in perception based on disability type, (3) Institutional support and faculty preparedness, (4) training needs and professional development.

Results. Most faculty members showed positive attitudes towards the inclusion of students with disabilities; however, this attitude varied according to the nature of the condition. For example, 75% of teachers were confident in their students' academic abilities when they had physical limitations, but only 3.8% were confident in their students' academic abilities when they had mental health issues. Only 34.6% reported knowing about the university’s disability support unit, while 40.3% were uncertain about it.

Background/purpose. The COVID-19 pandemic profoundly disrupted higher education systems, forcing a generation of students to complete their degrees under fully or partially remote learning conditions. This tracer study investigates the post-graduation pathways, employment outcomes, and job-program alignment of Bukidnon State University's BSIT graduates from Batches 2020–2022—specifically those shaped by the pandemic's shift to online education. As one of the few studies focusing on COVID-era IT graduates in the Philippine context, it provides valuable insights into how remote learning influenced employability, workplace readiness, and the application of skills in real-world settings.

Materials/methods. Data were gathered from 45 traced graduates using a modified CHED tracer survey and analyzed through descriptive statistics.

Results. Results show that 71.43% of respondents were employed, with 97.50% working locally, primarily in the ICT sector (62.59%), and earning modest salaries of $ 175 – $ 350 (60%). ICT skills (60.38%), along with communication, critical thinking, and problem-solving skills (each at 45.28%), were perceived as most useful at work, while entrepreneurial skills (16.98%) lagged behind. While 76.19% of 2022 graduates held jobs aligned with their degree, earlier cohorts reported full alignment.

Background/purpose. The phenomenon of multiple verbal nouns for the triliteral bare verb in Arabic represents a distinctive linguistic feature shaped by social and linguistic factors across historical periods. This study pursues two primary objectives: (1) to reassess the phenomenon from the perspectives of classical Arabic linguistic heritage and modern usage; and (2) to examine how monolingual and bilingual dictionaries used in teaching Arabic as a foreign language adapt to this phenomenon.

Materials/methods. The study employs descriptive statistics to determine the frequency of the phenomenon in Classical Arabic and compares it with Modern Standard Arabic using a modern, comprehensive dictionary. Additionally, the study counts instances of the phenomenon in four monolingual and bilingual teaching dictionaries to examine how they have adapted to these linguistic changes.

Results. The study concluded that the phenomenon of multiple verbal nouns for a single verb has noticeably declined in Modern Standard Arabic. While this feature was prominent in classical linguistic references, it is now far less common in contemporary usage. This shift is clearly reflected in educational dictionaries used for teaching Arabic to non-native speakers, which tend to mostly list one verbal noun per verb. The representation of verbs with multiple verbal nouns has become increasingly rare, indicating a broader trend toward simplification and standardization in modern lexicographic practices.

Background/purpose. The transition to tertiary education presents a critical adjustment period that demands adaptability and resilience from university students. In Malaysian universities, where English is the primary language of instruction, non-native English-speaking students often encounter difficulties in using the language effectively in academic settings. These language-related challenges can increase stress and adversely affect students’ psychological well-being. Grounded in the Self-Determination Theory (SDT), this study examines the roles of resilience coping and autonomous self-regulation in predicting psychological well-being among first-year non-native English-speaking university students in Malaysia.

Materials/methods. A cross-sectional survey design was employed with a sample of 404 first-year students from universities in Selangor, Malaysia. Participants completed a confidential self-report questionnaire measuring psychological well-being, autonomous self-regulation, and resilient coping. Data were analyzed using bivariate correlation and hierarchical regression analyses to explore the relationships among the variables.

Results. The results revealed significant positive correlations between psychological well-being and both autonomous regulation and resilient coping. Additionally, a strong association was found between autonomous regulation and resilient coping. Hierarchical regression analysis demonstrated that both predictors significantly contributed to psychological well-being, with resilient coping emerging as the stronger predictor. Autonomous regulation accounted for 15% of the variance in psychological well-being, and together, the predictors explained 29% of the variance.

Background/purpose. The study examines the perceptions of teachers, school principals, and parents regarding the implementation of a tiered classification for students with learning difficulties (LD), categorizing them into mild, moderate, and severe levels.

Materials/methods. Mixed-methods, quantitative, descriptive, and qualitative methodologies were employed in this study.

Results. Findings revealed nuanced differences in stakeholder priorities across educational and socio-cultural dimensions. Teachers and principals universally emphasize the importance of classification for LD students, but diverge in their prioritization of moderate and mild cases, reflecting role-based differences: teachers focus on classroom feasibility, while principals prioritize systemic resource distribution. Socio-culturally, teachers highlight stigma mitigation for severe LD, whereas principals emphasize equitable integration of moderate LD students. Parental interviews revealed divergent viewpoints between supporters and opponents, with supporters valuing classification for tailored interventions for classroom education, and critics warning of stigmatization and lowered expectations.

Conclusion. These results underscore the complexity of balancing academic benefits with socio-cultural risks, highlighting the need for context-sensitive strategies to align classification systems with stakeholder roles and mitigate unintended consequences.

Background/purpose. The way learning experiences are understood is crucial in character-focused education. The various activities that students engage in can influence their character development, contingent on whether they view these experiences in a positive or negative light. This study aims to analyze how students reflect on their learning experiences in the subject of Islamic Religious Education, focusing on spiritual and social values that strengthen their character.

Materials/methods. The methodology employed in this research is quantitative, utilizing a descriptive approach. In this investigation, a purposive sampling technique was utilized to select participants. To gather the necessary data for analysis, both closed-ended and open-ended questionnaires were administered as techniques for data collection. Data analysis involved systematically organizing responses from these questionnaires into meaningful categories; subsequently synthesizing this information into coherent patterns, and drawing conclusions based on findings.

Results. The results indicate that students hold strong beliefs in spiritual and social values that serve as references in their everyday lives. The spiritual and social values adopted by students include optimism, endeavor, resignation, tolerance, honesty, keeping promises, devotion to parents and teachers, manners, and shame as religious principles, as well as their behavior in everyday life. In reflecting on their learning experiences, students employ various approaches, such as self-motivation, imitating the good behavior of others, and seeking advice from teachers based on the spiritual and social values they hold dear. The combination of self-motivation, teacher guidance, and imitation of positive behavior in the social environment is effective in instilling spiritual and social values in students.

Background/purpose. The study aimed to identify the teaching practices of middle school science teachers in light of the PISA 2025 test competencies.

Materials/methods.  A descriptive-analytical approach was employed, and an observation card was used to collect information. It was applied to a sample of middle school science teachers in public schools in Jubail City (n = 25).

Results. The study reached several results, the most important of which were: The level of the reality of teaching practices of middle school science teachers in light of the PISA 2025 test competencies in Jubail Governorate schools is generally weak, as the arithmetic mean of the total practices in the observation was 2.15. The level was (medium) in the practices of competency (explaining phenomena scientifically), and at a weak level in the practices of competency (building and evaluating designs for scientific research, and interpreting data and scientific evidence critically), and came at an absent level in the practices of competency (research, evaluation, and using scientific information to make decisions and procedures).

Conclusion. The researchers recommended activating the role of training and professional development centers for teachers to develop their teaching skills in general, and those related to developing students' abilities in the PISA test in particular.

Background/purpose. Improving the quality and equity of secondary education remains a key challenge in Morocco. This study examines the impact of the Attahadi program on students’ academic performance and perceptions of evaluation through the lens of personal epistemology. Using a longitudinal, quasi-experimental design with repeated measures (2016–2022), program effects were estimated with a difference-in-differences (DiD) approach, complemented by robustness checks and subgroup analyses on a sample of 1,200 students from Attahadi and comparable schools. The study is based on an advanced scientific methodology incorporating sophisticated data analysis and econometrics. Quantitative analyses were carried out. Where we identify the direct causal effect of the program, neutralizing potential biases and confounding factors specific to observational studies.

Materials/methods. Our study adopts a longitudinal design with repeated measurements over three years, allowing the individual progression of students to be tracked over time. The analytical protocol was applied from data preparation through in-depth statistical validations to final interpretation of results. The results of this study inform future educational policy decisions, grounded in solid empirical evidence.

Results The results of the research reveal a significant positive effect on average grades (DiD = 0.664, p < .001), with stronger gains among students from low socio-economic status (SES) backgrounds and comparable benefits across genders. Students also reported favorable perceptions of fairness, clarity, and usefulness of evaluation practices.

Background/purpose. As Vietnam expands its tourism industry and integration into ASEAN, English proficiency has become crucial for hotel front-desk staff. This issue not only affects the tourism workforce but also how educational programs, particularly English for Specific Purposes (ESP), prepare their students for this demand. This study examines the current English proficiency of hotel front-desk staff and the proficiency required for specific tasks outlined in the Vietnam Tourism Occupational Standards (VTOS), with implications for ESP curriculum design.

Materials/methods. A mixed-methods design was employed, including a questionnaire administered to 82 receptionists and in-depth interviews with eight staff from 1-star to 4-star hotels. The research utilized VTOS competencies to investigate the language proficiency required for specific job tasks.

Results. Listening and speaking skills emerged as the most essential skills, while the tasks related to guest interaction, safety, and legal compliance required higher language competency. English proficiency requirements rose with the hotel star gradings; however, a notable gap persisted between national standards and actual workplace requirements.

Conclusion. The study indicated the importance of English skills and insight of specific task evidence for ESP curriculum design. ESP curricula should integrate VTOS competencies, focusing more on real-world hotel scenarios that incorporate oral communication, and diversify listening input with various accents. These improvements offer practical directions for enhancing student employability and the competitiveness of Vietnam's tourism workforce.

Background/purpose. Social media has become an integral part of everyday life for people of all ages, including students, offering opportunities for interaction in both academic and non-academic contexts. This growing presence has significantly influenced how students communicate, access information, and engage with their educational environment. This study aims to explore how university students use social media, examine its influence on their academic lives, and identify both the positive and negative effects on the educational process.

Materials/methods.  A quantitative survey design was employed in this study, using convenience sampling to select 120 male and female students from various academic levels at Dhofar University, Sultanate of Oman. Descriptive statistical methods were used to analyze the collected data.

Results. This study analyzes the main purpose of using social media and the impact of using it on their academic lives. The results indicate that students perceive social media as having several negative effects on their academic routines, particularly in terms of distraction and time management. They also devote a considerable amount of time to social media and exhibit diverse usage behaviors.

Background/purpose. Over the past few decades, there has been a growing scholarly interest in mathematical self-efficacy, given its significant impact on students’ motivation, persistence, and achievement. However, there is still a limited understanding of how these beliefs develop in culturally specific, non-Western settings, particularly in Arab educational systems. This study aims to address this gap by exploring the sources that shape mathematical self-efficacy among Saudi middle school students. Grounded in Bandura’s (1997) social cognitive theory, this research examines how students' beliefs are shaped by personal experiences, social interactions, and emotional contexts.

Materials/methods. The study employed a qualitative design that utilized semi-structured interviews and focus group discussions. Data were collected from a total of 48 male students, 12 mathematics teachers, 12 fathers, and 12 peers drawn from six middle schools in Al-Ahsa Governorate, Saudi Arabia, during the first semester of the 2025 academic year.  A thematic analysis approach was applied to identify patterns and generate core themes that explain the development of mathematical self-efficacy.

Results. Four key themes emerged, reflecting how students’ beliefs are constructed: mastery experiences, vicarious learning through observation, verbal encouragement and feedback, and emotional regulation alongside the cultural framing of mathematical self-efficacy. These findings reveal the complex and culturally situated nature of self-efficacy development among Saudi students.

Background/purpose. Employee satisfaction and commitment are essential to the stability and performance of higher education institutions. As leadership plays a pivotal role in shaping workplace morale and retention, there is a growing need to explore models that will help address these challenges and ensure a more engaged, satisfied, and committed workforce. This research was conducted to explore how servant leadership traits grounded in values such as empathy, accountability, humility, and empowerment influence job satisfaction and organizational commitment among employees in higher education institutions.

Materials/methods. The study employed a correlational research design to examine the relationships between leadership traits and employee responses. Data were collected through a structured questionnaire distributed to 296 non-managerial employees and 158 managerial staff across various higher education institutions. The collected data were analyzed using SPSS 26.0 statistical software for Windows, with a focus on correlations between leadership traits and employee responses.

Results. The findings reveal a significant positive relationship between servant leadership traits—specifically empathy, empowerment, accountability, and humility—and employee outcomes. Both managerial and non-managerial staff reported higher levels of job satisfaction and organizational commitment when their leaders demonstrated the qualities of servant leadership.

Background/purpose. College deans’ responsibilities include monitoring and evaluating the performance of academic department heads to ensure that they lead academic programs, faculty members, and students efficiently, thereby contributing to the achievement of both college-level and institutional objectives. This study is the second phase of a project identifying the key competencies required by academic department heads in Saudi Arabia; it explored the perspectives of college deans on the significance of the key competency framework developed during the project’s first phase.

Materials/methods. A convergent parallel mixed-methods design was employed, utilizing questionnaire results and semi-structured interview responses from 17 deans at a Saudi Arabian university.

Results. The results showed statistically significant differences due to gender and leadership experience in favor of women. The deans provided insights on the implementation of key competencies.

Conclusion. These findings will help higher education institutions design and implement targeted training programs to enhance the leadership capabilities of current and future department heads.

Background/purpose. By representing the diverse experiential and affective realities of disabled people and exemplifying the possibility of their synergetic and symbiotic relationships with non-disabled individuals, textbooks can function as tools of sensitization to address prejudiced attitudes that hinder the achievement of inclusive education goals. Considering such potential of textbooks, this paper studies the nature and scope of representations of disability and disabled people in textbooks for English (from Class I to VIII) prescribed in the NCERT syllabus of India. 

Materials/methods.   This article begins with a macro analysis to locate and bracket textbook portions that involve verbal and visual depictions of disabled individuals and disability. It will help determine how much space textbooks allocate to disabled people's experiences and emotions, and how well they depict these experiences. In the second phase, microanalysis, the representations will be qualitatively evaluated at the contextual, rhetorical, and thematic levels to determine whether they accurately depict the diverse life experiences of disabled people or are simply opportunistic, metaphorical devices or narrative crutches used to elicit a cathartic response in a different storyline.

Results. It finds out that these textbooks have failed to accommodate much space for such representations and lack consistency; the representations also fail to exhibit heterogeneity because of oversimplifying disability experiences through clichéd verbo-visual tropes that symbolize impairments.

Background/purpose. The current study aimed to identify the effectiveness of employing the multimedia-supported pentagram strategy on cognitive depth in social studies in developing students' cognitive depth.

Materials/methods. The current study employed a quasi-experimental approach to study the Pentagram strategy in teaching Islamic Civilization to seventh-grade females at Jawharat Al-Manara Secondary School, affiliated with Bani Obaid District, Irbid, during the academic year 2024/2025. The study material, a teacher's guide for the Pentagram strategy, was verified for validity and reliability. A cognitive depth test was also developed, and the sample was divided into two groups: a control group of 19 students and an experimental group of 19 students, both of whom were randomly selected for the study. The study aimed to understand the effectiveness of the Pentagram strategy in teaching Islamic Civilization.

Results. The results showed a statistically significant difference between the average performance of the experimental and control groups on the cognitive depth test as a whole and for each of the cognitive depth skills (remembering, application, extended thinking, strategic thinking), attributed to the teaching method (regular and pentagram), and in favor of the experimental group that studied using the pentagram strategy. The size of the effect resulting from the use of the pentagram strategy amounted to 63.3%.

Background/purpose. This study examines the transformative and innovative roles of the teaching faculty at King Khalid University (KKU) in the context of the Fifth Industrial Revolution, with particular focus on the integration of artificial intelligence (AI) in higher education.

Materials/methods. The study utilized a survey research design, gathering data from a purposive sample of 60 teaching faculty members. A structured questionnaire was administered, addressing five critical domains: didactic content, instructional techniques, learning technologies, student acquisition, and assessment processes.

Results. Findings indicate that the teaching faculty at KKU exhibit moderate levels of innovation across instructional content, educational methods, technology integration, and student engagement. By contrast, innovation within the evaluation process was notably lower. Considerable variations were observed according to academic rank, years of experience, and the number of published papers. Remarkably, faculty members with higher academic ranks, at least a decade of experience, and over ten published studies demonstrated more frequent adoption of AI-related educational practices than their less experienced counterparts.

Background/purpose. Instructional modules are essential tools in supporting effective teaching and learning, particularly in mathematics education. Despite the increasing emphasis on learner-centered approaches, many teachers continue to adopt traditional strategies that prioritize content delivery over student engagement. This study was conducted to examine the strategies employed by secondary mathematics teachers in Cotabato City in developing instructional modules, to identify areas for improvement in instructional practices.

Materials/methods. An explanatory sequential mixed-methods design was used. The initial phase involved a survey of 25 secondary mathematics teachers and 40 mathematics education students using a validated 24-item questionnaire. This was followed by a series of focus group discussions guided by open-ended interview questions. Quantitative data were analyzed using descriptive statistics and Pearson's correlation coefficient (r) to determine relationships among variables, while qualitative responses were subjected to thematic analysis to further explain the survey results.

Results. The study found that teachers predominantly utilized strategies focused on explaining and evaluating, reflecting conventional approaches centered on knowledge transmission and assessment. In contrast, strategies associated with the 5E Instructional Model—such as engaging, exploring, and elaborating—were rarely employed. This indicates a lack of emphasis on inquiry-based and student-centered methods in module development.

Background/purpose. This study examines the behavioral factors influencing the adoption of AI-powered generative technologies in higher education and their impact on students’ cognitive engagement—a crucial element of sustainable, inclusive, and high-quality learning, as envisioned by UNESCO’s Sustainable Development Goal 4 (SDG4). The study combines Bloom’s Taxonomy hierarchical structure with the expanded Unified Theory of Acceptance and Use of Technology (UTAUT2) framework.

Materials/methods. Structural equation modeling (SEM) was utilized to analyze data collected from a sample of 731 university students, aiming to identify the key determinants of GenAI adoption and to assess its subsequent effects across six distinct cognitive domains.

Results. The SEM analysis reveals that performance expectancy, facilitating conditions, and hedonic motivation have a significant influence on AI adoption, underscoring the importance of usefulness, support, and enjoyment in promoting student engagement. The study demonstrates that the adoption of GenAI significantly predicts student engagement, which in turn acts as a critical mediator in enhancing mid-level cognitive performance by improving understanding, application and analysis abilities. In contrast, marginal impacts were found in evaluation and creation domains while remembering did not demonstrate any significant effect.

Background/purpose. The integration of immersive technologies in education has been increasing. Such technologies include: the virtual reality (VR)-based technologies, which have raised engagement and interactivity, and foster the development of skills in academic settings.  Thus, this study aimed to explore the attitudes of faculty members in Emirati higher education institutions toward the use of VR-based technologies. It also aimed to identify the associated challenges.

Materials/methods. A mixed-method approach was adopted. It involves the quantitative and qualitative approaches. A five-point Likert scale questionnaire was distributed online to faculty members in Emirati universities. 225 faculty members filled in the survey.

Additionally, 22 faculty members were interviewed through in-depth interviews. The sample is considered a random sample. Quantitative data were analyzed using the SPSS program. The qualitative responses were analyzed through conducting a thematic analysis.

Results. Faculty members generally exhibit positive attitudes toward the use of VR in education. The significant advantages of such use include: enhanced student engagement, improved problem-solving and critical thinking skills, and increased learning motivation. The associated challenges include high implementation costs, a lack of continuous training, and time constraints in content delivery.

Background/purpose. Academic reading presents significant challenges for English for Specific Purposes (ESP) learners, especially when processing structurally dense expository texts in STEM disciplines. This study aims to assess the impact of text-structure-aligned goals on students’ reading comprehension and written summarization, while exploring their perceptions of using them as a cognitive and strategic learning tool.

Materials/methods. This research employed an explanatory sequential mixed-methods design involving 200 Indonesian university students in Information Systems and Informatics programs. Students completed expository reading tasks using either T-Charts (cause–and–effect texts) or Venn Diagrams (compare–and–contrast texts), followed by summary writing, which was evaluated using a four-dimensional rubric: accuracy, paraphrasing, focus, and language structure. Open-ended questionnaires captured qualitative data on student perceptions.

Results. Quantitative findings revealed significantly higher comprehension scores with T-Charts (M = 3.67) compared to Venn Diagrams (M = 3.24), with a medium effect size (Cohen’s d = 0.56). Rubric-based analysis showed strengths in focus and accuracy, but persistent weaknesses in paraphrasing. Qualitative data indicated that students found GOs helpful for visualizing textual relationships, improving focus, and enhancing information retention.

Background/purpose. This study aims to explore how cultural and economic factors shape the welfare of salt-farming communities in Madura, Indonesia. It highlights the importance of integrating local knowledge and cultural contexts into welfare policies, particularly in developing regions where top-down approaches often fail to address the realities of rural areas.

Materials/methods.  A qualitative design, incorporating a phenomenological case study, was employed to capture the lived experiences of Madurese salt farmers. Data were collected through in-depth interviews, observations, and documentation with eight voluntary participants, including farmers, community leaders, and local officials. Thematic analysis was applied to identify key patterns and insights.

Results. Welfare of the people on the island of Madura is still relatively low, this is due to several factors, the first is the abundance of resources that are not matched by existing facilities and human resources, traditional salt management makes salt of poor quality, the second is the need for community empowerment for salt farmers to produce, distribute and consume properly and wisely, and the need for support from the government in determining policies that are in accordance with the needs of salt farmers throughout Indonesia, especially on the island of Madura Indonesia.

Conclusion. Drawing on the findings, the study succeeded in exploring local culture in the analysis of community welfare to open a new window of knowledge on how socio-cultural factors and local traditions play a role in shaping community welfare. It ventures into a multidisciplinary territory that combines social, cultural education, and economic perspectives.

Background/purpose. This study investigates the impact of initial public offerings (IPOs) on the economic performance of Moroccan companies operating in the vocational training and sectoral education markets, specifically in the health, finance, and business sectors. The objective is to evaluate how going public influences firm-specific variables such as size, leverage, and revenue growth, with a particular focus on profitability, capital structure, and valuation.

Materials/methods. Grounded in financial theories, including capital structure theory, corporate governance, and market efficiency, the research draws on agency theory and signaling theory to explain the mechanisms through which IPOs influence corporate outcomes. The empirical analysis employs a combination of econometric models, namely the Generalized Linear Model (GLM), Cross-Sectional Autoregressive Distributed Lag (CS-ARDL), and Ordinary Least Squares (OLS), to capture both short-term and long-term dynamics.

Results. The findings suggest that IPOs tend to enhance economic profitability, particularly in the long term, as evidenced by improved Return on Assets (ROA). This improvement is primarily attributed to more effective management of firm size and debt. However, the results also indicate that excessive leverage has a negative impact on long-term performance. Beyond financial outcomes, the study highlights the importance of considering the social and educational missions of these firms. Performance is influenced not only by classical financial indicators but also by factors such as educational quality, student learning outcomes, graduate employment rates, student satisfaction, and alignment with sectoral and labour market objectives. Evaluating the success of vocational and sectoral education institutions solely on financial criteria is insufficient.

Background/purpose. Children with special needs often experience limitations in their activities. Despite this, they are expected to develop independence and avoid reliance on others. Therefore, education for independence is essential for children with special needs. Unfortunately, teaching and training children to be independent is challenging, requiring experience and good practices from teachers at school.  This study aimed to obtain information from teachers on teaching and training the independence of children with special needs at school.

Materials/methods. This research uses a descriptive qualitative method.  The data were obtained through an in-depth interview with three inclusive school teachers in Ponorogo Regency, Indonesia.

Results. The results of this study indicated that teachers who teach children with special needs to be independent employed imitation and repetition methods. Education for independence for children with special needs is not significantly different from that of children in general. The independence taught and trained is in the form of daily activities. Patience, hard work, and cooperation with parents are essential for developing the independence of children with special needs optimally.

Background/purpose. The strategic goal of science, technology, engineering, and mathematics (STEM) literacy is to develop scientifically and technologically equipped global citizens who are innovators and problem-solvers in a rapidly changing world.  The study contributes to this goal by drawing pedagogical implications from examining college students’ word problem-solving skills, their perceptions of the role of mathematical cognitive skills, and the factors that hinder successful word problem-solving. 

Materials/methods. An explanatory sequential design was used, with the quantitative phase assessing college students’ word problem-solving skills and the qualitative phase examining their perceptions of mathematical cognitive skills and hindering factors to explain variations in word problem-solving performance.

Results. College students demonstrated fundamental-level word problem-solving ability, highlighting the inherent difficulty in navigating complex cognitive tasks.  The variations in problem-solving proficiency, shaped by nuanced differences in cognitive development, instructional practices experienced, and available learning opportunities, influence the problem-solving approaches undertaken, the perception of problem-solving complexity, and the use of strategies in overcoming problem-solving barriers.

Background/purpose. Due to its significant potential, ChatGPT has recently revolutionized global education, particularly in the field of language learning. Against this backdrop, this study examines the perceptions of English as a Foreign Language (EFL) students regarding the use of ChatGPT to enhance their English language skills. It examines whether gender and prior experience with technology influence EFL learners' perceptions of ChatGPT and their intentions to utilize it.

Materials/methods. Based on the Technology Acceptance Model (TAM), this study examines several key attributes: perceived ease of use, perceived usefulness, attitude, behavioral intention, actual use, perceived enjoyment, facilitating conditions, and technological complexity. Employing a sequential explanatory mixed methods design, the data were collected using an adapted TAM questionnaire (n=108), followed by semi-structured interviews with selected students who exhibited the highest and lowest positive responses (20 students). Descriptive and inferential statistics were employed to analyze the quantitative data, while a thematic analysis was utilized for qualitative data analysis.

Results. Findings revealed overall positive perceptions towards using ChatGPT. Statistical analysis indicated that gender did not significantly influence TAM attributes. However, prior experience with technology emerged as a statistically significant predictor, demonstrating a measurable impact on both intentions to use and the actual use of ChatGPT.

Background/purpose. This research focuses on the lived experiences of Indonesian Muslim students and staff at an academic institution with a predominantly Christian ethos in the northern Philippines. It examines the way they faced challenges related to religious practices, social integration, and culture shock within a Catholic institution. This study also seeks to identify some of the cultural and institutional dynamics surrounding their adaptation processes, which may inform ways to engage in more inclusive spatial-temporal practices of internationalization.

Methods.  A phenomenological-transcendental approach was employed to capture the participants' individual narratives and reflections. Phenomenological interviews were conducted with eight (8) Indonesian Muslim students and two (2) staff from 2019 to 2024, exploring their experiences in observing religious practices and beliefs (e.g., prayer space, access to halal food, access to Islamic holidays), intercultural socialization, and coping.

Results. The findings indicated that participants encountered key barriers, including the lack of religious accommodations and occasional feelings of solitude. Nevertheless, they overcame these barriers, by drawing their strength from their faith, finding support in a community of peers, and gradually engaging with the host culture. Filipino hospitality and shared Southeast Asian cultural values facilitated their adaptation, while the Catholic ethos of the institution, though prominent, was not entirely exclusive.

Conclusion. The study emphasizes the significance of inclusive university policies, including prayer rooms, halal food options, and intercultural programs, in promoting the well-being of international students. These perspectives add to the existing conversations surrounding culturally responsive support systems for international students in diverse academic settings.

Background/purpose. The study examined the impact of artificial intelligence on strategic decision-making in business management, focusing on Educational and Business Environments, with a particular emphasis on internal capabilities, organizational readiness, ethical considerations, and regional contextual factors that affect AI integration.

Materials/methods. A mixed-methods approach that combines quantitative and qualitative approaches. Purposive sampling of businesses from different industries and geographical areas that employ AI in strategic decision-making. Data were collected through semi-structured interviews with professionals from nine diverse work environments, including Jordan, Germany, Saudi Arabia, and the United States.

Results. The findings reveal that most businesses are still in the planning phase of AI adoption, with limited strategic implementation and reliance on machine learning and predictive analytics in operational tasks. The majority of businesses are still in the planning phase of AI adoption, with limited strategic use and reliance on predictive analytics and machine learning in day-to-day operations. Organizations often lack the necessary frameworks, technical expertise, and strategic alignment to fully leverage AI technologies, despite growing awareness. Despite the widespread use of AI in educational institutions, many lack infrastructure for staff training.

Conclusion. Lack of ethical frameworks, low employee AI literacy, and difficulty tailoring AI tools to specific industries are among the main obstacles. To facilitate successful AI integration, the study recommends enhancing employee training, establishing moral guidelines, and coordinating internal and external resources.

Background/purpose. The internationalization process of Higher Education constitutes a recent trend in Albania. As a country that from the 1990s is in transition towards democracy, Albania aspires to be part of the EU and is undertaking reforms in every sector, including education. This study is related to the HEIs' internationalization process, in offering International Joint Programs, IJPs, with Joint Degrees and Double Degrees. Whether these IJPs result from universities, a supportive governmental policy, or global initiatives, the aim is to understand the IJPs' nature, progress, and growth, and if so, if they will be relevant in terms of quality, international mobility, IoC, and other aspects, for all the actors, especially universities and students.

Materials/methods. The study research methods include literature review, the analysis of documents and reports, searching the official websites of Albanian and WBs’ HEIs for IJPs, a case study of one of the country’s leading public universities in offering IJPs, and a questionnaire for the IJPs enrolled students, as the basis for descriptive statistics. 

Results. The internationalization of HEIs in Albania, offering JDs or DDs, is in its initial stages and will be a central focus of educational policy in the near future. These initiatives entail both benefits and challenges, and are based on different rationales for the government, the HEIs that offer IJPs, and students' decisions to pursue these study programs.

Conclusion. The internationalization of HEIs with IJPs in Albania and the region reveals that these initiatives are recent, but will generate substantial benefits for all involved actors.

Background/purpose. This research examines the relationship between the reflective practices teachers adopt while engaging in their ESP teaching experiences and their impact on their course-related actions and decisions.

Materials/methods. A single case study approach was adopted in the current study, in which the reflections of one ESP teacher were thoroughly analysed to explore whether and how teachers' documentation of their thoughts, feelings, reactions and attitudes towards different aspects of the course can contribute to raising their awareness of these cognitive and emotional aspects and whether these factors have an impact on the course trajectory. The teacher participant wrote daily reflective journal posts to provide qualitative reflections before and after each lesson. A thorough document analysis was also conducted, alongside a follow-up interview to elaborate on some critical issues arising from the information documented in the journal.

Results. The research uncovers some substantial implications related to the value of reflective practices in broadening teachers’ cognitive and practical horizons by enabling them to be aware of their beliefs, interrogate them, and challenge them to find practical solutions for potential obstacles.

Background/purpose. Exam anxiety can affect performance and well-being, especially among academically outstanding undergraduates. This study estimated the level of exam anxiety in two UAE universities (Ajman and Fujairah) and examined differences by gender, academic year, major, and institution.

Methods. A cross-sectional descriptive–analytical survey was conducted with 140 outstanding students from the Colleges of Arts and Engineering (second- and fourth-year). A validated 42-item exam-anxiety scale was administered. Assumptions for parametric testing were checked (Shapiro–Wilk for normality; Levene’s test for homogeneity). Group differences were analyzed using independent-samples t-tests.

Results. The overall level of exam anxiety was moderate (mean per item = 2.28). The psychological pressure of the exam dimension ranked highest, followed by psychological conflict, fear of facing the exam, and psychological/physiological symptoms. Females scored higher than males; second-year students scored higher than fourth-year students; and engineering students scored higher than arts students (all ps < .001). No significant differences were found between the universities of Ajman and Fujairah.

Background/purpose. This study aims to identify the level of work-related stress among educators of disabilities from their own perspectives. Students with disabilities are among the groups most in need of education, so it is essential to find teachers with advanced psychological and professional characteristics. Hence, the subject of this research focuses on the problem of widespread work stress among them. Because they work in environments that place significant pressure on their psychological, social, and physical health, this study sought to determine the level of stress they experience.

Materials/methods. A descriptive approach was employed in this study, which included a purposive sample of 71 male and female teachers who teach students with disabilities. The researcher developed a questionnaire consisting of 23 items to collect data. Consistency and reliability were found to be consistent with the study objectives.

Results. The level of work-related stress among educators of disabilities indicates a high level of stress. The results also showed no statistically significant differences at the α = 0.05 significance level, based on the type of institution and educational qualifications.

Background/purpose. School-Based Management (SBM) decentralizes educational governance, giving schools authority over planning, budgeting, and instruction, despite its institutionalization through Republic Act No. 9155 and DepEd Order No. 007, s. 2024, SBM implementation remains uneven. This study assessed SBM practices and generated inputs to strengthen compliance and performance monitoring in Philippine public elementary schools.

Materials/methods. A convergent parallel mixed method design  was used, combining survey data from teachers, master teachers, and school heads in selected public elementary schools with qualitative responses. Descriptive statistics and ANOVA were used for quantitative analysis, while thematic analysis was applied to qualitative data.

Results. All six SBM dimensions were “frequently manifested” (means 2.99–3.08). Leadership showed the widest perception gap. Key issues included limited stakeholder engagement, resource tracking difficulties, and gaps in action follow-through.

Background/purpose. Administrative bullying has become associated with inappropriate behaviors at work. This enforced some concerns on how to precisely define and measure it. Nonetheless, there is a theoretical and practical gap in educational literature. So, this study explores the impact of the administrative bullying on the quality of education.

Materials/methods. The sample consisted of (300) employees selected randomly from employees working at Jordanian universities. To achieve the objectives of the study, Administrative Bullying and Quality of Education questionnaires were developed

Results. The results showed that the level of administrative bullying practiced at Jordanian universities was low (M=2.30, SD=0.13); that the level of the quality of education was moderate (M=2.69, SD=0.30). The findings also showed a negative correlation between administrative bullying and the quality of education (r=-0.047, sig. =0.413).

Conclusion. The study examined the effect of administrative bullying on the quality of education and worked on identifying the level of administrative bulling at higher education institutions in Jordan, attempted to determin the level of education quality at higher education institutions in Jordan, and investigated the effect of administrative bullying on education quality at higher education institutions in Jordan, providing an instrument that can be used to determine the effect of administrative bullying on the quality of education.

Background/purpose. With the rapid growth of digital engagement among adolescents, cyberbullying has become a significant challenge that threatens students’ psychological well-being, peer relationships, and the overall school climate. This study examines whether digital empathy and emotional intelligence can serve as protective factors against cyberbullying behaviors among high school students in Kuwait, a context where research on digital behaviors remains limited.

Materials/methods. A quantitative correlational research design was employed, using a stratified random sample of 404 students from grades 10 to 12 across six educational regions. The researcher developed and validated three self-report scales to measure digital empathy, emotional intelligence, and cyberbullying behaviors. Data were analyzed using descriptive statistics, Pearson’s correlations, t-tests, confirmatory factor analysis (CFA), and structural equation modeling (SEM). The SEM model demonstrated an excellent fit, with indices indicating a good fit (RMSEA = 0.045, CFI = 0.984, TLI = 0.976). Mediation analysis further revealed that cyberbullying involvement was partially mediated by both emotional intelligence and digital empathy.

Results. Significant negative correlations were observed between both digital empathy and emotional intelligence with cyberbullying (p < 0.01). Students with stronger emotional regulation and higher levels of digital empathy reported reduced involvement in cyberbullying. SEM results supported the hypothesized model, confirming both direct and mediated pathways among the study variables.

Background/purpose. This study addresses the problem of demotivation generated by traditional assessment methods, which are often standardized, unengaging, and ill-suited to individual differences. In an increasingly digitized educational context, the primary objective is to assess the ability of an adaptive assessment system, developed on the Moodle platform, to stimulate learner motivation in accordance with the components of expectation-valence theory.

Materials/methods.  A mixed-methodology approach was adopted, combining quantitative data (academic results) with qualitative data (motivational questionnaire). The sample consisted of 72 senior students from a Moroccan public high school, randomly divided into two groups: an experimental group that underwent an adaptive online assessment, and a control group that received a traditional uniform assessment. The scenario integrated into Moodle included differentiated levels, immediate feedback, and progressive access conditions.

Results. The results reveal a significant improvement in performance for the experimental group (average of 14.56/20 compared to 11.87/20). Qualitative data indicate a strengthening of perceptions of competence (expectancy), task usefulness (instrumentality), and assessment value (valence). The program was well received, with a satisfaction rate of 97.2%.

Conclusion. Adaptive assessment appears to be an effective pedagogical lever for strengthening student motivation. The study proposes a transferable model that aligns LMS functionalities with the psychological determinants of motivation, in favor of a more inclusive and regulatory assessment of learning.

Background/purpose. Self-efficacy plays a crucial role in enhancing performance in complex tasks such as mathematical modeling, yet its impact remains underexplored. This study examines whether there are influences on students' self-efficacy in modeling.

Materials/methods. The research method employs a quantitative design, utilizing regression analysis. This study involved all eighth-grade students in Landak Regency, West Kalimantan. The sample consisted of 133 students from three randomly selected schools, which were chosen from 18 A-accredited schools.  The research instruments consisted of the Mathematical Modeling Test and the Self-Efficacy Questionnaire. Instrument valid using Aiken's V method, with 0.83 ( All 133 students have to complete two instruments. Scores from both instruments are classified into low, medium, and high categories. A simple linear regression analysis is utilized to examine the hypothesis: “Is there any impact of the self-efficacy  against the ability in mathematics modeling ?”. Applying SPSS v.26, the regression prerequisite test was met.

Results. The results of relationship between the capabilities of self-efficacy students and the ability students in mathematical modeling , with a regression equation , that shows every 1-point increase in self-efficacy is predicted to increase mathematical modeling ability by 1.213 points, obtained by  of the variance in students’ mathematical modeling ability can be explained by their level of self-efficacy. The results analysis shows that students with high self-efficacy successfully completed all modeling phases, whilst low self-efficacy students demonstrated difficulties in formula application and accurate calculations.

Background/purpose. Youth labor informality remains a persistent socioeconomic challenge in Ecuador, particularly in urban areas such as Guayaquil. Many young people are pushed into informal employment due to limited access to quality education, lack of professional experience, and the urgent need for income. This situation limits their opportunities for long-term professional growth and social protection. The purpose of this study is to identify the root causes and consequences of youth labor informality and to propose educational and policy-based strategies that foster youth employability and support their transition into formal labor markets.

Materials/methods. This research applied a mixed-methods approach combining quantitative surveys and qualitative interviews. A structured questionnaire was distributed to 384 young individuals working in the informal sector across various urban zones of Guayaquil. Additionally, semi-structured interviews were conducted with three human resources experts to gather professional insights into the causes and possible solutions to youth labor informality. The data were analyzed to identify patterns, correlations, and recurring socioeconomic factors that influence informal employment among youth.

Results. The findings show that 84% of surveyed youth work informally due to limited education, lack of experience, and financial necessity. Most respondents identified low wages, job instability, and lack of social security as key disadvantages. However, informal work was also seen as accessible and flexible. Interviews revealed the need for policy reforms, youth-targeted hiring incentives, and technical training programs. The study highlights a mismatch between educational preparation and labor market requirements.

Background/purpose. This study examines the role of interactive boards—particularly the ViewSonic board—in enhancing learners’ academic achievement at Mohamed Bin Zayed University for Humanities by increasing engagement, deepening knowledge, and developing skills.

Materials/methods. A descriptive–analytical approach synthesized findings from prior studies to inform the present investigation. An inductive design was then implemented via a questionnaire administered to a sample of 135 respondents. Collected data were analyzed using standard descriptive and inferential statistics, including mean, standard deviation, and multiple linear regression, to test the study’s hypotheses.

Results. The use of interactive boards demonstrated significant positive effects on academic achievement for both students and instructors. Their adoption increased motivation for learning and innovation, strengthened cooperation between students and lecturers, and fostered enthusiastic, sustained teamwork. The analysis also identified obstacles to broader, effective use—especially of the ViewSonic board—including the absence of a clear strategic vision and limited institutional efforts to embed a sustainable, technology-supported instructional model.

Background/purpose. Formative assessment supports competency development and self‑regulated learning in higher education, yet evidence on business administration students’ perceptions (especially in Latin American contexts) remains limited. This study examined perceptions of formative assessment to identify improvement areas and inform pedagogy in business administration programs.

Materials/methods. A cross-sectional, descriptive–correlational survey was administered to 112 fourth-, sixth-, and seventh-semester business administration students at a university in Ecuador. An adapted Students' Perceptions of Formative Assessments (SPFA) instrument assessed five conceptual dimensions: congruence, authenticity, consultation, transparency, and accommodation. Operationally, Part A (discipline-specific knowledge) consisted of five subscales, while Part B (self-directed learning skills) combined transparency and accommodation, resulting in four subscales. Analyses included descriptive statistics, Spearman correlations among subscales, Pearson correlations with age, and independent-samples t‑tests by gender.

Results. Students reported moderately positive perceptions across all dimensions (M = 3.64–3.74, 1–5 scale). For discipline-specific knowledge, congruence was highest; for self-directed learning, authenticity was highest, while consultation was lowest across parts. Intercorrelations among dimensions were strong and significant (rs = .709–.947), indicating a holistic perception of formative assessment. Neither age nor gender was significantly associated with perceptions. Internal consistency was excellent across subscales (α = .973–.989)

Conclusion. Students value formative assessment but identify opportunities to strengthen authenticity and consultation. Recommendations include embedding authentic, professionally relevant tasks, increasing student participation in co-constructing and clarifying evaluative criteria, and reinforcing alignment among outcomes, activities, feedback, and assessment practices.

Background/purpose. The study aimed to investigate the effectiveness of teaching based on multiple intelligences in acquiring chemical concepts and the ability to explain household chemical phenomena among basic-stage students.

Materials/methods. The study employed an experimental method with a quasi-experimental design for two non-equivalent groups to achieve its aims. The sample consisted of two ninth-grade classes of female students from a school in the Al-Koura District, selected by convenience sampling, with a total of 64 students (32 in each class). One class was randomly assigned as the experimental group and was taught using the multiple intelligences approach, while the other class served as the control group and was taught using the traditional method. Two multiple-choice tests were prepared: the first to measure the acquisition of chemical concepts, and the second to assess the ability to explain household chemical phenomena. The validity and reliability of both tests were verified.

Results. The study's results revealed a statistically significant difference in the acquisition of chemical concepts by the study subjects, both individually and collectively, and their ability to interpret household chemical phenomena between the two study groups, favoring the experimental group.

Background/purpose. Digital transformation has progressed rapidly, leading to significant changes in learning methodologies that are increasingly based on the mainstream internet. The integration of mainstream internet functionality with religious values has the potential to enrich students' educational experiences and foster critical thinking. This study explores the development of learning media rooted in an information and technology paradigm that is grounded in Islamic religious values, and its implications for improving critical thinking among elementary school students in Indonesia.

Materials/methods. A qualitative approach was utilized, using a case study design and data collection techniques that included in-depth interviews, participant observation, and documentation. Informants were selected through purposive sampling, resulting in a total of 13 informants. Data analysis followed Creswell’s six-step data analysis framework.

Result. The study found that the development of IPAS learning media was driven by a decline in student achievement and a growing lack of creativity, conditions largely caused by teacher-centered instruction and monotonous teaching methods. Innovation in IPAS learning media was achieved by integrating the mainstream internet paradigm with prophetic values (specifically, the values of humanization, liberation, and transcendence). This integration successfully fostered students’ skills, including heightened curiosity, open-mindedness, deep understanding of problems, the ability to evaluate arguments from multiple perspectives, and the capacity to identify underlying assumptions.

Conclusion. Prophetic value-based learning media serve not only as a means to transmit knowledge but also to internalize core values. Through this approach, students’ critical thinking abilities can be optimized while remaining anchored in prophetic principles.

Background/purpose. The innovation behavior of university personnel has garnered much attention, with innovation intention being a crucial factor in this process. This study aimed to investigate the impact of university personnel's innovation intention on their innovation behaviors, focusing on the mediating effect of challenging pressure in the relationship between innovation intention and innovation behavior.

Materials/methods. This research utilized a quantitative methodology, gathering data from personnel at 38 universities in Guangdong Province, China, through a structured questionnaire survey. Statistical analysis and structural equation modeling were employed to investigate the influence of innovation intention on innovation behavior.

Results. The findings indicated a favorable correlation among the three characteristics of innovation intention: behavioral attitude, perceived organizational support, and innovation self-efficacy. Behavioral attitude, and innovation self-efficacy positively influenced innovation behavior; however, perceived organizational support exerted no significant effect on innovation behavior. Challenging pressure moderated the connection between innovation intention and innovation behavior.

Background/purpose. It is an urgent necessity to identify geometric conceptual errors among students at different levels. These errors cannot be ignored, as they hinder the learning of related concepts. Teachers need to be aware of these errors, which are often embedded in students' cognitive structures, so that they can work on eliminating them and providing mathematically accurate alternative concepts. Some fruitful efforts have been made in exposing misconceptions in geometry; however, more research is required in this area, especially in Jordan, where the researcher works as a faculty member in the field of mathematics education at the Arab Open University. To the researcher's knowledge, no studies have been conducted on identifying conceptual errors in geometry or methods to address them among students in Jordan.

The Purposes of the Current Study are as follows: 1. To identify the most common conceptual errors in geometry among sixth-grade students. 2. To explore mathematics teachers' perceptions of students' conceptual errors in geometry. 3. To propose strategies for eliminating conceptual errors in geometry.

Materials/methods. Both quantitative and qualitative methods were employed to achieve the study's objectives. The researcher administered the Geometric Test (GT) to identify common conceptual errors in geometry among sixth-grade students and designed the Face-to-Face Interview Protocol (FFIP) to explore mathematics teachers' perceptions of students' conceptual errors in geometry.

Results. The results of this study show that all students exhibited a variety of misconceptions in geometry. All conceptual errors targeted by the Geometric Test (GT) were present in varying proportions among sixth-grade students. In most cases, the teachers interviewed demonstrated a high level of awareness regarding the conceptual errors commonly made by students at this level. The researcher presented a set of suggestions for addressing conceptual errors in geometry, based on both the literature and the viewpoints of sixth-grade mathematics teachers.

Background/purpose. Blended learning can be an effective solution for improving the quality of education. The research problem lies in the lack of interest among a number of Iraqi university professors in improving blended learning in universities, as well as the lack of interest among students in developing and implementing blended learning in Iraqi universities. 

Materials/methods. The researcher employed a descriptive analytical approach, which involves collecting data, information, and facts, then analyzing and interpreting them to draw conclusions. The researcher defined the research community and study sample as 50 professors and students in Iraqi universities, using a questionnaire prepared specifically for this purpose, within a maximum period of 4 weeks.

Results. The research concluded that a major reason behind some Iraqi university professors' reluctance to adopt blended learning in their courses is the lack of adequate support, limited material resources, and insufficient knowledge on how to use computers and blended learning software.

Background/purpose. Inclusive education aims to provide equitable learning opportunities for all students, regardless of their abilities or background. In rural areas of Peru, the implementation of inclusive practices faces particular challenges related to infrastructure, training, and institutional support. This study aimed to determine the relationship between teaching competence and inclusive education among teachers in rural educational institutions in the district of Calana, Tacna, to identify training needs and generate evidence to improve inclusive practices.

Materials/methods. A quantitative, basic-level, non-experimental, cross-sectional, and correlational approach was employed. Two validated instruments were administered to a census sample of 39 teachers from early childhood, primary, and secondary levels. Data were analyzed using Pearson's correlation coefficient to test the relationship between the variables.

Results. Teachers exhibited high levels of cognitive and technical competence, particularly in the “knowing what to do” dimension (87%). In inclusive education, “creating inclusive cultures” also reached 87%, and “developing inclusive policies” 62%; however, only 59% showed high levels in “implementing inclusive practices.” A significant and moderate positive correlation was found between teaching competence and the development of inclusive practices (r = 0.458; p = 0.003), while no significant correlation was observed with the dimensions of inclusive culture or policy.

Conclusion.  The study shows that higher teaching competence is associated with better implementation of inclusive practices (r = .458). This provides evidence on the role of pedagogical competencies in rural contexts, which are rarely explored in the literature. Structural limitations, such as limited institutional support and low investment, reduce their impact, highlighting the need for broader institutional strategies to strengthen inclusive cultures and policies.

Background/purpose. Pondok Modern Darussalam Gontor (PMDG) is widely recognized for its effective integration of religious and general education, as well as for its instructional practices that reflect the institution’s core mottos. This study aimed to synthesize PMDG’s administrative best practices for managing Islamic private schools in Thailand.

Materials/methods. Data were gathered from 20 relevant articles on PMDG published in international journal databases between 2009 and 2022, along with in-depth interviews involving three administrators, three teachers, 15 Thai alumni, and five Thai parents whose children were studying or had studied at PMDG, selected through purposive sampling. Content analysis was employed to identify key themes, supported by illustrative interview excerpts.

Results. The findings revealed 10 components of PMDG’s administration excellence: 1) effective school leadership,
2) curriculum integration between religious and general sciences,
3) student-designed co-curricular activities, 4) mandatory teaching practicum for upper secondary students, 5) outstanding social enterprise, 6) waqf management, 7) teacher development through mentorship, 8) welfare based on life balance principles, 9) peer mentorship student support system, and 10) supportive learning environment.