Background/purpose. Primary education lays the foundation for future academic and socio-economic success. Scholars emphasise that learner performance depends on both classroom teaching and school leadership. However, in South Africa, the primary education level continues to grapple with persistent challenges. This study explored the challenges faced by primary school principals in enhancing learners’ academic performance and their perceptions of leadership strategies that may address these barriers.

Materials/methods. Guided by Baldanza’s Model of 21st Century Instructional Leadership, the study adopted an interpretive paradigm, a qualitative approach, and a multiple case study design. Using purposive sampling, three primary school principals were selected. Data was generated through semi-structured interviews, school documents and analysed thematically.

Results. Principals operate in constrained environments shaped by learner and teacher absenteeism, limited resources, policy pressures, and ongoing behavioural issues. While some schools exhibited evidence of leadership practice implementation, others demonstrated limited documentation and operational capacity. Strategies such as curriculum oversight, resource management, collaborative leadership, and data-informed decision-making have emerged as essential to improving performance. However, many of these strategies remain aspirational rather than enacted.

Background/purpose. This study investigates the perspectives of graduate students and thesis supervisors on the implementation of BIMON, a newly introduced online thesis supervision platform at Universitas Terbuka. It addresses a critical gap in understanding stakeholder experiences during the transition from conventional to digital academic mentoring within Southeast Asia’s distance education context.

Materials/methods. Data were collected through parallel online surveys administered to graduate students and supervisors during the 2024–2025 academic year, combining closed- and open-ended questions tailored to each group. This paper qualitatively analyzes open-ended responses on perceived benefits, challenges, and suggestions for improvement.

Results. Seventy-two students and 59 supervisors voluntarily participated in the survey.  Findings indicate that both students and supervisors generally perceive BIMON as an effective tool for facilitating thesis supervision. While students emphasized the importance of communication and feedback mechanisms, supervisors prioritized progress monitoring. Despite its potential, many respondents continued to rely on alternative platforms such as WhatsApp and Zoom, citing usability issues and limited engagement with BIMON’s features. These challenges suggest gaps in technical competence and user familiarity.

Background/purpose. Effective leadership is widely recognized as a key factor in shaping school performance. This study examined the relationship between Management by Wandering Around as practiced by principals and the overall performance of schools in Irbid Governorate, as perceived by teachers. The intention was to provide empirical evidence on how principals’ visible presence, engagement, and motivational practices contribute to the improvement of educational outcomes.

Materials/methods. A descriptive survey design was employed, with a structured, validated questionnaire as the primary data collection tool. The study population consisted of public school teachers across Irbid Governorate, from which a stratified random sample of 380 male and female teachers was selected to ensure broad representation across school stages and genders. Data were analyzed using appropriate statistical techniques, including correlation analysis, to test the relationship between MBWA and school performance.

Results. The findings revealed that teachers rated both the level of MBWA practiced by principals and the degree of school performance as high. Moreover, results demonstrated a statistically significant positive correlation (α = 0.05) between MBWA and school performance. This suggests that principals who actively engage in MBWA practices foster stronger communication, enhance teacher motivation, and create more effective school environments.

Background/Purpose. This study aims to develop and evaluate the effectiveness of an AI-driven personalized learning system in improving learning outcomes, motivation, and pedagogical competencies of Vietnamese primary education students within the context of digital transformation in teacher education.

Methods. A mixed-methods cluster-randomized controlled trial was conducted over 18 weeks with 187 second- and third-year students from 12 intact classes at the University of Education, Vietnam National University Hanoi. The intervention comprised three components: an intelligent learning analytics system, an AI-adaptive learning environment, and a personalized competency assessment system. Data were collected through standardized achievement tests, learning motivation scales, pedagogical competency assessments, and semi-structured interviews with 60 participants (48 students, 8 instructors, 4 administrators) using systematic thematic analysis.

Results. Using multilevel modeling, the experimental group demonstrated significant improvements compared to traditional methods: a 12.3% increase in academic performance (Cohen's d = 0.62), a 18.7% increase in learning motivation (Cohen's d = 0.68), and a 15.2% enhancement in pedagogical competencies (Cohen's d = 0.56). The most significant improvements were observed in personalized lesson design capabilities (17.8%) and educational technology integration skills (16.4%).

Background/purpose. Rural Indonesia continues to face significant disparities in foundational literacy achievement, particularly in communities with limited pedagogical support and learning resources. Volunteer-led literacy initiatives have emerged as community-driven solutions to bridge the gap between formal schooling and local learning needs. However, little is known about how volunteers conceptualize and enact pedagogy, and how these practices influence informal learning outcomes and community norms. This study examines Warabal (Warung Baca Lebakwangi), a volunteer-based literacy center in West Java, to understand how grassroots actors develop and sustain community literacy pedagogy.

Materials/methods. This research employed an interpretive single–case study with clearly defined boundaries (setting, actors, activities, and timeframe). Data were collected through forty-five hours of participant observation, semi-structured interviews with 26 participants (15 volunteers, 8 parents, 3 key informants), two focus group discussions, and local documentation. Purposive maximum-variation sampling, saturation checks, and bias-mitigation strategies ensured data credibility. Thematic analysis involved iterative coding, intercoder agreement checks, method and data triangulation, and member validation. Ethical approval was obtained from an Institutional Review Board, with written parental consent for all child participants.

Results. Findings indicate three interconnected pedagogical dynamics: (1) volunteers function as para-pedagogues using storytelling, bilingual scaffolding, and individualized guidance; (2) cultural values such as gotong royong embed literacy practices within communal routines; and (3) informal pedagogy strengthens children’s reading confidence, social communication, and positive behavioral norms. Mini-descriptive indicators show consistent attendance (10–15 children per session), increased reading confidence (reported by 12 of 15 volunteers), and improved politeness and communication skills (reported by 7 of 8 parents). Volunteer participation also fostered personal empowerment, leadership, and civic engagement.

Background/purpose. This study investigated the impact of a training program based on the cognitive apprenticeship model on mindfulness among eighth-grade students in Jordan. The study addresses the need for evidence-based interventions that foster students’ cognitive and emotional development in educational settings.

Materials/methods. The sample comprised 80 male and female students, purposively selected and divided equally into two groups (experimental and control). Both groups underwent a mindfulness scale as a pre-test and post-test. A training program was developed and implemented for the experimental group, consisting of 17 sessions over eight weeks.

Results. The results of the analysis of (ANCOVA) showed statistically significant differences between the mean scores of the two groups in mindfulness after the application, in favor of the experimental group, with a high effect size (η² = 0.194), indicating the effectiveness of the program. The results also showed statistically significant gender differences favoring males, which can be explained by social factors that encourage males to adopt traits such as independence and emotional control, which may indirectly contribute to the development of mindfulness skills.

Background/purpose. Bandung’s urban subcultures play an increasingly important role in shaping participatory city branding within the broader agenda of sustainable urban development. However, the ways in which grassroots creative communities contribute to city identity and co-create branding narratives remain underexplored. This study aims to examine how Bandung’s subcultural groups—spanning music, fashion, art, and other creative scenes—produce cultural values, narratives, and collaborative practices that reinforce the city’s brand authenticity.

Materials/methods.  A qualitative single-case study design was employed, drawing on semi-structured interviews with 13 participants and participant observations across various creative subcultures in Bandung. Narrative branding, participatory governance, and post-subcultural theory guided the analytical framework. Data were coded using thematic analysis to identify recurring cultural values and patterns of grassroots participation within the city’s branding ecosystem.

Results. The analysis reveals three integrated domains of grassroots contribution: (1) Cultural infrastructure, demonstrated through community-led creative spaces and cultural learning environments; (2) Social capital and collaboration, characterized by mutual aid, inclusivity, volunteerism, and cross-sector partnerships; (3) Identity narratives and place attachment, expressed through heritage storytelling, visual culture, and community-based creative events. Together, these domains show that Bandung’s subcultures act as co-producers of an authentic and emotionally resonant city brand, strengthening cultural resilience and sustainability.

Background/purpose. This study examined the validity of Paul Pintrich’s Motivated Strategies for Learning Questionnaire (MSLQ) in a South African online university setting. With the rise of digital education, understanding student motivation in virtual environments has become critical. The research aimed to determine whether the MSLQ’s motivation scales—developed initially in a different context—remain valid and reliable for assessing South African students’ motivational constructs in online learning.

Materials/methods. A total of 276 university students participated, completing a 31-item questionnaire on a 7-point Likert scale. The study focused on six latent motivational variables: Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task Value, Control of Learning Beliefs, Self-efficacy for Learning and Performance, and Test Anxiety. Covariance-based Structural Equation Modeling (CB-SEM) was used to assess the construct validity of the MSLQ in this context.

Results. The initial model did not fit well. However, after removing latent variables with poor statistical properties, the revised model demonstrated a significant fit. This indicated that a modified version of the MSLQ is valid for use in South African online learning environments.

Background/purpose. The concept of perceived social support has been related to numerous educational and psychological variables. However, its measurement in the field of education has not been very precise. Therefore, the aim of this study is to validate the Teacher and Classmate Support Scale (TCSS) in a population of Spanish adolescents.

Materials/methods.  The study sample consisted of 618 students aged 12 to 16 (M = 14.04, SD = 1.34). A confirmatory factor analysis was conducted to test factorial invariance across genders. A classical item analysis was conducted, accounting for item correlations and criterion validity.

Results.  The results confirmed the scale’s bi-dimensional structure, with both correlated factors showing good fit indices (CFI = .96, RMSEA = .059, SRMR = .029, and LTI = .965), and obtained configurational, metric, and scalar invariance, except for strict invariance.

Conclusion. This study provides a reliable measuring instrument for educators to measure perceived social support.

Background/purpose. Rapid technological advances are reshaping education, primarily through artificial intelligence (AI) tools that enrich electronic portfolios—key assessment artifacts that showcase teachers’ professional growth. Despite their potential to improve planning, organization, and digital media use, teachers in Mafraq District employ AI tools sparingly. This study examined the impact of AI applications on teachers’ portfolio‑design skills.

Materials/methods. A descriptive–analytical design was adopted for this research. The data were gathered through a questionnaire, validated for reliability and content accuracy, which was administered to a stratified random sample of 322 teachers from a population of ≈3,200. The questionnaire measured competence in planning, organization, and digital-media utilization when AI tools were integrated. Descriptive statistics and inferential tests were used to assess overall effects and demographic differences.

Results. AI integration had a significant positive effect on portfolio design skills. The digital‑media utilization domain recorded the highest relative mean (83%), followed by the planning and organization domain (80.2%). No statistically significant differences attributable to teaching experience or academic qualifications were observed, indicating uniform benefits across subgroups.

Background/purpose. Digital addiction has become an increasing concern, particularly among students, as excessive engagement with digital platforms negatively impacts academic performance, social interactions, and mental health. This study primarily aims to evaluate and compare the effectiveness of various machine learning and deep learning models in predicting digital addiction. While we examine key features that contribute to classification performance, our focus is not on discovering new predictors but on selecting features that enhance model accuracy. However, few datasets are publicly available, and, moreover, these datasets do not employ similar feature types. As a result, it is not readily clear which set of features a researcher should consider to obtain the most accurate prediction.

Materials/methods. We utilized two publicly available datasets and conducted feature selection using ANOVA scores and Random Forest. We then performed prediction of digital addiction using four machine learning (ML) models—K-Nearest Neighbors (KNN), Support Vector Machine (SVM), Random Forest (RF), and Gradient Boosting (GB)—as well as one deep learning model, Artificial Neural Network (ANN).  These models were evaluated using standard performance metrics, including accuracy, precision, recall, and F1 Score.

Results. Our results show that Random Forest, when used to identify the most important feature, performs better overall, especially for models such as KNN. The Random Forest and Gradient Boosting models achieved perfect scores (100% accuracy, precision, recall, and F1-score) on one dataset, and the ANN model reached up to 99.5% accuracy.

Background/purpose. Inclusive education remains a central priority in early childhood education (ECE) across the United Arab Emirates, with national frameworks advocating equitable learning environments for students of determination (SOD). Despite strong policy support, teachers continue to face practical challenges that hinder the full realization of inclusive pedagogy in classroom settings.  This study sought to explore how ECE teachers perceive and enact inclusive practices in their classrooms, capturing their professional insights into the successes, concerns, and systemic barriers they face.

Materials/methods. A qualitative research design guided the study, utilizing semi-structured interviews with 17 early childhood educators. Thematic analysis was employed within a social constructivist framework to explore patterns emerging from their professional reflections and classroom experiences.

Results. Teachers described a strong sense of professional commitment and intention to support students of determination. However, their implementation efforts were consistently challenged by difficulties in curriculum differentiation, behavior management, and a lack of coordinated support from administrators and families. Themes of cultural resistance, fragmented teamwork, and a need for hands-on professional development were evident throughout the data.

Background/purpose. This study examines students' exit-level perspectives as they transition from a South African university into the world of work. Grounded in Schlossberg’s Transition Theory and Resilience Theory, the research examines how final-year students consider their readiness for life after university, the challenges they encounter, and the support systems that shape their experiences.

Materials/methods. Employing an interpretive phenomenological approach, data were gathered through open-ended questionnaires from six participants involved in a longitudinal project tracking their university journey from entry to exit.

Results. Thematic analysis identified four main themes: readiness and preparation for life after university, transition difficulties, the role of support networks and services, and the effects of extracurricular involvement. While some students expressed cautious optimism and confidence in their readiness, many shared concerns about job prospects, financial security, and the practical experience required. The results highlighted the crucial role of comprehensive institutional support, including mental health services, mentorship, and inclusive extracurricular activities, in fostering resilience and adaptable coping strategies.

Background/purpose. Mathematics has numerous uses for vocational students. Unfortunately, most vocational students are unaware of this, thus neglecting mathematics learning and focusing solely on vocational material. This study attempts to develop a vocational case-based learning model to enhance students' metacognition, enabling them to learn mathematics effectively and efficiently.

Materials/methods. A vocational case-based mathematics learning model was developed using the Borg and Gall framework and validated by experts. Its effectiveness was tested through a quasi-experimental non-equivalent pretest-posttest control group design involving 60 vocational high school students in two classes (an initial trial at SMK Negeri 1 Singaraja and a final trial at SMK Negeri 3 Singaraja). Metacognitive awareness and mathematics achievement were measured using standardized instruments, and data were analyzed with MANOVA.

Results. Expert evaluations confirmed that the model was valid and feasible for classroom use. MANOVA results showed that students in the experimental group significantly outperformed those in the control group in both metacognitive awareness and mathematics achievement. Usability testing indicated superior performance in attractiveness, efficiency, accuracy, stimulation, and novelty, with clarity rated as good. Interview analysis further revealed that the model increased student motivation, engagement, and vocational relevance in mathematics learning.

Background/purpose. This study aimed to investigate the extent to which science teachers apply green chemistry principles and how this relates to their understanding of safe laboratory practices.

Materials/methods. Two instruments were developed and validated. The first, a 35-item scale covering ten green chemistry principles, measured teachers’ practice from the perspective of 400 of their students. The second, a 35-item test spanning six safety practices, assessed teachers’ awareness of safe laboratory methods and was administered to a random sample of 80 science teachers in Koura District schools during the second semester of the 2024/2025 academic year.

Results. The results showed that teachers were very effective at applying green chemistry principles, with all areas rated "high." These areas included using the least amount of material needed, starting safely, using catalysts, designing safe chemicals, using safe solvents, focusing on energy efficiency, preventing accidents, analyzing in real time to avoid pollution, reducing unnecessary byproducts, and making biodegradable materials. In comparison, teachers' awareness of safe laboratory practices was moderate. However, there was a strong positive link between how well teachers applied green chemistry principles and their awareness of safe lab practices. By contrast, teachers’ overall awareness of safe laboratory practices was moderate. A positive, statistically significant correlation (α=0.01) emerged between teachers’ practice of green chemistry principles and their awareness of safe laboratory practices.

Background/purpose. Educational inequality in developing countries requires coordinated responses across multiple agencies, yet existing collaboration frameworks inadequately address capacity disparities and resource constraints common in these contexts. This study explores patterns of multi-stakeholder collaboration for educational equity promotion in Thailand and develops a preliminary coordination framework to enhance partnership effectiveness in resource-constrained environments.

Materials/methods. A qualitative case study examined coordination patterns across Thailand's educational equity ecosystem through 64 semi-structured interviews with representatives from government agencies, civil society organizations, the private sector, academic experts, and implementation-level actors. Data collection included document analysis and meeting documentation, with systematic thematic analysis identifying emerging coordination patterns and framework mechanisms.

Results. The analysis revealed three interconnected coordination mechanisms: integrated policy coordination, collaborative resource management, and cross-sector capacity development. These mechanisms address common coordination challenges, including procedural fragmentation, resource distribution asymmetries, and monitoring system disconnection. Key patterns suggest that effective partnerships maintain organizational autonomy while enabling collective action, require graduated participation mechanisms accommodating varying organizational capacities, and benefit from explicit linkage between resource allocation and capacity development.

Background/purpose. This study developed and validated adaptive reading materials based on readability integrated with Higher Order Thinking Skills (HOTS) assessment for Indonesian elementary and secondary school students (grades 4–12).

Materials/methods. This study used a Research and Development (R&D) design. The materials were reconstructed based on the Flesch–Kincaid Grade Level (FKGL) linear progression for grades 4–12, and the HOTS (C3–C6) assessment was designed to be calibrated. Validation was conducted by various stakeholders (N≈3000 students, N≈250 teachers, N=12 experts). Effectiveness was tested using a quasi-experimental design (Paired Sample T-test) with a sample of N=30, supplemented by item psychometric analysis (Difficulty and Discrimination Indices). Using a Research and Development (R&D) design based on the Borg & Gall model, this study involved multi-stakeholder validation with approximately 3,000 students, 250 teachers, and 12 experts, followed by a quasi-experimental effectiveness test (N=30).

Results. The results show high design validity and successful text calibration with Flesch Reading Ease scores ranging from 85.2 (Grade 4) to 45.1 (Grade 12). High acceptance from stakeholders (average score >4.0/5.0). Psychometric analysis confirmed the difficulty level of most HOTS items (C3–C5). Effectiveness testing proved a significant improvement in critical reading competency (average increase of 12.567 points; p=0.000).

Background/purpose. This study aimed to investigate the effect of the "TWA" (Think–Write–Ask) strategy on improving reading comprehension skills among tenth-grade students. The research was conducted to address the challenge of enhancing students’ ability to understand and analyze texts across various reading comprehension levels, including literal, interpretive, critical, appreciative, and creative.

Materials/methods. The study sample comprised 54 tenth-grade students from Al-Shaheed Rashid Al-Zyoud Secondary School for Boys, selected via convenience sampling during the second semester of the 2024/2025 academic year. Participants were divided into two groups: an experimental group (27 students) taught with the "TWA" strategy and a control group (27 students) taught with conventional methods. A test was designed to measure students’ performance across the five reading comprehension skills.

Results. The findings indicated statistically significant differences between the experimental and control groups in both individual and overall reading comprehension skills, with the experimental group outperforming the control group across all measured domains.

Background/purpose. Analysis of educational report cards shows that instructional leadership contributes significantly to improving educational standards. With an emphasis on initiative and collaborative efforts to improve literacy and numeracy outcomes, this study explores the role of instructional leadership in three high schools with different leadership styles. Human resources (HR) are the primary factor in implementing the School Transformation Program (STP).

Materials/methods. This research was conducted in Mataram City. This research uses a qualitative methodology and collects information from educators and school principals through observation, documentation, and interviews.

Results. The findings of the study show that effective instructional leadership techniques for implementing the school's vision and mission are based on an analysis of educational report cards, which recommend prioritized planning, including training teachers, creating a supportive learning environment, and developing a curriculum aligned with student needs. In addition, education report cards are periodically evaluated as part of the preparation of the School Activity Budget Plan (SABP) each year. Planning is based on a priority scale that accounts for advantages and disadvantages in the learning process.

Background/purpose. As English for Specific Purposes (ESP) programs expand across Vietnamese higher education, evaluating their effectiveness becomes crucial for improving learner outcomes and aligning instruction with professional demands. This study aims to evaluate the perceived effectiveness, strengths, and limitations of an ESP program at a multidisciplinary university in Vietnam, focusing on curriculum content, teaching practices, materials, assessment, and learner support.

Materials/methods. A mixed-methods approach was employed to gain a comprehensive understanding of the ESP program. Quantitative data were collected via a student questionnaire (n = 1463) that measured perceptions of content relevance, skill development, teaching methods, assessment, and support. Qualitative data included classroom observations, document analysis (e.g., syllabi and LMS content), and semi-structured interviews with eight lecturers and four focus group discussions of 41 students. Data were triangulated to identify converging themes and discrepancies across sources.

Results. Quantitative results showed generally positive student perceptions of the program, particularly regarding teaching methods, feedback, and perceived necessity. However, areas such as confidence in applying language in professional settings and the alignment of assessment tasks with workplace demands suggested room for improvement. Qualitative findings revealed challenges, including generic course content, insufficient time for productive skills, inconsistent use of digital tools, and varied assessment practices.