Background/purpose. Higher education institutions face increasing pressure to improve the quality of services offered to students, who are now considered central actors in their academic journey. In this context, student satisfaction has become a key indicator of institutional performance and competitiveness. However, the literature examining the relationship between perceived service quality and student satisfaction remains fragmented and heterogeneous.

Materials/methods. This study adopts a bibliometric approach based on the Scopus database. From an initial search that yielded 485 documents, a final sample of 261 articles (2014–2024) in the fields of Sociology, Business, and Economics was analyzed using VOSviewer. The indicators used include the temporal evolution of publications, co-authorship networks, leading journals, and thematic clusters.

Results. The analysis reveals (1) a steady increase in the number of publications over the last decade, (2) the emergence of three main thematic clusters centered around service quality, student satisfaction, and student experience, and (3) the central role of specific journals, authors, and countries in shaping the field. These findings confirm the growing prominence of research linking service marketing and university management.

Background/purpose: The present study aims to examine the impact of the flipped classroom strategy on the acquisition of selected football skills among seventh-grade students. Specifically, the skills investigated were passing with the inside of the foot, zigzag dribbling, and shooting with the inside front of the foot.

Methods: The study employed an experimental design with two groups, comprising a total sample of 36 students who were randomly assigned to either an experimental group, which received instruction through the flipped classroom model, or a control group, which was taught using traditional methods based on explanation and demonstration. Homogeneity and equivalence tests confirmed the comparability of both groups prior to implementation.

Results: The results demonstrated a statistically significant improvement in favor of the experimental group, indicating that the flipped classroom strategy was more effective than conventional teaching at enhancing performance in the targeted skills. While traditional instruction contributed positively to learning outcomes, the flipped approach yielded greater efficiency and engagement.

Background/purpose. The Basic Education Laws Amendment Bill (BELAB) seeks to enhance the quality of education in South Africa and has significant implications for school governance. Over time, the influence of parents within School Governing Bodies (SGBs) has increased, allowing them to impact crucial areas such as school budgets, language policy, discipline, and the appointment and promotion of staff. This theoretical paper sets out to comprehensively and critically explore BELAB in the context of school governance.

Materials/methods. Grounded in a qualitative research approach, this theoretical paper comprehensively and critically explored the African Philosophy of Ubuntu as a theoretical framework.  Data were collected through a detailed study of the BELAB and a literature review of relevant articles from the past decade, sourced from databases including Google Scholar, EBSCOhost, SABINET, court cases, newspapers, and physical libraries. The data were thematically analyzed by comparing BELAB's provisions with the established roles of SGBs prior to the Bill's introduction.

Results. Findings indicate that BELAB proposes significant changes to the SGBs' responsibilities regarding admissions, language policy, and the promotion and appointment of teaching and administrative staff. These changes may lead to increased polarisation of schools, inadequate resourcing, and additional governmental responsibilities. This paper also lays bare the scarcity of extant literature on the BELAB and elucidates the pivotal role of empirical research on the bill as it is now signed into law.

Conclusion. Conclusively, this paper proposes measures to support parents' rights and roles in school governance, ensuring they remain integral to the educational framework while adapting to legislative changes.

Background/purpose. Indonesia’s secondary English curriculum has adopted Outcome-Based Education (OBE) to foster communicative competence and real-world language use. However, questions remain regarding the extent to which current instructional materials reflect this pedagogical shift and meet students’ actual learning needs. This study aims to investigate how well EFL learning resources adhere to OBE principles and to explore students’ specific needs and preferences.

Materials/methods. A qualitative descriptive design was employed, using data from classroom observations, teacher interviews, and document analysis of the existing textbooks.

Results. The findings indicate that while current materials articulate general learning outcomes, they often fail to integrate all four language skills equitably and lack performance-based assessments. Teachers reported limited flexibility in adapting the materials to meet diverse student needs. Furthermore, the study found that interactive, visually engaging, contextually relevant materials have a positive impact on students. These elements are missing from existing resources, highlighting a disconnect between curriculum goals and classroom realities.

Background/purpose. Popular discourse has achieved great success in its use of the tourism aspect, and researchers have not paid attention to its role in teaching Arabic, as it includes different linguistic levels that may contribute to teaching Arabic to non-native speakers; So This study aimed to investigate the use of phonetic repetition in Omani popular discourse, specifically in the genres of Razfah and Alʻāzy, based on discourse analysis theory.  It also explored the suitability of this type of discourse for teaching Arabic to non-native speakers.

Materials/methods.  The study relied on discourse analysis, as it is an important element of Arabic education. This is because the discourse analysis approach focuses on the parts of the text and the functions of each part, relying on explanation, interpretation, and exegesis, thereby making the text clear and evident. It focuses on language, style, and the mutual relationships between the parts and the whole.

Results.   The study concluded that Omani popular discourse, with its inherent phonetic and rhythmic Coherence, is a valuable resource for teaching Arabic.  The consistent phonetic structure and rhythmic flow of these poems create a musical effect that engages the learner emotionally and enhances their learning experience. Furthermore, these folk poetic forms, especially A'azi and Razfa, contribute to teaching learners about phonetic coherence, enabling them to distinguish, through direct application, the phonetic features associated with each pattern.

Conclusion. Due to the repetitive consistency of popular rhetorical arts, which has given it music that the learner tends to and is attracted to its melodies that are distinguished by its words and phrases, he repeats it with the members of the community, with joy and pleasure. It is an important means of shaping the educational reality for the non-native Arabic learner.

Background/purpose. In recent years, China’s flourishing art industry has provided increasing opportunities for fine arts graduates. However, the development of an artistic career remains fraught with challenges. While little research has examined the early-career development of Chinese fine arts graduates, it remains unclear why their career trajectories are so precarious and how higher art education might better support students in pursuing their artistic ambitions. This study aims to investigate the career trajectories of fine arts graduates in China, analyze the challenges they face in the early stages of their careers, and ultimately develop a model of artistic careers for Chinese fine arts graduates.

Materials/methods. The study employed a qualitative grounded theory approach, drawing on semi-structured interviews with 30 fine arts graduates and four art experts.

Results. This study built a theoretical framework that traces graduates’ trajectories from art training and tests through higher art education to their transition into professional practice—whether along independent, official, or commercial artist paths.

Conclusion. The findings contribute to the understanding of the career development of Chinese graduates after college. Practically, the study provides insights into how higher art education can be strengthened to facilitate the career development of fine arts graduates.

Background/purpose. The study aimed to explore a strategic approach to address inequalities that exist among academic staff in South African universities. To achieve this aim, the study was guided by two main objectives, namely, to examine the current state of academic staff diversity in South African universities and to propose strategic, evidence-based approaches that South African universities can adopt to address inequality and build inclusive academic environments.

Materials/methods. A mixed-methods approach was employed to investigate diversity among staff in South African universities. An interpretive research paradigm was adopted as a lens to provide a comprehensive overview of the diverse institutional structures employed for academic staff employment in South African universities. Furthermore, the study utilized questionnaires and reflective writing to collect data; an explanatory data analysis (EDA) was also employed to analyze the collected data.

Results. The study revealed that academic staff demographics in South African universities continue to be skewed, with a notable underrepresentation of certain racial and gender groups. This means that the composition of academic staff at some South African universities does not accurately reflect the country's broader population demographics. In addition, although South African universities operate under employment equity policies and a broader transformation agenda, the implementation of these policies remains inconsistent. A lack of effective accountability mechanisms often hinders it.

Conclusion. The study highlights proactive and adaptive critical steps toward building an equitable and representative higher education sector in South Africa. Despite existing policies and frameworks, this study argues that enhancing diversity among academic staff in South African universities will succeed only through deliberate, sustained, and systemic strategies that address institutional biases, promote equitable recruitment and retention practices, and foster inclusive workplace cultures.

Background/purpose.  Currently, the Thai industrial sector is facing a shortage of skilled welders. Moreover, those currently in the industrial workforce often lack competencies aligned with professional standards, which adversely affects the nation’s international competitiveness. Therefore, the objective of this research is to develop a blended learning model integrated with competency-based learning to enhance welders’ competencies in accordance with the occupational standards and professional qualifications of the industrial welding profession in Thailand.

Materials/methods.   This study employed a Research and Development (R&D) design, utilizing a mixed-methods research approach. The research process was divided into two phases: Phase 1 focused on developing the learning model, while Phase 2 examined the effectiveness of the implemented model.

Results.  This study created the PRO-WELD Model (Professional Welding Education through Learning and Development Aligned with Standards), which consists of six components: principles, objectives, instructional methods, technologies and media, assessment and certification aligned with occupational standards, and roles of instructors and learners. The model achieved E1/E2 scores of 78.35/77.45 and received good approval. PRO-WELD significantly improved welder competencies, allowing them to meet the assessment criteria for Shielded Metal Arc Welder Level 2 official certification.

Background/purpose. The main objective of this research is to identify the degree to which students at Ajloun University College possess the entrepreneurial skills necessary for the labor market, in light of the objectives of entrepreneurial education. The study was conducted to identify the methods of contemporary universities in facing numerous challenges, such as technological advancements, the global shift toward a knowledge economy, And the shift towards entrepreneurial education. 

Materials/methods.  A descriptive approach was employed as it best suited the study’s aim of assessing the entrepreneurial skills of students at Ajloun University College in relation to entrepreneurial education objectives. A questionnaire consisting of 34 items related to entrepreneurial skills was designed, and the study instrument was administered to a sample of 518 students. To answer the study question, means and standard deviations of the participants’ responses were calculated.

Results.  The findings of the study indicated that at   Ajloun University College students possess the necessary entrepreneurial skills for the labor market to a high degree. The highest mean score was recorded for personal entrepreneurial skills, followed by social entrepreneurial skills, then managerial entrepreneurial skills. The lowest score, but still high, was recorded for technical and technological entrepreneurial skills.

Background/purpose. This study examines the perceptions of teachers, educational assistants, and local administration representatives regarding the supports provided to students with intellectual disabilities in public schools in Puerto Montt, Chile.

Materials/methods. A qualitative multiple-case study design was employed, selecting three institutions with the highest concentration of students with intellectual disabilities. Semi-structured interviews and focus groups were conducted with 31 participants, and data were analyzed using deductive coding.

Results. Results reveal a gap between inclusive policies and their practical implementation, characterized by insufficient teacher training, limited collaborative work, and an individualistic professional culture. Supports primarily target socioemotional outcomes, neglecting key dimensions of quality of life, such as self-determination and social inclusion.

Background/purpose. The presence of a child with Down syndrome poses increasing challenges for families, where psychological and social burdens intersect with daily caregiving demands, imposing added pressures on mothers. Although global interest in studying these issues has grown, local research in Saudi Arabia remains limited, particularly regarding family readiness for future educational and life changes. This study therefore explores how Saudi mothers perceive preparedness for future educational and life transitions, within local social and cultural contexts, providing scientific insights to inform family-oriented support programs and enhance overall well-being.

Materials/methods. A qualitative design was employed, based on semi-structured interviews with fifteen Saudi mothers of children with Down syndrome. Data were collected using open-ended questions exploring family preparedness for future educational and life transformations, and were analysed through thematic analysis to identify core patterns and meanings.

Results. Findings revealed that mothers’ perceptions of preparedness for future educational and life transformations consolidated into a single overarching theme, from which two sub-themes emerged: the need for supportive community awareness and the call for sustainable family initiatives.

Background/purpose. This research was conducted to address the disconnect between the goals of social innovation and its practical implementation in schools in Northeastern Thailand. The research aimed to develop a sustainable model of social innovation education by first examining successful domestic and international practices, then analyzing the current state of readiness in the region.

Materials/methods. This research utilized complex mixed methods research with an evaluation design, conducted in three sequential phases: a qualitative study of exemplary schools, a quantitative survey of readiness among schools (n=38) and high school students (n=1680) in the northeastern region, and the subsequent development of a new model based on the combined findings.

Results. Schools showed high readiness in social Impact (M=3.85, SD=0.72), and students excelled in communication & collaboration (M=3.95, SD=0.59). However, significant weaknesses were found in sustainability and scalability (M=3.12, SD=0.94) among schools and systemic problem-solving (M=3.45, SD=0.81) among students. The proposed contextualized model for driving social innovation education for schools was presented, and its practical applications were discussed.

Background/purpose. This study investigates the persistent problem of low basic literacy skills among first-grade elementary school students and their limited awareness of their immediate environment. Observations and interviews indicate that these challenges stem from the absence of learning media that effectively support hybrid learning, particularly media suitable for early readers. To address these needs, this study develops an Android-based Mobile Text Levelling Media (MTLM) that provides levelled texts and integrates elements of Semarang’s local culture. The purpose of this research is to design, validate, and examine the feasibility of MTLM as an accessible and practical literacy tool for young learners using the Borg & Gall development model and expert validation procedures.

Practical Implications. The findings show that MTLM is valid and feasible for classroom use, highlighting its potential to support teachers in addressing early literacy challenges. Because MTLM provides levelled texts, simple navigation, and culturally relevant content, it can enhance students' engagement and reading comprehension. In the context of hybrid learning, where students frequently transition between school and home environments, the accessibility of MTLM via Android devices makes it especially beneficial. Schools and teachers can adopt MTLM as a complementary tool to enrich literacy instruction, while parents can use it to support reading practices at home. This suggests that technology-enhanced, culturally grounded literacy media can be strategically incorporated into early-grade lesson planning.

Background/purpose. The main problem addressed in this study is the persistent deficit framing of rural parents in South Africa as uninvolved or incapable of contributing meaningfully to their children's mathematics education. This research was conducted to challenge such assumptions and to explore how rural parents actively participate in mathematics learning despite socio-economic and educational constraints. The primary purpose of the study was to critically examine the nature and experiences of parental involvement in mathematics education in rural schools, highlighting the diverse, contextually grounded ways in which parents support their children and advocating for more inclusive and responsive educational practices.

Materials/methods. The main method used in this research was a qualitative approach, specifically employing semi-structured interviews to gather in-depth insights from rural parents about their involvement in their children's mathematics education. This method allowed participants to freely express their experiences, strategies, and perceptions, enabling the researcher to capture rich, nuanced data that reflects the contextual realities and diverse forms of parental engagement in rural South African schools.

Results. The main findings of the study reveal that rural parents in South Africa are actively and meaningfully involved in their children’s mathematics education through diverse, context-specific practices. Despite limited formal education and systemic barriers, parents support learning by assisting with homework, revising topics independently, engaging with teachers, and mobilising community resources—demonstrating agency, commitment, and a deep understanding of the value of mathematics education.

Conclusion. The implications of this study highlight the urgent need to reconceptualise parental involvement in mathematics education, particularly within rural South African contexts.

Background/purpose.  Reading literacy is essential for elementary students’ academic success. However, in Indonesia, it continues to face obstacles such as low motivation, limited teaching strategies, insufficient higher-order thinking skills, and technological gaps. This study aims to design an interactive e-module based on the FIVES (Facts, Inference, Vocabulary, Experiences, Summary) model integrated with a deep learning approach to enhance reading literacy.

Materials/methods. A mixed methods approach with an exploratory-sequential design was employed. Quantitative data were collected from 124 teachers across 17 provinces, while qualitative data were obtained through interviews with 14 teachers and 70 students. The needs analysis informed the design of the interactive e-module, which integrates deep learning principles (mindful, meaningful, joyful) and learning experiences (understanding, applying, reflecting). At this stage, the study produced only a design framework, which will later be validated by experts and tested in both limited and broader settings.

Results. Four categories of barriers to reading literacy were identified: ontogenic, didactic, epistemological, and technological. The e-module design offers a structured strategy to address these barriers by combining the FIVES framework with deep learning, demonstrating potential to improve students’ motivation, comprehension, and critical thinking.

Background/Purpose. The study sought to assess the quality standards of post-COVID e-learning in Jordanian public and private universities.

Materials/Methods. The study sample was randomly selected and comprised 452 faculty members across four public and five private universities. The descriptive survey method was used, and data were collected through a questionnaire.

Results. The study found that the level of assessment of COVID e-learning quality standards in Jordanian public and private universities is high. The standards ranked as follows: Regulatory and Legal Compliance (first place), Technology (second place), Instructional Design and Course Development (third place), Evaluation (fourth place), Delivery (fifth place), Financial (seventh place), Instruction and Instructor (eighth place), and Student Services (ninth place).

Background/purpose. Basic education faces two major challenges: improving literacy while preserving traditional games, which are increasingly marginalized by digitization. This study aims to address gaps in integrated teaching materials, specifically the lack of children's storybooks that combine literacy development with traditional game content, through a comprehensive needs assessment to identify teacher literacy requirements and operational constraints, describe student interests, determine preferred book characteristics, and validate integrated traditional game storybooks as a dual intervention solution.

Materials/methods. This R&D study employed a purposive sampling method, involving nine teachers from four schools and 50 students from five schools. Data were collected through needs assessments and preference questionnaires, analyzed using descriptive statistics, Spearman's rho correlation, Chi-Square test, and non-parametric comparison tests.

Results. Research shows a perfect correlation between resource availability and difficulties in implementing traditional games, with an understanding of the cognitive load of interdisciplinary teaching materials emerging as the most critical factor among teachers' overall challenges. Reading frequency shows a strong relationship with knowledge of traditional games, but only half of the students have ever encountered a storybook about traditional games. Chi-square analysis shows that current storybooks about traditional games have elitist characteristics. Students tend to choose medium-sized picture books with bright colors, concise language, and adventure themes; such publications show the strongest relationship with picture book knowledge.

Background/purpose. The paper explores the impact of COVID-19 on education and focuses on challenges to the educational system and their solutions. COVID-19, which allegedly originated in Wuhan, China, had a devastating impact on human endeavours, the economy, and health. The education sector was not spared either. Schools were abruptly closed, and teaching and learning were suspended, which had far-reaching consequences for the economy and society.

Materials/methods. Grounded in the Social Cognitive Theory (SCT), the study adopted a literature review, otherwise known as a ‘meta-study ’.

Results. The study’s findings reveal that the havoc wreaked by COVID-19 disrupted education and posed challenges to access to teaching and educational facilities, especially for rural students and the vulnerable in society. Traditional methods of face-to-face teaching became a thing of the past, and classrooms were borderless. Since the COVID-19 crisis and unparalleled educational disruption were far from over, virtual learning took centre stage and curricula were completed. Virtual teaching was being nurtured and was putting down its roots. Challenges such as network issues, frequent power supply interruptions, high data costs, and poor digital skills hindered access to e-lessons. I argue that, irrespective of challenges, virtual learning took place and curricula were completed. I recommend massive global infrastructure development so that teaching can take place anywhere and at any time, to address classroom limitations in the event of future pandemic outbreaks.

Background/purpose. This study aims to examine the evolution of scientific knowledge and research trends related to the strategic management of sustainable university institutions. Strategic management is of utmost importance for effectively leading any organization, such as a university institution. These are organizations that seek to raise quality standards to improve their mission and achieve organizational objectives. In this sense, strategies play a fundamental role in managing sustainable educational organizations.

Materials/methods. This research employed bibliometric analysis and systematic literature review methods. The articles used were obtained from the Scopus and Web of Science (WoS) databases. The search process was based on the Prisma methodology.

Results. The search revealed 23 articles published between 2015 and 2025 that met the established inclusion criteria. It was evident that although there are many studies on sustainable development in universities, little research focuses on strategic management to achieve a sustainable university; thus, the term “strategic management in universities” is rarely used in the scientific community. The articles were written using various research methods, but they are generally presented as case studies. 2024 was the year with the highest scientific output on the subject, while Portugal, Brazil, and Indonesia stood out as the most productive countries.

Background/purpose. This study presents a technology-mediated pedagogical model for endangered-language education that aligns directly with SDG 10 by reducing educational inequality. This research integrates digital archival science and computational linguistics to create an empirically validated digital Kawayan lexicon. The resource serves as the foundational data source for instructional design and curriculum development, enabling the creation of authentic teaching materials rigorously aligned with the MTB-MLE Framework. Hence, this study demonstrates a scalable, data-driven approach to sustaining educational transmission for future generations.

Materials/Methods. Using a qualitative textual analysis approach and digital tools (e.g., pivot tables), lexical data from face-to-face interviews with nine native speakers from Southern Negros Occidental, Philippines, were analyzed. Participants were purposively selected according to ethical standards. The word retrieval process was timestamp-coded input. Then, inter-coders ensured the dataset's validity and reliability, creating an organized and understandable lexicon for analysis.

Results. This study highlights essential findings for establishing the Kawayan lexicon's foundations, which define its form and meaning. It also validates and demonstrates the Kawayan lexicon for linguistic categorization, serving as a pedagogical resource for MTB-MLE alignment. This analysis examines specific linguistic features, such as affixation and reduplication, while identifying crucial documentation gaps that will inform future archival and instructional design development.