International Journal of Education and Practice

Investigation of motivational factors among Chinese kindergarten teachers' engagement in music-specific professional development

2025-10-25T03:45:38-05:00

National Chinese education reforms demonstrate a burgeoning interest in inculcating music in early childhood education. Music can be an important part of personal, educational, and social development in the early years of a child. Subsequently, many educators are turning to music-specific professional development (PD) programs, driving the need for music in their teaching. However, there is a lack of understanding of the factors that motivate kindergarten teachers to participate in PD. The study aims to determine why kindergarten teachers enroll in music-specific professional development (PD) programs tailored to music. RQ1: What are the primary drivers behind kindergarten teachers' involvement in music-specific PD? RQ2: How do motivational factors influence kindergarten teachers' involvement in music-specific professional development? A cross-sectional survey including 328 kindergarten teachers aged 20-40 was conducted online. Data analysis involved descriptive statistics, correlation, and moderation analysis. The study found that the important drivers of PD participation included personal interest in music, the potential for career growth, and peer and cultural influence. Additionally, the main motivational factors included self-efficacy, teaching effectiveness, and personal interest as the most influential motivational factors. Comprehensive PD initiatives should integrate intrinsic, career, and social dimensions to create a supportive, dynamic space where teachers can build music-related skills.

Analyzing the influence of student research activities on the development of business communication

2025-11-09T02:29:55-06:00

This research article examines the transformative role of student research projects in shaping and improving business communication practices. In recent years, there has been a growing focus on equipping students with practical skills that bridge academic theory and real-world application, particularly in business-related disciplines. Despite this trend, limited scholarly attention has been paid to understanding how student research contributes to the development and evolution of business communication strategies. The aim of this study is to fill this gap by analyzing the extent to which student research initiatives influence communication practices in academic and organizational contexts. Using a mixed-methods approach, the study draws on qualitative data from interviews with faculty and business communication professionals, as well as quantitative responses to surveys of students actively involved in research projects. The analysis highlights how student research contributes to the development of relevant communication strategies, promotes critical thinking, and enhances the ability to effectively communicate complex business concepts. The results show that student research plays a vital role in aligning educational outcomes with industry communication needs. This article presents practical conclusions for educators, practitioners, and policymakers seeking to use student research as a tool to improve communication effectiveness in business education and practice. This study may also be useful in recommending ways to develop the business skills of future businesspeople through business communication.

Factorial structure of the academic buoyancy scale: A psychometric study on a sample of Jordanian university students

2025-11-09T02:57:45-06:00

The study aimed to investigate the factorial structure of the Academic Buoyancy Scale (ABS) and verify the validity and reliability of the scale on a sample of Jordanian university students from public and private institutions. The study employed the analytical descriptive approach. The scale consisted of 50 items distributed over five dimensions, which are self-efficacy, uncertain control, anxiety, faculty-student relationship, and academic integration. The results of the confirmatory factor analysis showed the presence of five factors of academic buoyancy. All indicators of the confirmatory factor analysis were appropriate (χ2/df = 2.83, RMSEA = 0.06, GFI = 0.89, CFI = 0.91 and TLI = 0.92). The loadings of the items on the scale’s dimensions were all statistically significant and had high values. The psychometric properties of the scale were verified using several procedures. The results showed that the scale has acceptable validity and reliability indications. The values of the reliability coefficients using Cronbach's alpha ranged between 0.82 and 0.93. This study is a vital step to provide accurate and objective data that helps improve students’ academic experience. Researchers and teachers can provide scientifically based interventions that contribute to enhancing students’ academic success and psychological well-being by developing a valid and reliable scale.

Attuning pre-service teachers’ competencies in the context of Philippine professional standards for teachers

2025-12-16T07:54:11-06:00

This study focused on the assessment of pre-service teachers’ competencies in accordance with the Philippine Professional Standards for Teachers (PPST), specifically in content knowledge, pedagogy, learning environment, diversity of learners, assessment and reporting, community linkages, and professional engagement. For a comprehensive analysis, the assessments of faculty and pre-service teachers were compared. Additionally, the initiatives of Teacher Education Institutions (TEIs) in integrating the PPST into the curriculum, along with the issues and challenges encountered during this integration, were examined. Based on the findings, a training program for pre-service teachers was proposed. The research employed a descriptive method, utilizing questionnaire as the primary data collection tool, complemented by interviews and focus group discussions. Respondents included 60 faculty members and 335 pre-service teachers from Teacher Education Institutions in Batangas. The statistical tools used were the weighted mean and t-test. Findings indicated that pre-service teachers demonstrate the PPST competencies to a great extent. Faculty and pre-service teachers differ significantly in their assessments of pre-service teachers’ competencies in content knowledge and pedagogy, assessment and reporting, and community linkages and professional engagement. Generally, TEIs have several initiatives to familiarize teachers with PPST standards. Common challenges include instructional materials, outcomes-based assessment tools, and training seminars, which hinder the full integration of PPST into the curriculum. The activities in the proposed training program may serve as relevant resources for enhancing pre-service teachers’ competencies within the PPST framework.

Integrating AI chatbots in teaching: A case study on enhancing students' information technology competence

2025-12-24T07:13:06-06:00

Recent years have seen a growing trend in research on artificial intelligence (AI)-powered chatbots as innovative tools in education and training, highlighting their potential to personalize learning and support learner autonomy. This study examines the transformative potential of AI-powered chatbots in reshaping education by fostering autonomous, self-directed learning. It explores how chatbots move beyond interactive engagement to enable deeper, independent learning experiences. A threefold research approach was adopted. First, a comprehensive review of AI-driven teaching methodologies was conducted. Second, chatbot frameworks were designed to enhance self-paced and personalized learning. Third, the effectiveness of these frameworks was empirically tested through experimental learning environments involving 43 education experts and 320 students. Expert surveys were used to identify essential self-learning competencies, which informed the design of chatbot-supported pedagogical strategies tailored to diverse educational needs. The results reveal that AI-powered chatbots significantly enhance student engagement and promote independent learning. Their ability to provide real-time feedback, personalized support, and adaptive pacing contributes to improved academic performance and learning outcomes. These findings demonstrate that chatbots can play a central role in fostering learner autonomy and transforming traditional educational models. This research underscores the value of integrating AI chatbots into modern teaching practices. Educators and institutions can leverage chatbot technologies to create more personalized, scalable, and effective learning environments that empower students to take greater ownership of their learning processes.

The impact of parent collaboration in socio-cultural learning in communities on the Indonesia-Malaysia border in helping students understand the curriculum and learning process

2025-12-30T01:34:35-06:00

The curriculum emphasizes the importance of parental involvement in student education at school. Active participation from parents in the learning process can facilitate the development of students' knowledge. However, in reality, parental involvement remains minimal due to social disparities within society. It is essential to investigate the alignment between theory, expectations, and actual practice. The purpose of this study is to identify the backgrounds of the parents involved and to provide a descriptive analysis of the cooperation demonstrated by schools towards parents, which can motivate increased involvement in student education. The research adopts a quantitative approach, with a sample of 478 students attending schools in the Indonesia-Malaysia border area. Data collection was conducted through questionnaires, which were developed based on specific indicators. Data analysis was performed using descriptive statistics with the assistance of SPSS version 29.0. The collected data were analyzed by calculating the average scores for each indicator and interpreting the results. The findings indicate a significant relationship between school-parent cooperation and improvements in student education. Specifically, the more parents feel appreciated by the school's engagement, the higher their involvement in their children's education. Additionally, parental involvement increases when schools actively collaborate to discuss various issues affecting students and parents. Parents are more involved when they are informed about meetings, activities, and programs that require their participation. In conclusion, active communication between schools and parents significantly enhances parental involvement in education.

Scaffolding mobile-assisted extensive reading: A sociocultural case study of Chinese Non-English majors

2025-12-30T03:15:26-06:00

This study investigates how Chinese non-English majors engage in Mobile-Assisted Extensive Reading (MAER) within both academic and social contexts, drawing on Sociocultural Theory (SCT) as the analytical framework. Employing a qualitative case study approach, data were collected from six university students through semi-structured interviews, reading logs, and mobile app screenshots. The findings reveal that students’ MAER practices are highly diverse and contextually situated, influenced by individual learning goals, exam preparation demands, and the availability of social and institutional support. Mobile reading apps provide flexible access to English input and offer multimodal resources that enhance learner interest and autonomy. However, sustained engagement is not guaranteed by technology alone. Learners benefit most when supported by peer collaboration, teacher scaffolding, and app features that facilitate reflection and interaction. In contrast, participants lacking such support often experience difficulty in maintaining consistent reading habits. These results suggest that MAER is not merely a solitary or technical endeavor, but rather a socially mediated activity shaped by the learners’ environments. The study extends current understandings of mobile learning by illustrating how the core SCT constructs of mediation, the zone of proximal development (ZPD), and internalization operate in mobile-assisted reading contexts. Pedagogical implications include integrating social scaffolding into both app design and curriculum development to foster sustained learner motivation, self-regulation, and effective engagement with extensive reading tasks.

Artificial intelligence and the cultivation of creativity in education: Pedagogical opportunities and challenges

2026-01-07T03:07:19-06:00

In the contemporary era, education systems are entering a new phase of transformation driven by the rapid advancement of technology. In particular, the integration of artificial intelligence (AI) in educational processes presents both opportunities and challenges. AI-based tools facilitate the design of individualized learning trajectories, enable the selection of resources aligned with learners’ interests and abilities, and enhance assessment and feedback mechanisms. These capabilities, in turn, promote the development of creative thinking, strengthen problem-solving skills, and render learning experiences more interactive. On the other hand, the deployment of AI in education raises ethical, pedagogical, and technological constraints. Concerns include the potential diminishment of students’ creative potential due to excessive reliance on automated systems, shifts in the professional roles and evaluation of teachers, and issues regarding data security and intellectual property protection. Moreover, the standardized nature of AI-driven approaches may limit the diversity of creative thought. Research indicates that optimal outcomes are achieved when human creativity and AI are employed complementarily. In this regard, the primary challenge for educational policymakers, instructors, and technologists is to develop a balanced, ethical, and creativity-enhancing model for AI integration. This article provides a multidimensional analysis of the interplay between AI and creativity in education, evaluates prospective opportunities and associated risks, and offers both theoretical and practical recommendations for future research directions.

Development of a cognitive-behavioral theory–based group counseling guide to enhance middle school students’ understanding of bullying in Gorontalo

2026-01-07T23:23:17-06:00

Bullying at the junior high school level undermines students’ emotional well-being, peer relationships, and academic performance, thereby demanding a preventive counseling protocol that is both structured and culturally responsive. This study aimed to develop and evaluate a CBT-based group counseling manual designed to strengthen students’ anti-bullying literacy and assertive responses, while also providing an operational guide for school counselors. A modified research and development (R&D) design was employed, consisting of seven sequential stages: needs analysis, manual design, expert validation, revision, individual counselor pilot testing, small-scale field trials, and final refinement. Participants included 12 school counselors and 24 eighth-grade students. The evaluation combined pre–post comparisons with structured narrative feedback to assess feasibility, contextual relevance, and learning outcomes across cognitive, emotional, and moral domains. Findings indicated that the manual was judged feasible and contextually appropriate for the school setting. Compared to pre-intervention, students demonstrated significant improvements in cognitive understanding, emotional empathy, and moral reasoning regarding bullying; they also reported enhanced abilities to identify irrational thoughts and adopt assertive responses to intimidating behaviors. Counselors highlighted the clarity of session steps, the appropriateness of the language, and the potential for cross-school adaptation as strengths supporting its practical use in school counseling services. The final product provides an evidence-based, ready-to-use resource for bullying prevention in Indonesian junior high schools and offers a foundation for larger-scale controlled trials and the development of digital adaptations.

Utilization of music technology in secondary education in China: An in-depth study of Shandong Province

2026-01-12T04:59:25-06:00

The current investigation explored the use of music technology in secondary schools in Shandong Province, using technological determinism theory and the Technology Acceptance Model (TAM). The qualitative approach employed semi-structured interviews and observational methods to elicit views of music educators and students in three secondary schools in Shandong Province. The analysis of the gathered data indicates that the inclusion of music technology increases student engagement, stimulates creativity, and enables personalized learning experiences through varied resources and interactive tools. Educators reported that music software was useful in lesson preparation and student performance evaluation, but also faced challenges such as insufficient training, technical issues, and uneven resource distribution. Additionally, the use of music software appeared to facilitate greater interaction and self-regulation among learners; however, it also posed challenges related to unequal access and a decline in the use of traditional musical instruments. The results suggest that music technology significantly enriches music learning, making it more dynamic and learner-centered. Nonetheless, they also highlight areas requiring development, including professional training and equitable resource allocation. The findings underscore the necessity for ongoing research to assess the long-term impacts and applications of music technology across diverse educational settings, thereby contributing valuable insights to music education in China and globally.

Evaluation of an innovative pedagogical approach combining flipped classroom and mutual learning in electrochemistry: Analysis of performance and satisfaction of secondary school students in Fez-Meknes

2026-01-12T06:51:47-06:00

Innovative pedagogical strategies are critical to enhance STEM education quality in resource-constrained educational environments. This quasi-experimental study (2021-2023) evaluates a frugal approach combining flipped classroom and mutual learning within Morocco's GENIE program in Fez-Meknes guided by the ICAP cognitive engagement framework and frugal innovation principles. Over two academic years, 160 secondary students (94 in 2021-2022 and 66 in 2022-2023) were divided into experimental and control groups. The 12-hour intervention structured into electrochemistry modules utilized locally adapted materials and peer interactions to optimize resources. Data from a validated SEEQ questionnaire (α > 0.83) revealed significant academic improvements in experimental groups versus controls: +2.30/+3.22 points (2021-2022 and p < 0.01) and +2.54 points (2022-2023 and p < 0.01), contrasting with control declines. Satisfaction metrics progressed across multiple dimensions, learning scores arise from 3.10 to 4.43, enthusiasm increased from 3.62 to 4.75, and group interaction advanced from 3.13 to 4.75. Qualitative feedback highlighted students' progression through engagement levels, transitioning from rote memorization to collaborative conceptual understanding with wall charts achieving 97% approval. This study demonstrates how frugal innovation approaches aligned with sustainable development goal 4 on quality education can transform science education in resource-limited contexts through strategic adaptation of evidence-based pedagogies within local educational frameworks.

Impact of learning portal web integration in collaborative writing on scientific writing ability, writing self-regulation, and writing self-efficacy

2026-01-12T07:07:09-06:00

This study aims to examine the impact of integrating a learning web portal into collaborative writing education on scientific writing skills, writing self-regulation, and writing self-efficacy. This research employed a quasi-experimental method with 250 students from Kencana Vocational School, Bandung, Indonesia. Participants were divided into two groups: an experimental group and a control group. The experimental group received a learning web portal intervention, while the control group participated in face-to-face collaborative writing interventions. Data collection involved instruments such as a scientific writing performance evaluation scale, a self-regulation scale, and a writing self-efficacy scale. The study analyzed the types and extent of student writing mediation facilitated by the web. Data analysis utilized paired sample t-tests and one-way ANCOVA, complemented by thematic analysis of qualitative data. The results indicated that the use of a learning web portal significantly improved scientific writing skills, self-regulation, and writing self-efficacy compared to conventional collaborative writing interventions. Improvements in writing skills were observed across several components, including content, organization of ideas, and language use. Qualitative data analysis further reinforced that peer writing contributes substantially to these components. The study suggests that online media in collaborative writing learning can enhance students' writing quality by providing discussion spaces and feedback mechanisms. Additionally, integrating technology into language learning curricula is essential to strengthen its role in educational settings.

Students' attitudes toward national evaluations and their impact on learning: A mixed method study of the NAFS test

2026-01-12T00:29:19-06:00

This study investigates students' attitudes toward national evaluations and their perceived impact on learning, focusing on the National Assessment for Learning Standards (NAFS) test in Saudi Arabia. Using a mixed-methods approach, the research combines quantitative and qualitative data to gain a comprehensive understanding of students’ perceptions, experiences, challenges, and suggestions for improvement. The quantitative phase is based on questionnaire data from 533 first-year secondary students, who had previously taken the NAFS test during their final year of intermediate school. The qualitative phase includes semi-structured interviews conducted with a sub-sample of 15 students. Results show a generally negative attitude towards the test's effectiveness, with significant differences favoring private school students, whereas no significant gender-based differences were observed. The challenges arose from the unsuitable timing for the test's implementation, unclear test questions, a lack of motivation among students to take the test, as well as the absence of feedback that would benefit them due to the disconnect between test results and their academic performance. Some students provided suggestions and opinions regarding this test, including integrating the test components into the curriculum, offering both moral and material incentives for high achievers, extending the test duration, and using the test as a tool to identify each student's strengths and weaknesses. The findings highlight the need for national assessments to align more closely with students' academic contexts and emotional needs.

Humanistic education and the development of critical thinking among university students in Vietnam: An empirical study

2026-01-12T06:04:16-06:00

The research confirms the importance of humanities education in cultivating critical thinking abilities among university students, having conducted a survey of 2000 students and interviewed 100 lecturers from the University of Social Sciences and Humanities (Ho Chi Minh City), the University of Culture (Hanoi), and Thu Dau Mot University (Binh Duong). Results indicate that 75% of students reported an improvement in critical thinking, and 68% claimed to analyze issues from ethical, historical, and cultural perspectives, with 60% showing improvement in their analysis skills. This was especially pronounced among fourth-year students (72%) and females (65%). A variety of teaching approaches were observed across the universities. In Ho Chi Minh City, group discussions were rated highly by 82% of participants, while literary analysis was responsible for 55% of effectiveness in Hanoi. In Binh Duong, technology application (63%) was noted to increase interactivity. This research is based on social constructivist theory (Vygotsky) and the 5D model and notes positive student growth in three dimensions: questioning, argumentation, and a flexible approach towards problem solving. The generalizability of the study is affected by a lack of technical students within the research sample, an 18-month timeframe, and these results. To overcome these gaps, the study suggests reforming programs in humanities by integrating real-world cases, such as ethics of AI, climate change, and using AI for analyzing essay structures and logic or virtual reality simulations.

Culturally responsive teaching among pre-service CSL teachers: Perceptions, practices, and challenges

2026-01-12T06:11:41-06:00

The rise in China’s influence worldwide and the upsurge in international students have increased the need for effective Chinese as a Second Language (CSL) teaching, enriching the atmosphere in Chinese classrooms. This study examines how future Chinese language teachers perceive and implement Culturally Responsive Teaching (CRT). Based on interviews with 20 postgraduate pre-service teachers at a leading Chinese university, most participants recognize the value of CRT; however, their understanding tends to be superficial and intuitive. The application of CRT is often inconsistent, as cultural aspects are frequently regarded as supplementary rather than integral to the learning process. Being international teachers and receiving guidance from mentors significantly supports the acquisition of relevant knowledge, yet learners face challenges such as low awareness of other cultures, insufficient training, limited resources, and institutional obstacles. Three thematic categories, beliefs and values, instructional practices, and contextual challenges, emerged from the analysis. The findings indicate a substantial gap between CRT theory and actual teaching practice, highlighting the need for increased efforts to incorporate CRT into teacher education curricula, develop specific frameworks tailored to different contexts, and implement supportive educational policies. This research offers original insights by (1) situating CSL teacher education within a non-Western context, (2) employing both quantitative and qualitative methods, and (3) providing recommendations for curriculum reform and professional development. Future research should consider longitudinal designs and multi-institutional comparisons.

Measuring EFL teacher-student rapport using confirmatory factor analysis: Insights from Indonesia

2026-01-12T06:28:50-06:00

Teacher-student rapport plays a pivotal role in fostering effective teaching and learning, particularly in English as a Foreign Language (EFL) contexts. Despite its recognized importance, few studies have developed and validated a psychometrically sound instrument to measure this construct using robust statistical methods. This study addresses this gap by developing and validating a measurement model of teacher-student rapport among EFL teachers in Indonesian Islamic higher education institutions. Using a quantitative design, data were collected from 111 EFL teachers through a structured questionnaire grounded in established rapport-building theories. The instrument comprised 24 items organized under four theoretically derived indicators: recognizing students, supporting and monitoring students, being personable and approachable, and interacting with students. Confirmatory factor analysis (CFA) was conducted using LISREL 8.80 to assess the model’s fit and construct validity. Results indicated that all items loaded significantly (λ > 0.4), and the four-factor model demonstrated acceptable to good fit across key indices (RMSEA = 0.035–0.081; GFI = 0.83–0.99; p > 0.05). Composite reliability was high (Cronbach’s α = 0.86), confirming the scale’s internal consistency. The study contributes a reliable and valid tool for assessing teacher-student rapport in EFL higher education settings, offering practical value for teacher self-evaluation, professional development, and classroom observation. Findings also underscore the centrality of behaviors such as celebrating students’ personal milestones, relating course content to real-life contexts, maintaining eye contact, and providing support to absentees. This research supports efforts to enhance relational quality in EFL classrooms through evidence-based measurement.

Curriculum reform and teaching quality as predictors of student satisfaction: The mediating role of learning in oil painting education in China

2026-01-13T06:12:35-06:00

Reform of the art curriculum in higher education is increasingly urgent to respond to the demands of globalization, pedagogical innovation, and increased student satisfaction, especially in the field of studio-based oil painting education. This study examines the effect of oil painting curriculum reform on student satisfaction at an art university in China using a mixed methods design. Quantitative data were collected through a survey of 540 students and analyzed using Structural Equation Modeling (SEM) to evaluate the relationships between teaching quality, curriculum structure, learning processes, and satisfaction. Results indicate that teaching and curriculum quality have a significant direct effect on satisfaction, as well as an indirect effect through the learning dimension as a partial mediator. Qualitative analysis based on interviews with five lecturers reinforces these findings, highlighting that curriculum innovations, including project-based learning, process-based assessment, and the integration of contemporary and international art trends, enhance student motivation, engagement, and learning experiences. This study contributes to the literature by including the learning dimension as a mediating mechanism, provides practical recommendations for art universities to implement pedagogical improvements, and align curricula with contemporary creative industry demands. Furthermore, this study recommends cross-institutional and cross-cultural research to enhance the external validity and generalizability of the results.

Impact of a metacognitive-based writerpreneur e-platform on essay writing skills, metacognitive awareness, and literacy entrepreneurship

2026-01-13T06:18:55-06:00

This study aims to investigate the impact of a metacognition-based writerpreneur e-platform on essay writing skills, metacognitive awareness, and literacy entrepreneurship. The research method used in this study was a quasi-experimental study involving 256 students from three universities. Participants were divided into two equal groups: the experimental group, which received the metacognitive-based writerpreneur e-platform, and the control group, which received conventional writing instruction. Data analysis using ANCOVA, correlation analysis, and chi-square test was conducted to investigate the impact of interventions on academic writing skills. The results showed that the group receiving the metacognitive-based writerpreneur e-platform in writing learning improved essay writing skills, metacognitive awareness, and literacy entrepreneurship more effectively than traditional writing instruction. Improved essay writing skills were evident in the quality of the writing, which met several aspects, including task achievement, cohesion, coherence, grammatical range and accuracy, and lexicon. Furthermore, a metacognitive approach significantly contributes to students' essay writing skills. The metacognitive dimensions found to be correlated and contributing to essay writing skills are declarative, procedural, and conditional knowledge, planning, monitoring, and evaluation, information management strategies, and debugging strategies. Furthermore, the metacognitive-based writerpreneur e-platform can enhance literacy entrepreneurship motivation. Therefore, the metacognitive-based writerpreneur e-platform not only improves students' essay writing skills but also increases their interest in literacy entrepreneurship. This research implies that integrating technology into writing instruction can help teachers optimize students' writing skills and entrepreneurial potential.

Teacher training in Portugal for the educational care of gifted students

2026-01-16T12:32:15-06:00

The current Portuguese educational context highlights the importance of including gifted students by developing and implementing specific educational policies and practices. Recognizing that teacher preparedness is crucial to achieving this goal, this study examines the extent and impact of teacher training in Portugal in relation to the needs of gifted learners. Quantitative data were collected via a structured questionnaire administered to 863 Portuguese teachers from various educational levels and regions using stratified sampling to ensure representativeness. Statistical analysis indicated a positive association between specific training in giftedness and more effective pedagogical practices, greater use of differentiated instruction, and increased ability to adapt learning environments for high-potential students. Conversely, a lack of training in giftedness was related to significant limitations in teachers' abilities to fully integrate gifted students into mainstream education and nurture their academic and socio-emotional development. The findings underscore the urgent need to reinforce initial and ongoing teacher training programs by incorporating content on identifying gifted students, understanding their characteristics, and implementing effective pedagogical strategies. Additionally, policies should promote professional development opportunities, collaborative networks, and access to specialized resources. This would enable teachers to design and implement tailored strategies to enhance gifted students’ learning potential. This study provides new empirical evidence in the Portuguese context and offers insights that may inform national and international policy frameworks. The implications extend beyond gifted education to contribute to broader discussions on equity, excellence, and optimizing educational resources.

A project-based learning and Trello application (SUPERTRAP) as an innovative model of academic supervision to improve teachers’ teaching skills

2026-01-18T01:04:57-06:00

The academic supervision conducted by principals is perceived as not effective enough that it has not fully been impactful to the improvement of a teacher's teaching skill. This research aimed to get the overview of academic supervision with its weaknesses and challenges and to develop an innovative model of academic supervision as guidelines for the academic supervisor. This research employed Borg and Gall’ research and development model that included the following steps: research and information collecting, planning, developing the preliminary product (prototype development), preliminary field testing, and main product revision. Data was collected using observation, questionnaire, and focus group discussion (FGD). That is developing the preliminary product of academic supervision that was based on Trello application with PjBL and Gallery Walk. The data was analysed using Miles & Huberman qualitative descriptive model and quantitative descriptive analysis. The result of this research is a new model of the academic supervision named SUPERTRAP, which was developed as a project-based learning, gallery walk, and Trello. SUPERTRAP model consists of supervision design using Trello, SUPERTRAP model picture, a model description containing the supervision syntax based on Glickman’s academic supervision steps with Trello's features, and a user guide. The SUPERTRAP Model, which has shown excellent results, has been validated by experts and tested on principals and teachers, and, thus, it is ready to implement. The contribution of this research shows a combination of contextual concepts of academic supervision by integrating information technology and the gallery walk method as a participatory approach.

Pedagogy support for Western Inner Mongolia university students: The influence of learning motivation

2026-01-18T01:18:38-06:00

As educational research advances, the role of pedagogy support in enhancing college students' learning motivation has gained increased attention. This study takes Inner Mongolia university students as the research object to explore the influence of pedagogy support (teacher care, classroom interaction, learning resource support) on learning motivation. Using quantitative research methods, this study obtained questionnaire data from 384 college students from universities in western Inner Mongolia (Hohhot, Baotou, Ordos) through stratified random sampling, and analyzed the influence of different types of pedagogy support (teacher care, classroom interaction, learning resource support) on students' learning motivation. The data were processed by descriptive statistics, T-test, correlation analysis, and multiple regression analysis. The results show that college students' pedagogy support (teacher care, classroom interaction, learning resource support) has a significant correlation with learning motivation. In addition, from the comparison of gender, origin, major, and ethnic groups of college students, it is found that there is no significant difference between male and female, urban and rural, humanities and social sciences majors, and science and engineering majors in pedagogy support (teacher care, classroom interaction, learning resource support) on learning motivation. There are significant differences between Han students and non-Han students in the dimensions of learning resource support, and the level of learning resource support of non-Han students is lower than that of Han students. This study also enriches the theoretical framework of the relationship between pedagogy support and learning motivation and provides practical enlightenment for education reform and teaching optimization in ethnic minority areas.

Stakeholder perceptions on VMGO, institutional outcomes and core values in creative computing education in the Philippines: Awareness, acceptance, and congruency

2026-01-19T06:59:14-06:00

This study examined the awareness, acceptance, and perceived congruency of Bukidnon State University’s (BukSU) Vision, Mission, Goals, and Objectives (VMGO) along with its Institutional Outcomes and Core Values collectively referred to in this study as the VIC framework among stakeholders of the Bachelor of Science in Entertainment and Multimedia Computing (BSEMC) program. Using a quantitative-descriptive-correlational design, data were gathered from 125 respondents, including students, parents, academic staff, and industry partners, through a structured survey. Results showed high awareness of the VIC, with 78% fully or very aware of the University’s Vision, Mission, Institutional Outcomes, and Core Values, and 77% aware of the College of Technologies' goals. However, only 62% reported active awareness of VIC-related activities, indicating gaps in engagement. Acceptance was generally strong, with over 90% agreeing that the VIC is relevant and aligned with academic and industry needs, though 18.4% remained neutral regarding personal advocacy. Congruency levels were high, with 88% to 91% affirming alignment between the VIC and institutional programs. Statistical analysis confirmed significant positive correlations among awareness, acceptance, and congruency (r = 0.68 to 0.71, p < 0.05). No significant differences in perceptions were found across stakeholder groups or demographics. The study recommends enhanced stakeholder participation and continuous VIC promotion to sustain relevance and strengthen program-level alignment.

Enhancing internationalization at home in biomedical education: Evidence from a multi-institutional Erasmus+ Capacity-Building project in the Western Balkans

2026-01-25T04:13:03-06:00

This is a comprehensive analysis study related to the integration of internationalization at home among seven universities within the framework of the BIOSINT project: "Strengthening capacities and digital competences in biomedical education through internationalization at home," - Erasmus+ Capacity Building in Higher Education project – Strand 2 (ERASMUS-EDU-2022-CBHE, action: ERASMUS-LS), 101082863, co-funded by the European Union. Surveys were conducted among 2,927 students, 308 academic staff, and seven Deans. The data were analyzed, and chi-square tests and descriptive comparisons were made to evaluate topics such as mobility interest, language proficiency, and institutional support. Qualitative responses were also examined to better understand barriers and opportunities. Based on the results, SWOT analyses were performed, and a common framework was developed for creating strategies for each institution for Internationalization at Home. Actions such as curriculum internationalization, the introduction of virtual classrooms, mentoring systems, incoming guides, security protocols, and training related to IaH for staff and students were implemented during the project. Statistical analysis showed a significant improvement in the IaH index among the participating institutions. Specifically, the overall IaH index increased from an average of 39.3% to 55.6%, a statistically significant change (t = 41.00, p < 0.001), reflecting enhanced maturity levels across the partner institutions. This demonstrates the efficacy of the BIOSINT project implementation. Further steps should be taken to increase the impact of activities related to IaH.

Comparative study of flipped classroom vs. traditional classroom in problem solving and critical thinking skills of vocational students

2026-01-26T20:49:29-06:00

The classroom models are transforming along with the changing demands for skills and the evolution of educational technology globally. This study focuses on analyzing the role of flipped classroom methods against traditional classroom methods for developing critical thinking ability and problem-solving skills among the children of 11th grade in Mainland Chinese vocational high schools. Adopting a quantitative, quasi-experimental design, the study enlisted the participation of 100 students: 50 from a flipped classroom in a private urban school and 50 from a traditional classroom in a public rural school. Each student completed a standardized test of CT and PS skills, benchmarked against 21st-century soft skills. The results of t-tests identified statistically significant differences between the two groups, with flipped classroom students outperforming their traditional classroom peers in both skill sets. Effect size calculations additionally reported very large effects for both CT (Cohen's d = 2.13) and PS (Cohen's d = 2.34). Regression analyses also confirmed instructional method as a significant predictor of both outcomes, explaining 53.6% of the variance in CT scores and 58.3% of the variance in problem-solving scores. These results suggest that flipped classrooms are more conducive to cultivating essential higher-order thinking skills among vocational students. The study offers practical implications for vocational teachers and curriculum developers seeking to align pedagogy with the needs of the future workforce.

The perception-practice paradox: A post-method analysis of communicative language teaching in Saudi Arabian secondary education

2026-01-26T21:00:26-06:00

The purpose of this research was to explore the persistence of the disjunction between institutional pedagogical expectations and the realities of practice in English language education in Saudi Arabia, using a post-method pedagogy lens. Despite forty years of government-supported Communicative Language Teaching (CLT) in Saudi Arabia, learners' English proficiency remains significantly deficient in the context of the global economy. The continued existence of substantial disjunctions suggests fundamental incompatibilities between imported methodologies and local educational ecologies. Using a cross-sectional survey, this research examined the interrelationships between teachers' perceptions, their teaching practices, and the obstacles they encountered as part of their institutionally mandated pedagogic practices. Thirty secondary school English teachers (50% Saudis, 50% expatriates) participated in the study. The data revealed an interesting paradox. Teachers exhibited substantially high levels of CLT perceptions (M=3.95, SD=0.70), indicating a strong correlation with their self-reported practices (r=.810, p<.001), but encountered substantial structural barriers: High levels of pedagogic labor (M=4.03), assessment practices that emphasized grammatical over communicative competence (M=3.87), and student resistance to learner-centered approaches (M=3.77). Based on Kumaravadivelu's post-method framework, the study concluded that teacher professional capacity in English language teaching cannot entail adherence to a single methodology. Instead, principled eclecticism that accommodates the 'messy' nature of pedagogic practice is an acceptable pedagogic adaptation. The implications extend beyond the borders of Saudi Arabia, challenging the assumed universality of Western-originated pedagogical approaches and enabling pedagogies that allow for new, local knowledge production while promoting learners' communicative competence on the global landscape.

Teaching aids as bridge for implementing historical thinking skills in history education

2026-01-26T21:07:42-06:00

Historical Thinking Skills (HTS) have become essential skills in contemporary education due to technological advancements. HTS, which includes evidence analysis, understanding chronology, and adopting historical perspectives, is crucial for fostering critical and analytical thinking among students. However, the effectiveness of implementing HTS remains a challenge, particularly in selecting appropriate and impactful teaching aids. This study explores the selection and use of teaching aids by secondary school history teachers in implementing HTS. Using a qualitative multiple case study design, the research involved four history teachers from two secondary schools with different academic contexts. Data were collected through semi-structured interviews and classroom observations. Findings indicate that the selection of teaching aids is influenced by teaching objectives, students’ ability levels, infrastructure, and the effectiveness of the aids. Teachers utilize various teaching aids, including Information and Communication Technology (ICT)-based tools, printed materials, visual aids, and thinking tools. Experienced teachers demonstrated more critical, reflective, and adaptive approaches, whereas novice teachers relied more on conventional methods. The study highlights the importance of teacher experience and infrastructure in HTS implementation. It recommends targeted professional development to enhance digital literacy, pedagogical strategies, and source evaluation skills among novice teachers to ensure effective HTS implementation in history education, ultimately producing students with critical and analytical skills.

Teacher job satisfaction and burnout in vocational high schools: Examining the role of intrinsic and extrinsic job satisfaction parameters

2026-01-26T21:15:50-06:00

This study aims to assess teacher job satisfaction and burnout in vocational high schools in Aitoloakarnania, Greece and to examine the relationship between intrinsic and extrinsic job satisfaction factors, burnout dimensions and workplace conditions. A quantitative survey was conducted with 147 vocational high school teachers. Data were collected using a validated questionnaire, assessing intrinsic job satisfaction factors (e.g., task variety and recognition) and extrinsic job satisfaction factors (e.g., salary and working conditions), alongside emotional exhaustion, depersonalization, and personal accomplishment. Results showed that intrinsic factors like task variety and recognition were more highly rated than extrinsic factors such as salary and working conditions. A negative relationship was found between job satisfaction and burnout with transformational leadership positively influencing job satisfaction and reducing burnout. Unmet salary expectations were a significant source of job dissatisfaction. It is concluded that intrinsic job satisfaction factors play a crucial role in reducing burnout among vocational school teachers. The results highlight the importance of effective leadership and improved workplace conditions for teachers. Schools should focus on enhancing intrinsic job satisfaction and leadership quality while advocating for improved financial support at the policy level to reduce burnout. Effective leadership, supportive work environments and better compensation policies are essential to maintaining teacher well-being and reducing turnover.

Academic performance and home environment of Karbi students: A correlational study in Assam, India

2026-01-26T21:24:07-06:00

A child's home is often regarded as the first educational institution, where children acquire formal, informal, and moral knowledge before entering school. A conducive home environment not only contributes to students' academic success but also lays a strong foundation for their future careers and success. The current study examines the relationship between academic performance and various aspects of the home environment among Karbi tribe students in Assam, India. This study employed a descriptive survey method using a sample of 140 Karbi students from six government-provincialized secondary schools in Kamrup (Metro), Assam. The students were given a standardized home environment questionnaire with a reliability index of split-half = 0.74 and test-retest = 0.69, which measures the quality and quantity of psychological, social, and emotional support available to the child within the home. Descriptive as well as inferential statistics were utilized to address the study objectives and test the formulated hypotheses. The results indicated that the majority of the Karbi tribe students (55%) demonstrated an average level of academic performance. The study also found a favorable level of home environment and a significant positive association between academic performance and different dimensions of the home environment. The study highlights the need for parental awareness programs, maintaining conducive home environments, and policy interventions in enhancing the academic performance of students. This, in turn, can promote improved academic outcomes for tribal students in Assam through targeted support strategies.

Systematization of pedagogical experiences in early childhood: Critical and scientific thinking in rural and urban contexts in Colombia

2026-01-26T21:30:53-06:00

This article presents the systematization of experiences developed in the project "Strategy for the Generation of New Knowledge and the Promotion of Educational Innovation in Early Childhood and Preschool Education" of the Ondas Early Childhood program. The project aimed to strengthen critical and scientific thinking in children aged 4 to 6 years old attending public educational institutions in both rural and urban contexts of Colombia. Using a qualitative methodology based on action research and adopting a pedagogical research approach, the project involved students formulating research questions rooted in their environment and interests, which they investigated with teaching support. Seven teachers received support in designing, implementing, and reflecting on classroom projects centered on curiosity, observation, and children's questions. Data collection was conducted through logs, audiovisual recordings, semi-structured interviews, and pedagogical products created by the children. The findings indicate significant transformations in teaching practices, including increased didactic intentionality, question mediation, and formative assessment. Additionally, there was notable development in cognitive, ethical, and social skills, evidenced by the formulation of hypotheses, collaborative work, and situated argumentation. The emerging categories environmental, emotional, aesthetic, bodily, ethical-civic, and cognitive provide insights into children’s thinking as a situated and relational process, interconnected with territories, affections, and sensory experiences. The study concludes that the Ondas methodology fosters innovative, critical, and contextualized education, with important implications for teacher training, curriculum-territory integration, and early childhood education policy.