International Journal of Education and Practice

Development of indicators to evaluate the inclusive education of Deaf students: An institutional and organizational approach based on a literature review

2026-04-20T06:31:51+00:00

The article analyzes the development of indicators for evaluating inclusive education for the Deaf in the Republic of Mozambique. It begins with the recognition that, despite legal and political advances, significant gaps remain in monitoring and evaluation mechanisms. Based on foundations established in international frameworks such as the Salamanca Statement and the Convention on the Rights of Persons with Disabilities, as well as in national legislation, particularly Law No. 18/2018 and the Inclusive Education Strategy 2020-2029, the research emphasizes that effective inclusion requires, in addition to regulations, assessment instruments sensitive to the linguistic, cultural, and pedagogical specifics of deafness. The study employed methodologies based on a qualitative and exploratory approach, utilizing systematic literature reviews and content analysis of regulatory documents and relevant scientific studies. The results highlight the scarcity of specific indicators for Deaf students, along with the predominance of generic models that overlook important aspects such as Mozambican Sign Language, bilingual training for teachers and interpreters, communication accessibility, and the participation of the Deaf community. The study contributes a model of indicators that integrates the necessary dimensions for school management to promote inclusive education for Deaf students in Mozambique.

The influence of parental education level, educational background, organizational involvement, and future expectations on students’ self-regulated learning

2026-04-20T09:51:01+00:00

In the digital era, self-regulated learning (SRL) has become a key determinant of student academic performance. SRL skills are shaped by various internal and external factors. This study aims to investigate the partial and simultaneous influence of parental education level, educational background, organizational involvement, and future expectations on the SRL skills of university students. The research population included 161,389 students from 84 universities in West Nusa Tenggara, Indonesia. Using Isaac and Michael’s sampling technique with a 1% margin of error, a sample of 676 students was selected. Data were collected through a validated and reliable questionnaire consisting of 20 items based on ten SRL indicators. Data analysis was conducted using dummy multiple regression analysis with the aid of SPSS 21. The findings of the study are as follows: (1) Parental education level does not have a significant effect on students' SRL skills; (2) Educational background does not have a significant effect on students' SRL skills; (3) Organizational involvement has a significant effect on students' SRL skills; (4) Future expectations do not have a significant effect on students' SRL skills; (5) Parental education level, educational background, organizational involvement, and future expectations collectively have a significant effect on students' SRL skills. Based on the findings of this study, universities need to encourage and facilitate students to actively participate in various organizations so that they can engage in self-regulated learning effectively.

Evaluation of university students' attitude on the use of blockchain technology in educational environments

2026-04-21T05:16:02+00:00

This research aimed to assess university students' attitudes toward the implementation of blockchain technology in educational settings. The study used a survey methodology. The research study group comprised 541 students enrolled at diverse universities in Kazakhstan. Data for the research was gathered using the "blockchain technologies in educational environments" scale created by the researchers. The validity and reliability study of the prepared scale was conducted. At every stage of the investigation, the university students who participated provided consent forms to participate in the research. One-way analysis of variance (ANOVA) and an independent groups t-test were used to examine the results. The research indicates that university students exhibit a deficient attitude regarding the knowledge level sub-dimension, the application level sub-dimension, and the overall scale of blockchain technology in educational contexts. This outcome is essential for university students to utilize blockchain technologies in education, as it indicates their limited disposition in both application domains. It has been established that there is no substantial difference in the attitudes of university students involved in the research about blockchain technologies. Students' perceptions towards blockchain technologies in educational settings exhibited a notable variance based on the faculty variable. The notable disparity favors the students of the engineering faculty.

Enhancing high school students’ critical thinking through the historical models of gene function

2026-04-21T05:42:52+00:00

Developing students' critical thinking skills is one of the most significant challenges in contemporary education, particularly within K-12 settings. Numerous strategies have been proposed to foster the development of critical thinking among students. This study advocates for a historical approach that utilizes various models of gene function—namely Mendelian, Classical, Biochemical-Classical, Neoclassical, and Modern models—which were previously proposed in earlier research. The aim is to assist students in acquiring new knowledge in a comprehensive, logical, and systematic manner. By examining the problem of genes from the beginning of their developmental trajectory, students gain insights into the evolution of gene functions from multiple perspectives. This approach helps them understand the conflicts that arise during research processes related to gene functions, evaluate the advances and limitations of discoveries in this field, and thereby enhance their critical thinking skills. The study assessed students' critical thinking based on five key elements: (1) a comprehensive and objective examination of scientific knowledge; (2) analysis of conflicts within or between scientific paradigms; (3) justification of proposed resolutions and predictions of future trends; (4) unbiased evaluation of conflict resolution strategies, including their strengths and weaknesses; and (5) identification and correction of errors in the resolution process. The findings indicated that these five elements of critical thinking are strongly interconnected and are essential components of critical thinking. Additionally, experiencing historical models of gene function has a positive impact on students' critical thinking.

Factors shaping Vietnamese lower secondary teachers’ perspectives on local-context STEM experiential activities in mathematics education

2026-04-21T09:44:10+00:00

This study investigates Vietnamese lower secondary mathematics teachers’ perspectives on local-context STEM experiential activities and examines the factors shaping those perspectives. A cross-sectional survey was administered to 310 teachers across urban, rural, and mountainous regions from March to June 2025. The 45-item questionnaire, adapted from high-reliability scales, demonstrated strong internal consistency (Cronbach’s α = 0.918–0.956). Exploratory factor analysis indicated sampling adequacy (KMO = 0.962; Bartlett’s test p < 0.001) and extracted four constructs: perceived knowledge (PK), perceived benefits (PB), difficulties barriers (DB), and motivation resources (MR), explaining 60.8% of the total variance. Independent-samples t-tests and ANOVA revealed significant differences based on teaching experience, work region, and knowledge of the local context; novice teachers and those working in mountainous areas reported lower PK and higher DB. PLS-SEM showed that PK positively predicted PB (β = 0.496; R² = 0.446) and MR (β = 0.644; R² = 0.415), and was positively associated with DB (β = 0.324). The most frequently cited barriers concerned limited instructional materials, insufficient training, and inadequate policy support. These findings provide an empirical account of teachers’ perspectives on integrating local contexts into mathematics education through STEM experiential activities and suggest targeted professional development, resource provision, and enabling policies to address implementation challenges.

Problem posing in university mathematics education: A study informed by deep learning theory

2026-04-21T11:11:28+00:00

Problem posing is increasingly recognized as a key instructional strategy for promoting deep learning in college mathematics education; however, its effective implementation largely depends on teachers’ pedagogical understanding and classroom practices. This study adopts a mixed-methods approach to examine university mathematics teachers’ understanding of deep learning and whether their classroom questioning aligns with deep learning principles. Quantitative data were collected through questionnaires administered to 102 mathematics teachers, while qualitative data were obtained from classroom observations of three advanced mathematics courses and semi-structured interviews with four teachers. The findings indicate that although teachers generally value positive teacher–student relationships and diversified learning forms, their understanding of deep learning remains limited, particularly with regard to critical thinking and meta-cognitive development. Classroom observations show that reasoning-based questions dominate instructional practice, whereas critical, creative, and modeling-oriented questions are relatively scarce. In addition, teachers mainly rely on direct questioning and evaluative feedback, with limited use of dialogic, inquiry-based, or scaffolded questioning to support deeper exploration. Interview data further reveal that teachers’ questioning practices are largely influenced by textbooks and examination requirements rather than being consciously guided by deep learning theories. In response, this study proposes a professional development framework integrating theoretical learning, contextualized problem design, progressive questioning sequences, student exploration support, and diversified feedback strategies. Overall, the findings reveal a gap between deep learning theory and classroom practice in college mathematics teaching and provide practical guidance for fostering students’ conceptual understanding, creativity, and reflective thinking.