International Journal of Education and Practice

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

Jie Zhao, Nor Fauzian Kassim, Fauziah Md Jaafar — Fri, 24 Oct 2025 00:00:00 -0500

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

Nurmira Zhumay, Tanat T Ayapova, Bariya B Zhakhina, Zhuldyz B Kurmambayeva — Fri, 07 Nov 2025 00:00:00 -0600

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

Mohammad Saleh Alkaramneh, Mo'en Salman Alnasraween, Sharif Alsoudi — Fri, 07 Nov 2025 00:00:00 -0600

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

Roldan D Atienza — Tue, 16 Dec 2025 00:00:00 -0600

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

Hang Thi Nguyen, Thanh Chi Phan, Tien Minh Phan, Giang Thi Nguyen — Mon, 22 Dec 2025 00:00:00 -0600

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

Iwan Ramadhan, Yusawinur Barella, Maria Ulfah, Imran, Hadi Wiyono — Tue, 30 Dec 2025 00:00:00 -0600

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

Yanan Zhang, Harwati Hashim, Nur Ainil Sulaiman, Aidah Abdul Karim — Tue, 30 Dec 2025 00:00:00 -0600

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

Sevinj Hajiyeva — Wed, 07 Jan 2026 00:00:00 -0600

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.