Journal of Education and Learning (EduLearn)
Journal of Education and Learning (EduLearn) (p-ISSN: 2089-9823; e-ISSN: 2302-9277) is a multi-disciplinary, peer-reviewed, open-access international journal that has been established for the dissemination of state-of-the-art knowledge in the fields of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in education and learning. EduLearn welcomes research articles from academics, educators, teachers, trainers, and other practitioners on all aspects of education and learning from around the world to publish high-quality papers. Papers for publication in this journal are selected through precise peer review to ensure quality, originality, appropriateness, significance, and readability. This journal encompasses a variety of topics in education and learning, including but not limited to child development, curriculum, reading comprehension, philosophies of education, STEM education, instructional technology, technology education, inquiry-based learning, project-based learning, problem-based learning, simulation-based learning, pedagogic and educational approaches, learning management, language teaching research, teaching and learning at all levels of schooling and institutions of higher learning, the education of special groups, gender and education, theories of education, educational research and methodologies, educational psychology (emotional, social, and cognitive learning processes), e-learning, computer-supported collaborative work, emerging technologies in education, educational software, and educational games. EduLearn is published by Intelektual Pustaka Media Utama (IPMU) in collaboration with the Institute of Advanced Engineering and Science (IAES). This journal is ACCREDITED (recognised) by the Ministry of Education, Culture, Research, and Technology, Republic of Indonesia (Decree No: 79/E/KTP/2023). Scopus has indexed articles published in this journal since 2023 issues. If you have access to scopus.com, you can click here. Scimagojr also has been indexing it as of 2023. See our Scimagojr profile here. <a style="background-color: #495e57; border-radius: 20px; color: #ffffff; display: inline-block; font-family: 'Roboto', Tahoma, Verdana, Segoe, sans-serif; font-size: 12px; font-weight: 400; mso-border-alt: none; padding-bottom: 0px; padding-top: 0px; text-align: center; text-decoration: none; width: auto; word-break: keep-all; border: 0px solid transparent;" href="/index.php/EduLearn/about/submissions#onlineSubmissions" target="_blank">Submit now <a style="background-color: #ffffff; border-bottom: 0px solid transparent; border-left: 0px solid #495e57; border-radius: 0px; border-right: 2px solid #495e57; border-top: 0px solid transparent; color: #45474b; display: inline-block; font-family: 'Roboto', Tahoma, Verdana, Segoe, sans-serif; font-size: 12px; font-weight: 400; mso-border-alt: none; padding-bottom: 0px; padding-top: 0px; text-align: center; text-decoration: none; width: auto; word-break: keep-all;" onmouseover="this.style.backgroundColor='#45474B';this.style.color='#ffffff';" onmouseout="this.style.backgroundColor='#ffffff';this.style.color='#45474B'" href="https://iaescore.com/gfa/edulearn.docx" target="_blank">Template<a style="background-color: #ffffff; border-bottom: 0px solid transparent; border-left: 2px solid #495e57; border-radius: 0px; border-right: 2px solid #495e57; border-top: 0px solid transparent; color: #45474b; display: inline-block; font-family: 'Roboto', Tahoma, Verdana, Segoe, sans-serif; font-size: 12px; font-weight: 400; mso-border-alt: none; text-align: center; text-decoration: none; width: auto; word-break: keep-all;" onmouseover="this.style.backgroundColor='#45474B';this.style.color='#ffffff';" onmouseout="this.style.backgroundColor='#ffffff';this.style.color='#45474B'" href="https://www.youtube.com/watch?v=hQD9-HeNy1k" target="_blank">How to submit<a style="background-color: #ffffff; border-bottom: 0px solid transparent; border-left: 2px solid #495e57; border-radius: 0px; border-right: 0px solid #495e57; border-top: 0px solid transparent; color: #45474b; display: inline-block; font-family: 'Roboto', Tahoma, Verdana, Segoe, sans-serif; font-size: 162px; font-weight: 400; mso-border-alt: none; padding-bottom: 0px; padding-top: 0px; text-align: center; text-decoration: none; width: auto; word-break: keep-all;" onmouseover="this.style.backgroundColor='#45474B';this.style.color='#ffffff';" onmouseout="this.style.backgroundColor='#ffffff';this.style.color='#45474B'" href="https://www.youtube.com/watch?v=B9lB-4sZNI4" target="_blank">How to register
COPYRIGHT AND LICENSING AGREEMENT This is to certify that the submitted manuscript is an original work, has not been published previously, and is not being considered for publication elsewhere. Upon acceptance, the article will be published by Intelektual Pustaka Media Utama (IPMU) under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0). The authors retain the copyright to the work. We declare that: This manuscript has not been published previously in the same or substantially similar form. It is not currently under review or consideration for publication by any other journal. All necessary permissions have been obtained for the use of any third-party material included in this manuscript. We agree that upon publication, the article will be distributed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0). License Grant We, the authors, retain all copyrights to the submitted article, and grant to IPMU the non-exclusive right to reproduce, publish, translate, and distribute the article in any form or medium, including print and electronic formats. The article may be used, shared, or adapted by others, provided that: Proper attribution is given to the original author(s) and source, A link to the license is included, Any changes are indicated, and Any derivative works are licensed under the same terms (ShareAlike). Full license details: https://creativecommons.org/licenses/by-sa/4.0 Author Responsibility The corresponding author signs for and accepts responsibility for releasing this material on behalf of any and all co-authors. This agreement is to be signed by at least one of the authors who has obtained the consent of the co-author(s), if any. After submission of this agreement signed by the corresponding author, changes in authorship or order of authors will not be accepted. Retained Rights Authors retain all proprietary rights in any process, method, or material described in the work. Authors may distribute or reuse the work for personal or institutional use, or include it in other works, with appropriate credit and under the same license. Authors may deposit the published version of the article in institutional or public repositories.
Research landscape of PBL-STEM education: a systematic analysis review
The science, technology, engineering, and mathematics (STEM) education has emerged as a global education priority, many countries have printed their development strategies to national blueprints and recognized STEM education as a key role in the effective implementation of skills training in the 21st-century. Project-based learning (PjBL) and problem-based learning (PrBL) or PBL is significant in cultivating students’ knowledge and skills, integrating PBL into STEM (PBL-STEM) education is a new attempt in recent years to integrate student-centered learning methods into the STEM learning process. This study aims to explore the development trends of PBL-STEM and provide recommendations to support talent cultivation in the digital era. Based on a systematic review of 1999 articles in SCOPUS database, this study uses content analysis to identify key themes in PBL-STEM. The findings indicate that the construction of student-centered PBL curriculum, the development of innovative teaching models, and interdisciplinary integration are central to the evaluation of PBL-STEM. Moreover, the integration of emerging technologies and multi-disciplinary approaches enhances STEM competency to cultivate 21st-century skills. PBL-STEM emphasize students’ higher-order abilities, positioning it as a strategic reform for future society. This study reveals the importance of curriculum innovation, instructional reform, evaluation mechanisms, and the professionalization of STEM educators are fundamental with the rapid technological advancement.
Copyright (c) 2026 Zhang Lei, Nur Atiqah Jalaludin, Mohamad Sattar Rasul http://creativecommons.org/licenses/by/4.0
Educational enigma for future talent: roles of teachers as catalysts in inspiring high school students to pursue higher education
Numerous studies have been conducted from the perspective of high school students, examining the factors that contribute to their refusal to pursue higher education institutions (HEIs). Presently, there is limited study investigating teachers’ viewpoints regarding their roles as change agents in encouraging students towards HEIs. Therefore, this study seeks to provide new insights from educators that can strengthen teacher training and development, as well as inform the creation of customised intervention strategies designed to promote a culture of academic aspiration and achievement among students. Grounded in the philosophical premise of social constructivism, the study employed a qualitative methodology, analysing a sample of ten teachers selected by purposive sampling. In-depth interviews were conducted, and the data were analysed using thematic analysis. Our findings provide a comprehensive understanding of the strategies teachers used and the challenges they faced when motivating students to pursue HEIs. We proposed a conceptual study framework built from these findings, illustrating the interaction between teachers’ duties, educational problems, and students’ aspirations for further education. Our research is significant as it advances theory development in educational psychology and motivation theory by revealing new themes and relationships that can enhance existing theoretical frameworks.
Copyright (c) 2026 Sharifah Rahama Amirul, Sharifah Milda Amirul, Rasid Mail, Datu Razali Datu Eranza, Jurry Foo Michael, Colonius Atang http://creativecommons.org/licenses/by/4.0
Career resilience in TVET: a bibliometric analysis of trends and implications (1969-2024)
Through a comprehensive bibliometric analysis, this study investigates the evolution of career resilience research in technical and vocational education and training (TVET) from 1969 to 2024. Using data from 1019 articles retrieved from Scopus, the study examines publication trends, influential authors, prominent journals, co-authorship networks, and keyword co-occurrence patterns. Key themes identified include career adaptability, psychological factors such as self-esteem and life satisfaction, workplace dynamics like job satisfaction and engagement, and the pivotal role of education in promoting resilience. The analysis highlights a significant increase in research output during global disruptions, such as the COVID-19 pandemic, underscoring the growing relevance of career resilience in addressing contemporary challenges. By leveraging tools like biblioMagika® and VOSviewer, this study provides critical insights into the interplay between career resilience and vocational education, offering actionable recommendations for integrating resilience-focused strategies into TVET curricula. These findings aim to support educators, policymakers, and researchers in enhancing graduate employability and adaptability in dynamic labor markets.
Copyright (c) 2026 Sangin Juat, Amalia Madihie, Salleh Amat http://creativecommons.org/licenses/by/4.0
The mediating role of professional commitment on teacher contextual factors and science teacher performance in Indonesia
Teacher performance is critical to educational success, particularly in Indonesia’s science education landscape. This study explores the mediating role of professional commitment in the relationship between teacher contextual factors—job satisfaction, pedagogical beliefs, and perceived support—and science teacher performance. Using social exchange theory (SET) as the theoretical foundation, data were collected from 288 science teachers across Indonesia and analyzed using structural equation modeling (SEM) via SmartPLS 4.0. The results reveal that pedagogical beliefs strongly predict professional commitment (β=0.583, p<0.001), while job satisfaction significantly influences both professional commitment (β=0.280, p=0.006) and teacher performance (β=0.283, p=0.002). Professional commitment itself has a strong effect on performance (β=0.536, p<0.001) and mediates the indirect effects of job satisfaction (β=0.150, p=0.008) and pedagogical beliefs (β=0.312, p<0.001) on teacher performance. Conversely, perceived support weak direct and indirect effects. These findings underscore the importance of fostering professional commitment through improved job satisfaction and culturally grounded pedagogical development. Policy implications include reinforcing institutional support systems, especially in underserved regions, to boost science teacher effectiveness and national science, technology, engineering, and mathematics (STEM) competitiveness.
Copyright (c) 2026 Irwandani, Ardian Asyhari, Misbah, Heru Juabdin Sada, Dominikus Djago Djoa, Nurul Hidayati Murtafiah, Muhammad Aridan http://creativecommons.org/licenses/by/4.0
Toward a strategic framework for internationalization: evidence from North Eastern Mindanao State University
This study examined the institutional practices and level of implementation of internationalization at North Eastern Mindanao State University (NEMSU), a regional state university in the Philippines. Using a quantitative descriptive–correlational design, data were collected from 213 faculty members and administrators through a validated survey instrument. Results show that participation in international conferences (M=3.58) and benchmarking experiences (M=2.91) are the most developed internationalization practices, while student mobility remains the least implemented (M=1.94). Correlation analysis indicates that benchmarking demonstrated strong statistical associations with implementation outcomes in instruction (r=0.39), governance and leadership (r=0.58), institutional partnerships (r=0.61), and quality assurance (r=0.62). These findings suggest that institutional learning through benchmarking is more closely aligned with internationalization implementation than mobility-based practices in resource-constrained regional universities. The study provides empirical evidence for developing a context-responsive internationalization framework for state universities and colleges (SUCs). However, the findings should be interpreted cautiously due to the use of self-reported data and the cross-sectional design of the study.
Copyright (c) 2026 Ivy S. Diaz, Jeonedy A. Sarsonas https://creativecommons.org/licenses/by-nc-sa/4.0
English reading comprehension issues challenged by Cambodian middle students: principal factor analysis
The study aims to uncover both contributing factors and underlying causes of English reading comprehension problems of middle school students in Cambodia. A mixed-method design was employed, combining quantitative data from a 5-Likert scale questionnaire and qualitative acumens gathered through two in-depth interviews and real classroom observations. The study involved the participation of lower-secondary school students (n=372) and teachers (n=6). Factor analysis emerged as an appropriate method for analyzing the data owing to its function to identify distinct factors and degrees of influences. Language knowledge stood out as the most prominent, while the reading process was found to be the least influential. Likewise, contributing causes to these factors included limited engagements with English materials outside of school, overcrowded classrooms, time constraints, disparities in textbooks, and a lack of effective reading strategies and processes. Additionally, factors such as family, genders, socioeconomic differences, learner traits, and the impact of technology shall be included for future research to gain a deeper understanding of the context, as well as empirical study.
Copyright (c) 2026 Doung Dara, Bakht Jamal, Seng Sokhea, Sun Ny, Saif Ullah, Choup Sovichet, Prum Samneang, Men Sovannut http://creativecommons.org/licenses/by/4.0
Contextualising CEFR-aligned preschool English language curriculum within the Malaysian preschool landscape
Common European Framework of Reference for Languages (CEFR) is a framework adopted in many countries worldwide to achieve English language education of international standards. In line with global English language education reform, preschool English language curriculum in Malaysia has been aligned with CEFR. In Malaysia, it is found that there is a dearth of research conducted on CEFR-aligned English language curriculum implementation specifically at preschool level. In addition, there are several areas of concern in preschool education that need to be addressed for successful implementation of the curriculum. The study employed a qualitative case study approach with the aim to explore informants’ understanding on CEFR-aligned preschool English language curriculum implementation in Malaysia. Six informants who fulfilled the purposive sampling criteria were involved in in-depth interview sessions using a set of semi-structured interview protocol. The findings were further supported with document analysis of preschool curriculum document, informants’ lesson plans and CEFR-aligned language learning materials. Findings from the study revealed three significant themes related to the understanding of the informants on: i) alignment of preschool English language curriculum with CEFR; ii) strategic plan of CEFR-aligned preschool English language curriculum; and iii) induction of CEFR-aligned preschool English language curriculum by Ministry of Education. Towards this end, this paper proposes the need to contextualise the curriculum within the preschool landscape in Malaysia. Issues related to the implementation of the curriculum and solutions are discussed as well.
Copyright (c) 2026 Nurliyana Ismail, Tajularipin Sulaiman, Norhakimah Khaiessa Ahmad, T. Vanitha Thanabalan http://creativecommons.org/licenses/by/4.0
STMP framework in teaching mathematics: its effect on students’ anxiety level and mathematics achievement
The student, teacher, method, and positive education (STMP) model was developed in this study as a framework to effectively integrate positive education into mathematics instruction and to determine its impact on students’ anxiety and mathematics achievement. The effects of incorporating collaborative and active learning activities in mathematics lessons through the STMP model were investigated. This integrated STMP approach focuses on student learning, teaching strategies, collaborative methods, and concepts of positive education, which can be applied with an intervention module designed for teachers. This study utilized a grounded theory approach to develop this framework based on empirical studies, ensuring its relevance and applicability in mathematics performance and anxiety improvement of students. The STMP model synthesizes established educational theories related to student engagement, teaching methods, strategies, and positive education theories to reduce anxiety and enhance mathematical performance. The Beck Anxiety Inventory (BAI) was utilized to measure the anxiety level of 120 students. The results show that improvement was observed between the pre-test and post-test, indicating that students’ anxiety levels decreased significantly, and their mathematics achievement increased because of this positive education intervention. This study concludes with a strategy designed to enhance the learning environment by fostering positive behavioral changes among students. In general, the STMP model demonstrates a significant impact in reducing anxiety level and enhancing student outcomes in mathematics.
Copyright (c) 2026 Joel C. Arenas, John Paul N. Cabotaje, Solayha A. Sam, Umayma I. Nor, Grant Warren Lu http://creativecommons.org/licenses/by/4.0
A phenomenological study of out-of-field general physics teachers in Caraga, Philippines: exploring challenges and experiences in teaching practice
In the Philippines, the increasing interest in science, technology, engineering, and mathematics (STEM) highlights the need for qualified teachers with relevant expertise. However, a shortage of physics teachers often forces educators to teach general physics outside their specialization, compromising instructional quality and contributing to the country’s low performance in the Program for International Student Assessment (PISA). While previous studies examined out-of-field teaching in STEM, its impact on teaching general physics remains underexplored. This study explored the experiences, coping mechanisms, and insights of 10 out-of-field general physics teachers in the Caraga Region using a phenomenological approach. Thematic analysis revealed nine key themes: reliance on ready-made modules, intensive lesson preparation, the utility of weekly lesson plans, employing strategies to motivate students, and challenges in achieving learning goals, institutional and peer support, teaching outside their specialization offered opportunities to acquire new knowledge and skills, flexibility, passion, and dedication to the profession also enabled teachers to cope effectively, and participants recommended assigning general physics to qualified educators and providing content-focused training for out-of-field teachers. The findings underscore the need for targeted policies and support systems to address out-of-field teaching and its implications for STEM education, ensuring high-quality instruction and better student outcomes.
Copyright (c) 2026 Alvie Jean Gayda Rebuera, Helner Idjao Gomez http://creativecommons.org/licenses/by/4.0
Assisting peer on distance learning as intervention to improve students’ performance in mathematics: a cross-over study
The global health pandemic necessitated a rapid shift to distance learning, prompting a need to explore effective instructional strategies. This study aimed to investigate the comparative effectiveness of assisting peer on distance learning (APDL) and conventional modular distance learning (CMDL) on grade 10 students’ performance in solving problems on circles and coordinate geometry. A quasi-experiment using cross-over design was employed, involving a control group (n=20) using CMDL and an experimental group (n=20) using APDL. Data were collected through pre-tests and post-tests and were treated statistically using paired and unpaired t-tests and cross-over t-test. Results revealed a significant difference in post-test scores, with the APDL group outperforming the CMDL group, without carry-over effects. Both methods contributed to knowledge acquisition, but peer collaboration significantly enhanced problem-solving abilities. The study concludes that APDL is an effective strategy for enhancing mathematical performance in distance learning. Therefore, it is recommended that APDL be integrated into distance learning programs, teacher training should be provided, and further research should be conducted to optimize its implementation and explore its long-term effects.
Copyright (c) 2026 Janinne D. Villa Del Rey-Coderias, Polemer M. Cuarto http://creativecommons.org/licenses/by/4.0
Formation of communicative competence of future social educators based on collaborative learning
The article is devoted to the problem of formation of communicative competence of future social educators based on collaborative learning. Currently, there is a growing demand for professions in the field of social and pedagogical education. The number of people who need social and pedagogical assistance and support is growing every year. Social educators implement functions on social and pedagogical support for pupils within the process of their socialization, they organize educational activities within cooperation with children’s and youth public associations, provide organizational and pedagogical support of the educational process. The professional basis of activity of social educators is professional communication with children and their families. The result of activity depends on social educators’ communicative competence which is being revealed in interpersonal communication, interaction, and perception. The authors conclude that communication itself is impossible without collaboration. Collaborative learning is one of the types of students’ educational activity which is aimed at acquiring theoretical knowledge and promoting intensive development of thinking. The presented paper reveals the process of experimental work of formation of communicative competence of future social educators based on collaborative learning. The results of experimental work of formation of communicative competence of future social educators based on collaborative learning in control and experimental groups reveal that in the experimental group the level of communicative competence of future social educators is higher than in the control group that proves the effectiveness of experimental work.
Copyright (c) 2026 Olga V. Galustyan, Sofia D. Podgornaya, Svetlana B. Seryakova, Nailya N. Askhadullina, Olga V. Khripunkova, Jingwei Zhang, Siqi Liu http://creativecommons.org/licenses/by/4.0
Examining the roles of problem posing and solving, mathematical creativity, and attitude on academic achievement
This paper presents the findings to provide practical frameworks that explain the different variables that affect students’ academic achievement. A quantitative approach was adopted, specifically using partial least squares structural equation modeling (PLS-SEM) to examine the causal relationships between problem posing skills, problem-solving skills, mathematical creativity, and attitude towards mathematics on academic achievement. Data were collected using the following adopted instruments: the problem-posing task, the scale for mathematical problem-solving skills, the mathematical creativity self-efficacy perception scale, and the attitude towards mathematics scale. Students’ grades in mathematics were used to represent their academic achievement. Conducted with 192 grade 9 students, this study investigated the direct and indirect effects of the exogenous variables. The results reveal that problem posing skills have a strong effect on academic achievement. On the other hand, problem-solving skills, mathematical creativity, and attitude towards mathematics mediate the effect of problem posing skills on academic achievement, with problem-solving skills emerging as the strongest mediator. This study supports the reliability and validity of the proposed conceptual model, which is feasible for further investigations.
Copyright (c) 2026 Ian Cesar P. Balacuit, Alexis Michael B. Oledan http://creativecommons.org/licenses/by/4.0
Long-serving primary teachers’ motivation and perception for teaching in Kumasi, Ghana
This study explores the motivations and perceptions of long-serving primary school teachers in Kumasi, Ghana. Using Herzberg’s motivation–hygiene theory and qualitative interviews with 30 teachers with over ten years of service, the study examined factors influencing teacher retention and intentions to leave. Findings reveal that intrinsic and altruistic motivations—particularly student success, self-identity as a teacher, and social contributions—sustain long-term commitment, while inadequate compensation, poor working conditions, and low societal regard act as major demotivators. The study extends Herzberg’s model by integrating altruistic motivation as a critical retention factor. These findings highlight the need for holistic teacher-retention policies that address both material and psychological conditions of teaching.
Copyright (c) 2026 Moses A. Azewara, Steven S. Sexton, Alexandra C. Gunn https://creativecommons.org/licenses/by-nc-sa/4.0
Amplifying special education student voices: exploring co-teaching practices in inclusive settings
This study explored the lived experiences of 10 high school students in co-taught inclusive classrooms and examined how co-teaching practices influence academic engagement and emotional well-being. Using an interpretative phenomenological analysis (IPA) approach, student reflections were collected and analyzed to gain insight into their perceptions of the co-teaching model. Five key themes emerged: i) immediate academic support enhances understanding, ii) emotional safety and inclusion foster confidence, iii) co-teaching improves classroom organization and instructional flow, iv) inconsistent co-teacher presence causes frustration, and v) students desire autonomy alongside support. Findings indicate that while students generally view co-teaching positively, its effectiveness depends on consistent teacher collaboration and responsive support tailored to individual needs. This study contributes a student-centered perspective to inclusive education and underscores the importance of strengthening collaborative practices and stable co-teaching partnerships to optimize educational outcomes for all learners.
Copyright (c) 2026 William S. Augusto Jr., Noremay B. Perez https://creativecommons.org/licenses/by-nc-sa/4.0
Inquiry-based learning as an approach to tertiary mathematics instruction
The study aimed to determine the effectiveness of inquiry-based learning (IBL) as a method of instruction for college mathematics by employing a quasi-experimental methodology with a pretest-posttest design, where two groups of students were randomly selected as the control and experimental groups. There were thirty students in each group. The control group was taught via traditional lecture-based instruction, while the experimental group was taught through the IBL approach. The study took place at a community college in Cebu, Philippines. Validated researcher-made pretest-posttest questionnaires were employed in the study. The study’s findings indicated that the control and experimental groups initially performed below average in the pretest but demonstrated average performance in the posttest. Both groups showed a significant improvement in their performance from pretest to posttest. These outcomes provided empirical support for Joseph Schwab’s IBL model and Siegfried Engelmann’s direct instruction theory, respectively. The performance of the control and experimental groups was comparable, suggesting that IBL is equally effective as the lecture-based approach in enhancing students’ mathematics performance. The results of the study further suggest that incorporating IBL alongside the conventional lecture method when teaching tertiary mathematics enhances the academic performance of students.
Copyright (c) 2026 Niel T. Cayubit Jr., Shanna Alenton-Oracion http://creativecommons.org/licenses/by/4.0
Influencing factors of academic performance among first-year university students in Malaysia
This study investigates the factors influencing academic success among first-year university students in Malaysia during their transition to university. Using qualitative methods, semi-structured interviews were conducted with 15 first- and second-year students to explore their experiences. Thematic analysis identified several key factors affecting academic performance, including family influence, peer relationships, university environment, self-esteem, mental health, study habits, and lifestyle. Positive parenting styles and family support were found to be crucial for academic success, while negative parenting styles, financial difficulties, and lack of parental involvement posed challenges. Supportive peer relationships were linked to enhanced academic outcomes, whereas toxic peer pressure negatively affected performance. A positive university environment, with accessible resources and supportive lecturers, contributed significantly to success. Mental health issues, low self-esteem, and poor study habits, such as procrastination and irregular sleep, had detrimental effects on academic performance. While the study provides valuable insights, it is limited by a small sample size, reliance on subjective self-reports, and a lack of a longitudinal approach. Future research should address these limitations by using larger, diverse samples and incorporating quantitative methods. Additionally, studies should focus on students at risk of underperformance to gain a broader understanding of the factors impacting academic success.
Copyright (c) 2026 Pauviya Guna Segar, Azlina Mohd Kosnin, Lina Handayani http://creativecommons.org/licenses/by/4.0
The persistence of ineffective pedagogy: a dead horse theory approach to teaching methods
The persistence of ineffective pedagogy: a dead horse theory approach to teaching methods The study investigates the persistence of ineffective pedagogical practices in Jordan, Malaysia, and Australia through the lens of the dead horse theory. Conducted between October 2024 and April 2025, the research uses an explanatory sequential mixed-methods design, beginning with a large-scale survey followed by in-depth interviews to contextualize the quantitative results. A total of 690 participants—including K-12 teachers, higher education faculty, and school administrators-completed the survey, while 50 interviewees (15-20 per country) were purposively selected based on teaching experience, institutional role, and level of technology use. The findings reveal that traditional, teacher-centered methods such as lecture-based instruction and summative assessments remain dominant across all three countries, despite widespread recognition of their limitations. Although awareness of AI-based educational tools was highest in Australia (65%), actual usage remained low across all contexts, with Jordan reporting the lowest levels of integration. Barriers to adopting innovative pedagogies and technologies include inadequate infrastructure, limited teacher training, curriculum rigidity, and cultural resistance to change. These systemic constraints reinforce the cyclical persistence of outdated teaching methods, consistent with the dead horse theory metaphor. The study highlights the need for targeted professional development, curricular reform, and investment in technological infrastructure to support the transition toward student-centered, technology-enhanced learning environments. By addressing these barriers, educational systems can move beyond entrenched, ineffective practices and foster more adaptive, engaging, and future-ready teaching approaches.
Copyright (c) 2026 Mohammad Awad AlAfnan, Siti Fatimah MohdZuki, Shefa Mohammad AlAfnan https://creativecommons.org/licenses/by-nc-sa/4.0
Factors in sustaining online learning: insights from a Philippine higher education
The COVID-19 pandemic accelerated the adoption of online learning worldwide, yet it also revealed enduring challenges in infrastructure, pedagogy, and institutional capacity, particularly in developing contexts. In the Philippines, these difficulties are amplified by socio-economic inequalities and inconsistent educational support. This study examined the implementation of online learning at Caraga State University-Cabadbaran Campus, by integrating teacher and student perspectives. A single-case study with an embedded quantitative design was employed, utilizing a validated questionnaire administered to 200 teachers and 500 students. Descriptive statistics were used to analyze responses across three dimensions: technological readiness, pedagogical adaptation, and institutional support. Results indicated that unreliable internet connectivity and limited device access were the most critical barriers, while pedagogical challenges included difficulties in adapting teaching strategies, sustaining engagement, and ensuring reliable assessments. Both teachers and students highlighted the importance of continuous digital literacy training, but perceived institutional support as inconsistent, characterized by unclear policies, limited resources, and inadequate technical assistance. Teachers expressed cautious optimism about hybrid models, while students were more hesitant and less certain of their effectiveness. The study concludes that sustainable online learning requires holistic interventions, including infrastructure investment, capacity-building programs, and equity-driven institutional policies to strengthen resilience and inclusivity in higher education.
Copyright (c) 2026 Ramil B. Arante, Mildred B. Benitez, Cheela Mae C. Castro https://creativecommons.org/licenses/by-nc-sa/4.0
Supervisory mediation as an outcome alignment mechanism in cross-cultural postgraduate training: a case study in Chinese engineering education
This study explores how outcome-based education (OBE) is enacted in cross-cultural postgraduate training at a Chinese engineering university, focusing on four Pakistani students. Using a qualitative case study design with semi-structured interviews, institutional training documents, weekly research reports, and student academic outputs, the study examines how institutional learning outcomes are translated into research practice through supervisory mediation. Findings show that supervisory mediation—through weekly reporting, iterative feedback, supervisor-led explanation, structured research participation, and laboratory-based engagement—aligns student activities with institutional outcomes. Students developed research autonomy, academic communication skills, and cross-cultural adaptation, though challenges remained in goal transparency, feedback consistency, and adjustment to academic norms. A four-layer outcome alignment mechanism (goal, process, outcome, feedback) is proposed to explain how institutional outcomes are interpreted, enacted, and internalized, and to enhance international postgraduate training under the OBE framework.
Copyright (c) 2026 Tongtong Lyu, Donghong Li, Chong Wei https://creativecommons.org/licenses/by-nc-sa/4.0
Education behind bars: the experiences and support needs of persons deprived of liberty
This study examined the experiences and support needs of female persons deprived of liberty (PDLs) who participated in the Education Behind Bars (EBB) program implemented by Davao del Sur State College in one of the correctional facilities in the Philippines. Employing a qualitative phenomenological approach, the study emphasized the transformative role of education in the rehabilitation and reintegration of PDLs. Data were collected through purposive sampling and semi-structured interviews and were analyzed thematically to identify key themes. Findings revealed that PDLs were primarily motivated by hopes for a better future, including aspirations for family stability, economic security, and personal redemption. However, they faced significant challenges such as cognitive and instructional difficulties, as well as limited access to learning materials and digital resources. Despite these obstacles, participation in the program enhanced their academic performance, self-confidence, and motivation. To maximize the rehabilitative potential of the program, the study recommends complementing it with peer mentoring, digital education, and career counseling while expanding opportunities for post-incarceration learning. Correctional education is affirmed as a powerful tool for rehabilitation, underscoring the necessity of strengthening educational support systems within correctional settings. Future research could explore the long-term effects of prison education on employment and recidivism rates, as well as undertake comparative studies of various correctional education models.
Copyright (c) 2026 Amelie E. Trinidad, Augie E. Fuentes http://creativecommons.org/licenses/by/4.0
Artificial intelligence in geography fieldwork: pre-service teacher perspectives
This study examines how pre-service geography teachers utilize artificial intelligence (AI) tools in fieldwork, by focusing selection criteria, usage patterns, and areas. A qualitative approach was employed, using open-ended questionnaires distributed to 31 final-year geography education (GE) students at Universiti Sains Malaysia. Participants had prior fieldwork experience across Malaysia, allowing them to share their experiences and perspectives on data collection, mapping, and geospatial analysis using AI. Findings show that AI is predominantly used for data analysis (90.3%), mapping (87.1%), and information searching (83.9%), with usability and relevance to field studies being primary consideration in tool selection. AI tools such as Google Earth Engine, GeoAI, and ChatGPT enhance geospatial analysis, automate large-scale data processing, and streamline literature reviews, thereby improving the accuracy of spatial assessments, reducing manual workload, and enabling more efficient decision-making in traditional fieldwork methods. Despite these advantages, several challenges have resulted in hindering the maximum usage of AI-generated data. The findings contribute to the broader field of AI integration in education and geography by demonstrating how AI enhances data collection, geospatial analysis, and digital fieldwork methods, while also highlighting the need for AI literacy and critical thinking to ensure effective and ethical implementation in GE.
Copyright (c) 2026 Norhayati Mat Ghani, Nurul Ashikin Izhar, Fatin Qaisara Rozaimi http://creativecommons.org/licenses/by/4.0
Impact of paper folding on middle school children’s concentration
This study aimed to investigate the effects of origami activities on the concentration and imagination abilities of upper elementary school students. The research contributes to understanding how structured, creative activities can enhance cognitive skills in middle childhood. We employed a quasi-experimental design, utilizing origami as an innovative teaching tool to engage students in focused, hands-on learning. The sample consisted of 40 students from a school in Kanchanaburi Province, Thailand, who participated in 16 hours of structured origami activities over 8 weeks. Data were collected using an origami task achievement test and a behavioral observation form for assessing concentration, grounded in Bandura’s social cognitive learning theory. Results revealed significant improvements in students’ concentration scores and task completion rates, with the percentage of students meeting concentration criteria increasing from 20% to 95%. Qualitative observations indicated enhanced attentiveness, patience, and self-regulation among participants. These findings suggest that integrating origami activities into educational curricula can effectively promote concentration and imagination abilities in upper elementary school students. Future research could explore the long-term effects of origami practice on cognitive development and its potential applications for students with specific learning challenges.
Copyright (c) 2026 Phatsaran Laohhapaiboon, Ornnicha Kongwut http://creativecommons.org/licenses/by/4.0
Rhetorical patterns in abstracts of undergraduate students in a public university in Ghana
This study investigated project abstracts of undergraduate students across three faculties in a public university in Ghana. This study set out to examine two research questions: What rhetorical patterns can be identified in undergraduate students’ abstracts? What functions do these rhetorical patterns perform within the abstracts? This study was qualitative, and the research design was a case study. A total of 20 were randomly sampled from the Faculty of Computing and Information Systems (FoCIS), the Faculty of Engineering (FoE), and the Business School (BS). However, only 18 abstracts were included in this study, as two of the projects did not have an abstract. The research instruments were the students’ abstracts and focus group interviews. The framework we adopted for an in-depth analysis of the rhetorical patterns in the abstracts was Hyland’s five move patterns. The product of this study indicated that the students applied different rhetorical patterns in the abstracts. The participants’ most significant rhetorical moves and choices were manifested in the sequencing and placement of these moves within the rhetorical patterns. The responses from the participants on the functions of abstracts in research were positive. The researchers concluded that there should be rules and conventions in writing abstracts across the disciplines and the writing of abstracts should be guided by a framework and carefully supervised to enhance the students’ writing skills.
Copyright (c) 2026 Gifty Budu, Edward Owusu, Michael Owusu Tabiri, Levina Nyameye Abunya, Emmanuel Freeman http://creativecommons.org/licenses/by/4.0
International graduate students’ satisfaction with academic advising and school engagement
International students studying abroad often face significant challenges in their academic work and adapting to new environments. Without sufficient support, these challenges can lead to stress and depression, which may lead to a low level of school engagement (SE). Academic advising is important for positive intervention. This study examined the relationship between satisfaction with academic advising (SAA) and SE. A quantitative approach with correlational, regression, and survey methods was used. Data were gathered from 90 current students and alumni. The level of SAA was at a “satisfied”, while SE was at a “high”. Two analyses of variance (ANOVA) were conducted, revealing no significant difference in satisfaction with advising or SE from academic stages. A t-test was conducted to examine gender differences in satisfaction with advising and SE; results showed no significant difference between male and female respondents. These findings implied that satisfaction with advising and SE is stable across genders. The study contributes to understanding the role of academic advising in promoting student engagement and indicates current advising practices are successfully supporting a diverse range of student demographics. Future research may explore additional factors that influence advising satisfaction and engagement, like extracurricular involvement and frequency and depth of engagement.
Copyright (c) 2026 Marites Cornel, Richard Basilisco, Judy Yang, Norman Marcia http://creativecommons.org/licenses/by/4.0
Instrument development of attitudes towards egalitarian education scale
This paper discusses the instrumentation process that was developed to measure teachers’ attitudes towards egalitarian education in the context of a multiracial society. The researchers have developed a new, culturally relevant survey to assess a previously unexplored construct (teachers’ attitudes towards egalitarian education). Researchers have employed an eight-step process: i) operationalizing the meaning of attitudes towards egalitarian education; ii) identifying a theoretical framework on attitudes towards egalitarian education; iii) exploring dimensions of attitudes from focus group discussion; iv) drafting preliminary items on egalitarian education based on focus group findings; v) validating the content of the attitudes towards egalitarian education items via expert judgment; vi) conducting a pilot test of the attitudes towards egalitarian education scale; vii) finalizing the attitudes towards egalitarian education scale; and viii) translating the attitudes towards egalitarian education scale. This is the first validated instrument specifically developed for Malay teachers, addressing a critical gap in egalitarian educational research. The careful development process ensures that the questionnaire accurately measures the issues raised in the study. This study provides clear information on how the egalitarian education attitudes scale is implemented and establishes a foundation for future cross-cultural adaptations in similar educational settings.
Copyright (c) 2026 Nik Muhammad Hanis Nek Rakami, Mohd Muslim Md Zalli, Nik Ahmad Hisham Ismail, Noor Lide Abu Kassim, Jin Yulu http://creativecommons.org/licenses/by/4.0
Design and development of a pictorial game-based Chinese character module for non-native primary school learners
This study aims to develop a pictorial game-based Chinese character module (CCM) for non-native Chinese language learners in Malaysian National-Type Chinese Primary Schools (SJKCs) to strengthen their recognition and motivation. The design and development research (DDR) model is applied in three phases: needs analysis, design and development, and evaluation. During the needs analysis phase, 75 first-year Chinese language teachers will complete a survey, and five teachers will participate in interviews to identify students’ learning challenges and instructional needs. In the second phase, a prototype of the CCM will be developed and refined based on feedback from 15 experts using the fuzzy delphi method (FDM). In the third phase, a quasi-experimental study involving 200 first-year non-native students (100 in the control group and 100 in the treatment group) will be conducted to evaluate the intervention’s effectiveness using pre- and post-tests, as well as teacher and student questionnaires. The CCM is expected to improve Chinese character recognition skills and increase motivation through pictorial and game-based strategies. If proven effective, the CCM could be scaled for broader classroom use and integrated into the national curriculum as a supplementary tool to create a more inclusive and equitable learning environment in SJKCs.
Copyright (c) 2026 Lian Tiau Seng, Wong Kung Teck, Wan Ab Aziz Wan Daud, Shella Devi Govindarajan https://creativecommons.org/licenses/by-nc-sa/4.0
Innovative pedagogy in interior design: a systematic review of problem-based learning effects
In response to the evolving demands of interior design education, this study aims to explore innovative pedagogical approaches that can better equip students for the complexities of professional practice. The primary focus is on problem-based learning (PBL), a method that promotes critical thinking, creativity, and real-world problem-solving. The study systematically reviews the effects of PBL as an innovative pedagogy within the context of interior design education. The study conducts a systematic review of 21 articles to analyze the impact of PBL on students’ academic performance, engagement, and readiness to face industry challenges. The review process involves a comprehensive examination of existing literature to assess the effectiveness of PBL in fostering critical skills and applying theoretical knowledge to practical situations. The findings indicate that PBL significantly enhances students’ ability to apply theoretical concepts to real-world scenarios, increases student engagement, and develops essential skills such as communication and teamwork. Despite these benefits, the study also identifies challenges in implementing PBL, including the need for adequate resources and effective assessment methods. The results underscore the importance of incorporating PBL into interior design curricula while also highlighting the limitations posed by the limited data available.
Copyright (c) 2026 Liduo Han, Eng Tek Ong, Nurudeen Babatunde Bamiro http://creativecommons.org/licenses/by/4.0
EEG analysis of elementary students during paper-based and tablet-based learning and assessment
This study investigated elementary students’ cognitive responses to different learning and assessment media using electroencephalography (EEG). In a repeated-measures EEG experiment, 20 elementary students experienced four conditions combining paper and tablet media. While the learning medium itself showed no significant effect on cognitive states, the assessment phase revealed a clear congruency effect. Specifically, the paper-learning-to-paper-assessment condition produced significantly higher concentration and brain activity compared to the incongruent paper-learning-to-tablet-assessment condition. These findings provide physiological validation for the encoding specificity theory and redirect attention from media comparison to contextual alignment. For classroom practice, this highlights the need to align learning and assessment media to help students maintain focus and perform effectively, particularly in increasingly digital learning environments.
Copyright (c) 2026 Hansol Lee, Daecheol Park https://creativecommons.org/licenses/by-nc-sa/4.0
Statistical analysis of assessing mathematical preparedness of future teachers in Palestine
There are several advantages to the so-called enlightenment in general and mathematical enlightenment in particular. In this study, we developed a specialized test for measuring the level of mathematical enlightenment and evaluated its important components. A cross-sectional descriptive study design was utilized for a sample of students from five different universities in Palestine; the test was applied to a sample of 551 students. Six components of mathematical enlightenment were identified, and all participants were able to score above the set benchmark. A Pearson correlation test, an independent samples test, analysis of variance (ANOVA), and bivariate analysis were performed to examine the associations between research variables. The rest of the students in the sample, 348 in total, or 63%, achieved above 70 in the enlightenment measurement patterns. The overall mean performance of the sample was calculated at 72.4%, surpassing the target level of 70, indicating that the students, in general, showed an adequate level of enlightenment in mathematics. It was also found that female students shown higher mathematical enlightenment than male students.
Copyright (c) 2026 Inad Nawajah, Ibrahim Abu Aqeel, Sadi Irziqat http://creativecommons.org/licenses/by/4.0
Why teachers stay: the influence of faculty transformational leadership on job embeddedness
This study examined the relationship between transformational leadership and job embeddedness among faculty members in private universities in Sichuan Province, China. Using a stratified random sampling method, data were collected from 368 respondents through a structured questionnaire. Descriptive statistics revealed that both transformational leadership and job embeddedness were perceived at relatively low levels, with only certain dimensions such as individualized consideration and sacrifice rated at moderate levels. Correlation analyses indicated significant positive associations between transformational leadership and job embeddedness. Simple regression results demonstrated that transformational leadership significantly predicted job embeddedness, while multiple regression analysis showed that inspirational motivation and individualized consideration were the most influential dimensions. Moreover, SPSS process moderation analyses revealed that no key demographic variable significantly moderated the relationship between transformational leadership and job embeddedness. This study contributes to the literature by providing empirical evidence from China’s private higher education sector and offers practical implications for strengthening leadership practices and organizational strategies aimed at enhancing faculty retention.
Copyright (c) 2026 Chen Xin, Azlin Norhaini Mansor, Salleh Amat https://creativecommons.org/licenses/by-nc-sa/4.0
An overlooked academic stressor: deadline anxiety among design students
This study investigates the underexplored phenomenon of deadline anxiety among undergraduate design students, a unique form of academic stress caused by frequent and overlapping assignment deadlines. Unlike the well-researched test anxiety, deadline anxiety is particularly prevalent in design disciplines due to the emphasis on practical and technical courses, which require students to complete multiple comprehensive design projects. Utilizing a structural equation model, this study examines the roles of time management, self-efficacy, time efficacy, and psychological resilience in mitigating deadline anxiety. The results suggest that time monitoring is negatively associated with deadline anxiety, whereas self-efficacy and time efficacy do not show statistically significant direct associations. psychological resilience, however, emerges as a significant mediating variable, reflecting its potential role in shaping the relationship between self-related efficacy and deadline anxiety. The findings underscore the importance of structured time management training and resilience-building strategies to help design students manage their unique academic pressures effectively. Furthermore, enhancing psychological resilience allows students to view challenges as opportunities for growth, thus improving both academic performance and emotional well-being. Given the impact of deadline anxiety on creativity and long-term development, future research should explore additional mediating factors and develop targeted support strategies.
Copyright (c) 2026 Shoushan Wang, Zetian Dai https://creativecommons.org/licenses/by-nc-sa/4.0
Indigenous language and primary education: an ethnographic study
This ethnographic study examines the linguistic marginalization of the Mannan community in Kerala, India. It specifically probes into the decline of Inavan, the indigenous language of the community in primary education. The study was undertaken across four tribal schools where the students from Mannan community students attend, with data based on participant observation in classrooms and community settings, semi-structured interviews with teachers, students, parents, community members and representatives from government and non-government organizations, fieldnotes and artefacts. The findings show that the regional language is the majority language used in classrooms and peer interactions, accounting for the rapid shift away from the Inavan among younger generations. The absence of culturally responsive curriculum materials and the limited utilization of mother tongue resources further catalyze this shift. Conclusively, the study identifies that the multilingual model, which includes Inavan, Malayalam, and English, is important to achieve the dual goals of strengthening linguistic proficiency, cultural identity, and academic engagement. It suggests that using multilingual pedagogies by giving proper training to teachers and active participation of the community as some of the key strategies to be adopted to preserve the Inavan and for aligning the education practice with the national policy objectives.
Copyright (c) 2026 Jemy Jose Mathew, Kennedy Andrew Thomas https://creativecommons.org/licenses/by-nc-sa/4.0
Development of “OrigamiGo” for enhancing visualization skills based on origami art
Visualization skills are essential in engineering education, yet many Malaysian students struggle to develop them, which affects their performance in Grafik Komunikasi Teknikal, also known as technical drawing. This study evaluated the effectiveness of OrigamiGo, a paper-folding-based teaching module, in improving students’ visualization skills. Unlike computer-based tools, OrigamiGo provides low-cost, tactile, hands-on learning experiences that integrate visual and haptic activities. A quasi-experimental design was conducted with 36 tenth-grade students from two secondary schools in Johor, Malaysia. Students’ visualization skills were measured using a validated test instrument, and data were analyzed using inferential statistics in SPSS. The experimental group showed significantly greater improvement than the control group, with mean N-gain scores of 57.85 and 20.41, respectively. Paired t-tests showed significant pre-to-post test improvements in both groups. The independent t-test revealed a significant difference in post-test scores, with the experimental group scoring higher than the control group (21.32 vs. 17.29). These findings indicate that OrigamiGo is an effective alternative approach for enhancing visualization skills in technical and vocational education. Future studies may examine its application in broader educational contexts and larger samples.
Copyright (c) 2026 Mohd Salehudin Marji, Aede Hatib Musta’amal, Nor Aisyah Che Derasid, Mohd Halimi Ab Hamid, Ghany Taufik Sidik https://creativecommons.org/licenses/by-nc-sa/4.0
Developing and assessing the usability of a Visual Geometry Kit for orthogonal projection, plan and elevation
This study aims to develop and evaluate the validity and usability of the Visual Geometry Kit (VGK) for the Form 3 topic of plans and elevations. Using the analysis, design, development, implementation, and evaluation (ADDIE) instructional model, this developmental research design (DRD) involved 3 experts for validation and 50 Form 3 students from a Kuala Lumpur school for usability testing. Data were analyzed using the content validity index (CVI) and descriptive statistics. Results show a CVI value of 1.00, indicating high validity and usability across constructs like usefulness, ease of use, ease of learning, and user satisfaction. The kit effectively supports students in understanding orthogonal projection, plans, and elevations of 2D and 3D shapes. It offers a practical teaching and learning alternative in mathematics, enhancing students’ visualization skills and benefiting teachers in explaining these concepts.
Copyright (c) 2026 Nur Hamiza Adenan, Muhammad Arif Azmi, Nurhafizah Solihin, Nor Suriya Abd Karim, Siew Wei Tho, Eza Hamni Mohamad, Adib Mashuri http://creativecommons.org/licenses/by/4.0
Attitude of mathematics students towards integrating GCEd: a quantitative study using the tripartite attitude model
Global citizenship education (GCEd) fosters global awareness and sustainability within mathematics education by highlighting its role in solving global challenges. This quantitative study, grounded in the tripartite attitude model, examines how mathematics students at Institute of Teacher Education Malaysia (IPGM) perceive and integrate GCEd. The 18-item questionnaire, based on the tripartite attitude model, examines emotional response, knowledge, and implementation tendency. Findings show that students generally have a positive attitude towards GCEd integration (M=4.01, SD=0.59) and recognize its importance in fostering critical thinking and social responsibility (M=4.03, SD=0.54), but their understanding remains moderate (M=3.56, SD=0.76). They emphasize the need for professional development and institutional support (M=4.20, SD=0.65) to ensure effective implementation. A significant positive correlation was found between knowledge of GCEd and attitude towards its integration (r=0.65, p<0.001) suggests that deeper understanding enhances receptiveness. While students acknowledge GCEd’s value in mathematics education, additional resources and training are necessary for its successful incorporation. Strengthening support systems through targeted educational programs and institutional initiatives will better equip future educators to integrate GCEd principles, promoting global awareness and responsibility among learners.
Copyright (c) 2026 Siti Seri Kartini Mohd Yatim, Siti Ainor Mohd Yatim, Norhafizah Miswan, Muhammad Aiman Ismail http://creativecommons.org/licenses/by/4.0
Creative thinking skills of Filipino learners in science: a PISA 2022 analysis
The study aims to analyze the Programme for International Student Assessment (PISA) 2022 data of the selected creative thinking test and survey question on the perceptions related to Filipino learners creative thinking skills and their implications on the Philippine science K-12 curriculum. The study employed a descriptive quantitative design using secondary data with respondents from 3662 female and 3531 male learners. Based on the PISA 2022 eight-item questions, the findings showed that Filipino male learners are predominantly perceived as more confident than female learners in their creative thinking skills. However, based on the creative thinking assessment, both gender perceptions did not match their creative thinking skills scores, resulting in a low frequency of full credit, indicating a lack of full proficiency. The analysis of results revealed a mismatch between creative thinking items and Filipino learners’ performance standards assigned to science curricula. The findings serve as a good reference for curriculum developers on how to review and recalibrate the Philippine science curriculum. Additionally, integrating ecopedagogical literacy into science education may offer a contextualized approach to fostering creative thinking skills among learners, ultimately improving learning outcomes for both genders.
Copyright (c) 2026 Nilo Jayoma Castulo, Shaira M. Lansangan, Arlyne C. Marasigan http://creativecommons.org/licenses/by/4.0
The effects of gamified learning using interactive PowerPoint games on young ESL learners’ learning engagement and speaking performance
Gamified learning has gained attention in the past decade, especially in language teaching and learning. Despite its expanding popularity, gamified learning still has substantial gaps in its effectiveness, particularly in terms of long-term engagement and comprehensive learning results. This action research aimed to explore the effects of gamified learning by utilizing six adapted interactive PowerPoint games on young ESL learners’ engagement. To this end, an observation checklist and pre- and post-speaking tests were used to assess the effects on students’ speaking abilities. Eleven year 4 pupils from a suburban school in Sarawak, Malaysia, were selected through purposive sampling. Data were analyzed using frequency distribution and descriptive statistics. The findings showed that gamified learning significantly enhanced learners’ behavioral, cognitive and emotional engagement during English as a second language (ESL) speaking activities. Students were more enthusiastic, made greater efforts to speak English and were motivated to complete speaking tasks when gamified elements were included. These results suggest that gamified learning is a promising strategy for increasing learner engagement and improving speaking skills in ESL classrooms.
Copyright (c) 2026 Stephenie Omila Ujan Roy, Souba Rethinasamy, Soo Ruey Shing http://creativecommons.org/licenses/by/4.0
The open-ended question in science, technology, engineering, and mathematics education: a mapping of scientific papers
The aim of this study is to conduct an initial exploration of research published in academic journals dedicated to science, technology, engineering, and mathematics (STEM) education, focusing on the incorporation of problem-solving strategies and the use of open-ended questions. The analysis includes the journals Physical Review Physics Education Research, Journal on Mathematics Education, Journal of Technology and Science Education, and International Journal of STEM Education. A total of 36 articles were selected, and the methodology followed a rigorous literature review process. The results show that 64% of the selected articles focus on students in primary and secondary education. The classification of open-ended question applications reveals that 42% of the studies investigate students’ characteristics, conceptions, and cognitive processes (CS), followed by 36% focusing on educational evaluation (EE). Teaching and learning processes and methods (PMTL) account for 17%, while teaching resources (DRM) and language and discourse (L&D) each make up 3%. This study contributes by providing a comprehensive overview of the interrelation between open-ended questions, problem-solving, and STEM education, highlighting relevant areas of focus such as students’ cognitive characteristics and assessment practices. Future research could expand on these categories and explore teaching practices in STEM education in greater depth.
Copyright (c) 2026 Guilherme Stecca Marcom, Bruno Akira Minamihara Watanabe, Vitória Ribeiro Baldim, Antonín Jancarik http://creativecommons.org/licenses/by/4.0
Development and effectiveness of a 7Es-based interactive science pocket for grade 6 digestive system learning
Despite the availability of various instructional resources, teaching abstract biological concepts like the human digestive system remains a challenge for elementary learners due to their developmental stage and the limitations of traditional textbooks. In response, this study aimed to develop and validate the 7Es Learning Pocket (LeaP), an innovative, portable instructional material anchored in the constructivist approach and structured around the 7Es instructional model—elicit, engage, explore, explain, elaborate, evaluate, and extend. The study adopted the 4D model (define, design, develop, and disseminate) and engaged 42 grade 6 students from a public elementary school, along with expert science teachers for validation. During the development phase, qualitative feedback from learners and expert validators guided iterative refinements of the LeaP, with experts rating it “very satisfactory” in content, format, organization, and information accuracy. Quantitative evaluation included paired samples t-test comparing pretest and posttest scores of 42 learners, revealing significant improvement from a mean of 7.12 to 16.79 (t=18.36, p<0.001). Additionally, 81-90% of learners demonstrated “very satisfactory” procedural knowledge across all 7Es activities. Learner perception data further affirmed high satisfaction, engagement, and perceived usefulness of the material. These findings confirm that the 7Es LeaP is a well-validated and effective instructional tool that enhances conceptual understanding and promotes active learning in elementary science education.
Copyright (c) 2026 Af-Ida S. Saipoden, Sittie Haifah M. Pascan, Monera A. Salic-Hairulla, Vanjoreeh A. Madale, Christine Mae B. Tecson https://creativecommons.org/licenses/by-nc-sa/4.0
Navigating the transition: a qualitative exploration of first-year university students’ challenges, coping mechanisms and support systems
This qualitative study examines the challenges, coping mechanisms, and support systems encountered by Malaysian university students during their first year. Using semi-structured interviews with 15 first- and second-year students, the study identifies key non-academic and academic challenges, coping strategies, and sources of support systems. Thematic analysis reveals that students face non-academic challenges such as independence and self-reliance, logistic and environmental challenges, increased autonomy and responsibility, and diminished family and social time. Academic challenges include time management and academic discipline, lack of guidance and support, challenges in course structure and content, academic overload and struggles with balancing university life, and external pressure and expectations. Coping mechanisms include homesickness and emotional support from others, lifestyle, time management and organization, hobbies and leisure activities, participation in university-supported socializing programs, and building friendships at the university. This study highlights the importance of tailored support interventions for first-year students and suggests improvements in university support frameworks. However, the research is limited by its small sample size and reliance on self-reported data. Future research could expand upon these findings with larger, more diverse samples and incorporate quantitative methods to validate and deepen insights into the first-year transition experience.
Item response theory validation of social studies aptitude test
This study assessed the psychometric properties of the social studies aptitude test (SSAT) using the 3-parameter item response theory model. The four research questions guided the study. A 100-item multiple-choice SSAT was used as an instrument for the study. The data were collated and analyzed using chi-square goodness of fit and factor analysis. The findings revealed that all the 100 items measured a single construct; that most of the items (94 out of 100) were either satisfactory (need no revision), good or moderate (needs little or no revision); most of the items (89 out of 100) were either very easy or easy; and most of the items (73 out of 100) are not susceptible to guessing. The study recommended, among others, that the developed SSAT should be used by social studies teachers for the assessment of secondary school students, especially during mock examinations.
Copyright (c) 2026 Morrison O. Jessa, Eric A. Oghounu, Patrick U. Osadebe http://creativecommons.org/licenses/by/4.0
Model of educational assurance participation in small schools in Thailand
This study investigates stakeholder participation in educational quality assurance (QA) for small schools in Thailand. The primary objective is to identify key components and indicators of participation and to bridge the gap between current and desired engagement levels. The study delineates five participation components and 13 indicators, providing a comprehensive framework for evaluating and enhancing stakeholder involvement. We employed a mixed-methods research design, incorporating group discussions, questionnaires, interviews, and model assessments to collect data from stakeholders in small schools in northeastern Thailand. We used basic statistical techniques to analyze the data, revealing that current participation is moderate, while the desired level is substantially higher. The participatory model developed in this study was operationalized through an 84-hour training program aimed at strengthening collaboration among administrators, teachers, and community members. The study also discusses other problems, like limited infrastructure and the possible addition of digital tools that could help with engagement even more. These results show how important it is for stakeholders to be involved in ensuring the quality of education. They also give us useful information for future research and policymaking that aims to improve education in small schools.
Copyright (c) 2026 Somchai Posri, Pacharawit Chansirisira http://creativecommons.org/licenses/by/4.0
Interactive whiteboards in teacher education: a systematic review of technopedagogical practices
Interactive whiteboards (IWBs), or smartboards, improve the teaching and learning process in higher education. The objective of this study was to analyze the use of these whiteboards as a teaching technology resource that contributes to improving this process. A systematic review of the literature was conducted, based on the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology. The databases used were Scopus and Web of Science (WoS). The results indicated that 25 studies were included in the review. The year 2019 had the highest number of publications, with 20% of the studies identified. In addition, 80% of the research was published in Scopus and 92% of the total was written in English. There is evidence of the positive impact of IWB on student participation, motivation, and performance, as well as a favorable effect on their academic performance. It is concluded that IWB improve student performance by allowing teachers to make engaging presentations, process curriculum information, incorporate diverse resources, combine text and graphics, and store and reproduce created materials. These devices can capture attention through the use of games and the integration of images, text, and sound during learning. They also influence patterns of interaction between teachers and students, promoting communication dynamics in the classroom.
Copyright (c) 2026 Miguel Velasquez Pila, Ines Miryam Acero Apaza, José Lisbinio Cruz Guimaraes, Rolando Oscco Solorzano http://creativecommons.org/licenses/by/4.0
From tradition to education: documenting and promoting Tboli indigenous cuisine for culinary learning
The rich indigenous food systems of the Tboli people in South Cotabato, Philippines, are at risk due to modern dietary shifts and the influence of fast-food culture. This study aimed to document traditional Tboli dishes covering ingredients, preparation methods, nutritional content, and cultural significance using the gastronomic systems research (GSR) framework. A mixed-method approach was employed involving 219 respondents, including elders, cookery students, and personnel from the National Commission on Indigenous Peoples (NCIP) and tourism office. Data were gathered through interviews, focus group discussions, and an elicitation workshop. Nutritional values were computed using the Department of Science and Technology’s Food and Nutrition Research Institute (DOST-FNRI) Philippine Food Composition Table (PhilFCT). The findings revealed that the Tboli indigenous food system is characterized as predominantly root crops (ubi koyu, kleb, ubi, ubi koyu ndek, and lubed), vegetables (hokù), chicken meat (onuk nelut, onuk heklafak, and onuk snóbów), fish (bunog or paitan), crabs (kléngé snóbów), and frogs (fak snóbów) prepared through healthy methods like boiling, steaming, and grilling. A recipe book developed from the findings received a high acceptability rating (mean score: 4.84) based on content, format, organization, and accuracy. The study supports the preservation of Tboli food heritage and highlights its potential integration into the senior high school cookery curriculum as a contextualized learning material.
Copyright (c) 2026 Analyn A. Gellamucho, Cyril John A. Domingo https://creativecommons.org/licenses/by-nc-sa/4.0
Investigating university students’ use of language learning strategies in learning English: a case study in Vietnam
This research examines the use of language learning strategies (LLSs) among 440 university students at a Vietnamese institution, with the objective of identifying overarching patterns of strategy utilization, exploring gender-based disparities, and analyzing variances between academic year levels. The strategy inventory for language learning (SILL) served as the data collecting instrument, assessing six kinds of strategies: memory, cognitive, compensating, metacognitive, emotive, and social. Descriptive statistics indicated that students exhibited moderate-to-high levels of strategy use, with social strategies being the most prevalent and cognitive methods the least employed. Independent samples t-tests revealed no significant gender differences in strategy categories, however one-way analysis of variance or ANOVA findings showed substantial increases in strategy use by year level, with fourth-year students exhibiting the greatest usage. These results emphasize the collaborative learning inclinations within the Vietnamese English as a foreign language (EFL) environment and accentuate the progressive nature of method use. The study enhances current research by providing fresh insights from Vietnam and underscores the need for ongoing strategy training, especially for younger students. Constraints include dependence on self-reported data and a singular institutional emphasis. Future study should use mixed methodologies and larger samples to enhance comprehension of LLS utilization in diverse contexts.
Copyright (c) 2026 Pham Duc Thuan, Nguyen Thi Hong Hanh https://creativecommons.org/licenses/by-nc-sa/4.0
From gaps to modules: design thinking for meta-skills in Chinese private universities
This study addresses persistent misalignment between academic management and meta-skills development in Chinese private higher education institutions (HEIs). It aimed to design, validate, and disseminate an academic management innovation that embeds four meta-skills domains adaptive expertise, relational dynamics, creative agility, and strategic synthesis into curriculum, teaching, and assessment in Sichuan private HEIs. A multi-phase mixed-methods design aligned with design thinking (empathize, define, ideate, prototype, test) was employed. Data were collected from 400 undergraduates (meta-skills questionnaire), 805 academic and administrative staff (PNImodified needs survey), and 20 experts (interviews, focus groups, and rubric-based evaluations). Quantitative analyses used descriptive statistics, analysis of variance (ANOVA), reliability indices, and PNImodified prioritization, while qualitative data underwent thematic content analysis and integrative synthesis. Results indicated moderate overall meta-skills, with strategic synthesis and relational dynamics weakest, and significant disciplinary variation for strategic synthesis. The highest reform priority was curriculum design, followed by assessment and teaching-learning practices. Across two validation rounds, experts reported improved feasibility and consistently high relevance and innovation. The resulting next-gen academic management framework offers an empirically grounded, adoption-ready pathway for modular academic management innovation.
Copyright (c) 2026 Chi Che, Sukanya Chaemchoy, Pruet Siribanpitak https://creativecommons.org/licenses/by-nc-sa/4.0
Navigating peer bullying: parents’ and students’ communication patterns, behavioral responses, and coping strategies
This study examined how bullying experiences influence adolescents’ coping strategies, with a particular focus on parent-student communication as a predictor of coping outcomes. Using a mixed-methods approach in Indonesia, data were collected from 78 secondary school students through surveys measuring bullying exposure, communication patterns, and coping strategies, complemented by in-depth interviews with four parent-student pairs. Quantitative analysis using descriptive statistics and Pearson correlation coefficients showed that higher levels of bullying were significantly associated with poorer communication with parents and reduced use of problem-focused coping strategies, while bullying was positively correlated with emotion-focused and maladaptive coping. Qualitative findings supported these results and revealed four key themes: experiences of bullying, communication patterns, emotional responses, and coping mechanisms. Parental involvement, particularly in providing emotional support and engaging in joint problem-solving, emerged as a critical protective factor. The novelty of this study lies in demonstrating the central role of parent-student communication in shaping adolescents’ coping responses to bullying. Overall, the findings suggest that strengthening family communication through targeted interventions may reduce adolescents’ reliance on maladaptive coping strategies and promote more effective, problem-focused approaches to managing bullying experiences.
Copyright (c) 2026 Najmi Hayati, Mohd Khairi Ismail, Nur Adyani Sabarudin, Nor Aziyatul Izni https://creativecommons.org/licenses/by-nc-sa/4.0
Scientific creativity in secondary STEM education: a PRISMA-based systematic review of psychological, instructional, and assessment dimensions
Grounded in creativity theory and cognitive psychology, this preferred reporting items for systematic reviews and meta-analyses (PRISMA)-based systematic review synthesizes evidence from 28 peer-reviewed studies (2021-2025) indexed in Scopus and Web of Science examining scientific creativity in secondary science, technology, engineering, and mathematics (STEM) education. The review analyses the roles of teacher psychological traits, instructional interventions, and assessment approaches in fostering students’ scientific creativity. The findings indicate that creativity-supportive classroom environments, shaped by teacher beliefs and motivation, enhance scientific creativity when aligned with inquiry-based and design-oriented pedagogies. However, assessment practices remain fragmented and insufficiently integrated with instructional design. The review highlights the need for coherent frameworks that connect psychological, pedagogical, and evaluative dimensions of scientific creativity. Implications are discussed for teacher preparation, instructional design, and future research in STEM education.
Copyright (c) 2026 Wan Nur Hafizah Wan Hussain, Hidayah Mohd Fadzil, Edy Hafizan Mohd Shahali https://creativecommons.org/licenses/by-nc-sa/4.0
Institutionalizing classroom-based assessment: ESL teachers’ grading practices in Malaysian secondary schools
Effective assessment practices play a pivotal role in supporting student learning, particularly within the framework of classroom-based assessment (CBA). This study investigates how English as a second language (ESL) teachers in Malaysia grade students during CBA and their alignment with policy mandates. Employing a qualitative phenomenological design, data were gathered through semi-structured interviews and analysis of curriculum documents from the CBA Guidebook. Six Form 2 ESL teachers from three public secondary schools in Pulau Pinang participated in the study. Thematic analysis revealed commendable grading practices, with teachers employing various strategies. However, a misalignment was noted between these practices and policy directives, as teachers tended to adopt exam-oriented approaches. The study has implications for ESL education in Malaysia, highlighting the need for better alignment between policy and practice and providing practical recommendations to align grading methods with educational objectives. This study contributes to understanding how ESL teachers interpret and enact assessment reforms, offering practical insights for aligning grading with formative policy goals.
Copyright (c) 2026 Anwar Farhan Mohamad Marzaini, Shahazwan Mat Yusoff, Muhammad Usamah Mohd Ridzuan, Nur Fatin Shahmina Mohd Fauzey, Nur Husna Serip Mohamad, Noraziah Mohd Amin, Muhammad Aiman Abdul Halim, Syafiq Munir Ismail Munir http://creativecommons.org/licenses/by/4.0
Exploring the writing hypothesis using artificial intelligence
This study investigates innovative approaches to recording and analyzing the early stages of literacy development, where children begin to graphically represent their oral expressions. The primary contribution is the development of an artificial intelligence (AI)-powered computational tool designed to identify and document students’ writing progression. By leveraging machine learning techniques, the system provides educators with detailed, systematic, and frequent records, facilitating more informed instructional strategies. The research follows an experimental methodology, analyzing a dataset of 2,000 writing samples from early learners across diverse educational settings. To optimize the AI model’s effectiveness, a specialized dataset of word images in Portuguese was developed, varying in syllable count and standardized to 224×224 pixels resolution for consistency in training. The study employs both quantitative and qualitative data analysis techniques, integrating statistical evaluation and pattern recognition algorithms to assess student writing proficiency. Findings indicate that the proposed system enables more precise and efficient tracking of literacy development, allowing for early identification of potential learning difficulties. This advancement in AI-driven assessment provides educators with actionable insights, enhancing intervention strategies and supporting personalized learning. Future research could explore expanding the tool’s functionality to accommodate a wider range of educational contexts, further strengthening its role in literacy education.
Copyright (c) 2026 Ricardo Lucas Pires, Armando Paulo da Silva, Eduardo Filgueiras Damasceno http://creativecommons.org/licenses/by/4.0
Gamification as a pedagogical strategy to enhance cognitive, affective, and academic engagement in higher education
This study investigates how gamification influences student engagement in fully distance higher education, distinguishing academic, cognitive, and affective engagement. Using survey data from 234 undergraduates, we tested a structural model linking motivational and social gamification components (motivation, teamwork, peer interaction, and teacher participation) to engagement outcomes. Results show that motivation predicts academic and cognitive engagement, while teacher participation is the strongest driver of affective engagement; affective engagement, in turn, strengthens cognitive engagement. Teamwork contributes positively across engagement dimensions, whereas peer interaction is not significant in this distance-learning context. By modeling engagement as a multidimensional construct and separating specific gamification components, this study clarifies why some gamified mechanisms work better than others online. Practically, effective gamified course design should prioritize instructor presence and structured teamwork alongside motivational elements to sustain engagement in virtual higher education.
Copyright (c) 2026 Ygnacio Tomaylla-Quispe, Olger Gutiérrez-Aguilar, Sandra Chicana-Huanca https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing English listening and comprehension skills through interactive e-content: a quasi-experimental study
This study delves into the effect of interactive e-content on enhancing listening skills and language comprehension through a quasi-experimental approach. The 200 secondary school students from eighth standard were randomly divided into groups. The researchers executed pre-test to assess the initial language skills of the learners. Experimental group was taught with interactive e-content, control group underwent traditional teaching. The intervention was followed by post-test. SPSS was used to analyze the data descriptive statistics and t-value specified significant enhancements in the experimental group. Pre-test and post-test t-value of control group was 58.4 and experimental group was 146.14, demonstrating substantial progress in listening skills. Post-test t-value of both groups was 31.09 (p<0.01), approving superior effect of interactive e-content enhancing listening skills. For language comprehension, pre-test and post-test t-value of control group was 70.23 and experimental group was 113.11. Post-test t-value of both groups was 28.05 (p<0.01) conforming greater improvement for experimental group. The t-value of the rural 38.45 and urban 44.18 reveals more significant advancement, implying interactive e-content is effective for enhancing listening skills and language comprehension for both rural and urban students. The study recommends conducting further research on the impact of interactive e-content on reading and speaking skills in English language.
Copyright (c) 2026 Nitha Varghese, Kennedy Andrew Thomas https://creativecommons.org/licenses/by-nc-sa/4.0
Understanding AI education perceptions and teaching efficacy among pre-service teachers in Korea
This study examines the perceptions of pre-service physical education (PE) teachers (N=31) regarding artificial intelligence (AI) education and their self-efficacy in teaching AI at a Korean university. Although participants demonstrated high interest levels and acknowledged the necessity of AI in education, their understanding of AI concepts and pedagogical applications was notably limited. Statistical analyses revealed that prior exposure to AI-related coursework significantly increased both understanding and perceived importance of AI education (p<0.05). However, participants reported low confidence in designing AI-integrated lessons and applying instructional strategies, indicating a substantial gap in their readiness to teach effectively with AI. The disciplinary gap is particularly pronounced in PE, which is traditionally underrepresented in AI education research compared to STEM subjects. Unlike technology-intensive disciplines, PE curricula often emphasize physical skill development and experiential learning, leaving minimal room for the integration of emerging technologies such as AI. This underrepresentation means that PE teacher education programs lack established models or best practices for embedding AI into instruction, further widening the preparedness gap. While participants recognized the societal relevance of AI and expressed a strong sense of responsibility for student learning, they remained hesitant about emotionally intelligent AI and human–AI interactions. These findings underscore the urgent need for structured AI training programs within teacher education—particularly in non-STEM fields like PE—that combine theoretical understanding with practical teaching competence. The results provide foundational evidence to guide the development of AI-integrated curricula that can prepare future educators for an increasingly AI-driven educational landscape.
Copyright (c) 2026 Yong-Jik Lee, Seung-Hoon Jeong https://creativecommons.org/licenses/by-nc-sa/4.0
Conceptual understanding and student attitudes towards the use of digital flashcards
This study aims to determine how the use of flashcards in an online environment can influence motivation for revising and the achievement of conceptual understanding of biological content. The sample consisted of fifth-grade students (N=112), of whom 59 used online interactive flashcards created with the CRAM system. A control group of 53 students revised the same educational topics using traditional methods through discussion. After the revision, students took a final assessment. A survey questionnaire was used to gather information on the learning experience with flashcards, in which students evaluated their experiences and shared their impressions. A comparison of the final assessment results reveals that students who revised using flashcards performed better on tasks assessing knowledge reproduction and higher-order cognitive tasks than students who revised through discussion. Most students assessed that learning with online flashcards was more practical and easier than traditional revision through discussion, and those who used hint cards found them helpful for a better understanding of biological content. Flashcards have proven to be an effective method for revising biology content. In addition to memorizing, flashcards also enable better understanding with good visual support for conceptual understanding, whereby students show positive attitudes towards this learning approach.
Copyright (c) 2026 Ana Plantak, Nikola Marangunić, Ines Radanović http://creativecommons.org/licenses/by/4.0
Geographical information system as educational technology for teaching social studies
The nonchalant attitude of social studies teachers in adopting new and innovative educational technology can be attributed to the high failure rate among students in the subject. Hence the primary aim of the study was to investigate if geographical information system (ArcGIS software) can be used as educational technology for teaching social studies. The study adopted a mixed research design; quantitative (non-equivalent quasi-experimental control group) and phenomenological qualitative (open-ended interview) design. With a sample of 150 students. The data collection instrument was extracted from standardized questions used for basic certificate examinations (BECE). The instrument reported a Pearson product moment correlation (PPMC) coefficient of 0.81 as its reliability index. Mean, standard deviation and analysis of variance (ANOVA) were applied in analyzing quantitative data. While open-ended questions were used as an instrument to collect qualitative data. Quantitative results showed a higher post-test mean score for the treatment group (TG). Similarly, results from the qualitative study were in consonance. Signifying that GIS can be adopted as educational technology for teaching social studies.
Copyright (c) 2026 Atubi Onamrewho Favour, Edewor Akpezi Okiemute, Obiajulu-Anyia Uche Esther https://creativecommons.org/licenses/by-nc-sa/4.0
Adapt applied behavior analysis methods for autism spectrum disorder children in earthquake using 3D simulation
This paper aims to improve disaster preparedness in children with autism spectrum disorder (ASD) by employing immersive 3D simulations designed to enhance self-protection skills. Children with ASD often face difficulties in social interaction and interpreting complex instructions, posing challenges to acquiring essential disaster-response skills. Our approach combines applied behavior analysis with virtual simulations, creating a structured and accessible learning model tailored to the cognitive needs of children with ASD. Utilizing Unity3D, the 3D earthquake simulations provide a realistic environment featuring responsive graphics and sound, which engage children in lifelike scenarios, fostering better learning outcomes. The study’s experimental design demonstrated that these simulations significantly enhance situational readiness among ASD children, as observed in improved behavioral responses during trials. Results suggest the model’s potential as an effective educational tool in special education settings, advocating for its integration into school curricula to support ASD children in acquiring essential safety skills. The findings highlight the promise of virtual simulations in special education, suggesting further research on their application in diverse emergency preparedness contexts.
Copyright (c) 2026 Trinh Bao Ngoc, Dao Thi Thu, Giap Minh Hieu, Nguyen Van Cuong, Do Van Viet, Hoang Minh Tai http://creativecommons.org/licenses/by/4.0
Improving students’ physics representation competence with an Android-based representation training model
Representational competence is vital for learning and solving problems in physics, yet many students struggle to master it, and teachers encounter challenges in fostering its development. This study addresses the issue by developing an Android-based training model focused on linear motion kinematics, designed using the analysis, design, development, implementation, and evaluation (ADDIE) research and development (R&D) framework and validated by experts. A total of 127 undergraduates participated through questionnaires, interviews, and observations. The model incorporates feedback and scaffolding to guide students’ understanding and practice. Implementation results showed significant improvements in representational competence. N-Gain scores reached 0.35 (medium) in experimental group I and 0.61 (medium) in experimental group II. Statistical analysis using the Wilcoxon signed-rank test confirmed these gains were significant (p<0.05) with large effect sizes (r=0.871; r=0.862). Further, the Kruskal-Wallis’s test revealed significant differences between groups, and Games-Howell post hoc analysis indicated that integrated classroom use was more effective than independent practice. Student responses demonstrated high practicality and positive engagement, reinforcing the model’s usability. These findings highlight the novelty of an expert-validated, scalable Android-based platform as an accessible tool to enhance representational competence in physics education. Future research should investigate its broader application across physics topics and its long-term impact on learning outcomes.
Copyright (c) 2026 Jane Koswojo, Sentot Kusairi, Sutopo, Edi Supriana https://creativecommons.org/licenses/by-nc-sa/4.0
Digital innovations in mathematics education: empowering teaching and learning
Digital tools hold immense potential to transform mathematics education. This study examines how digital innovations can bridge the achievement gap and empower teaching and learning. The primary goal is to evaluate the impact of educational software, interactive tools, and online platforms on personalizing learning, promoting problem-solving, and fostering collaboration. The study utilizes thematic analysis to explore these key areas by employing qualitative research methods, specifically semi-structured interviews conducted with seven mathematics teachers who were selected through purposive sampling based on their experience and involvement with digital tools in mathematics education. The findings reveal significant potential for student empowerment and highlight barriers such as technical issues and limited teacher training. The study emphasizes the need for investments in technology infrastructure and ongoing professional development programs focused on integrating digital tools. Targeted interventions are recommended to support effective technology use. By equipping teachers with robust digital skills, schools can unlock the transformative potential of these tools, preparing students for success in a technology-driven future. These implications suggest further research into optimizing digital tools for personalized learning to better meet diverse student needs and learning styles.
Copyright (c) 2026 Martin L. Nobis, Jr., Ronato S. Ballado, Jabel Phillip L. Irinco, Cherry I. Balanquit http://creativecommons.org/licenses/by/4.0
Bagatrix on mathematics achievement of college students
Integration of technology in mathematics education is one of the innovative ways of instructional delivery in various mathematics subjects. This study investigated the use of Bagatrix, a dynamic geometry software offering step-by-step explanations, interactive graphs, and practice problems with instant feedback. The academic achievement of 80 freshmen Bachelor of Secondary Education (BSED) major in science and mathematics at Visayas State University-Villaba Campus during the school year 2023-2024 using Bagatrix was compared to the traditional lecture-discussion method in Mathematics in the modern world (MMW). Grounded in constructivist learning theory, this study aimed to determine if Bagatrix could enhance student academic achievement. Quantitative research utilizing true experimental design with pretest and posttest was employed, partnered with its statistical treatment which includes the mean, standard deviation, and t-test for independent samples. Data analysis revealed no statistically significant difference between the two teaching methods. However, both groups exhibited significant improvement from pretest to posttest, with students exposed to Bagatrix demonstrating a greater magnitude of improvement. This study highlights the potential of technology-enhanced learning environments in mathematics education, while emphasizing the need for further research to investigate the factors contributing to the observed learning gains.
Copyright (c) 2026 Jonathan Q. Monsanto, Dionilo M. Llanas http://creativecommons.org/licenses/by/4.0
Indonesian EFL university students’ ChatGPT acceptance: a cross-sectional study
Informed by the technology acceptance model (TAM), this cross-sectional study investigated to what extent ChatGPT is perceived by English as a foreign language (EFL) university students. A total of 149 Indonesian EFL university students took part in filling out a questionnaire representing the five variables of TAM including perceived ease of use (PEU), perceived usefulness (PU), attitude toward using (ATU), behavioral intention to use (BIU), and actual use (AU). The data were analyzed based on partial least square structural equation modelling (PLS-SEM) using SmartPLS v.4. The results showed that all of TAM variables contributed to explaining the participants’ use of ChatGPT, except the path ATU─>BIU (p=0.229), which was not significant due to the overshadowing influence of perceived usefulness. This indicated that the participants were mainly motivated by the practical benefits of ChatGPT in enhancing language learning. Therefore, this study suggests that educators and curriculum designers might consider integrating ChatGPT’s utility into language learning tasks to foster students’ effective yet critical engagement with the tool. Pedagogically, this study provides empirical evidence on the potential of ChatGPT to be adopted in future university-level language education, while acknowledging the need for further research on its limitations.
Copyright (c) 2026 Aji Budi Rinekso, Rojab Siti Rodliyah, Pupung Purnawarman, Nenden Sri Lengkanawati https://creativecommons.org/licenses/by-nc-sa/4.0
Development of inclusive competence in future socionomy specialists: challenges in constrained settings
The relevance of the study is determined by the crucial importance of socioeconomy specialists’ readiness to work in an inclusive environment and the need to identify the factors that contribute to developing their competence. The study aims to identify gaps in existing research and propose new directions for studying the psychological and pedagogical features of developing inclusive competence in future professionals in socionomy under constrained conditions. The article presents data from respondents (30 respondents were in their 3rd year of study and 20 in their 5th year) regarding their understanding of the concept of inclusion, acceptance of children with special needs, tolerance, empathy, and willingness for self-development. A crucial aspect is understanding the psychological and pedagogical characteristics of preparing future specialists in socionomy under limited conditions. The study employed surveys, generalization, categorization, comparison, observation, and qualitative data analysis. It was established that modern challenges, such as military aggression, pandemics (COVID-19), social and economic inequality, technological progress, and demographic changes have a significant impact on the development of inclusive competence in future socionomists. Factors essential for developing inclusive competence are identified. The findings of this work have both scientific and practical significance for training future professionals in the field of socionomy and for shaping their inclusive competence.
Copyright (c) 2026 Volodymyr Vlasov, Valentyna Mazur, Oksana Oleksiuk, Anna Starieva, Oksana Shevchenko http://creativecommons.org/licenses/by/4.0
Valid and reliable instrument for measuring Malaysian talented students’ social support
Social support is an essential protective factor against the risk of talent development failure, especially in the catastrophic situation. This study aimed to test the validity and reliability of social support instruments specifically for talented sports students in Malaysia. Content validity index (CVI), exploratory factor analysis (EFA), and internal consistency are the methods used to ensure that measurement instruments are appropriate for use in local contexts and cultures. A total of 268 form four talented sports students aged 16 years were selected by proportionate stratified random sampling in this study. The study found that the instrument had good content validity, with the items reaching the minimum level of CVI value and exceeding the recommended cut-off point of 0.78. Factor analysis found that the final measurement model has three factors, namely i) family support, ii) friends support, and iii) coach support, with factor loading ranging between 0.49 and 0.89. Correlation matrix was also measured through the KMO and Bartlett test of sphericity. All three factors had internal consistency values of 0.83 for coach support and 0.85 for family and friend support, which was defined good. Future research is warranted to explore the instrument with different samples and measurement in various scenarios.
Copyright (c) 2026 Tuan Zahrah Tuan Mat, Khairul Farhah Khairuddin, Wan Ahmad Munsif Wan Pa, Nur Choiro Siregar http://creativecommons.org/licenses/by/4.0
The need for an educational comic on science laboratory safety
In the study of design and development, one of the vital stages that need to be carried out is the needs analysis. In this study, a needs analysis is carried out to ensure that the educational comic produced is suitable for the users’ needs. This quantitative survey study was carried out to see the need for the development of the science laboratory educational comic on improving science laboratory safety awareness among secondary school students as well as to see students’ awareness and knowledge towards science laboratory safety. A set of needs analysis questionnaires was given to 131 secondary school students throughout Malaysia. The data obtained were analyzed descriptively, such as frequencies and percentages using Statistical Package for the Social Sciences (SPSS) version 23.0. The results of the analysis show that most respondents agree that this module is suitable for science laboratory safety awareness. A moderate level of average mean score of 3.53 also indicates that the level of awareness of regulations in the laboratory among average students is still low and needs to be improved. A high average mean score of 3.90 of respondents agreed that the development of science laboratory safety educational comic should be developed to improve science laboratory safety awareness among secondary school students. Most respondents agreed that emphasis should be placed on content and technical approaches in educational comics to develop a science laboratory safety educational comic that suits the needs of students, with a high average mean score of 3.73. The results of this study provide a brief overview of the need for a science laboratory educational comic on improving science laboratory safety awareness among secondary school students.
Copyright (c) 2026 Nur Farha Shaafi, Mohammad Mubarrak Mohd Yusof, Ika Maryani http://creativecommons.org/licenses/by/4.0
Context-specific entrepreneurial environment scale: a psychometric analysis
The entrepreneurial environment has a significant impact on entrepreneurial motivations. In the Philippines, where entrepreneurship and innovation are gaining momentum, an increasing number of individuals are embarking on an entrepreneurial journey. However, despite the existing tools in the entrepreneurial environment, a validated, reliable, and context-specific scale tailored to Ifugao entrepreneurship students remains lacking. Thus, this study aims to analyze the psychometric characteristics of a refined version of the questionnaire on entrepreneurial environment that affects the propensity for entrepreneurial activity among Ifugao entrepreneurship students. The study employed a quantitative research design, utilizing a cross-sectional survey approach. The instrument comprises a total of 25 items with a factor design structure consisting of five latent factors: socio-economic conditions, financial support, government policies, non-financial support, and education and training. A total of 133 students in Alfonso Lista, Ifugao, Philippines, participated in the study. Data were analyzed through confirmatory factor analysis (CFA) through the partial least squares–structural equation modeling (PLS-SEM) approach. Subsequently, CFA using SPSS was performed to validate the results. The results showed that there was a total of 24 items, distributed across five subscales. Convergent validity was confirmed, with all average variance extracted (AVE) values exceeding 0.50, while discriminant validity was supported as inter-variable correlations remained below the square root of the AVE. Reliability was robust, with composite reliability (CR) scores exceeding 0.70 and Cronbach’s alpha at 0.905. The results suggest that the Entrepreneurial Environment Scale can serve as a valuable tool for measuring the entrepreneurial environment and informing strategic decisions for future entrepreneurs.
Copyright (c) 2026 Client William M. Malinao, Crystelle Joy O. Santos http://creativecommons.org/licenses/by/4.0
Responsiveness of the South African teacher education curriculum for 21st-century needs: a narrative review
This narrative review analyzed what a responsive curriculum is and whether the South African teacher education curriculum is responsive to the demands of the 21st-century. We utilized the desktop research via a narrative review methodology to extract answers to these questions by searching Google, Scopus, ERIC, and EBSCO databases. Findings show that a responsive curriculum allow educators and students to be aware of their responsibilities within the teaching and learning environment, enable students to pursue knowledge and skills that align with their interests and backgrounds, enabling job seekers to become entrepreneurs, and adapting to the shifting demands of employers while ensuring emancipation and empowerment. A responsive curriculum aligns with students’ economic, cultural, disciplinary, and learning needs. However, the South African teacher education curriculum is yet to fully respond to 21st-century skills’ needs. A responsive curriculum is sensitive to current contextual realities and that the South African teacher education curriculum be designed and implemented to develop 21st-century skills among pre-service and graduate teachers. The teacher education curriculum should be dynamic by meeting up with the demands cum expectation of the Fourth Industrial Revolution era and be balanced in addition to its role of developing responsible, humane, and compassionate citizens/graduates. Especially for South African, the decolonization discussion and the inclusion of Indigenous knowledge and systems should be fully enshrined into the teacher education curriculum— the “mother” of other curricula.
Copyright (c) 2026 Mensah Prince Osiesi, Muki S. F. Moeng, Cina Patricia Mosito, Sunday Ade Adeniran https://creativecommons.org/licenses/by-nc-sa/4.0
How CTML-based instructional video shapes students’ acceptance of asynchronous learning: an integrated TAM-TPB approach
This study examines how the cognitive theory of multimedia learning (CTML)-based content quality shapes students’ acceptance of asynchronous learning within an integrated technology acceptance model (TAM)-theory of planned behavior (TPB) framework. The CTML provides the theoretical foundation for designing instructional videos that minimize cognitive load to enhance learning effectiveness. The proposed model links content quality to perceived usefulness and perceived ease of use, which influence attitude, subjective norm, perceived behavioral control, and behavioral intention. A quantitative approach using structural equation modeling (SEM) with SmartPLS was employed to analyze responses from 258 university students who had experienced asynchronous online learning. The results indicate that content quality significantly impacts perceived ease of use (β=0.589) and perceived usefulness (β=0.316). In turn, perceived usefulness significantly influences attitude (β=0.461) and behavioral intention (β=0.200), while attitude (β=0.171), subjective norm (β=0.381), and perceived behavioral control (β=0.156) also significantly predict behavioral intention. These findings validate the integrated TAM-TPB framework and demonstrate that CTML-based content quality functions as a cognitive antecedent of technology acceptance in higher education.
Copyright (c) 2026 Priyanto, Ponco Walipranoto, Ahmad Chafid Alwi, Tinesa Fara Prihandini, Arif Ainur Rafiq https://creativecommons.org/licenses/by-nc-sa/4.0