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
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Factors influencing cross-border e-commerce enterprises’ engagement in vocational education partnerships
This study investigates the factors influencing cross-border e-commerce enterprises’ willingness to engage in vocational education partnerships, addressing talent shortages and improving practical skills in vocational education. It contributes to the field by applying the theory of planned behavior (TPB) to the collaboration between this emerging industry and vocational education, offering a novel perspective on the framework’s utility. A quantitative research design was employed, with data collected through a survey of 401 cross-border e-commerce enterprises in Zhejiang Province, China. Key findings reveal that perceived benefits (PB) positively influence behavioral attitudes (BA), while perceived risks (PR) exert a negative effect. BA, subjective norms (peer influence (PI) and superior influence (SI)), and perceived behavioral control (self-efficacy and controllability) significantly predict cooperation intention (CI). These findings offer practical insights for policymakers and educational institutions. To promote effective collaboration, governments, and educational institutions should build trust through clear agreements and aligned expectations, while reducing PRs and enhancing PB. Additionally, providing training, consulting, and resource support can strengthen enterprises’ self-efficacy and controllability. Leveraging information sharing, promoting successful case studies, and utilizing the influence of peers and superiors will help mitigate uncertainties and enhance CI.
Copyright (c) 2026 Zhan Guofang, Mohamad Sattar Rasul, Marlissa Omar http://creativecommons.org/licenses/by/4.0
Islamic finance education for university students: a scoping review of the Scopus database
Universities must catch up in providing the Islamic financial services industry (IFSI) with a trained and competent workforce. The discrepancy between university offerings and the IFSI’s needs highlights a research gap in this field. To address this gap, we scoped the academic literature in the Scopus database on higher education for the IFSI involving university students. The research question guiding this scoping review was: what is known about Islamic finance education for university students in higher education literature? The findings of this study map the scope of research in this area, including the various research themes explored within this domain. For instance, a maximum of 15 articles were identified in line with the research question, covering four themes: talent development in Islamic banking education, curriculum and education quality, student career aspirations and intentions, and e-learning and technology in education. Most studies were conducted in Malaysia, and similarly, most studies utilized a quantitative approach based on surveys. Finally, research gaps are identified for further exploration based on the themes identified in the study.
Copyright (c) 2026 Riyad Moosa, Ahmed Mohammadali Haji http://creativecommons.org/licenses/by/4.0
The development direction and challenges of STEM integration: a systematic literature review
The development of society has put forward higher requirements for K-12 talent cultivation. However, some situations are not optimistic, such as students’ low interest in mathematics, science and other disciplines, and the subject setting cannot match the needs of talent cultivation. Numerous studies confirmed that in the context of curriculum integration, further integration of science, technology, engineering, and mathematics (STEM) curriculum, learning methods and other aspects is needed, but there are still few summaries of the development direction and approaches of STEM in the context of STEM integration. This paper focuses on STEM integration, to clarify the development direction and approaches of STEM integration in the context of education reform, and then systematically summarize the development and existing problems of STEM integration education with a systematic literature review (SLR) method, 62 articles from 2013-2023 were finally selected from Web of Science (WoS). This study reveals the development of STEM curriculum, STEM pedagogy and models in STEM integration, attaches importance to the concept of interdisciplinary integration, advocates curriculum integration and improves students’ 21st century skills by integrating. In addition, there needs to be more research focusing on the internal impacts of learning outcomes, STEM literacy, and student STEM identity.
Copyright (c) 2026 Zhang Lei, Nur Atiqah Jalaludin, Mohamad Sattar Rasul, Mohamad Hidir Mhd Salim http://creativecommons.org/licenses/by/4.0
Why do Gen Z choose teaching as careers? exploring extrinsic motivations of Gen Z to become teacher in Indonesia
The decision to become teacher is greatly influenced by certain motivations such as altruistic, intrinsic, and extrinsic. Examining these motivations influencing individuals’ decisions to become teachers is essential for sustainable professional development. This is because no previous publication has focused on Generation Z’s (Gen Z) extrinsic motivations to pursue teaching profession. Therefore, this study aimed to explore motivations of Gen Z to become teachers in elementary schools. A qualitative analysis was adopted with a focus group discussion method including 58 pre-service teachers learning at the primary school teacher education program. Furthermore, the participants in the analysis were aged 18-22 years and also fell into the Gen Z category. Data obtained from the participants was further analyzed using thematic analysis. The results showed that extrinsic motivations underlying the desire of Gen Z to become teachers originated from the high social respect teaching receives from society, the promise of prosperity, and adequate employment opportunities. Extrinsic motivations also originated from childhood experiences inspired by religious teachings and the parents. The study further emphasized the importance of understanding the participants’ motivations for entering teaching profession to improve recruitment systems, providing motivation, set hours and workloads, as well as welfare systems for Gen Z teachers.
Copyright (c) 2026 Suyatno, Lilis Patimah, Wantini, Ika Maryani, Enung Hasanah, Mhd. Lailan Arqam, M. Fadlillah http://creativecommons.org/licenses/by/4.0
Effectiveness of outdoor mathematics in developing grade 7 students’ ability on measurement
This study investigated the effectiveness of outdoor mathematics instruction as an alternative to the conventional classroom-based approach, specifically focusing on grade 7 measurement concepts. Students’ perception on outdoor activities in mathematics was also measured. A two-group quasi-experimental design was utilized, involving two selected classes from a public high school in Tawi-Tawi, Philippines. One class engaged in outdoor mathematics activities, while the other used the conventional lecture approach. The study utilized a 40-item researcher-made test, a perception checklist, and outdoor mathematics activities, which were presented to a panel of experts for validation and underwent reliability testing. Statistical tools such as mean, standard deviation, and t-test were used to analyze the performance of the two groups. Results indicated that students exposed to outdoor mathematics activities showed significant improvement in understanding and applying basic measurement concepts compared to their peers in conventional settings. Similarly, the students reported positive perceptions of outdoor activities. This study highlighted the potential benefits of incorporating outdoor mathematics instruction into school curricula as an innovative teaching strategy to enhance students’ learning and engagement.
Copyright (c) 2026 Amit T. Tanaji, Alnajir H. Usman, Potchong M. Jackaria, Aljemedin S. Jaudinez, Al-Jayson U. Abubakar http://creativecommons.org/licenses/by/4.0
A study of the relationships among university students’ attitudinal variables and academic achievement in statistics
This study investigated the relationship among university students’ attitudinal variables and their achievement in statistics. The study also examined the relative contribution that each variable makes to their academic achievement. The study sample comprised 96 university students. Data were collected using a self-designed questionnaire. The reliability coefficients of the various subscales of the piloted questionnaire exceeded 0.70 and were found good to use. The analysis of the data showed a significant positive correlation among three of the students’ attitudinal subscales, namely interest towards statistics and academic achievement (r=0.315, p=0.001), motivation to study the subject and academic achievement (r=0.375, p=0.000) and usefulness of statistics and academic achievement (r=0.268, p=0.004). However, there was a positive low, but insignificant, correlation between anxiety and academic achievement (r=0.218, p=0.084). Further analysis, using multiple regression, showed that all the students’ attitudinal variables, except anxiety, made a significant relative contribution to their academic achievement in statistics. It was recommended that lecturers should help to develop students’ interest and motivation, educate them on the usefulness of statistics, and also, consciously try and reduce university students’ anxiety towards statistics.
Copyright (c) 2026 Ernest Larbi, Francis Ohene Boateng, Mavis Okyere http://creativecommons.org/licenses/by/4.0
Need-based extension services towards community development for Sitio Aldea in Zambales, Philippines
The study aimed to identify the extension services in terms of community needs specifically economic, health, socio-cultural, and environmental needs of Sitio Aldea, Barangay Natividad in San Narciso, Zambales. The findings were used as basis in formulating a community extension program towards community development. The needs assessment, conducted by Philippine Merchant Marine Academy (PMMA), through its Department of Research, Development and Extension (DRDE), is important in identifying extension services that can effectively meet the priority needs of selected barangays in Zambales, which in this case, 3 barangays are selected dividing the research into three phases, and this is phase 1. This descriptive study used a survey questionnaire which consists of parts identifying the demographic profiles, economic, health, socio-cultural, and environmental-related needs of the community. The data gathered from 559 respondents revealed that Sitio Aldea is ‘highly in need’ of environmental, health and socio-cultural aspects and it is only in ‘need’ of economic aspects. Given these, an implementable community extension program and activities has been proposed. Its implementation is recommended, as well as an in-depth study on specific findings such as unemployment, education, and source of income. Finally, the replication of the study, to be conducted in another barangay for phase 2, is advocated.
Copyright (c) 2026 Victoria Q. Paraggua, Froilan D. Mobo, Ronalyn C. Acuavera, Leah R. Villavicencio, Geraldine C. Pasa, Sheena Lee A. Guiang http://creativecommons.org/licenses/by/4.0
Students’ perceptions of mathematics teacher support on assigned homework during school breaks
Homework is a crucial formative assessment tool that helps to keep students engaged on tasks beyond school hours. This study investigated students’ perceptions of teacher support on homework tasks during school breaks. Specifically, it focused on how students perceived the mathematics teachers’ support in terms of task quality, feedback quality, and promoting mathematics autonomy. The study also focused on how these perceptions varied by gender and school ownership type, and how they related to students’ self-efficacy in mathematics. It was carried out in Dar es Salaam, Tanzania, and involved a random sample of 579 students from six primary schools. Previously validated questionnaire scales were adapted for data collection. The data were analysed by using descriptive statistics, latent mean analyses, and structural equation modelling techniques. Results from the descriptive statistics indicated that students positively evaluated teacher support in homework. Besides, student perceptions did not significantly differ across genders but differed between school ownership. The findings indicate a significant relationship between students’ perceptions of teacher support and their mathematics self-efficacy. The findings call for the effective utilisation of homework to augment classroom instructions.
Copyright (c) 2026 Florence Kyaruzi, Innocent B. Rugambuka http://creativecommons.org/licenses/by/4.0
The relationship between students’ perceptions and their engagement through self-regulated learning
The engagement of psychology students in statistics courses requires improvement because the learning material is challenging to understand. This leads to the emphasis on the teaching ability of lecturers, which is one of the external factors to increase student engagement. Internal factors such as self-regulated learning can impact engagement during lectures. Therefore, this study examines the role of self-regulated learning as a mediator in the relationship between students’ perceptions of creativity fostering teacher behavior (p-CFTB) and the engagement of psychology undergraduates in the statistics class. A mediation test using RStudio software was utilised to examine the role of self-regulated learning as a mediator, and 533 undergraduate psychology students from different parts of Indonesia participated in this study. The results showed that self-regulated learning partially mediated the relationship between p-CFTB and student engagement with the indirect effect value was greater than the direct effect. Therefore, student engagement is more affected by self-regulated learning in its role as a mediator than when it occurs without a mediator. Consequently, this study found that the role of various actors, such as lecturer behavior to foster creativity is needed to improve student self-regulated learning so that student engagement can function at its most effective.
Copyright (c) 2026 Maridha Normawati, Frieda Maryam Mangunsong Siahaan, Rose Mini Agoes Salim, Shahnaz Safitri, Astri Setiamurti, Atikah Ainun Mufidah http://creativecommons.org/licenses/by/4.0
Contextualizing mathematics through agriculture: examining the effects on students’ proficiency levels in probability
This study examined the effects of contextualized lessons using agricultural concepts on the level of proficiency of Grade 8 students in probability. The study employed a triangulation method by gathering data through the pretest and posttest results, students’ perceptions, and the teacher’s reflections. A total of 36 students whose families engaged in agricultural activities were purposefully chosen and were categorized into four proficiency levels: advanced proficient, proficient, approaching proficient, and developing proficient, based on their average grades in mathematics from the first and second quarters. The intervention employed contextualized lessons that integrated agricultural concepts to facilitate the teaching of probability to a group with varied proficiency levels. The findings revealed a significant improvement in students’ performance between the pretest and posttest across all proficiency levels. However, the developing proficient group encountered challenges, particularly with simplifying fractions, affecting their overall performance. This study concludes that while contextualizing mathematics using agriculture improves students’ engagement, performance, and understanding of probability, students with lower proficiency levels require additional support with mastering fractions skills. Therefore, this study suggested that teachers integrate practical, real-world contexts, like agricultural concepts, and acknowledge its varying effects on students depending on their proficiency levels.
Copyright (c) 2026 Asnaifah Saga, Amelia T. Buan, Joan Rose Luib, Alexis Michael Oledan, Mary Joy Luga http://creativecommons.org/licenses/by/4.0
A text mining analysis of preservice teachers’ reflective discourses in online teaching: basis for a policy brief
This study examined the reflections of 142 preservice teachers who taught online during the COVID-19 pandemic. This study identified common themes, emotions, and patterns in their experiences using sentiment analysis and hierarchical clustering. The most frequently used words, such as “learn,” “experience,” and “time,” highlight themes of learning and action. Sentiment analysis shows that most of their reflections are positive, using words like “well,” “good,” and “great.” Hierarchical clustering revealed three main themes in their reflections: i) professional growth and development; ii) passion for teaching and connection; and iii) adaptability and resilience. These themes show the complex nature of their experiences. While focusing on personal and professional growth, a strong commitment to teaching, and adaptability in challenging situations was evidenced. The findings of this study will help create a policy brief addressing these themes. Recommendations include strategies for professional growth in online teaching, encouraging a love for teaching through online platforms, and improving teacher training programs to build adaptability and resilience. Policymakers and educators can use these insights to develop effective policies and practices that support preservice teachers in online teaching even during health crises or similar disruptions.
Copyright (c) 2026 Julius Ceazar G. Tolentino, John Paul P. Miranda http://creativecommons.org/licenses/by/4.0
Experiences of Gen Zs in movement competency training course: basis for contextualizing the Philippine PATH-Fit
This study explored the experiences of Generation Z (Gen Z) students from rural communities in the PATH-Fit 1 course (movement competency training) to identify ways to improve the Philippine Physical Activity Toward Health and Fitness (PATH-Fit) program. A qualitative-descriptive approach was used, with 20 students carefully selected for interviews. Open-ended questions, validated by experts, were used to gather detailed insights into the students’ thoughts and experiences. The findings revealed that students enjoyed the engaging activities, the focus on overall well-being, and the supportive nature of their teachers in PATH-Fit 1. However, they also found the course physically exhausting and too demanding, which led to frustration. Additionally, students expressed concerns about teacher absenteeism and the ineffectiveness of online classes, which negatively impacted their learning experience. These issues highlighted areas where the program could be improved to better meet the needs of rural Gen Z students. By addressing these concerns, the PATH-Fit program can be more effectively tailored to enhance student engagement and learning outcomes, ultimately providing a more positive and fulfilling educational experience for Gen Z learners in rural communities.
Copyright (c) 2026 Ruben L. Tagare, Jr. et al. http://creativecommons.org/licenses/by/4.0
Integrating computational thinking into English writing: development of a computational thinking-integrated module
This study addresses challenges in teaching English writing skills in English as a second language (ESL) classrooms, proposing a novel approach through computational thinking (CT). A CT-integrated writing module was developed for primary school ESL teachers using the analysis, design, development, implementation, and evaluation (ADDIE) model and qualitative research. Incorporating constructivist and experiential learning theories, the module uses visualization tools like circle maps and flow maps across 8 units, combined with an inquiry-based approach, scaffolding, and localized materials. The 5 CT elements-decomposition, pattern recognition, abstraction, algorithmic thinking and logical reasoning-are embedded to enhance learning. Focus group interviews with 4 ESL experts indicate strong acceptance, highlighting the module’s usability, content, and teaching activities. The study provides a framework for CT-based instructional modules to improve problem-solving and cooperative learning in English writing education.
Copyright (c) 2026 Aslina Saad, Haslinda Hashim, Bahbibi Rahmatullah http://creativecommons.org/licenses/by/4.0
Activity preferences of Gen Z in rural communities: key insights for improving the Philippine PATH-Fit program
This study explored the activity preferences of Generation Z (Gen Z) students in rural communities to enhance the implementation of the Philippine physical activity towards health and fitness (PATH-Fit) program. Utilizing a qualitative-ethnographic approach, insights were obtained from 20 selected Gen Z students through expert-validated open-ended questions. The findings highlighted seven key preferences: lessen the lectures, holistic activities, sports and physical activities, comfort, accessibility, and convenience, community and outdoor activities, activities to deviate from technology, and activities that do not add stress. The study revealed that Gen Z students in rural areas prefer PATH-Fit activities that are engaging, diverse, and supportive of their overall well-being. They favor fewer lectures to allow for more interactive learning experiences that integrate social, mental, and emotional aspects alongside physical activities. Additionally, they seek activities that are comfortable, accessible, and convenient, valuing easy access and minimal hassle. Community engagement and outdoor experiences are also crucial to them, as are opportunities to disconnect from technology and avoid stress. These preferences emphasize the need for a well-rounded and adaptable approach to physical education (PE) that aligns with Gen Z students’ diverse needs and well-being in rural communities.
Copyright (c) 2025 Ruben L. Tagare, Jr. et al. http://creativecommons.org/licenses/by/4.0
Pre-service teachers’ readiness in implementing adapted physical education in a mainstream classroom
This study investigates pre-service teachers’ readiness to implement adapted physical education (APE) in mainstream classrooms, focusing on essential competencies such as knowledge, adaptability, empathy, communication, safety awareness, assessment, and resilience. Utilizing a quantitative research design, specifically a correlational approach, the study engaged 112 respondents selected through simple random sampling from a leading state university in Southern Philippines. Data were collected using a researcher-made survey questionnaire that underwent pilot testing and reliability assessment. The analysis employed mean and Spearman’s rho correlation coefficient to explore the relationships among the different dimensions of readiness. The findings reveal that pre-service teachers are moderately ready to implement APE, with significant interrelationships identified among all competency areas. These results indicate a need for comprehensive teacher training programs that emphasize the interconnected nature of these competencies, suggesting that improvement in one area could enhance readiness across others. The study concludes that a holistic approach in teacher preparation is essential for developing competent educators capable of promoting equitable participation in physical education (PE) for all students, ultimately enhancing the quality of APE in mainstream settings.
Copyright (c) 2026 Ronel S. Peromingan, Ruben L. Tagare, Jr., Ma. Flor Jessamine M. Andajao, Dexter T. Paclibar, Mary Ann A. Salazar, Elmer M. Labad, Emie S. Misil http://creativecommons.org/licenses/by/4.0
Enhancing student motivation and learning engagement in physics through science olympics
Science olympics is a comprehensive educational initiative designed to foster active student engagement and motivation within a school-wide framework. This study explored the impact of science olympics on students’ motivation and learning experiences in physics contexts. Rooted in design thinking and problem-based learning, the science olympics program encourages collaborative and competitive activities, aligning with Kolb’s experiential learning theory. A total of 220 participants from grades 7-12 were divided into competing teams within 4 different houses, employing a multilevel categorization approach within each house. Utilizing an embedded mixed-method research design, this study collected quantitative data through surveys and post-event evaluations, then qualitative data were derived from student perceptions, interviews, and teacher feedback. The results demonstrated a significant increase in student learning engagement in physics, across all grade levels. Moreover, science olympics emerged as a potent avenue for developing 21st-century skills and reinforcing acquired knowledge, both inside and outside the classroom. This innovative approach positively influenced students’ conceptual understanding of physics and enhanced their motivation to learn, showcasing the potential of such dynamic and interdisciplinary educational initiative.
Copyright (c) 2026 Fredyrose Ivan L. Pinar, Lydia S. Roleda, Sotero O. Malayao Jr. http://creativecommons.org/licenses/by/4.0
Unveiling the online assessment journey: a deep dive into learners’ experiences
The surge of online assessment methods, driven by technological advancements and evolving student needs, has significantly reshaped the educational landscape. This study explores the intricacies of online assessment from the learners’ perspective. Utilizing a qualitative approach, the research digs into the varied experiences of learners navigating this innovative assessment terrain. Through in-depth interviews and thematic analysis, the study unpacks learners’ challenges, opportunities, and nuanced perspectives, ranging from technological proficiency and adaptability to the design of assessments and feedback mechanisms. Additionally, the research investigates the socio-emotional impact of online assessment, examining issues of equity, engagement, and motivation within virtual learning environments. Findings reveal that while online assessments offer flexibility and convenience, they also present significant challenges. Participants reported difficulties with internet connectivity, technical glitches, and a lack of robust authentication measures, which can facilitate cheating. In conclusion, the study underscores concerns about equity, as students with limited access to technology or stable internet connections may be disadvantaged. To optimize online assessment practices, educators, policymakers, and instructional designers must prioritize accessibility, security, and the development of authentic and engaging assessments that foster student learning and well-being.
Copyright (c) 2026 Ramil B. Arante, Rena O. Peñaloza, Marjorie Diane C. Flores, Joshua A. Adrales, Lord James M. Dapulang http://creativecommons.org/licenses/by/4.0
Work related issues and job satisfaction among of government higher education faculties
Faculty members in higher education are pivotal in shaping the academic and professional futures of students. In India, they are categorized into two groups: tenure-track positions, which include assistant professors (AP), associate professors (ASP), and professors (P), and non-tenure “guest faculty (GF).” Despite working full-time, GF members do not receive the same benefits, such as allowances, pensions, and leave, that are provided to their tenured counterparts. This study explored job satisfaction and work-related challenges among 518 faculty members in Madhya Pradesh across these hierarchical levels. Job satisfaction was measured using a validated psychometric tool, while work-related concerns were assessed through structured interviews. The results revealed a distinct hierarchy in job satisfaction: P reported the highest satisfaction, followed by ASP, AP, and GF, who reported the lowest levels of satisfaction. GF experienced significant dissatisfaction due to issues such as discrimination, heavy workloads, low pay, and job insecurity. In contrast, tenured faculty members reported higher satisfaction, largely due to job security and manageable workloads. However, all faculty levels expressed concerns about increasing administrative burdens that detract from their teaching responsibilities. These findings highlight the disparities between tenured and non-tenured faculty, emphasizing the need for policy reforms to address job satisfaction and equity in higher education.
Copyright (c) 2026 Amit Kumar Soni, Saroj Kothari http://creativecommons.org/licenses/by/4.0
Learning literature: undergraduates’ views, experiences, and academic achievement
The paper explores the debate over incorporating literature into English as a second language (ESL) classrooms, underscoring the importance of addressing learners’ expectations and interests. Emphasising learners’ expectations and interests not only enhances engagement but also fosters a deeper appreciation for language nuances, cultural contexts, and diverse perspectives embedded within literary works. Therefore, the study aims to understand learners’ perspectives and challenges in learning literature, and assesses the impact on their literature academic achievements. The study utilised a quantitative approach that involved seventy pre-service teaching English as a second language (TESL) teachers enrolled in several literature courses. A questionnaire with multiple-choice and open-ended questions were used to gather relevant data, and responses were analysed using frequency counts and cross-tabulations. The academic grades of the learners were analysed and cross-tabulated with the questionnaire items. Overall, learners expressed positive views of literature, enjoying the learning process and emphasising the need for scaffolding and support in understanding the literature texts covered. These findings suggest implications for educators in planning and delivering literature courses, shaping how ESL learners engage with literature.
Copyright (c) 2026 Jamiah Baba, Shireena Basree Abdul Rahman, Radzuwan Ab Rashid http://creativecommons.org/licenses/by/4.0
An examination of global citizenship education from the perspective of pre-service teachers
This study evaluates pre-service teachers’ knowledge, attitudes, and confidence regarding global citizenship education (GCE) at North Eastern Mindanao State University (NEMSU)-Tandag Campus. Using a mixed-methods approach, which included qualitative and quantitative research paradigms, the study assessed participants’ familiarity with GCE concepts, their perceptions of its importance, and their readiness to integrate global perspectives into classroom teaching. A survey method was employed to gather data, revealing that while some pre-service teachers were highly familiar with GCE, many reported varying levels of confidence in their ability to promote global issues and foster critical thinking. Key findings include a significant number of respondents feeling neutral about their preparedness and a need for more targeted professional development. The study contributes to understanding the gaps in current teacher training programs and emphasizes the necessity for integrating comprehensive GCE training. The results suggest that enhanced training and resources are crucial for improving pre-service teachers’ confidence and effectiveness in teaching from a global perspective. Future research should focus on developing and evaluating interventions to address these gaps and explore effective strategies for GCE integration in diverse educational contexts.
Copyright (c) 2026 Erwin B. Berry, Rose-ann Sanchez Lozada-Calihat http://creativecommons.org/licenses/by/4.0
The role of simulation training for engineering troops to work in the field
The aim of the article is to empirically measure the possibilities of using virtual simulations to train engineering troops to work in the field. A set of test methods was used for diagnostics, as well as observation and formative experiment. Similar dynamics of the levels of activity and cognitive components of readiness for work in the field were revealed in the experimental group (EG) and control group (CG). In both groups, the significance indicators of the Wilcoxon test are at p=0.01 (T=211; T=198; T=201; T=209). Simulation training proved to be quite effective in stabilizing risk-taking and anxiety among engineering troops, which is confirmed by Wilcoxon tests at p=0.01 (T=178; T=169). No significant differences were found in the dynamics of the teamwork skills (T=196; T=181). Indicators of the ability to adhere to the norms of professional ethics did not change in both groups (T=299; T=309). Therefore, the positive psychological role of virtual simulators for the readiness to work in the field can be stated. The obtained results determine the foundation for optimizing the strategies and tactics of military training for work in the field, taking into account the capabilities of the modern information environment.
Copyright (c) 2026 Oleg Boyko, Oleksandr Polishchuk, Oleksandr Kapinus, Volodymyr Rodikov, Olha Povorozniuk http://creativecommons.org/licenses/by/4.0
The application of augmented reality in competency-based learning
This research aims to overcome several challenges in vocational education, primarily related to the lack of learning tools and the development of 21st-century skills such as critical thinking, communication, collaboration, and creativity. This research uses the research and development (R&D) model with the ADDIE development procedure, with the steps analysis, design, development, implementation, and evaluation. Data was collected through surveys, interviews, and observations of students and teachers during the teaching and learning process. The research results show that the augmented reality-competency based learning (AR-CBL) application effectively increases students’ understanding of computer network material. Apart from that, AR-CBL also has the potential to be an interactive learning tool that can improve student learning motivation. The AR-CBL learning model resulting from this research can support the development of technical skills and critical thinking, communication, collaboration, and creativity (4C) abilities. The implementation of AR-CBL also has the potential to improve educational standards in vocational schools and help graduates better match industry needs. With the results of this research, schools and education stakeholders can consider using AR-CBL technology in the vocational school curriculum to prepare graduates to face the world of work in this digital era.
Copyright (c) 2026 Raimon Efendi, Ambiyar, Estuhono, Blas Orti’z Bento, Dodi Widia Nanda http://creativecommons.org/licenses/by/4.0
Capturing research landscape and foci of mathematical creativity research (1994-2024)
Mathematical creativity is one of the most fascinating research topics in mathematics education. Following preferred reporting items for systematic reviews and meta-analysis (PRISMA) data retrieval protocol, a total of 235 related publications published from 1994 to 2004 were retrieved from Scopus database. By using Microsoft Excel and VOSviewer, bibliometric analysis was performed to comprehensively capture the research trends in the field of mathematical creativity. The results revealed that the publication and citation trends have been rising over time. The publications were dispersed throughout the five continents. The United States is the most prolific and influential nation, with the greatest number of publications, g-index and h-index. Eight research foci have been identified, namely: i) student mathematical creativity and their achievement; ii) assessment of students’ mathematical creativity in geometry problem solving; iii) eliciting mathematical creativity; iv) mathematical creativity process; v) assessing of convergent and divergent thinking of gifted students; vi) pre-service teacher mathematical creativity in problem posing and with the aid of technology; vii) mathematical creativity tasks; and viii) mathematical creativity in early childhood. Overall, the findings of this bibliometric analysis are expected to guide researchers in understanding the research pattern over time. This study also provides direction for future research on mathematical creativity.
Copyright (c) 2026 Tan Jia Wen, Chin Huan http://creativecommons.org/licenses/by/4.0
The development of augmented reality framework to enhance students’ motivation
Previous studies have shown that augmented reality (AR) is an interactive teaching aids that can improve students’ learning motivation. Many studies have discussed AR technology but there are scarce studies on developing AR framework and guideline for teachers. Therefore, the objective of this research is to study the need to develop an AR framework to enhance motivation among students based on Gagne’s nine events of instruction and self-determination theory (SDT). This research employs the design and development research (DDR) method with a blend of quantitative and qualitative in which data was collected via a closed and open questionnaire. The respondents of this research are 35 teachers who are teaching technology course in Kedah, chosen through purposive sampling. The findings revealed the need to develop an AR framework by taking into consideration five main constructs, namely motivation, technology skills, instructional design, AR development tools and types of AR applications. Hence, AR developed using this framework has the potential to enhance student motivation and create effective AR learning experiences for students.
Copyright (c) 2026 Farah Mohamad Zain, Marini Kasim, Faizahani Ab Rahman, Mohd Faiz Mohd Yaakob http://creativecommons.org/licenses/by/4.0
Perceptions of Dayak culture and education practitioners on project-based learning in primary education
The implementation of the independent curriculum (IC) in Indonesia requires realizing the Pancasila student profile (PSP) at all education levels, including elementary schools (ES). Project-based learning (PjBL) is a suitable model for achieving PSP but needs reinforcement, particularly in fostering attitude and character values. Integrating the noble values of Dayak culture into PjBL is identified as a relevant approach to strengthen PSP. This study explores the perceptions of Dayak culture actors and primary education stakeholders on implementing PjBL in ES to enhance PSP. Data were collected through semi-structured interviews with 12 key informants and analyzed thematically using NVivo software. Findings are categorized into three aspects: planning, implementation, and evaluation of PjBL. Planning focuses on defining learning outcomes, developing tools, and ensuring student readiness. Implementation involves a 5-step PjBL process integrated with Dayak cultural values, emphasizing honesty, religion, collaboration, kinship, creativity, and independence. Challenges include limited cultural and PjBL literacy, insufficient stakeholder collaboration, and inadequate monitoring during PjBL activities. These issues need addressing to optimize PjBL effectiveness in strengthening PSP.
Copyright (c) 2026 Eliana Yunitha Seran, Imanuel Sairo Awang, Gabriel Serani, Yayan Adrianova Eka Tuah, Anna Marganingsih http://creativecommons.org/licenses/by/4.0
Academic management and meta-skills in Chinese higher education: a systematic review of graduate readiness
This study investigates the pivotal role of academic management in promoting meta-skills development within private higher education institutions (HEIs) in Sichuan, China. Meta-skills, encompassing adaptive expertise, relational dynamics, creative agility, and strategic synthesis, are essential for equipping graduates to navigate an evolving global workforce. Utilizing a systematic review methodology, the research evaluates the influence of curriculum design, teaching strategies, and evaluation practices on meta-skills cultivation. The findings underscore the critical function of academic management in harmonizing educational strategies with workforce demands. Innovations in curriculum and pedagogy, particularly those fostering creativity, adaptability, and collaboration, emerge as key drivers for developing these competencies. This study offers actionable insights for higher education institution (HEI) administrators and policymakers aiming to enhance students’ readiness for future challenges. By integrating global educational trends with the region’s cultural and economic context, the proposed framework ensures the development of adaptable, future-ready graduates.
Copyright (c) 2026 Chi Che, Sukanya Chaemchoy, Pruet Siribanpitak http://creativecommons.org/licenses/by/4.0
Digital language teacher professional development in online community of practice: Indonesia-Vietnam perspective
This study investigates digital language teacher professional development (TPD) within online communities in Indonesia and Vietnam, employing Pinar’s currere framework to identify optimal practices. Through qualitative methods, including interviews and observations, this study examined the experiences of English language educators navigating digital education in these countries. The findings indicate that, while both nations emphasize the significance of digital literacy, educators encounter challenges in acquiring essential digital competencies due to limited resources and infrastructure. Online communities of practice (CoPs) function as valuable platforms for knowledge dissemination, peer support, and professional growth, enabling teachers to enhance their digital proficiency. However, issues such as internet accessibility, time constraints, and language barriers persist as obstacles. This investigation underscores the necessity for tailored TPD programs that address these specific challenges, ultimately fostering effective integration of technology into language instruction.
Copyright (c) 2026 La Ode Nggawu, Jamiludin, Darnawati, Waode Ade Sarasmita Uke, Ismail Anas, Nguyen Thi Phuong Thao, Vo Thi Anh Thu http://creativecommons.org/licenses/by/4.0
Exploring the representation of social justice in the Ghanaian curriculum
This study presents a content analysis of Ghana’s English and mathematics curricula. The aim was to determine if the content in both curricula creates awareness of social injustice issues. It was a qualitative study, and data was collected from the official curricula. The study found that the content in the curricula makes a good attempt to represent gender equally in the roles assigned to both genders. However, the content does not create awareness of the availability, accessibility, and distribution of resources. The concepts and examples of socioeconomic issues need to reflect the realities satisfactorily. It was recommended that a conscious effort be made to integrate issues of social injustice in the English and mathematics curricula in the next curricula for the pre-tertiary level.
Copyright (c) 2026 Nana Akosua Owusu-Ansah, Joyce Anku, Ruth Keziah Annan-Brew, Akwasi Addae Boahene http://creativecommons.org/licenses/by/4.0
The effectiveness of the internationalization of the educational process as a way of developing intercultural competencies
Intercultural competence is recognised as a key element in the modern world, where openness to diversity contributes to effective international communication and deeper understanding, tolerance, and joint development in an intercultural environment. The aim of this study was to determine the impact of internationalisation of the educational process on the development of students’ intercultural competencies. A diagnostic test of relations was used to diagnose the intensity of the ethnic stereotype. The intercultural competence was measured according to the adapted scale of Fantini and Tirmizi and the cultural intelligence scale (CQS). A questionnaire was developed to determine students’ satisfaction with studying under the internationalisation programme. The obtained results (Uemp=113<Ucr=127) gave grounds to conclude that the internationalisation of the educational process positively affects the development of intercultural competencies. The experiment showed that students generally had a positive ethnic stereotype, and the internationalisation programme increased the growth of indicators of intercultural competence according to all criteria. The results show that students generally are highly satisfied with studying in exchange programmes. The prospect for further research is the study of the influence of intercultural communication on students’ academic performance.
Copyright (c) 2026 Аllа Маrushkevych, Iryna Zvarych, Serhii Melnychuk, Olga Zhurkova, Oksana Grynevych, Iryna Kryknitska http://creativecommons.org/licenses/by/4.0
The influence of psychological capital on academic engagement among Chinese college students
The COVID-19 pandemic disrupted education in China, creating uncertainties in students’ academic pursuits. This underscores the urgent need for psychological support to address the ongoing impact on college students. This study delves the relationship between psychological capital and academic engagement among Chinese college students, focusing on four components: efficacy, hope, resilience, and optimism. Through proportional stratified sampling and random selection methods, a sample of 270 students from Liupanshui Normal University were selected. The study employed the positive psychological capital questionnaire (PPQ) and a modified version of Schaufeli’s Utrecht work engagement scale-student to quantitatively measure psychological capital and academic engagement, analyzed via correlation and regression techniques. Results revealed a significant positive correlation between psychological capital and academic engagement. Among the components, hope was the strongest predictor of academic engagement, followed by efficacy as the second most influential factor. Resilience and optimism did not significantly predict academic engagement. These findings highlight the importance of hope and efficacy in enhancing students’ academic involvement, suggesting targeted psychological support could improve engagement. The study contributes to understanding the specific roles of psychological capital components in academic contexts, offering practical insights for educators.
Copyright (c) 2026 Xinyuan Fan, Patcharaporn Srisawat, Skol Voracharoensri http://creativecommons.org/licenses/by/4.0
The project to strengthen Pancasila student profile as an effort to manifest the character of environmental care
This research aimed to describe the manifestation of the character of environmental care in the project to strengthen Pancasila student profile in the independent curriculum. This study was qualitative research with a phenomenological approach. The subjects of this study were 2 schools, namely elementary school or Sekolah Dasar (SD) Muhammadiyah 1 Ketelan and SD Negeri Karangasem 1. Data collection was conducted through in-depth interviews, observations, and document analysis. Triangulation of sources and methods was conducted to ensure the validity of the data. The data that have been collected were subsequently analyzed in the phase of data reduction, presentation, and conclusion drawing. The results of this study show that the project to strengthen Pancasila student profile in manifesting the character of environmental care has been implemented in these 2 schools. It can be observed in the implementation of sustainable lifestyle projects that are relevant to the Pancasila student profile strengthening project (P5) module, including recycling waste to create business opportunities, reducing plastic waste through the creation of eco-bricks, and processing organic waste into compost, managing waste banks, utilizing the environment as a learning resource and minimizing the use of drinking bottles by using personal tumblers.
Copyright (c) 2026 Minsih, Ratnasari Diah Utami, Maryam Nurlaila, Uslan, Imam Mujahid, Helzi http://creativecommons.org/licenses/by/4.0
Techniques for developing the emotional stability of high school students in the process of teaching mathematics: Ukrainian experience
The purpose of the study is to find out the effective methods of the mathematics teacher’s activity for the development of students’ emotional stability in the process of solving stereometric problems. We simulated individual elements of the learning environment that can help students reduce anxiety and expand the potential for emotional resilience in math learning. Our experimental teacher tested special techniques to prevent or relieve anxiety when solving problems. It was important stimulate students’ positive feelings, reduce the impact of negative emotions, and help increase students’ endurance in a stressful exam situation. The main research tools are: observation of the emotional state of students in the process of solving problems; modeling of pedagogical situations in order to identify methods for the development of students’ emotional stability; analysis, synthesis and systematization of observations of students’ activities. When substantiating the effectiveness of techniques for developing students’ emotional stability, the Delphi method was used. Stages of implementation: selection of experts; finding out 9 key factors, conducting interviews, analyzing and processing the results. The findings contribute to the expansion of knowledge about the conditions in which students’ emotional resilience can develop. The techniques we offer can be built into most math lessons.
Copyright (c) 2026 Olha Matiash, Liubov Mykhailenko, Iryna Hordiienko, Ihor Kalashnikov, Andrii Matiash, Ivan Khutchenko http://creativecommons.org/licenses/by/4.0
Learning styles of Centennial students in a social laboratory
The stakeholder’s participation is crucial to analyzing wicked problems. To explore the connection with Centennial stakeholders, this research presents an exploratory, cross-sectional, and quantitative analysis of learning styles (LS) according to Kolb’s theory for Centennial stakeholders in a transition design approach. In general, 5 research hypotheses were proposed to determine findings that allow improving the design and development of a social laboratory within the framework of educational institutions as part of a process innovation where students become more involved with wicked problems. The results show that there is some predominant LS, accommodation (LS1) related to feeling and doing, and diverging (LS3) related to feeling and watching. To conclude, according to our survey, Centennial stakeholders have a balance concerning LS that must be considered as part of the design of the approach to wicked problems.
Copyright (c) 2026 Sialia Karina Mellink-Méndez, Josué Aarón López-Leyva, Gloria Janeth Murillo-Aviña, José Esteban Chapela-Cerecero http://creativecommons.org/licenses/by/4.0
Understanding of teachers on thematic approach to Malay language in primary schools
In ensuring an effective and successful teaching session, teachers must be wise in selecting teaching approaches that meet the needs of students in this age of information evolution. The thematic approach is one of the methods that offers engaging and realistic learning. Therefore, the main objective of this study is to explore teachers’ understanding of the thematic approach in the Malay language subject for primary schools. This qualitative study used a case study approach, specifically a multi-location case study. The study participants consisted of 5 Malay language teachers from 5 primary schools located in 5 different states in Malaysia. Data collection methods included interviews, observations, and document analysis, with the data analyzed thematically using Nvivo14 software. The findings of the study show that Malay language teachers are able to describe the features of the thematic approach in detail, indicating a strong understanding of the thematic approach. The results also show that Malay language teachers are capable of effectively applying the thematic approach in their teaching and learning sessions. This proves that primary school Malay language teachers are well-prepared in terms of understanding the implementation of the thematic approach in schools. In conclusion, empowering teaching and learning through the thematic approach can ensure the effective delivery of knowledge and language skills. Furthermore, to enhance the application of the thematic approach in improving teachers’ pedagogical practices, future studies could explore the effectiveness of the thematic approach in both teaching and student learning.
Copyright (c) 2026 Norliza Ramlan, Wan Muna Ruzanna Wan Mohammad, Zamri Mahamod http://creativecommons.org/licenses/by/4.0
Faculty perspectives on research and extension in higher education: a mixed-methods study
This research employed an exploratory sequential mixed-methods design to comprehensively investigate the research and extension (R&E) functions within a higher education institutions (HEIs). The study unfolded in 2 distinct phases, commencing with a qualitative exploration of HEIs faculty perspectives from one of the HEIs in Zamboanga del Sur, Philippines. This qualitative phase, facilitated by expert-validated in-depth interviews (IDI), uncovered insights into faculty experiences, challenges, and potential interventions related to R&E functions. The qualitative data were collected through the interview of 5 purposively selected faculty as participants of the study using semi-structured interview guide questions. Transitioning seamlessly, the subsequent quantitative phase involved 31 participants across academic ranks, assessing faculty productivity, knowledge, and skills in these functions. Stringent validation processes, including expert validation of interview protocols and statistical reliability checks for survey instruments, underscored the research’s methodological rigor. Despite faculty recognition of the value of R&E, engagement remained compliance-driven, revealing underlying challenges such as limited expertise and institutional expectations. Proposed interventions centered on mentoring, skill development, and creating a supportive environment. Proficiency gaps identified in statistical tools and international conference presentations suggested targeted training needs. The study underscored the importance of aligning faculty engagement with intrinsic motivation and institutional goals, paving the way for future investigations into motivational influences and the intricate dynamics of R&E practices in HEIs.
Copyright (c) 2026 Haidee Fuentes Patalinghug, Mark Erana Patalinghug http://creativecommons.org/licenses/by/4.0
Influence of authoritative parenting, reading attitude, and early literacy on reading comprehension
This study examines the relationships between authoritative parenting or keibubapaan autoritatif (KA), parents’ reading attitudes or sikap membaca Ibu Bapa (SMIB), early literacy activities or aktiviti literasi awal (ALA), and students’ reading comprehension which measured by skor kefahaman membaca (SKORKM), focusing on the role of ALA as a mediator. Utilizing cross-sectional surveys in a quantitative approach, data were collected from 393 year-5 pupils and their parents across 15 primary schools in Kelantan, Malaysia. Participants were selected through a multilevel random sampling method. The research design incorporated both descriptive statistics and inferential analysis using structural equation modeling. The structural path analysis revealed that only ALA had a significant direct influence on SKORKM. Moreover, ALA fully mediated the relationships between KA and SKORKM, as well as between SMIB and children’s reading comprehension. These findings suggest that KA and positive parental reading attitudes impact SKORKM primarily through the practice of ALA at home. The study successfully developed a new structural equation model that elucidates how family contextual factors, including KA, SMIB, and ALA, are associated with SKORKM achievement.
Copyright (c) 2026 Siti Wan Aminah Wan Norudin, Norlizah Che Hassan, Marzni Mohamed Mokhtar, Maizura Yasin, Mohd Shahridwan Ramli http://creativecommons.org/licenses/by/4.0
Google Classroom utilization and mathematics performance of teacher education students
Google Classroom can enhance the teaching process and support students’ learning. Hence, this study determines the effectiveness of Google Classroom on the respondents’ mathematics performance. The study utilized 159 first-year teacher education students at Eastern Samar State University-Salcedo, selected by stratified random sampling, descriptive-comparative and correlational research design, and a questionnaire. For descriptive analysis, frequency, percentage, mean, and standard deviation were used, as t-test, ANOVA, and Pearson’s correlation coefficient for comparison and relationship between variables. The study revealed that respondents owned a smartphone, which they used to connect to the internet at home and spent 1-2 hours doing internet-related activities. Respondents perceived Google Classroom as a highly effective tool for mathematics, and they had a good to excellent level of mathematics performance. Furthermore, respondents do not significantly differ in their mathematics performance based on their technological profile except for ownership of technology devices. Lastly, the study found that Google Classroom can improve students’ mathematics performance. Based on the findings, it is recommended that Google Classroom be integrated into mathematics as a teaching and learning tool.
Copyright (c) 2026 Rovinson D. Gaganao, Ma. Gracelda B. Odon http://creativecommons.org/licenses/by/4.0
Activity oriented teaching: efficacy of Vee diagrams and mind-maps on biology scholars’ attitudes and academic achievement
The study investigated the efficacy of Vee diagrams and mind-maps on biology scholars’ attitudes and academic achievement. The study adopted a pretest, posttest planned variation quasi-experimental design. The 276 senior secondary II (SSII) biology scholars made up the study’s sample. The instruments utilized for data collection include biology achievement test (BAT) and biology attitude scale (BAS). Analysis of covariance (ANCOVA) was applied to examine the pretest and posttest ratings at the 0.05 level of significance. The study demonstrated that scholars tutored biology concept with Vee diagrams improve in their achievement compared to scholars tutored using mind-maps, Vee diagrams improve scholars attitude in comparison to those tutored biology using mind-maps, male/female did not in fluence scholars tutored biology using Vee diagrams, male/female scholars tutored in biology using Vee diagram did not differ in their attitude ratings, no effect of male/female on biology scholars instructed using mind-maps, no significant discernible disparity in the attitude ratings of male/female scholars tutored biology using mind-maps.
Copyright (c) 2026 Edarho Oghenevwede Oyovwi, Rita Ewere Chukwuka http://creativecommons.org/licenses/by/4.0
Music performance self-efficacy scale development study
In this study, it was aimed to develop a measurement tool to measure middle school students’ music performance self-efficacy. There were 2 separate research groups in the study, 447 observation sets in the first research group and 351 observation sets in the second research group. Exploratory factor analysis (EFA) was conducted with the first research group and confirmatory factor analysis (CFA) with the second research group. In the study, a factor structure consisting of 5 factors, explaining 59.9% of the total variance and 27 items with factor loadings ranging from 0.365 to 0.770 was obtained. As a result of CFA, it was determined that the standardized values ranged between 0.59 and 0.84 and the fit indices were within the model fit criteria. The cronbach alpha value obtained for the entire factor structure was 0.922. When the sub-factors were analysed, it was found that the Cronbach alpha value of the first factor was 0.904, the second factor was 0.815, the third factor was 0.763, the fourth factor was 0.815, and the fifth factor was 0.760. As a result of all findings, it was revealed that the developed scale is a valid and reliable measurement tool.
Copyright (c) 2026 Alican Gülle, Cenk Akay http://creativecommons.org/licenses/by/4.0
Stakeholder management practices and education quality: a literature review using content analysis
Stakeholder theory and stakeholder management models’ impact on the quality of education throughout the last ten years is investigated in this systematic literature review (SLR). It gives a summary of recent findings and points out areas that require more research. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) technique was used in the study to search six databases, and 34 papers were chosen for review. Leximancer was used to refine the content analysis. The primary objective is to investigate the relationship between excellent education and efficient stakeholder management. With a detailed literature analysis identifying major themes and prospects for additional research on partnerships and stakeholder views in education, the study underlines the growing acknowledgement of the impact of stakeholder involvement on educational outcomes. Future studies on this subject could significantly raise the standard, effectiveness, and sustainability of global education. Future research could be improved by broadening the search parameters, promoting interdisciplinary work, and stressing stakeholder involvement, despite some constraints including inconsistent methodology and geographic bias.
Copyright (c) 2026 Yihong Peng, Bity Salwana Alias, Xinyu Wan, Azlin Norhaini Mansor http://creativecommons.org/licenses/by/4.0
Awareness of generative artificial intelligence in chemistry education among trainee teachers
Recent developments in generative artificial intelligence (GenAI) are progressing swiftly, significantly impacting education. Therefore, this survey study aims to identify the level of awareness of GenAI in chemistry education among trainee teachers from the aspects of general knowledge and use in chemistry education through survey. The sample selection was carried out through random sampling involving 100 chemistry trainee teachers in Universiti Pendidikan Sultan Idris. The questionnaire contained three parts, the demographics of the sample, the level of awareness of GenAI in among trainee teachers in the aspect of general knowledge and the level of awareness of GenAI among trainee teachers in the aspect of chemistry education. This research instrument obtained expert validity of 91.9% through percent of agreement and a reliability value of 0.92. The study reveals that trainee teachers exhibit a moderate level of awareness regarding GenAI in chemistry education, encompassing both general knowledge and its application in this domain. The implications underscore the importance of understanding how trainee teachers perceive and utilize GenAI, enabling academic institutions to devise more effective teaching methodologies incorporating GenAI tools.
Copyright (c) 2026 Thivya Sri Chandran, Yuhanis Mhd Bakri http://creativecommons.org/licenses/by/4.0
Implementation challenges of universal basic education policy in Delta State, Nigeria: stakeholders’ roles
The study dwelt on the analysis of implementation challenges of universal basic education (UBE) in public primary schools. The expose facto research design and survey method were adopted to carry out the study. The multistage sampling technique was adopted to select 414 teachers. A self-constructed instrument was used to conduct the study. The instrument’s reliability was tested using Cronbach alpha statistics, which gave a 0.75 alpha coefficient and was deemed reliable. The researcher and six research assistants administered the instrument. Descriptive statistics was used to analyze the research questions, while the hypothesis was tested with t-test statistics. The findings revealed many challenges facing the implementation of UBE in Delta state, which emanate primarily from parents and the government. It was recommended that the government provide adequate funds to provide a conducive environment for learning in school; the government should ensure that parents send their children to school by giving UBE more publicity, enlightening parents on the benefits of educating their wards, and enforcing sanctions to erring parents, among others.
Copyright (c) 2026 Akporehe Dorah Ataphia, Anho Roseline Okiemute, Sunday Obro http://creativecommons.org/licenses/by/4.0
Relationship between social-emotional competence and teaching skills of secondary school teachers
This study explores the relationship between social-emotional competence (SEC) and teachers’ teaching skills (TTS) among a sample of 328 secondary school teachers in the Petaling Utama District, Selangor. The quantitative research employs the social, and emotional learning (CASEL) model to assess SEC and the Malaysian Teacher Standards provided by the Ministry of Education to evaluate TTS. The findings indicate that the overall level of TTS is slightly higher, with an average score of 3.282, compared to the SEC’s average score of 3.212. through Pearson correlation analysis, the study identifies a significant positive relationship between various SEC elements such as self-awareness (SA), self-management (SM), social awareness (SOA), relationship skills (RS), and making rational decision (MRD) and TTS, with RS demonstrating the highest correlation at r=0.562, p<0.05. Further analysis using multiple regression reveals that SEC elements significantly contribute to variations in TTS, with SM emerging as the most significant predictor, showing a Beta value of 0.248 (24.8%). The study underscores the critical role that SEC plays in enhancing TTS, suggesting that beyond traditional training, a more in-depth and sustained focus on developing SEC could lead to significant improvements in teacher competency. Future research is recommended to continue exploring this connection to further enhance educational outcomes.
Copyright (c) 2026 Nor Zairos Abu Zarim, Shahlan Surat http://creativecommons.org/licenses/by/4.0
Attitude towards learning school geometry: an exploratory and confirmatory factor analysis in the Nigerian context
Attitude is a critical factor influencing students’ success in learning geometry and mathematics, which has been a subject of global interest in educational research. This study aimed to develop a valid and reliable instrument to measure students’ attitudes toward learning geometry in Nigeria, based on the affective, behavioral, and cognitive (ABC) model. The instrument was tested on a sample of 100 secondary school students in Nigeria. To ensure its validity, both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed. The EFA results indicated a three-factor structure consisting of 20 items, which was further verified through CFA, showing good model fit indices and supporting the instrument’s robustness. The reliability of the instrument was also confirmed, with Cronbach’s alpha coefficients ranging from 0.73 to 0.89, suggesting strong internal consistency across the three attitude components. The findings indicate that the developed instrument is a reliable and valid tool for assessing secondary school students’ attitudes toward geometry, capturing their emotional, behavioral, and cognitive responses to the subject. This study contributes significantly to the field of mathematics education by offering a context-specific tool for measuring attitudes, which could inform the development of more effective teaching strategies tailored to students’ attitudes toward geometry.
Copyright (c) 2026 Muhammad Nasiru Hassan, Muhammad Ammar Naufal, Abdul Halim Abdullah http://creativecommons.org/licenses/by/4.0
Creating educational vodcast incorporating PhET simulations to enhance vector teaching
Accelerating science education in the Philippines remains a challenge for many educators. Consistent low performance scores of the Filipino learners based on the Programme for International Student Assessment (PISA) 2022 results call for a need to innovate learning materials and approaches in the field of science education. Hence, this research focuses on the creation of vodcasts enriched with PhET simulations to teach vector concepts in physics and evaluate its effects on the students’ understanding and perception. This is to provide supplementary learning resources to grade 12 science, technology, engineering, and mathematics (STEM) students who face challenges in understanding physics caused by insufficient instructional materials that concretize concepts through visuals. The study is grounded on analysis, design, development, implementation, and evaluation (ADDIE) model for developing vodcasts on vectors as supplementary educational materials. The evaluators rated the vodcasts “satisfactory” yielding a mean rating of 4.15. The implementation resulted in a normalized gain of <g>=0.68, signifying an average improvement in the understanding of the learners. The main conclusion drawn from this study emphasizes on the effective use of vodcasts to supplement the learning of vectors. In other words, the implementation of well–designed vodcasts can significantly enhance vector instruction and lay the foundation for further improvements in physics and science education.
Copyright (c) 2026 Jas Felicisimo A. Cane, Kim Burns, Erniel Ghrizcer G. Ecle, Rachel M. Tacubao http://creativecommons.org/licenses/by/4.0
Effectiveness of vocational-to-bachelor continuation of studies: an inclusion mechanism for academic success in higher education
In the context of promoting student inclusion in higher education, this study examines the effectiveness of transition programs from vocational to undergraduate education as access mechanisms that enable effective and successful inclusion. A cohort of 637 Chilean students from three academic disciplines, namely, agronomy, early childhood education, and physical education was analyzed, comparing academic performance, failure rates, and persistence between continuation program participants and students admitted through traditional or inclusive pathways. Statistical analyses, including persistence metrics and analysis of variance (ANOVA), indicate that students in the continuation program achieve equal or superior academic outcomes to their peers admitted through regular or other inclusionary pathways. These results provide evidence to support the relevance and feasibility of this type of higher education pathway access as an effective inclusive education strategy in terms of academic success and persistence. So, this paper contributes with specific evidence on the effectiveness of this inclusion mechanism, which could be relevant for designing efficient inclusion policy mechanisms. However, future studies that address career paths and professional development longitudinally must complement these initial results.
Copyright (c) 2026 Jorge Miranda-Ossandón, Carla Muñoz, Jorge Valenzuela http://creativecommons.org/licenses/by/4.0
Chem-Okey card game: a supplementary learning material to introduce acid-base concepts to undergraduate students
Teachers play an important role in adopting teaching strategies that foster active, constructive learning and make challenging subjects engaging and enjoyable. This study aimed to design, develop, and evaluate Chem-Okey, an educational card game, as a supplementary tool to master the acid-base concepts using game-based learning (GBL) theory. The evaluation process utilized a Likert scale based on the five criteria of GBL results indicated high acceptance and effectiveness in all criteria, demonstrating Chem-Okey’s potential to significantly enhance student engagement and learning outcomes. The learning resources management and development system (LRMDS) of the Philippines’ education standards were applied to validate the educational merit of the game, confirming its suitability for interactive content delivery. Furthermore, the results revealed that students had positive in-game, post-game, and social presence experiences, underscoring the game’s ability to foster a collaborative and immersive learning environment. Chem-Okey’s gameplay, requiring team strategy and peer dialogue, effectively promoted social interaction and cognitive engagement, making learning more enjoyable and effective. Chem-Okey is an effective supplementary learning tool, helping students enhance their understanding of acid-base concepts while enjoying the game. The findings highlight the value of well-designed educational tools in transforming learning experiences and promoting both academic and social competencies among students.
Copyright (c) 2026 Jomarie A. Batlag, Angelo Mark P. Walag http://creativecommons.org/licenses/by/4.0
Gleaming English game for youth, an android-based game for English literacy improvement: research and development
The integration of educational content with interactive technology in the digital age offers a promising avenue to address literacy challenges. This study primarily presents the development of an Android-based game, gleaming English game for youth (GEMOY), aimed at enhancing English literacy among secondary English as a foreign language (EFL) learner. The game is designed to merge engaging gameplay with educational objectives, specifically targeting improvements in English literacy. The research involved 50 secondary EFL learners and 4 teachers in a needs analysis interview, alongside 3 experts for the validation of materials and media. Employing the research and development (R&D) methodology, the study yielded high content validity index (CVI) scores of 0.9 for educational accuracy, 1.0 for relevance, and 0.85 for clarity, indicating strong alignment with educational standards and appropriateness for the target demographic. These validation results highlight GEMOY’s potential to substantially support learners by providing an interactive and enjoyable learning experience. The game’s capacity to engage students while addressing critical literacy skills suggests it could contribute to more effective learning outcomes and the overall enhancement of language abilities. Future research should focus on expanding the evaluation of GEMOY’s effectiveness through empirical studies that assess its impact on actual learning outcomes.
Copyright (c) 2026 Hesty Puspita Sari, Yusniarsi Primasari, Supriyono, Dwi Ima Herminingsih http://creativecommons.org/licenses/by/4.0
Online Al-Qur’an learning for adult asnaf-mualaf: analysis of issues for recommendation
Since the COVID-19 pandemic, there has been a hitch in Qur’an education, signalling a need to shift to online learning. When the Islamic learning centres ceased to operate due to the lockdown, adult asnaf-mualaf (reverts who are eligible to receive zakat or other forms of Islamic aids) were held back from physically attending Al-Qur’an lessons. The measure has disrupted their ongoing learning of the Qur’an, and prolonged disruption is feared to cause disengagement among the asnaf. Hence, this study arranged five meetings over three weeks for online Qur’an lessons, each lasting an hour, for eight asnaf-mualaf. A qualitative exploration of the online lessons was conducted to determine suitable mechanisms, issues, and challenges faced by the asnaf in online Qur’an learning. Interview protocol refinement (IPR) was employed to ensure the method was executed ethically, and the data were coded and analysed thematically using ATLAS.ti. The findings revealed a preference for WhatsApp, while low internet quality and accessibility were the expected apparent challenges during the restriction. The study underscores the importance of catering to the participants’ needs and addressing their lack, indicating a shift towards an andragogical approach of learner-centredness. Several actionable recommendations are forwarded to enhance the online Qur’an instructions for asnaf-mualaf.
Copyright (c) 2026 Aliff Nawi, Mohd Faiz Mohd Yaakob, Nor Yazi Khamis, Wan Hilmi Wan Abdullah, Mohd Adil Mustaffa, Fatin Athirah Zameran http://creativecommons.org/licenses/by/4.0
Bandwidth-immediacy-social connectedness framework for rural secondary school’s extended m-learning experience
Mobility, instant access to knowledge, social interaction, and flexibility in terms of time, location, and pace are just few of the many benefits that mobile learning (m-learning) provides. To build an ideal m-learning platform, a framework acts as a plan that directs the construction of a unified, user-friendly, and efficient m-learning environment. Through the utilisation of Stanford’s bandwidth-immediacy matrix as a foundational framework, the purpose of this study is to investigate the possibility of incorporating social connectedness as z-axis in between the bandwidth and immediacy axes by proposing a 3-dimensional matrix called bandwidth-immediacy-social connectedness in blue zone framework, shorten as BISC-B framework. A progressive web application (PWA) called bridging the urban-rural knowledge dissemination and learning gap (BURDLe) was developed with the implementation of BISC-B in order to fulfil the objectives of this study. BURDLe was evaluated for 2 weeks by students and teachers from Bachok, Kelantan, a remote Malaysian district. This study collected data sequentially using explanatory methods. Quantitative and descriptive analysis were used to summarise questionnaire data. Conversely, interviews were qualitatively analysed to validate the questionnaire results. The result of this study has revealed that social-connectedness is a factor that can influence the m-learning experience, along with bandwidth utilisation and immediacy.
Copyright (c) 2025 Ain Arissa Zainuddin, Noris Mohd Norowi, Rahmita Wirza O. K. Rahmat, Mas Nida Md. Khambari http://creativecommons.org/licenses/by/4.0
Examining the need for a metaverse-based blended learning module in college English: insights from Southwest China
Although English is an important language for globalization and innovation, Chinese students lack the proficiency in the language, which might be attributed to the lack of engagement. Further, as immersive technologies can enhance learning, this study investigates the perceptions and readiness of integrating metaverse-based blended learning (MBBL) modules in college English curricula. A survey among 380 undergraduate students in southwestern China using a questionnaire was conducted to determine their learning preferences and technological readiness. Findings indicate that students needed more engaging and interactive activities, preferring collaborative and simulative learning environments. Despite limited familiarity with metaverse technologies, students demonstrated technological readiness. Hence, the results suggest that a MBBL to enhance English as a foreign language (EFL) education could be implemented. This study provides empirical evidence to inform the design of a metaverse-based technologies in EFL instruction for innovation in tertiary language pedagogy. Future studies could design such a module for implementation and evaluation.
Copyright (c) 2025 Yuliang Jiao, Rafiza Abdul Razak, Dorothy DeWitt http://creativecommons.org/licenses/by/4.0
Futenvol: an innovative game for physical education students
Teaching sports without sufficient equipment and facilities is a perennial challenge for physical educators in the Philippines. This study aimed to develop sports innovation targeting dual purpose of addressing facility scarcity while developing specific skill. This involved students (n=327) students enrolled in bachelor of physical education (BPEd) program and service physical education courses. Through a research and development design, the developmental process followed the analyze, design, develop, implement, and evaluate (ADDIE) model with the prime consideration of developing functional body coordination at the lower extremities such as ball control, kicking power, and kicking accuracy. These are vital for futsal and football with smaller play area requirement. The name Futenvol comes from the skills to be developed from futsal and football, while using the volleyball rotations and the rally of tennis, thus the coined name Futenvol. Repeated trial plays covering three iterative versions on court layout, game mechanics, and actual play resulted to the optimal version and showed that the innovation is highly acceptable. Above all, it is proven to develop flexibility and explosiveness in lower extremities that are basic skill-related components of fitness. The innovated game can be used as practice game while the exact court layout is not yet available thus greatly leveraging skills acquisition despite facility scarcity.
Copyright (c) 2026 Jay Carlo S. Bagayas, Chiedel Joan San Diego, Sotero O. Malayao Jr., Griffter A. Sumando http://creativecommons.org/licenses/by/4.0
Mapping the landscape of a decade: a bibliometric review of mobile assistive technology research for dyslexic children
Dyslexia, a prevalent neurodevelopmental disorder affecting reading and writing skills, poses significant challenges to educational attainment. In recent years, mobile assistive technologies have emerged as promising tools to support dyslexic children in their journey. Despite the increasing focus on mobile assistive technology for dyslexic children, a comprehensive overview of the research landscape is lacking. The field is characterized by a proliferation of studies, diverse methodologies, and an expanding knowledge base. This bibliometric review leverages advanced analytical tools, with a primary focus on the VOSviewer software, to conduct a comprehensive analysis of the 53 literatures spanning from 2014 to 2024. A carefully curated dataset, comprising research articles sourced from reputable databases, forms the basis of the analysis. Anticipated outcomes include visually rich maps depicting the keyword co-occurrence patterns within the realm of mobile assistive technology for dyslexic children. We expect to identify key articles shaping the field, prominent clusters of research, and evolving trends. This bibliometric review aspires to contribute a panoramic view of the last decade's research landscape in mobile assistive technology for dyslexic children. The anticipated insights hold the potential to guide future research directions, technological innovations, and educational interventions, ultimately enhancing the support available to dyslexic children through mobile assistive technologies.
Copyright (c) 2026 Mariam Mohamad, Noratikah Abdullah, Mageswaran Sanmugam http://creativecommons.org/licenses/by/4.0
Technology use in physical education: the teachers’ challenges
Physical education (PE) is tactile, practical, and participative, making it more challenging to integrate technology than other academic subjects. This study intends to analyse the challenges faced by physical teachers while using digital technology in PE. This research included physical education teachers (PETs) from nine secondary schools in Selangor, Malaysia. Qualitative research design was applied in this study and the data was collected via semi-structured interviews and analysed using thematic analysis. The technological pedagogical content knowledge (TPACK) framework is used to analyse PETs technology education practises and issues. Results revealed that there were seven themes emerged for the obstacles: i) lack of infrastructure; ii) lack of financial support; iii) lack of training; iv) time and space management; v) perception and attitude towards PE; vi) student-related constrains; and vii) lack of educational resources. These findings can be useful to support education in the 21st century whereby the teachers should get extensive technology training to improve their digital skills, as well as regular and ongoing technology integration training.
Copyright (c) 2026 Noor Azizah Abd Rahman, Nurwina Anuar, Aidah Abdul Karim, Ahmad Rizal Mohd Yusof http://creativecommons.org/licenses/by/4.0
Digitalization of teaching and learning in TVET: a bibliometric analysis
The rapid integration of digitalization in technical and vocational education and training (TVET) has gathered significant attention from researchers worldwide. This research conducted a comprehensive bibliometric analysis to explore the current landscape of digitalization of teaching and learning in TVET. The aims were to identify research trends, the most cited articles, type of document by subject area, top 10 authors, research hotspot, co-authorship analysis, and citation of article’s density. Bibliometric analysis techniques were employed by examining publication data spanning from 2015 to 2023, extracted from the Scopus database, particularly focusing on network visualization and clustering methods using VOSviewer software. The analysis revealed a steady increase in research output over the past decade, indicative of growing interest in the field. The distribution of publications among authors was balanced, indicating a collaborative research landscape. Nonetheless, there were swings in publishing rates, indicating the dynamic character of research goals and trends. Moreover, subject area analysis demonstrated a multidisciplinary approach reflecting the multifaceted nature of digitalization in TVET. By leveraging bibliometric analysis techniques, this research contributes to a deeper understanding of research trends, guiding future research directions and to advance innovative and sustainable practices in digital teaching and learning within TVET, thus benefiting learners, educators, and stakeholders.
Copyright (c) 2026 Norazreen Othman, Marlissa Omar, Mohamad Sattar Rasul http://creativecommons.org/licenses/by/4.0
Enhancing critical thinking in physics education: developing an Arduino-based GMC as an innovative learning tool
This research explores the development and innovative implementation of an Arduino Uno-based Geiger-Muller counter (GMC) as a physics learning tool designed to enhance students’ critical thinking skills. The aim was to address the gap in effective educational media in teaching radioactivity materials. This research used the analysis, design, development, implementation, and evaluation (ADDIE) model, which includes the analysis, design, implementation development, and evaluation stages. The sample of this study involved 165 students at University of PGRI Pontianak, using a pre-experimental design with one pretest-posttest group. Validation by experts and feedback from students confirmed the high validity and effectiveness of the media, with significant improvements seen in critical thinking indicators such as evaluation, analysis, interpretation, and inference. The use of real-world materials, including red Borneo agate testing, provided a practical context that enriched the learning experience. Although there was no control group, the findings suggest that integrating hands-on technology-based tools into physics education can significantly improve students’ critical thinking skills. This study contributes to the growing literature on educational innovation, offering practical solutions to improve critical thinking in science education through interactive and contextually relevant learning media.
Copyright (c) 2025 Matsun, Adi Pramuda, Soka Hadiati, Hendrik Pratama http://creativecommons.org/licenses/by/4.0
DIMenGeComS in action: evaluating its effectiveness on Mendelian genetics education
The primary goal of this study is to improve the understanding of Mendelian genetics among Grade 8 students through the use of digital interactive Mendelian genetic comic stories (DIMenGeComS). This research contributes to the field of education by providing an innovative and engaging method to teach complex genetic concepts. Utilizing a sequential explanatory mixed-methods research design, this study involved pretests and posttests to measure the effectiveness of DIMenGeComS. The key findings indicate a significant improvement in the students’ comprehension of Mendelian genetics as specified by normalized gain scores in sections such as Linnaeus (0.57), and Sampaguita (0.69), all of which were medium to approaching high-class gain and had significant probabilities (p<0.0001) less than 0.05 level of significance. These results suggest that DIMenGeComS can be a valuable tool in science education, offering the potential for further research into its application in other areas of the curriculum.
Copyright (c) 2026 Azriel P. Barrientos, Monera A. Salic-Hairulla, Sotero O. Malayao Jr., Saddam C. Bazer, Joy B. Bagaloyos http://creativecommons.org/licenses/by/4.0
Impact of gender, family and school on problem-solving ability and mathematics achievement
This study examines the problem-solving ability and mathematics achievement of secondary school students. It explores how these variables relate to gender, type of family, school type, and locality of school. Using a descriptive correlational method, the study sampled 1,200 students from Manipur, India. The investigators employed two tools they developed- the problem-solving ability test in mathematics and the mathematics achievement test (MAT) to gather data. The findings reveal that most students exhibit average problem-solving ability and mathematics achievement levels, irrespective of gender, type of family or locality of school. However, school type significantly impacts performance, with 39% of private school students achieving average mathematics achievement scores, compared to 43% of government school students scoring below average. A moderate positive correlation was identified between problem-solving ability and mathematics achievement across all demographic groups. These results underscore problem-solving ability as a critical determinant of success in mathematics, with implications for educators and policymakers. The study highlights the need for interventions focused on enhancing students’ problem-solving ability to improve overall mathematics performance. Future research should explore additional variables and broader regional contexts to deepen understanding and inform targeted strategies. By addressing these dynamics, this study contributes to the development of more equitable and effective educational practices.
Copyright (c) 2026 Laishram Nirtish Singh, Laisom Sharmeswar Singh, Jocyline Thokchom http://creativecommons.org/licenses/by/4.0
Development of three-dimensional resiliency theory in solving mathematical problem
This study aims to develop a theory to understand how students cultivate and apply resilience in solving mathematical problems. Specifically, it integrates cognitive, emotional, and social dimensions of resilience to create a holistic framework. Using a deductive theory development approach, the study starts with an existing theory, formulates hypotheses, and tests them through data collection and analysis. Seven axioms were formulated leading to three propositions: i) students with higher levels of mathematics resilience will demonstrate greater persistence and effort when faced with challenging mathematical problems; ii) psychological, cognitive and social factors are influential to a student’s resilience in solving mathematical problems; and iii) developing a growth attitude, fostering a supportive learning environment, and providing appropriate teacher scaffolding can help all to build mathematical resilience and problem-solving success. From these propositions, the three-dimensional resilience theory in mathematical problem solving is formulated. This theory recognizes the interplay of psychological, social, and cognitive factors. Future research could focus on testing it in various educational settings, such as different grade levels, cultural contexts, or educational systems, to assess its generalizability and robustness.
Copyright (c) 2026 Roar Callaman, Daisy Palompon http://creativecommons.org/licenses/by/4.0
Discovering the global landscape of problem-based learning and critical thinking: a bibliometric review
This study seeks to explore recent trends in publications related to problem-based learning (PBL) and critical thinking (CT). It analyzes annual growth rate, document type, source, languages, and subject area to assess their impact. This study identified publications by countries, analyzed authorship, and highlighted the most active institutions. It examined prevalent PBL and CT themes by analyzing keyword occurrences, source titles, and abstracts. A bibliometric approach was used to map existing research on PBL and CT from the Scopus database. The data were analyzed through the VOSviewer software for data visualization, Microsoft Excel 365 for frequency analysis, and Herzing’s Publish or Perish software for citation metrics. The findings demonstrated a growing combination of PBL and CT with an increasing demand. Articles, journals, English, and social sciences were the increasing types of publication documents (TP). The United States published the most documents. Donnelly, J. from Three Rivers Community was the top researcher in PBL and CT publications. Hong Kong Polytechnic University had the highest average citations per publication. The keyword “PBL” was frequently employed, and nursing education journals significantly impacted PBL and CT publications. Simultaneously, engineering and thinking skills were frequently employed terms in the title abstract and title field.
Copyright (c) 2025 Yogalingam Subramaniam, Muzirah Musa http://creativecommons.org/licenses/by/4.0
Perception toward formative assessment literacy and practice among secondary school mathematics teachers
This study investigated the perceived formative assessment literacy and practice among mathematics teachers at secondary schools to examine the impact of literacy on assessment practices. The cluster random sampling technique was employed to select sample districts, schools, and participants. A total of 64 mathematics teachers took part in the study. The measuring scales applied for data collection were the “Teacher formative assessment literacy scale and teacher formative assessment practice scale”. The data analysis was performed with SPSS 27 software to compute mean scores, standard deviations, intervals, and regression coefficients. The result showed that teachers’ literacy and practice of formative assessment are at a moderate level, but the classroom practice is more teacher-directed. Regression analysis revealed that assessment literacy significantly predicted assessment practice (β=0.67, p<0.001), implying assessment literacy showed a moderately positive impact on assessment practice (R2=0.359, F(1, 62)=34.962, p<0.001), The study concluded the need to improve teacher formative assessment literacy and practice levels to enhance their ability to utilize formative assessment in student teaching and learning strategies properly. The study’s implications and recommendations indicate the arrangement of intervention and on-the-job professional development training for teachers.
Copyright (c) 2026 Nasser Aba-Milki Aba-Wajji, Fisseha Mikre Weldmeskel, Zenebe Negewo Ayane http://creativecommons.org/licenses/by/4.0