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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A trend analysis on the licensure examination success of teacher education program of a state university
The 21st-century education paradigm and Sustainable Development Goal (SDG) 4 aimed to produce and supply highly calibrated and qualified teachers. A professional teacher should pass the licensure examination to become a full-fledged professional teacher. However, licensure examination is one of the hurdles for beginning teachers, and failing rates were still observed among universities and colleges in the Philippines. Hence, this study aimed to evaluate the licensure examination success of teacher education graduates in one state university in the City of Malolos, Bulacan covering the years of 2019, 2022, and 2023. This study utilized quantitative trend analysis to determine the trends and success of licensure examination of the stated years. The data revealed that the trend and patterns of licensure examination for teachers (LET) results of beginning teachers for the three consecutive years are above the national passing percentage of 75% and described as satisfactory. The beginning teachers’ satisfactory results produce a significant difference in the following: examination year, elementary education area of concentration, secondary education area of concentration, and examination components. Thus, the strengthening and enhancing the existing curricular and pre-board examination program should be intensified and reinforced to sustain and uplift the university’s standing in terms of success rate.
Copyright (c) 2026 Elmira Thrina C. Pelayo, Daianne S. Gloria, Jesson L. Hero http://creativecommons.org/licenses/by/4.0
The development of a training course for enhancing the production of innovative learning and classroom action research for physical education teachers
The objectives of this research were: i) to study the essential needs; ii) to develop a training course; and iii) to test the effect of the training course for enhancing the production of innovative learning (IL) and classroom action research (CAR). The researcher used cluster sampling to study essential needs with a sample of 165 physical education teachers. The tool was an essential needs assessment. Data were analyzed by finding the priority needs index (PNI)-modified. The course was developed by checking the utility, feasibility, propriety, and accuracy of five experts. Data were analyzed using a one sample t-test. Then the researcher experimented of the course with a sample group of 30 physical education teachers from the Office of Secondary Education Service Chon Buri Rayong, obtained by purposive selection. The tools used were a training course, a knowledge test, an attitude test, and a practical skills assessment form. Data analysis was conducted to determine the efficiency of a training course according to the training process outcome (E1/E2) correlation criterion, which stipulated the 80/80 standard. Results found that the training course to produce IL and CAR for physical education teachers had an efficiency was by the established criteria.
Copyright (c) 2026 Thitipong Sukdee, Kamonwan Pechsri http://creativecommons.org/licenses/by/4.0
Pedagogical intervention based on the TPACK model to develop emergent literacy skills in preschool education in Chile
The use of information and communication technologies (ICTs) in education has become necessary due to the various global challenges faced in this area. This study aimed to evaluate the effect of a pedagogical intervention based on the technology pedagogical content knowledge (TPACK) model that integrates ICTs to develop phonological awareness and letter recognition in kindergarten children. The methodology supporting this research is quantitative; the phonological awareness evaluation test (PAET) and letter recognition test (LRT) were administered. The sample consisted of 118 kindergarten children, 59 in the intervention group, and 59 in the control group. The information was analyzed using descriptive statistics, a paired t-test, and the non-parametric Mann-Whitney U test. The results show significant differences between the two groups, with the intervention group achieving better results. The TPACK model’s guidance for implementing the intervention, professional development in using and integrating ICTs in the classroom, and collaborative work among professionals are highlighted.
Copyright (c) 2026 Carolina Fernández-Chávez, Paola Domínguez-Ramírez, Pedro Salcedo-Lagos, Bárbara Valenzuela, Valeria Fuentealba http://creativecommons.org/licenses/by/4.0
Lived experiences of teachers in the implementation of flexible learning: a descriptive phenomenological study
Flexible learning (FL) is a method that allows learners to have freedom in how, what, when, and where they learn. For teachers, implementing various teaching strategies and approaches is essential to overcome educational challenges and effectively meet the needs of learners. This research study was conducted to explore teachers lived experiences during FL at Visayas State University (VSU) in Baybay City, Leyte. A descriptive phenomenological method was used to investigate the richness and depth of the informants’ lived experiences. The seven participants were interviewed: five from the VSU Main Campus and two from the satellite campuses. The participants shared their experiences through in-depth interviews. The findings revealed that during the pandemic, teachers faced challenges due to the abrupt changes in the learning management system (LMS). However, with the administrative support, the participants managed to adjust and learn new learning modalities. The study suggests the need to strengthen and continue the professional development of teachers in using LMSs for sustainability. It also recommends exploring the development and adaptation of interactive online modules to keep up with digitalization as part of 21st-century skills.
Copyright (c) 2026 Christy M. Desades, Joy A. Bellen, Annie Famela B. Rodriguez http://creativecommons.org/licenses/by/4.0
Understanding student viewpoints: sentiment and thematic insights from course feedback
This study addresses the challenge of interpreting qualitative student feedback from the course experience surveys (CES). Traditional feedback analysis is labor-intensive and not easily scalable. We combine sentiment and thematic analysis to enhance the depth of qualitative insights, uncovering deeper perspectives in student comments. The obtain, scrub, explore, model, and interpret (OSEMN) framework guided data collection, cleaning, exploration, and modeling. The analysis showed that over 70% of student feedback was positive, reflecting high satisfaction with educational experiences. Key findings included a long-tailed distribution of comment lengths, with shorter comments more prevalent. Interestingly, longer comments showed a weak negative correlation with sentiment scores, indicating that length does not necessarily reflect more positive or negative sentiment. Nuanced feedback patterns emerged; higher counts of positive words sometimes decreased sentiment scores, while negative words correlated positively, suggesting complex sentiment expression. We identified five primary themes, they are: i) educational engagement; ii) classroom dynamics; iii) appreciative learning; iv) educational excellence; and v) instructional effectiveness. The study underscores the value of student feedback in driving educational improvements and offers actionable insights for administrators. It demonstrates the potential of automated analysis to transform qualitative data into strategic enhancements, ultimately improving student outcomes and institutional effectiveness. Future research should examine the long-term impacts of feedback-driven interventions and strategies to increase survey engagement.
Copyright (c) 2026 Niel Bunda, Eddie De Paula Jr., Gisele Dizon http://creativecommons.org/licenses/by/4.0
Classroom assessment approaches and student learning outcomes: the moderating role of teaching experience
Maximizing student learning requires the use of effective classroom assessment. In this study, we examined the association between student learning outcomes (SLOs) and three classroom assessment approaches: assessment as learning (AaL), assessment for learning (AfL), and assessment of learning (AoL), while taking teacher experience into account as a potential moderator. Positive correlations between all three assessment techniques and SLOs were found in the research, suggesting that classrooms emphasizing student participation in assessment to receive feedback and improve learning achieve better outcomes. Interestingly, we uncover that teaching experience did not moderate this relationship, indicating that the positive effects of these practices were consistent across teachers with varying levels of experience within the studied range. Our findings emphasize the importance of incorporating comprehensive assessment practices encompassing AaL, AoL, and AfL into classroom instruction to optimize student learning. Future research should explore reasons behind differences in effect size and explore deeper into specific strategies most beneficial for each approach to create learning environment that foster deep learning for all students, regardless of teacher experience.
Copyright (c) 2026 Polemer M. Cuarto, Harieth C. Cuarto http://creativecommons.org/licenses/by/4.0
Lived experiences of pre-service elementary teachers on blended learning
The primary purpose of this study was to determine: i) experiences; ii) various resources; iii) varied activities; iv) 21st-century skills acquisition; v) challenges experienced; and vi) solutions to the challenges of the pre-service elementary teachers in blended learning. The study employed qualitative research and utilized Straussian grounded theory as a research design to guide data collection and coding to identify emerging categories and generate theory. Purposive sampling was employed to select the ten pre-service elementary informants with experience with blended learning. In analyzing the data gathered, Strauss and Corbin’s coding methods, namely open, axial, and selective coding, were employed. The six themes were created based on the raw responses of informants, namely: i) varied online resources; ii) tangible learning materials; iii) varied learning activities; iv) acquired 21st-century skills; v) challenges of blended learning; and vi) addressing the challenges. A theory emerged, “magma theory”, which further strengthens the characterization of having “shared experiences”, as manifested by the pre-service elementary teachers in this blended learning. The primary findings of this study were that pre-service teachers can overcome challenges in blended learning with adequate support from tools. Furthermore, they can also improve their 21st-century skills through appropriate activities that contribute to lifelong learning.
Copyright (c) 2026 Krystal Marie Ceniza, Jessica Marie Cuesta, William Mae Gatab, Rhonamie Loro, Hanna Mae Tagalog, Dianne Lyn Tagra, Mia Laurito, Ronnel Victor Kilat, Bysche Rivera, Lislee Valle http://creativecommons.org/licenses/by/4.0
Excessive exposure to digital media: the formative years and children response to schooling environment
This study investigated the correlation between excessive exposure to digital media in the formative years and how children respond to the schooling environment in Nigeria. This study employed the correlational research design. The study sample involved 150 primary school pupils. The instrument for the study “digital media usage, types of digital media, and response” was used for data collection. The research questions were answered with Pearson product moment correlation, while hypotheses were tested with linear regression. The study revealed a statistically significant negative correlation between digital media use and how children respond to the schooling environment in Nigeria, as well as a positive relationship between the type of digital media use and how children respond to the schooling environment in Nigeria. Founded on the findings, the study recommended that parents should encourage a healthy mix of activities. Limit screen time, designate media-free zones, and promote activities like reading, outdoor play, and face-to-face socializing; schools should integrate technology strategically to enhance classroom learning. Explore educational apps, games, and online resources suitable to different learning styles. The government should consider developing age-appropriate guidelines for healthy digital media utilization in partnership with educators, parents, and health professionals.
Copyright (c) 2026 James Urien, Silas Courage Enoja, Toyin Odofin, Sunday Obro http://creativecommons.org/licenses/by/4.0
Improving students’ achievement in chemistry: comparative effectiveness of conceptual modelling and conceptual blending
The study looked at how conceptual modelling (CM) and conceptual blending (CB) affected students’ achievement in chemistry. This study employed a quasi-experimental design. In this study, 274 seniors secondary (SSII) chemistry students from six coeducational secondary schools in the state were randomly selected using simple random sampling. The information was gathered using the chemistry achievement test (CAT). It was used for pre-test and post-test to evaluate students’ achievement in chemistry. All groups received these tests before and after a six-week course of therapy. The mean/average scores of the 3 groups on the pre-test and post-test were compared using analysis of covariance (ANCOVA) of the CAT data. The study discovered that CM, as opposed to CB, had a significantly bigger effect on students’ achievement in chemistry. Chemistry achievement was significantly higher with CB than with the lecture approach (LA). According to the study, when compared to the LA, CM and CB are more effective teaching strategies for raising students’ achievement in chemistry. Furthermore, it was discovered that CM was the most successful approach. It was suggested, among other things, that chemistry instructors incorporate CM into their chemical lessons.
Copyright (c) 2026 Edah Ngozi Blessing, Agboro-Eravwoke Ochuko Urhievwejire, Iyayi Innocent Ehighae, Ovuworie Onoriode Oghenewede, Okose Faith, Sunday Obro http://creativecommons.org/licenses/by/4.0
Investigating academic achievement in high school: an in-depth examination of top performing students
This research aimed to identify the key qualities of high-achieving students to motivate and guide those not meeting their potential to adopt successful strategies and improve their academic results. Through the use of qualitative research methods and purposeful sampling, ten second-year college students from Laguna State Polytechnic University-San Pablo City Campus were selected for this study. Analysis of common themes identified ten key factors that contribute to academic success. These include developing strong reading habits, actively engaging in classroom instruction, effective time management, organized study materials, regular review of learned content, utilizing technology for learning enhancement, a supportive school environment, inspirational role models, and a strong support system involving parents and teachers. All individuals involved in a child’s education must understand and promote these attributes to optimize their learning experience, leading to tangible achievements in their academic performance. However, since this case study was conducted at a single school, it is not representative of all schools nationwide and cannot be generalized to the entire population. However, as it was conducted in a real-life setting, it is reasonable to draw pedagogical implications from these findings, as they offer insights into the characteristics of high-performing students.
Copyright (c) 2026 Jherwin P. Hermosa, Darwin D. Ofrin, Edilberto Z. Andal http://creativecommons.org/licenses/by/4.0
Preschool educators’ pre-numerical skill pedagogical challenges
The current study seeks to determine the challenges encountered by preschool educators’ pre-numerical skill pedagogical challenges. A qualitative approach, namely interviews, was employed and conducted among six experienced preschool teachers to acquire in-depth insights into the challenges encountered in inculcating pre-numerical skills. The six respondents were recruited via purposive sampling, namely maximum variation sampling, to fulfil specific criteria. Four primary themes were revealed, namely i) Theme 1: teachers lack specific guidance due to the highly general Kurikulum Standard Prasekolah Kebangsaan (KSPK); ii) Theme 2: students from low socioeconomic backgrounds exhibit deficiencies in pre-numerical knowledge; iii) Theme 3: teachers demonstrate an insufficient competence in pre-numerical teaching pedagogies; and iv) Theme 4: an inadequate awareness among teachers regarding the importance of pre-numerical skills exists. The implications highlighted the requirement for tailored support and training to improve preschool teachers’ pre-numerical skill pedagogies. The findings also contributed to the curricular improvement to assist preschool educators in providing more effective pedagogical practices, especially pre-numerical skills. Future scholars can conduct a more in-depth investigation of effective teaching strategies and interventions to aid students from low socioeconomic backgrounds in mastering pre-numerical competencies.
Copyright (c) 2026 Julianty Idris, Norly Jamil, Arulmozhi Narayanasamy http://creativecommons.org/licenses/by/4.0
Teaching beyond expertise: a case study of out-of-field teachers by qualification in basic education
In a global context of increasing demands for diverse skill sets and innovative teaching, the phenomenon of out-of-field teachers (OFT) by qualification has gained attention. This study explored teachers’ experiences transitioning between elementary and high school teaching. A descriptive case study phenomenological approach was employed, involving 7 participants selected through purposive sampling. Colaizzi’s seven-step method was utilized to analyze the data. Results indicated that OFT faces challenges such as limited subject matter knowledge, staying current in evolving fields, and adapting to diverse student needs. To cope, they seek professional development, collaborate with colleagues, and understand different learning styles. Teaching outside their expertise makes educators adaptable, resilient facilitators committed to continuous professional development. Handling unfamiliar content enhances problem-solving skills and resourcefulness in discovering effective teaching strategies. The research highlights the transformative impact of transitioning between elementary and high school levels, resulting in versatile, creative, and passionate educators dedicated to continuous improvement in education.
Copyright (c) 2026 Jeanette Rose Durano, Marjorie L. Layasan, Olcee C. Maramara, Precious Dianne N. Neri, Psyber V. Orio, Emerita M. Tan, Romel C. Mutya http://creativecommons.org/licenses/by/4.0
Experiences of pre-service teachers in high-stakes assessments: implications for teacher education
Teacher readiness for high-stakes assessments is a critical but underexplored area, especially given the challenges of low passing rates and insufficient preparation strategies. Literature shows studies emphasizing student readiness and performance, but less attention is given to the specific preparation, support mechanisms, and professional development for teachers regarding high-stakes assessments. This study aimed to examine pre-service teachers’ experiences in preparing for high-stakes assessments and identify key factors that influence their readiness. Using an interpretative phenomenological analysis (IPA) approach, data were gathered from semi-structured focus group discussions (FGDs) with seven graduating teacher education students. The analysis revealed five key themes: preparation strategies, essential competencies, concerns and fears, access to resources, and institutional support. These factors were identified as crucial to shaping students’ preparedness. The study concluded that targeted institutional interventions such as enhanced mentoring, improved access to resources, and stronger support systems are essential for improving teacher readiness. Recommendations included integrating holistic preparation strategies into teacher education curricula and fostering institutional support networks. This research contributed to the global discourse surrounding the experiences of pre-service teachers, proposing the need for design-thinking-based innovations to establish the readiness of pre-service teachers in taking high-stakes assessments, which defines their initial entry into the teaching profession.
Copyright (c) 2026 Mary Cris J. Go, Jovelyn G. Delosa http://creativecommons.org/licenses/by/4.0
Challenges of teachers in implementing PATH-Fit as the new tertiary physical education in the Philippines
This research aimed to comprehensively investigate the challenges faced by physical education teachers in implementing physical activities towards health and fitness (PATH-Fit) as the new tertiary physical education curriculum in the Philippines. Employing a qualitative research design, the study engaged five physical education teachers from a leading State University in the Southern Philippines as the main source of data. The research participants were actively involved in focus group discussions and in-depth interviews using an open-ended guide questionnaire validated by experts in the field. The triangulation of results revealed five essential themes capturing the significant challenges faced by these educators in the implementation of the new curriculum: inadequate instructional references, insufficient instructional time for PATH-Fit, lack of training and retooling for teachers, unavailability of equipment and materials, and shortfall on administrative support and guidance. As this research contributes critical insights into the multifaceted challenges associated with PATH-Fit implementation, it emphasizes the necessity for strategic interventions to enhance the effectiveness of the new tertiary physical education curriculum in the Philippines.
Copyright (c) 2026 Ruben L. Tagare, Jr. et al. http://creativecommons.org/licenses/by/4.0
Comparative analysis of contextualization in mathematics textbooks in Morocco, Canada, and China
Textbooks play a key role in mathematics learning by structuring concepts and influencing teaching methods as well as students’ perception of the subject. The contextualization of mathematical concepts, by integrating real-world problems, is essential to encourage the application of knowledge to concrete situations. This study compares mathematics textbooks from Morocco, Canada, and China to analyze their pedagogical approaches, particularly regarding contextualization. Based on the theory of realistic mathematics education (RME), it examines how these textbooks make mathematics more concrete and relevant for students. By providing an international comparison, this study contributes to a better understanding of pedagogical practices and highlights the importance of appropriate contextualization to improve mathematics learning. It emphasizes the impact of editorial choices on how students perceive and engage with the subject. The analysis reveals that Chinese and Canadian textbooks offer a greater variety of contextualized problems and representations, which enhances students’ understanding. In contrast, Moroccan textbooks adopt a more abstract approach, limiting students’ motivation and performance.
Copyright (c) 2026 Kenza Chaari, Naceur Achtaich, My Ismail Mamouni http://creativecommons.org/licenses/by/4.0
Impact of cyber safety and security literacy program on cyber etiquette of prospective teachers
This research aims to evaluate the effectiveness of a module-based intervention program called cyber safety and security literacy program (CSLP) on cyber etiquette among prospective teachers. The entire study was divided into two major sections, namely: i) design and development of the CSLP; and ii) assessing the impact of the program. For the design, the research and development (R&D) method was used. To assess the impact of the program a quasi-experimental design was followed. Pre-experimental research with a one group pre-test and post-test design was adopted to measure the impact. The convenience sampling method was adopted for the selection of the sample. 50 prospective teachers from various training colleges in India participated in the study. The cyber etiquette scale with 50 items (Cronbach’s α=0.889) and valid (Kaiser-Meyer-Olkin (KMO) value=0.804) used for this purpose. The study’s findings highlight the effectiveness of the intervention in promoting responsible digital behavior, evidenced by the substantial improvements in participants’ pre-test and post-test scores. The strong positive correlation (r=0.74) and large effect size (Cohen’s d=5.16) confirm the program’s success in fostering higher levels of cyber safety awareness and ethical online conduct.
Copyright (c) 2026 Santhosh Thangan, Thiyagu Kaliappan, Vrinda Vijayan, Venukanti Sai Abhnav, Mandala Chandrashekhargoud, Suresh Anuganti http://creativecommons.org/licenses/by/4.0
Enhancing teachers’ instructional skills through mentorship experiences
Mentorship programs have emerged as a vital support system for new teachers’ professional development. This study developed and evaluated a structured mentoring process to enhance instructional skills among novice teachers. Using mixed-methods research, the researchers examined 97 teachers from 15 disciplines who participated in a local teacher development project in Thailand. The mentoring process incorporated four key components: professional learning teams, collaborative teaching design, mentored practice, and reflective exchange. Quantitative results showed significant improvement in teachers’ instructional capabilities, with overall assessment scores increasing. Qualitative findings revealed that mentorship enhanced abilities in student analysis, lesson planning, and teaching implementation. The study demonstrates that systematic mentorship effectively develops new teachers’ pedagogical competencies while fostering professional growth through collaborative learning.
Copyright (c) 2026 Titiworada Polyiem, Prasart Nuangchalerm, Pongthorn Asawaniwed http://creativecommons.org/licenses/by/4.0
Game-based English speaking instruction for young learners
This study explored the implementation of a teacher-designed board game, “Castle of Dread”, to enhance the English oral proficiency of sixth-grade elementary school students in Taiwan. Grounded in action research methodology, the study was conducted over nine weeks with 26 students, incorporating three thematic instructional cycles: clothing, leisure activities, and illnesses. The research aimed to examine students’ speaking performance before and after gamified instruction, their motivational changes, and the challenges encountered by the teacher. Data sources included classroom observations, oral speaking assessments, student interviews, and reflective journals. Results showed that students demonstrated improved fluency and confidence in speaking, particularly among low-achieving learners. In addition, the game-based activities fostered higher motivation and peer collaboration. The teacher’s reflective practice led to instructional adaptations such as scaffolding strategies and rule simplification. This study contributes to the growing literature on game-based learning (GBL) in English as a foreign language (EFL) context and offers practical implications for integrating educational games in elementary language classrooms.
Copyright (c) 2026 Chan-Li Lin, Fu-I Tien https://creativecommons.org/licenses/by-nc-sa/4.0
Stemming and lemmatization in English language classrooms
This study examines the pedagogical significance of linguistic features, stemming and lemmatization in enhancing vocabulary acquisition and retention in English language classrooms. It aims to provide teachers with insights that can inform and improve instructional practices. Specifically, the study addresses two key questions. Firstly, what linguistic features related to stemming and lemmatization are employed in English language classrooms? Secondly, how do these features contribute to vocabulary acquisition and retention? Using a qualitative research design, the study involved classroom observations and key informant interviews with nine teacher-participants from selected universities. The findings reveal that teachers actively integrate stemming and lemmatization as instructional tools to facilitate vocabulary learning. These techniques play a crucial role in helping students understand and retain new words. The study underscores the effectiveness of stemming and lemmatization in real-world classroom settings and highlights their value in enhancing vocabulary development. Integrating these linguistic strategies into teaching practices may optimize meaningful and effective English language learning experiences.
Copyright (c) 2026 Jose G. Tan, Jr., Blessa Kay F. Caballero http://creativecommons.org/licenses/by/4.0
Perceived external prestige and organizational identification: mediating impact of person-organization fit
The aim of this study is to explore the relationship between teachers perceived external prestige (PEP), person-organization fit (POF), and organizational identification (OI). Based on the social identity theory (SIT), 220 teachers from 9 private undergraduate colleges in Yunnan Province, China, were the participants. The data were analyzed using structural equation modeling (SEM). The analysis reveals that OI is positively and significantly influenced by teachers’ PEP and POF. Furthermore, POF mediates the connection of PEP with OI. Additionally, recognizing the importance of POF for private school teachers, as well as the significance of meeting social and psychological needs, is crucial. Therefore, private colleges in Yunnan should enhance their external prestige while optimizing the mediating mechanism of POF to strengthen teachers’ OI.
Copyright (c) 2026 Yan Li, Yuan-Cheng Chang http://creativecommons.org/licenses/by/4.0
The influence of principals’ instructional leadership on teacher job satisfaction in Northwest China
In education policy, principals’ teaching leadership is key to improving education quality. It shapes school culture and affects various aspects of school development, including teacher job satisfaction. However, there is a limitation of empirical research on how principal instructional leadership impacts teacher job satisfaction in Northwest China, a less developed area, highlighting a critical gap in understanding local educational dynamics. Therefore, this quantitative study aims to explain the impact of instructional leadership by principals on teacher job satisfaction in junior high schools across Ningxia, China. Underpinned by a correlational design, the study specifically focuses on the relationship between principal instructional leadership and teachers’ job satisfaction and the dimensions of instructional leadership that are most strongly associated with high levels of teacher job satisfaction. By analysing questionnaire responses from 372 randomly selected teachers, the research highlights that clear goal setting, effective curriculum coordination, and promoting professional development opportunities are important in improving teacher satisfaction. Interestingly, the study also shows that some commonly valued practices, such as high visibility and student progress monitoring, do not significantly influence teacher satisfaction. These findings highlight the importance of instructional leadership practices in improving teacher job satisfaction and suggest areas where school leaders can focus their efforts to enhance the overall educational environment.
Copyright (c) 2026 Han Guo, Bity Salwana Alias, Jamalullail Abdul Wahab http://creativecommons.org/licenses/by/4.0
Utilization of AVL with OLS on students’ motivation and common misconceptions in cell division
COVID-19 pandemic exhausted the learning resources in the educational system of the Philippines. This situation called for learning materials to supplement the teaching-learning process while in distance education. Hence, this paper utilized asynchronous video lectures (AVL) infused with online learning simulators (OLS) to supplement learning approaches in teaching cell division. Specifically, the goal of this study is to asses the students’ motivation as well as their common misconceptions in learning cell division. Using students’ motivation towards science learning (SMTSL) questionnaire, it was found that the learners are moderately motivated in general and are low to highly-motivated in other areas considered. These results may be associated to the absence of teacher and student interaction. Using the relational and structural scoring of concept maps, it was found that the concept map scores of the learners before and after the use of AVL with OLS were found to be significant. This implies that the misconception of the learners has significantly improved. With this, the AVL with OLS can be utilized as a learning supplement to teach cell division with recorded moderate levels of motivation among learners as well as the significant improvement in the misconceptions among them. Nonetheless, more improvements may be applied to boost the motivation levels among learners.
Copyright (c) 2026 Erniel Ghrizcer G. Ecle, Manuel B. Barquilla http://creativecommons.org/licenses/by/4.0
Enhancing special needs literacy: insights from Indonesian inclusive schools
The study focuses on the inclusive school’s approach to literacy development for special needs students (SNS). The research aims to delve into the inclusive school’s methodologies concerning literacy development, particularly tailored to cater to the diverse needs of special education students. The study was conducted in 17 inclusive schools across 3 provinces in Indonesia, all of which have demonstrated remarkable progress in literacy development. This comprehensive investigation involved meticulously surveying these schools to gather insights into their practices and achievements. The findings of the study highlight several patterns in the approach to literacy development in inclusive schools. A comprehensive inclusive literacy development model is proposed, which emphasizes personalized planning, multimodal and experiential learning, differentiated instruction, recognition of achievements, and ongoing professional development. The study’s insights are relevant for educators, policymakers, and researchers interested in enhancing inclusive literacy practices for SNS in inclusive school settings schools. The practicality of the curriculum is seen from the aspect of good communication, cooperation, sufficient time, and the ease of understanding the material.
Copyright (c) 2026 Redite Kurniawan, Zulkarnain, Siti Khoiriyah http://creativecommons.org/licenses/by/4.0
Development of scientific competence in the context of an integrated curriculum
Early exposure of medical students to scientific research offers numerous benefits throughout their careers, fostering the development of future researchers. To analyze the training process of medical students in scientific research by evaluating acquired skills and the effectiveness of teaching methods used in the medical course for developing these competencies. Exploratory-descriptive study with a quantitative approach, involving 138 medical students in Brazil, enrolled in a program with an integrated curriculum and active learning methodologies. Participants completed a questionnaire grounded in the 7 competencies of a researcher. The majority (55%) were in the basic cycle, 27% in the clinical cycle, and 18% in medical internship (MI). Competencies related to critical analysis, hypothesis formulation, and results sharing are strongly developed in tutorial moments (TM) and medical skills and communication (MSC) activities. Conversely, the MI tends to develop these competencies to a lesser extent. The study provided an overview of the incorporation of scientific research assumptions into the analyzed curriculum, concluding that the integrated model and active methodologies are strengths in developing scientific competencies. Although the sample size is a limitation, the study offers a basis for future research on the topic.
Copyright (c) 2026 Franciane Regina Vargas, Pedro Nicolau de Souza, Maria Rosa Machado Prado, Elaine Rossi Ribeiro http://creativecommons.org/licenses/by/4.0
Unlocking early literacy: a needs analysis to evaluating the necessity of Malay reading modules in preschool education
This article investigates the critical issue of reading skill acquisition among preschoolers in Malaysia, particularly in the context of educational disruptions resulting from the COVID-19 pandemic. Through a qualitative study employing semi-structured interviews with five Sekolah Jenis Kebangsaan Tamil (SJKT) preschool educators, the research identifies several significant challenges: a lack of specialized reading modules for non-native Malay speakers, communication barriers, need for differentiated instruction and more engaging and interactive content. Furthermore, the study underscores the vital role of parental involvement in reinforcing literacy development at home. These findings highlight the urgent need for a structured and culturally relevant reading module, such as the proposed Saya Boleh Baca (I-SaBoBa) module, specifically designed to address the needs of Malaysian preschool children. The study concludes that addressing these gaps is essential for fostering early literacy skills, which are critical for future academic achievement. The proposed module seeks to mitigate these challenges by equipping educators and parents with effective tools to enhance children’s reading proficiency within a supportive and engaging environment.
Copyright (c) 2026 Arulmozhi Narayanasamy, Anis Norma Mohamad Jaafar, Nadia Shahira Amiruddin, Julianty Idris http://creativecommons.org/licenses/by/4.0
The impact of PBL STEAM model of light and optics on problem-solving skill of pre-service science teachers
This research was to study the effects of a learning model using problem-based learning (PBL) with science, technology, engineering, arts, and mathematics (STEAM) education of light and optics topics on pre-service science teachers’ learning achievement and problem-solving skills. The data were collected using mixed methods for 15 weeks from December 2023 to March 2024. The sample group was 30 undergraduates majoring in teaching general science and taking physics for teacher courses. The achievement test and problem-solving skill evaluation form were used before and after participating in five lesson plans of the PBL with STEAM model focusing on the content of light and optics. This model consists of six steps: i) finding interesting problems; ii) identifying a problem to solve within the group; iii) planning the design; iv) conducting the PBL with STEAM project; v) modifying the project; and vi) project presentation. The results indicated that their learning outcomes of light and optics in physics and problem-solving skills were significantly higher after learning through this model. The results are similar to previous research on PBL and STEAM education at all levels. It is suggested that future studies should focus on applying PBL with STEAM projects to the real science classrooms in the middle school level and providing more time on project designing process.
Copyright (c) 2026 Sumalee Tientongdee, Porntida Visaetsilapanonta http://creativecommons.org/licenses/by/4.0
Investigating ‘Xindi Piano Teaching Method’ for music education in schools
This study examines the “Xindi Applied Piano Pedagogy” and its effects on the career growth of music teachers at the elementary and secondary school levels. It highlights the need to further study the integration of culture into music teaching through technology-enabled instructional design. The research is conducted with 12 students from three participating schools selected for the “Xindi Applied Piano Pedagogy” program through in-depth interviews. It is grounded in theory with a three-level coding system. The study suggests a three-step model for training music teachers: first, establishing a comprehensive educational framework; second, increasing subject scope and implementing concentrated instructional strategies; and third, evaluating students in a meaningful way that necessitates systematic changes to the curriculum. The study points out the synergistic interaction between higher educational institutions, elementary schools, and research institutions in “Xindi Applied Piano Pedagogy” that form a unified process of teacher training. It applies the deschooling theory in the pedagogy to encourage creative development as “Xindi Applied Piano Pedagogy” illustrates. This model brings together universities, research centers, and industries to create inventive ecosystems and utilizes plan, do, check, act (PDCA) cycles for continuous quality improvement. Further analysis of this approach in classroom settings is recommended by the study.
Copyright (c) 2026 Lanqing Ye, Yaoping Liu, Wannaporn Siripala, Tassanee Laknapichonchat, Yudhi Arifani http://creativecommons.org/licenses/by/4.0
The effect of mindfulness-based interventions on educational stress, exam anxiety, and coping strategies in nursing students
The aim of this study is to examine the effect of mindfulness-based stress reduction intervention on educational stress and coping with exam anxiety and mindfulness in nursing students. This study utilizes a quasi-experimental design with the pretest-post-test control group. Personal information form, nursing education stress scale (NESS), state test anxiety scale (STAS), and mindful attention awareness scale (MAAS) were employed as data collection instruments in the study. The study group of the research consisted of 68 students in university. Findings indicated statistically significant differences between the changes in the participant’s scores in the control and experimental groups in the overall NESS in the post-test and the application stress and academic stress scale. The results further found a statistically significant difference between the changes in the scores of the participants in the control and experimental groups in the post-test from the MASS. The intervention based on mindfulness stress reduction led to positive results in students’ coping with exam anxiety. Educational programs should be organized to enable students to cope more effectively with the stressors they encounter. Therefore, it is believed that it would be appropriate to introduce similar programs in the education process of nursing students.
Copyright (c) 2026 Samineh Esmaeilzadeh, Özlem Akalpler, Duygu Oktay Evren http://creativecommons.org/licenses/by/4.0
Higher-order thinking research in mathematics education: a bibliometric mapping analysis
This study presents a bibliometric analysis of research on higher-order thinking skills (HOTS) in mathematics education. The objectives are to examine publication distribution and identify leading journals, authors, institutions, and countries. Data were retrieved from the Scopus database and analyzed using VOSviewer software. A total of 104 articles published between 2004 and 2022 were reviewed. Various visual representations, including graphs, tables, charts, and maps, were used to present the findings. The results show that HOTS research in mathematics education is closely associated with problem-solving, mathematics learning, and assessment. Eurasia Journal of Mathematics, Science, and Technology Education emerged as the most prominent journal, while Universiti Teknologi Malaysia was identified as the most influential institution, with Malaysia playing a significant role in this research domain. These findings provide a comprehensive overview of the research landscape and offer directions for future studies in mathematics education. Based on these results, suggestions for future research are proposed.
Copyright (c) 2026 Hendra Kartika, Teruni Lamberg, Hanifah Nurus Sopiany, Adi Ihsan Imami, Lessa Roesdiana, Alpha Galih Adirakasiwi http://creativecommons.org/licenses/by/4.0
Students’ intercultural helping tendency: the role of societal mattering, Model United Nations, and digital literacy
This study investigates the moderated mediation relationship between societal mattering, intercultural competence (ICC), and intercultural helping tendency (IHT) among university students. Societal mattering, reflecting individuals perceived relevance within broader societal contexts, is hypothesized to affect IHT indirectly through ICC. This research aligns with Sustainable Development Goal (SDG) 4 (quality education) and SDG 16 (peace, justice, and strong institutions) by advancing evidence on how educational experiences cultivate intercultural understanding and prosocial engagement in diverse communities. The study employs two moderators, namely Model United Nations involvement (MUNI) and new media literacy (NML), to assess their influence on these interactions. Using the G*Power sample size calculator, 97 purposively selected university students were recruited. Data collection utilized validated instruments, including the cultural intelligence scale, helping attitude scale, university mattering scale (UM-S), new media literacy scale (NMLS), and a demographic questionnaire. The data were analyzed using moderated mediation modeling with PROCESS Macro Model 76. Results indicate societal mattering indirectly impacts IHT via ICC, particularly for students with moderate or high MUNI and low NML. The findings highlight MUN value in fostering IHT and ICC, informing policies for multicultural education.
Copyright (c) 2026 Dee Emeralda, Deana Daniella, Nur Raidah Dayana, Vibushanen Palanival, Kususanto Ditto Prihadi, Cynthia Shoba http://creativecommons.org/licenses/by/4.0
SPEDIR instructional framework as classroom accommodation model for learners with mild-hearing impairment
This study developed an instructional framework useful as a model for teaching mainstreamed learners with mild-hearing impairment. It was designed based on the customary and innovative practices of the teachers handling these learners and, on the provisions, outlined in RA 11650, the so-called beacon of hope among Filipino learners with disabilities. The descriptive survey was utilized as its design and data was gathered from 12 purposively chosen participants using the semi-structured interview guide. Data was analyzed using Saldaña’s framework for analyzing qualitative data sets. Findings revealed textual and visual cues as learning aids, tangible instructional tools, and technology-enriched tools as their customary instructional practices, while observational learning, language signing, and parental collaboration as their innovative practices. Overall, it is categorical to claim that these practices are anchored on the sensory integration theory (SIT) that is operationalized through a multisensory teaching model. While commendable, this does not respond to materializing existing provisions in RA 11650. Thus, search, provide, deliver, exhaust, introduce innovative practices, and repeat the entire process (SPEDIR) model was conceptualized to harmonize these practices and the provisions from the legal mandate. The researchers recognize that the model be subjected for field validation.
Copyright (c) 2026 Rufo A. Labarrete, Ma. Venus E. Acerden, Mariano D. Gillo http://creativecommons.org/licenses/by/4.0
Meta-analysis of flipped classroom model to promote mathematical higher-order thinking
Numerous studies have explored how the flipped classroom affects satisfaction, learning outcomes, and attitudes of both teachers and students. However, there is a gap in research regarding its impact on higher-order thinking. This meta-analysis aims to fill this gap by assessing the effect size of the flipped classroom model on students’ mathematical higher-order thinking. Data from 30 primary studies, including journal articles, proceedings, theses, and dissertations, were analyzed using Comprehensive Meta-Analysis (CMA) Version 4 Software. These studies included 1,043 students in the experimental groups and 970 in the control groups. The analysis revealed a pooled effect size of 1.094, indicating a significant positive impact. Notably, the effect size remained consistent across various educational levels, sample sizes, years of study, types of learning media, and higher-order thinking indicators. This suggests the versatility and effectiveness of the flipped classroom model across different educational settings, including middle school, high school, and college, regardless of class size or learning media used.
Copyright (c) 2026 Novita Fatmiyati, Dadang Juandi, Siti Fatimah http://creativecommons.org/licenses/by/4.0
Empirical insights on quality education adoption and institutional loyalty
The global education sector plays a pivotal role in achieving Sustainable Development Goals (SDGs), particularly in fostering inclusive and quality education for all. This study aims to investigate how adopting SDG-4 influences students’ perceptions and fosters institutional loyalty in higher education institutions (HEIs) in Punjab, India. The study contributes to the understanding of how SDG-4 adoption shapes students’ views on education quality and institutional engagement. Grounded in the stimulus, organism, response (S-O-R) framework, the study uses a quantitative survey-based approach and applies structural equation modelling (SEM) to analyze data from 302 students across various HEIs. The results indicate that SDG-4 adoption significantly improves students’ perceptions of instructor effectiveness, community involvement, and digital trust, which in turn foster institutional loyalty, although affordability shows no significant effect. The study redefines institutional loyalty drivers, emphasizing instructor effectiveness and digital trust over affordability, and underscores the importance of robust digital learning environments and strong HEI community partnerships.
Copyright (c) 2026 Anand Thakur, Kamini Singla, Kavita Singla, Lavudya Bablu http://creativecommons.org/licenses/by/4.0
A comparison study of engineering students’ learning experience in face-to-face vs. synchronous modes
While distance education offered many conveniences, it was not until the COVID-19 pandemic forced educators worldwide to utilize this option more that its full potential was realized. After the shutdowns, some institutions began to realize the benefits of continuing to offer some courses online to accommodate students who seek the conveniences of distance education. During the pandemic, Texas A&M University campuses in College Station (CStat) and Qatar followed the recommended delivery methods implemented by the university in March 2020. The two undergraduate courses offered on these two campuses were the subject of empirical study at these universities. To identify the differences between the two campuses, this article will compare the findings of a survey that was given to students based on their academic performance and participation in both in-person and remote in-class (synchronous) learning. The survey used finite answers to simplify the comparison between the two sets of data, resulting in categorical-type data. The authors concluded that, regardless of location, if distance education is carried out consistently, the results should be similar after a chi-square comparison of the data revealed no significant differences between the two campuses.
Copyright (c) 2026 Magdy Akladios, Albertus Retnanto, Hamid R. Parsaei http://creativecommons.org/licenses/by/4.0
Co-creating an inclusive science, technology, engineering, and mathematics program: a gender-responsive approach
Gender parity in education has improved in many countries alongside global and local efforts to promote gender equity. However, in Malaysia, male participation in related fields, especially science, technology, engineering, and mathematics (STEM), is increasingly at risk due to a subtle trend of a reversed gender parity index. This qualitative research aims to examine what makes up an inclusive STEM program, with specific foci on curriculum co-creation and gender responsiveness. Through purposive sampling of various stakeholders (n=47), several rounds of focus group discussions and interviews were conducted. Thematic analysis revealed key components of an inclusive STEM program, and strategies for promoting gender-responsiveness when co-creating this program. Moreover, these findings highlight the importance of enhancing students’ engagement in STEM through participatory decision-making and tailored interventions. The research contributes to both theory and practice by making recommendations for developing more inclusive, gender-responsive learning environments in STEM education.
Copyright (c) 2026 Nurfarahin Nasri, Nurfaradilla Mohamad Nasri, Sharida Abu Talib, Nur Atiqah Jalaludin http://creativecommons.org/licenses/by/4.0
Leadership strategies for inclusive education systematic review: how school principals support special needs students
This article examines the leadership strategies used by school principals to manage inclusive education for students with special educational needs. Based on a systematic review of 25 articles from top academic journals (2021-2025), the research highlights the key role principals play in promoting inclusivity in schools. Findings show that effective leadership practices, such as transformational leadership, community involvement, and resource allocation, significantly enhance the success of inclusive education. Principals who foster a culture of support and high expectations for teachers contribute to better educational outcomes for special educational needs students. The study also emphasizes the importance of collaboration between teachers, parents, and external organizations in supporting inclusive practices. However, the research identifies challenges that principals face, such as limited resources and managing diverse learning needs. Professional development and ongoing training for educators are crucial for overcoming these barriers. The article concludes that while character-driven leadership centered on integrity, empathy, and ethical decision-making plays a positive role in building an inclusive school environment, it must be balanced with practical strategies to address operational challenges. Effective leadership is essential for creating a sustainable, inclusive educational environment that meets the diverse needs of all students.
Copyright (c) 2026 Nazmin Abdullah, Surianti Lajuma, Mohd Fairuz Jafar, Mohd Nazdri Ishak, Siti Suriati Khairon http://creativecommons.org/licenses/by/4.0
Formation of science and research competence of future engineers in higher technical educational institutions
The professional activity of an engineer is connected with the necessity to perform research tasks in the field of industrial production, which makes relevant the problem of formation of the skills for science and research activity (SRA) in the training process in higher technical educational institutions. The aim of the article is to investigate the effects of the proposed method of organisation of research activity of future engineers on the formation of their science and research competence. The observation, questionnaire, survey and interview are the methods used in the research. The research demonstrated a positive impact of the designed conditions of training of future engineers on the formation of their science and research competence. These conditions are: formation of motives of research activity, acquisition of relevant knowledge of scientific research methodology, involvement of engineering students in university scientific communities (scientific schools, scientific clubs, problem laboratories), and acquisition of experience of SRA. The research’s novelty lies in the exclusive focus of the developed methodology on future engineers of shipbuilding industry. The proposed method of formation of science and research competence of future engineers can also be applied for the students of human sciences. Subsequent investigations of the stated problem could be directed towards the influence of SRA on other aspects of training of future specialists such as motivation to study and the level of professional skills.
Copyright (c) 2026 Natalia Romanchuk, Oleksandr Maiboroda, Ivan Biliuk, Oleg Savchenko http://creativecommons.org/licenses/by/4.0
Literature as a tool of national education: Rahman Shaari’s insights into Malaysian national identity
Literature always played an important role in shaping societies, cultures, and nations. As a powerful tool for the transmission of ideas, values, and experiences, literature can serve as an educational medium, particularly for fostering national consciousness. Therefore, this study aims to identify, evaluate, and understands the role of literature as a tool of national education in raising national consciousness and shaping national identity. This qualitative study employs content analysis and library research methods based on Lukacs’ theory of realism, to examine Rahman Shaari’s perspectives on national identity in his novels Pernikahan di Lubuk Hantu, Semoga Molek, and Cengkaman Hasrat. The findings show that Rahman Shaari’s works truly emphasize efforts to educate society towards preserving and promoting Malaysian National Identity. His discourse on elevating Bahasa Melayu and preserving Malaysia’s cultural heritage underscores his commitment to national identity. The study concludes that Rahman Shaari’s portrayal of national identity is aligns with the realities of Malaysian society and Lukacs’ aesthetic principles, positively impacting and demonstrating the role of literature as an effective tool for national education. Subsequently, this study could serve as a resource for future studies specifically on how literature worldwide influences national identity across diverse societies.
Copyright (c) 2026 Asyraff Jamin, Mary Fatimah Subet http://creativecommons.org/licenses/by/4.0
A critical review of the past studies on the application of UNIPUS in China
UNIPUS, a widely adopted learning management system (LMS) in tertiary universities in China, plays a prominent role in blended English as a foreign language (EFL) learning. However, there is a lack of critical review on how the application of UNIPUS is theoretically framed and how it contributes to the EFL teaching and learning. This study aims to critically review the existing research on the application of the LMS UNIPUS in blended EFL education. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, it systematically analyzed 29 studies retrieved from major databases, including Web of Science, Scopus, Google Scholar, China National Knowledge Infrastructure (CNKI), WanFang Data, and VIP Database. Through content analysis of the selected articles, this study focused on three key aspects: spatial and temporal dimensions, theories that framed the application of UNIPUS, and the research methodologies employed. The findings offer a bird’s view on the application of UNIPUS in EFL context. The study concludes with recommendations for future research to enhance the effective use of UNIPUS in blended EFL education.
Copyright (c) 2026 Fang He, Supyan Hussin, Azlina Abdul Aziz http://creativecommons.org/licenses/by/4.0
Ethnographic research on primary education of tribals: a scoping review
Ethnographic research offers comprehensive learning outcomes by examining the socio-emotional, economic and cultural components crucial for comprehending marginalized groups’ experiences. This study aims to examine the methodologies used in studies and the gaps in the literature on the primary education of tribal communities, highlighting the limitations of the current research approaches. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) of Arksey and O’Malley’s six-step framework, the scoping review has considered 19 studies of 406 research articles published from 2015 to 2024 across the databases Scopus, JSTOR, and ERIC. The review highlights that most of these studies used descriptive survey design, mixed-method research design, and ethnographic research design. While the first two document barriers, the ethnographic studies provide richer cultural in-depth also. However, gaps in the literature include a lack of interventions for specific tribes, such as the Mannan community in Kerala, India, and the integration of indigenous knowledge, which is only possible through cultural inclusiveness. The findings suggest that future research should prioritize interdisciplinary collaboration and teacher training in multilingual education (MLE) through ethnographic methods for developing culturally sensitive interventions. These recommendations aim to contribute to developing more culturally inclusive educational practices and policies in the primary education curricula.
Copyright (c) 2026 Jemy Jose Mathew, Kennedy Andrew Thomas http://creativecommons.org/licenses/by/4.0
K-12 schools’ campus, food service, and transportation directors’ COVID-19 and current challenges
This study examines the COVID-19 experiences of K-12 school campus directors, especially in terms of building and grounds, transportation, and food services from the Midwestern United States. The COVID-19 pandemic has changed to online education mode and implemented safety protocols to ensure equitable access to K-12 education. School directors play a crucial role in United States’s school administration. The researchers used a mixed method research design and purposive sampling. The sample included 9 school-grounds directors, 34 food service directors, and 31 transportation directors. A 5-point Likert-type questionnaire was prepared by the researchers to collect the relevant data for the study. The data were analyzed using descriptive statistics and thematic analysis. While revealing their experiences, various school directors mentioned that key challenges are reliable sources of information for them to work, inequities in resource allocation, finance allocation, and lack of professional training. The survey highlighted the need for several resources, including federal and state funding, teacher professional development programs, and community partnerships that support K-12 education. School directors addressed challenges regarding transportation, buildings, grounds, and food services during COVID-19. The study revealed the need for systemic policy changes and communication resources to create resilient and adaptive learning environments for K-12 education. Eventually, the study recommended that policymakers and educational leaders bring changes to K-12 infrastructure to withstand crises like COVID-19.
Copyright (c) 2026 G. S. Prakasha, Trent Grundmeyer, Sivaselwam Arulnesan, S. Thirumalesha, C. S. Gururaja http://creativecommons.org/licenses/by/4.0
Development and validation of upper secondary students’ attitudes towards digital competence instrument in Malaysia
Digital competency is increasingly vital for students in today’s technology-driven world. Despite efforts to enhance digital skills in education, measuring students’ attitudes toward digital competency remains a challenge, especially in developing contexts like Malaysia. This paper develops and validates the upper secondary students’ attitudes towards digital competency instrument (USSADCI) in Malaysia, providing a psychometrically reliable and valid tool specifically designed while addressing a gap in previous research. Using the Rasch measurement model (RMM), the USSADCI measures constructs such as digital technology application, problem-solving, interpersonal skills, data and information literacy, content creation, digital security, and digital citizenship. A survey method was employed, collecting 47 feedback from students in the urban secondary schools and 43 feedback from the rural secondary schools in the State of Perak. The analysis found that the reliability of the item was 0.96 with a separating index of 4.77. While the respondent’s reliability was 0.92 with a separating index of 3.42. The 14 items were removed due to misfit, resulting in a final 42-item instrument. The study concludes that USSADCI is a robust tool for measuring digital competence attitudes in secondary education. Future research should expand its use to other regions and demographics, exploring the longitudinal impact of digital competence attitudes on students’ academic performance and digital readiness.
Copyright (c) 2026 Nur Faeeza Abd. Ghafar, Fazilah Razali, Ahmad Fauzi Mohd Ayub http://creativecommons.org/licenses/by/4.0
An analysis of the secondary school electricity curriculum via the taxonomy of introductory physics problems
One of the factors responsible for difficulties in learning electricity is the lack of relevance in the choice of cognitive activities engaged in teaching activities. Given this situation, we sought to explore cognitive aspects in the secondary school electricity curriculum and its implementation in textbooks. The study uses a mixed-methods approach to examine some cognitive aspects of the official framework texts and their implementation in the activities of final-year secondary school physical science textbooks. The corpus analyzed consists of 36 activities proposed in two officially accredited textbooks, totaling 258 questions covering the various topics in the electricity program. The taxonomy of introductory physics problems, designed for physics problems, is used as a data collection tool. The official texts and each question in textbooks activities are examined using a grid to identify the cognitive levels involved. After quantitative and qualitative data processing, the study revealed that all the cognitive levels of this taxonomy are recommended in the formal electricity curriculum, with a clear advantage for the two cognitive levels: comprehension and analysis. This choice of cognitive levels is relatively respected in the conceptualization activities proposed in the textbooks, with a strong preference for comprehension and analysis. The dependency between the cognitive levels involved in the activities and the topics on electricity has also been confirmed statistically. This dependence is justified by the fact that the degree of involvement of certain cognitive sub-levels of restitution and analysis varies significantly from chapter to chapter. We have also noted that the utilization of knowledge and certain sub-levels of analysis of knowledge are almost neglected.
Copyright (c) 2026 Ahmed Lazaar, Chaimae Chafi, Jamila Riyahi, Mohamed Chergui http://creativecommons.org/licenses/by/4.0
Needs of learners with disability: inputs in promoting inclusive education
This study explored the critical needs of learners with disabilities and their impact on promoting inclusive education. With the growing emphasis on creating equitable learning environments, it is essential to understand the unique challenges and requirements faced by learners with disabilities in the context of Caraga State University Cabadbaran Campus, an educational institution based in the Philippines. Through a sequential exploratory mixed-methods approach, which includes surveys of 900 participants out of 3,000 enrolled learners and interviews with 10 participants from 61 learners with disabilities based on the survey results, the study identified critical needs essential for their academic growth. These are academic needs, social integration and identity needs, preferred learning environment, peer support and learning assistance needs, inclusivity and equity needs, and a supportive learning environment. These needs suggest that a holistic approach integrating mental health, financial aid, inclusivity, peer assistance, and personalized learning can significantly improve the educational experiences of learners with disabilities, promoting a more equitable and supportive learning environment. These findings also serve as inputs to guide educational institutions toward more inclusive practices, ensuring that learners with disabilities are given equal opportunities to succeed academically. Addressing their needs contributes to the ongoing efforts to promote inclusive education in higher education institutions, fostering a more supportive and accommodating environment for all learners.
Copyright (c) 2026 John O. Estillore, Ramil B. Arante http://creativecommons.org/licenses/by/4.0
Demographics and learning styles of adult learners: insights from Kolb’s model
Adult learners have their own learning styles to acquire information and skills. Therefore, this survey study was carried out to determine adult learners’ preferred learning styles based on Kolb’s model and how learner learning style and demographic profile are related. The sample of this study consisted of 39 Indonesian and 32 Malaysian adult learners aged 20 to 54 years old. The instrument used was Kolb’s learning style questionnaire. The questionnaire answers aimed to ascertain which quadrant the students belong to. Meanwhile, the chi-square test for independence was used to determine the relationship between adult learning styles and their demographics. More than half of the participants in this study were found to be reflectors, followed by pragmatists, theorists, and activists. Adult learning styles were also significantly correlated with nationality and educational attainment. However, gender and current employment had no significant relationship with adult learning styles. Expectantly, the results of this present study can be a reference for educators to make learning equally enjoyable and effective for those four types of adult learners.
Copyright (c) 2026 Soo Kum Yoke, Nur Izzah Jamil, Siti Noor Dina Ahmad, Sayid Ma’rifatulloh, Mukminatus Zuhriyah http://creativecommons.org/licenses/by/4.0
Nexus of translating contexts: a scoping review on translation studies
This article conducts a scoping review to illuminate the complex interplay between theory, issues, and effect in translation studies. It aims to map the existing research landscape at the intersection of the three vital components. Highlighting a gap in existing literature, it emphasizes the need for a comprehensive understanding of how these diverse contexts influence translation practices and theoretical frameworks. Employing scoping analysis techniques, the study methodically shifts through relevant literature to identify, select, and synthesize studies that reveal trends, gaps, and emergent themes concerning the contexts on translation. This study uses scoping analysis technique in the Scopus database for the inclusive criteria of 2023 publication year of research article in relation to translation, editing, theory, issues and effect related to translation studies. The findings elucidate that translation studies as a critical intersection of linguistic, cultural, technological, and societal considerations, emphasizing the importance of continuous learning, adaptation, and dialogue among translators, editors, researchers, and practitioners. The conclusion advocates for future research to develop context-aware theoretical and practical approaches, aiming to enhance the effectiveness and cultural relevance of translations. This review sets a foundation for exploring new research directions that could enrich our understanding of the nexus of translation studies.
Copyright (c) 2026 Nooni Ezdiani Yasin, Anis Shahirah Abdul Sukur http://creativecommons.org/licenses/by/4.0
Readiness to teacher education program: the role of academic performance as an entry-level of future educators
Higher academic performance during the senior high school program and passing marks in the qualifying examination are the two major requirements before an aspirant tertiary student is admitted to a teacher education program. However, questions have been raised on the performance of teacher education graduates in the Licensure examination, which in the past decade, obtained a low national passing percentage. Given the scenario, is the entry-level requirement sufficient, or does it need further enhancement? This study correlates the academic performance during high school of 273 aspirant education students with their qualifying examination scores. A descriptive–correlational design was used. Results show that aspirant students’ academic performance during senior high school is in outstanding level. However, it does not match their entrance examination results in the three main components of the examination for teacher education students, namely: general education, professional education, and major field of specialization. For this reason, it is concluded that obtaining high academic records during high school does not guarantee obtaining a high entrance examination rating. Finally, several recommendations are offered after the conduct of the study.
Copyright (c) 2026 Jessa A. Roman, Adriel G. Roman http://creativecommons.org/licenses/by/4.0
Unveiling students’ conceptions of hydrostatic pressure: a cross-sectional analysis
This study investigates students’ conceptions of hydrostatic pressure, aiming to identify misconceptions (MC) and differences in understanding based on gender. A quantitative method with a cross-sectional study approach was used as the design in this study to explore and measure characteristics involving 186 students with an average age of 17-18 years from three provinces in Indonesia. Data were obtained using a Four-Tier Test to explore students’ scientific understanding, MC, and ignorance of hydrostatic pressure. A gender-based differential item functioning (DIF) analysis was also conducted to evaluate any potential bias in concept understanding between male and female students. The results showed that MC about factors affecting hydrostatic pressure were prevalent among students, for example: i) believing that hydrostatic pressure is independent of depth; ii) thinking that fluid type does not affect it; and iii) assuming that gravity has no impact. These findings highlight the need for targeted interventions to address these fundamental MC. DIF analysis showed a significant variation in understanding between genders, where male students tended to show better results on several aspects of scientific conceptions (SCs). These results highlight the necessity for mapping students’ initial conceptions before teaching, to enable the development of targeted instructional strategies aimed at addressing MC and improving understanding of critical physics concepts such as hydrostatic pressure.
Copyright (c) 2026 Mohd Zaidi Amiruddin, Andi Suhandi, Nuzulira Janeusse Fratiwi, Nurdini, Achmad Samsudin, Bayram Costu http://creativecommons.org/licenses/by/4.0
Do psychology students matter to the society? Social support and their fear of failure
The surge in demand for psychology professionals is followed by a similar rise in the intake of psychology students. Nevertheless, many psychology students suffer from the maladaptive fear that they will experience failure in their studies or future profession. Past studies suggested that their fear of failure (FOF) can be mitigated through social support, yet students across different educational levels may perceive such support differently. This research aligns with Sustainable Development Goal (SDG 3) (good health and well-being) and SDG 4 (quality education) by addressing psychological well-being and supportive learning conditions that enhance students’ academic and professional readiness. Purposive sampling was conducted to recruit 138 psychology students from all levels (Diploma, Bachelor, Master, and Doctorate) from universities in Malaysia and Indonesia. Data were collected using the online versions of the Performance Failure Appraisal Inventory, General Mattering Scale, and Multidimensional Scale of Perceived Social Support, along with demographic questions and an informed consent form. Data analysis employed the Bootstrap method at 5,000 resampling with a 95% confidence interval using PROCESS Macro Model 59 for moderated mediation. The results suggested that mattering significantly and fully mediated the contribution of perceived social support to the development of FOF, and that education level did not significantly moderate the mediation, as the effect occurred among students at all levels. Limitations and suggestions are discussed.
Copyright (c) 2026 Farhah Fatimah Az-Zahrah MH Anas, Shula Mathiyaal Luke, Azman Hakimi, Yi Ming Ho, Kususanto Ditto Prihadi http://creativecommons.org/licenses/by/4.0
Combined PBL and PhET simulation for critical thinking in mathematical reasoning and problem-solving skills
Students’ critical thinking (CT) in mathematical reasoning and problem-solving (PS) skills has not developed. In fact, these skills determine achievement in society 5.0. Therefore, learning models and media are needed to develop both. This study investigated the interaction of variables in problem-based learning (PBL) combined with play mathematics with technology (PhET) simulations for CT and PS skills. This study used quasi-experimental research design using questionnaires and test of CT and PS involving 126 students of grade V of Islamic primary school (Madrasah Ibtidaiyah (MI)) and grade IX of Islamic junior high school (Madrasah Tsanawiyah (MTs)). Factorial analysis of the data used SmartPLS. Based on cross loading value, the MI level shows positive interactions on variable: “happy”, “easy to use”, and “as new thing” of PS skills (the explore and plan (E&P), select a strategy (SaS), and find an answer (FaA) indicators) and CT skills (the recognition of assumption (RoA) indicator). At the MTs level shows positive interaction on PS skills (the read and think (R&T) indicator) and CT skills (the inference (In) and interpretation (Int) indicators) on the “easy to use the PhET simulation” variable. Our findings highlight that combined PBL and PhET simulation has a significant relationship to develop students’ CT and PS skills.
Copyright (c) 2026 Siti Lailiyah, Kusaeri, Siti Asmiyah, Putri Dwi Naryaningsih, Anni Mujahidad Dina, Elmita Irmanila http://creativecommons.org/licenses/by/4.0
Psychometric evaluation of the behavioral intention to use blended learning scale for Nigerian university lecturers
Universities in Nigeria are not an exception to the growing trend of blended learning (BL) as a promising approach to higher education. The purpose of this study is to create and assess the psychometric qualities of a behavioral intention to use blended learning (BIUBL) scale designed for university lecturers in Nigeria. Data were gathered from 368 lecturers representing federal, state, and private universities using a descriptive survey design. The scale items were refined and the scale’s underlying structure was evaluated through the use of exploratory factor analysis (EFA) in SPSS 22.0. The factor structure was then validated by confirmatory factor analysis (CFA) using AMOS 20.0. The scale’s reliability of 0.835 was obtained by using the Cronbach’s alpha coefficient, suggesting strong internal consistency. The results demonstrated the validity and reliability of the scale in gauging the behavioral intention of lecturers to employ BL in Nigerian university settings. In order to evaluate and encourage university lecturers to use BL practices, this scale can be a useful tool for researchers and educators globally. The process of the creation of the scale followed the established rules for a tool construction which could also assist researchers with guidedance. These would ultimately improve the standard of higher education delivery in Nigeria and beyond.
Copyright (c) 2026 Abdulhamid Sanusi Ahmad, Harish Mittu, Dinesh Kumar, Aisha Bello Sadiq http://creativecommons.org/licenses/by/4.0
Mobile learning in Indonesian higher education: quantitative analysis of EFL integration, challenges, and impact
This quantitative research investigated the integration of mobile learning in teaching English as a foreign language (EFL) within Indonesian higher education. This research adopts a two-phase data collection approach, using a structured questionnaire distributed to 134 lecturers from 86 universities and follow-up interviews with 11 selected lecturers. In analyzing this research, Statistical Package for Social Sciences (SPSS) version 26.0 used to provide comprehensive insights into lecturers’ experiences, availability, effectiveness of mobile learning, and adequacy of facilities and content design. The results reveal a general positive attitude towards mobile learning integration (mean score 4.29 out of 5), with particular challenges identified, such as minimal classroom facilities and difficulties in content design. The implications show the importance of combining technology with teaching and support, while the conclusion points out readiness, benefits, and challenges in EFL instruction. At the same time, the conclusion highlights readiness, benefits, and challenges, serving as a guide for further exploration and development in EFL instruction. The importance of this research is intended in delivering and analyzing the development of technology used, readiness of lecturers and facilities challenging, and aligning technology with teaching practice. The study’s limitations encompass potential over-reliance on self-reported data and limited geographical and institutional scope, with recommendations for future mixed-method research, expansion, collaboration, and continuous training and investment in classroom infrastructure.
Copyright (c) 2026 Arifah Fauziah, Hyeonjin Kim http://creativecommons.org/licenses/by/4.0
Technology’s influence on student engagement in online learning
Online learning has become an indispensable learning method in an environment of unpredictable changes. This study was conducted with the aim of assessing the factors affecting students’ satisfaction and engagement in learning under the influence of technology. A survey of 368 university students experienced in online learning in Da Nang, Vietnam, yielded 339 valid responses. Data analysis employed Microsoft Excel, SPSS, and AMOS, with hypotheses tested via structural equation modeling (SEM). Service quality, student expectation and perceived enjoyment positively impact student satisfaction with perceived enjoyment having the strongest effect. Increased satisfaction significantly enhances student engagement. Ease of use, however, does not significantly affect satisfaction. The findings reflect cultural and contextual differences, consistent with global studies. The study emphasizes creating enjoyable, high-quality, and expectation-aligned learning experiences to boost satisfaction and engagement. Educational administrators should prioritize a culture of lifelong learning, the service-oriented spirit of lecturers, expectation management, and engaging learning environments, personal enjoyment and social factors such as knowledge sharing and collaboration. This research highlights the unique dynamics of online learning, emphasizing the influence of cultural factors on student satisfaction and engagement.
Copyright (c) 2026 Ngo Hai Quynh, Nguyen Thanh Hoai https://creativecommons.org/licenses/by-nc-sa/4.0
The reality of using artificial intelligence applications by teachers of learning disabilities in education
This research aims to identify the reality of the use of artificial intelligence (AI) applications by teachers of students with learning disabilities (LD) in education. The descriptive approach was used to achieve the objectives of the research, in which 40 female teachers who teach students with LD were participated. A questionnaire was applied and it included 30 items classified into three themes (cognitive awareness, use, and obstacles). The results shown that there is weak cognitive awareness for AI among the study sample, the results also indicated a weak level of use for AI applications among the study sample, and that there were multiple obstacles in using these applications from the point of view of teachers of students with LD; most importantly, the challenge is in the financial constraints and the prices of AI applications in general. The study referred to a set of recommendations and implications based on the findings.
Copyright (c) 2026 Laila Damrah http://creativecommons.org/licenses/by/4.0
Examining Open University Malaysia’s learners’ satisfaction with HTML5 package in an ODL environment
This study explores the satisfaction levels of Open University Malaysia (OUM) learners with HTML5 package (H5P)-developed interactive content in open and distance learning (ODL). The research objectives include examining learners’ perceptions of H5P-generated content in terms of usability, interactivity, and relevance, and assessing learners’ satisfaction levels with H5P in terms of overall effectiveness and engagement. Despite the extensive research on H5P across various educational contexts, its particular use in ODL remains underexplored. This paper offers an in-depth perspective on how H5P enhances learner experiences in ODL, as well as highlights critical factors that affect learner satisfaction. This will be beneficial for instructional designers and educators who seek to improve engagement within self-instructional materials. The findings indicate that 85% of participants reported higher levels of engagement with H5P content, according to quantitative data. Additionally, according to 80% of students, interactive materials created using H5P enhanced their comprehension of the material. This suggests that H5P holds promise as an effective tool for enhancing learner engagement and satisfaction in ODL contexts. The study contributes to the growing body of literature on technology-enhanced learning by providing insights into the use of interactive content tools like H5P in ODL environments.
Copyright (c) 2026 Shawira Abu Bakar, Nooni Ezdiani Yasin, Nazrai Ahmad Zabidi http://creativecommons.org/licenses/by/4.0
Engaging and empowering open and distance learning learners: Open University Malaysia experience in leveraging H5P
The COVID-19 pandemic disrupted the world in unimaginable ways. The repercussions of the pandemic continue until today and one of the most impacted sectors was education. Learning institutions were required to be more creative as face-to-face (F2F) learning could not be held. Hence, Open University Malaysia (OUM) has produced digital learning materials using hypertext markup language (HTML), HTML5 package (H5P) as a technology tool. This concept research paper is a continuation from a research article by OUM entitled measuring the impact of COVID-19 pandemic for continuous development of learning materials. The objectives of this paper are to investigate the impact of adding interactivity to learning materials specifically in H5P format and to identify how impactful the integration of H5P learning materials in the open and distance learning (ODL) environment is. This qualitative study used a mixed method approach involving semi-structured interview and purposive sampling. The findings show approximately 82% of participants were motivated to complete all H5P activities, although about 63% felt that these activities were time-consuming. The interactive components of H5P successfully engage learners in assessment tasks, in the long run, it might lead to boredom due to the perceived time demands associated with these activities.
Dyslexia screening: a bibliometric analysis in mapping research patterns and emerging trends
Dyslexia is a neurodevelopmental disorder that hinders reading, spelling, and writing abilities, creating challenges for academic success and necessitating early screening for timely intervention. This study presents a bibliometric analysis of global research on dyslexia screening from 2000 to 2023, using VOSviewer version 1.6.19 to analyze 839 publications from the Web of Science Core Collection (WoSCC). The findings reveal a growing interest in dyslexia screening, with a steady increase in both publications and citations. Key journals, such as Dyslexia and Journal of Learning Disabilities, are identified as central contributors to the field. Keyword analysis shows a focus on diagnostic tools and associated comorbidities, while collaboration patterns highlight strong research networks in Europe, the United States, and emerging contributions from Australia, Canada, and Brazil. However, the study also underscores the need for more inclusive and cross-regional collaborations to ensure the global applicability of screening tools. The implications of this study are significant, offering a roadmap for future research and emphasizing the importance of developing culturally sensitive and widely accessible dyslexia screening methods. This comprehensive analysis sets the stage for more targeted and impactful research and interventions in the field of dyslexia screening.
Copyright (c) 2026 Nik Zatul-Iffah N Mohd Nabil, Mohd Effendi Ewan Mohd Matore, Mohd Syazwan Zainal http://creativecommons.org/licenses/by/4.0
Enhancing primary English writing with authentic learning in mobile cloud
This qualitative study examines the English writing experiences of 12 primary schoolchildren (PSC) from a vernacular school in Malaysia, employing Herrington and Kervin’s principles of authentic learning as its theoretical framework. Data were collected through in-depth one-on-one interviews, e-diaries, and unstructured non-participant observations, and analyzed using thematic analysis. The findings reveal that the participants effectively employed authentic learning strategies (AuLStra) in their writing activities, which included online reflective writing, collaborative online writing, and peer feedback. The use of AuLStra facilitated a collaborative environment where participants engaged in authentic writing tasks, benefiting from teacher scaffolding and peer assistance. Participants noted that reflecting on meaningful personal topics and engaging in creative writing through online collaboration significantly enhanced their writing fluency. The study highlights the impact of authentic learning practices on writing development and offers insights into the pedagogical and theoretical implications of integrating such strategies in primary education.
Copyright (c) 2026 Chin Da Bun Tiang, Mariam Mohamad, Mageswaran Sanmugam http://creativecommons.org/licenses/by/4.0
Transitioning to a virtual reality-infused curriculum in clinical sciences education: a road map
The integration of virtual reality (VR) into clinical sciences education offers transformative potential for enhancing experiential learning and clinical training. This paper presents a comprehensive framework for integrating VR into clinical sciences education, using a case study from a speech-language pathology (SLP) program. It provides a roadmap for aligning VR integration with program and institutional goals, ensuring sustainability, and fostering stakeholder collaboration. Key components of the integration process are identified, and a case study on the implementation of the Bodyswaps VR platform for training active listening skills in SLP students is presented to illustrate the practical application and benefits of VR in clinical education. Preliminary findings indicate that VR integration increased student engagement and self-efficacy and improved clinical competencies. This paper concludes with reflections on the challenges and future directions of VR adoption in higher education. The roadmap presented serves as a scalable model for other programs seeking to leverage VR to enhance educational outcomes, boost student engagement, and prepare students for a technologically advanced workforce.
Copyright (c) 2026 Richard Kalunga, Carmen Ana Ramos-Pizarro, Fatma Elshobokshy, Tiffany Gurley-Nettles http://creativecommons.org/licenses/by/4.0
Development of mobile application-based digital drama for Arabic language to improve students’ vocabulary
The Arabic language is one of the foreign languages offered in Malaysian education. In Arabic, learning vocabulary is particularly important because it forms the foundation of language acquisition. However, past research showed that a large number of Malaysian students struggle with understanding and memorizing Arabic vocabulary because they are unfamiliar with it. Thus, this research focuses on developing an appropriate mobile application that will support Malaysian religious secondary school students in improving their mastery of Arabic vocabulary. This study attempts to create a mobile application-based digital drama by adopting the analyze, design, develop, implement, and evaluate (ADDIE) model. The ADDIE model was integrated as a structured approach for producing educational material that is both enjoyable and beneficial to students. Six subject matter experts were invited to evaluate the effectiveness of the mobile application-based digital drama. Based on the validation results and feedback obtained, it can be concluded that mobile application-based digital drama was valid and effective with high scores for format and graphic suitability to be utilized as an instructional tool for learning Arabic vocabulary among Malaysian religious secondary school students.
Copyright (c) 2026 Nurul Azni Mhd Alkasirah, Mariam Mohamad, Mageswaran Sanmugam, Girija Ramdas http://creativecommons.org/licenses/by/4.0
Factors and gender differences in virtual reality adoption in English learning among vocational college students
Virtual reality (VR) has been adopted in the education field, providing students with innovative methods to acquire and practice skills. With the increasing importance of English education in vocational colleges, learning method (LM) should be transformed and improved to enhance learning efficiency. VR is recognized as a valuable tool to improve learning outcomes, yet its application in English education for vocational colleges remains in the early stages. This study investigates the factors affecting VR adoption and examines whether gender difference among students impacts its practical application. Quantitative research method was conducted utilizing questionnaire to examine the factors affecting vocational students’ VR adoption in their English learning. Total 520 vocational students were selected as respondents to complete the questionnaire, and the data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (independent sample t-test) to identify the differences between gender. The findings revealed that identified factors moderately influence VR adoption and no significant gender differences regarding the challenges vocational students face when using VR to learn. This study contributes to promoting VR adoption in English learning and helps to stimulate students’ interest in actively using VR, thereby enhancing learning outcomes and driving the transformation of educational methods.
Copyright (c) 2026 Yao Ling, Marlissa Omar, Mohamad Sattar Rasul http://creativecommons.org/licenses/by/4.0
Connection ethnomathematics and ethnomodeling in the bocah sukerta traditional ceremony, Indonesia
This research aims to identify and reveal the connection between ethnomathematics and ethnomodeling in Indonesia’s bocah sukerta traditional ceremony. An ethnographic design was used to reveal the research objectives. The participants involved in this research were the ceremony leader and bocah sukerta. Next, the data obtained from interviews and observations were analyzed using the content analysis method. The research results reveal that the ethnomathematics connection is reflected in weighting activities (weighing objects, calculating total weight, making comparisons, and balancing weights) and the shape of the scales (the basic shape represents 2D geometry, and the frame shape represents 3D geometry). This research also concludes that the ethnomodeling connection produces mathematical understanding, especially in arithmetic operations, weight measurements, weight conversions, mathematical equations, basic statistics, Cartesian coordinates, the center point of a square, and determining a pyramid’s distance, length, and area. Furthermore, this research concludes that the relationship between ethnomathematics and ethnomodeling in the bocah sukerta traditional ceremony can be used to construct didactic designs for square material volumes and rectangular pyramids.
Copyright (c) 2026 Sudirman, Ebenezer Bonyah, Jenisus O. Dejarlo, Runisah, Nandang, Rosyadi, Mochammad Taufan, Anzzal Ibrahim http://creativecommons.org/licenses/by/4.0
Teaching and learning style preferences of Bachelor of Science in Criminology students in a state-funded university
The main objective of this study was to determine the learning and teaching style preferences of the Bachelor of Science or BS Criminology students using the descriptive-quantitative, comparative, and cross-sectional research design. The respondents of the study were the 271 BS criminology students during the second semester, academic year 2020-2021. The study utilized the self-constructed questionnaire as data gathering tool. Based on the analysis of the findings, it was concluded that most of the respondents moderately preferred the all-cited learning and teaching style preferences considered in the investigation. The analysis of respondents’ preferred learning and teaching styles when grouped according to their profile provided valuable insights into the variations and significance of these preferences across different demographic groups. By recognizing and adapting to these demographic differences, educators can create inclusive and effective learning environments that cater to the specific needs and preferences of students, ultimately enhancing their learning experiences and outcomes. To enhance the educational experience in the College of Criminal Justice Education, it is recommended to implement age-appropriate instructional strategies and create inclusive, gender-sensitive learning environments. This research can also be useful as a valuable resource to guide the future researches and contribute to the existing knowledge in the field.
Copyright (c) 2026 Jiether M. Ocampo, Kristelle Ann R. Torres http://creativecommons.org/licenses/by/4.0