International Journal on Studies in Education
The International Journal on Studies in Education (IJonSE) is a peer-reviewed scholarly online journal. The IJonSE is published quarterly in Winter, Spring, Summer, and Fall. There is no publication fee in the IJonSE. The IJonSE welcomes any research papers on education using techniques from and applications in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, book reviews, and review articles. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the IJonSE. The submission cannot be withdrawn without the approval of the editorial office during the review, the revision, the production after acceptance or publication process. The submission is first reviewed by the editorial team. This initial review is completed in two weeks. If the submission passes the initial review, then the blind review takes about 6 months. The journal has a double-blind review process. Any manuscript submitted for consideration in publication in the regular or special issue of the journal is reviewed by at least two international reviewers with expertise in the relevant subject area. The final author versions of the papers should be proofread in terms of language and APA style. If any paper does not meet the language and/or APA style standards at any level of review or publication process, then it will be rejected. Please use an institutional email address for the contact author. Requests or submissions submitted using alternative or generic email addresses (e.g.; @gmail.com, @yahoo.com, @hotmail.com) will not be processed. Use of generic emails prevents unambiguous identification of the author. The template is not mandatory for articles submitted for review. The template can be used for accepted papers.
International Society for Technology, Education and Science (ISTES)
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The Impact of Coach–Athlete Relationship Quality on Young Athletes' Performance: A Meta-Analysis
This meta-analysis examined the effect of the quality of the coach-athlete relationship on young athletes' performance. Data were synthesized from 38 quantitative and relational studies published in English over the last decade and retrieved from the Web of Science (WoS) database in 2025. The analysis, performed using a random-effects model via the Comprehensive Meta-Analysis (CMA) software, revealed a positive effect of the coach-athlete relationship quality on young athletes' performance. Effect sizes appear to have remained relatively stable in studies published over the last five years (2021-2025). This stability suggests that the impact of the coach-athlete relationship on performance is a fundamental phenomenon that does not change over time. No significant evidence of publication bias was found. Furthermore, several variables were identified as moderators of this relationship, including the year of publication, cultural context, participants' age group, the type of sport discipline, and the type of performance outcome. Future research should utilize longitudinal and experimental designs to clarify causality, increase studies in underrepresented cultures, and employ objective performance measures, multi-source data collection, and neuropsychological assessments to explore the effects of digital technologies and remote coaching.
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Examination of Expert Opinions on Art Skills Education for Individuals with Mild Intellectual Disabilities
This study investigated the adequacy of the current visual arts curriculum for individuals with mild intellectual disabilities concerning artistic skills education, identified its deficiencies, determined the ideal state of such a program, and proposed areas for improvement. Employing a descriptive survey model, the research utilized a semi-structured interview form consisting of nine open-ended questions. This form was administered to expert academics and teachers specializing in the fields of intellectual disabilities and visual arts education to gather insights for curriculum enhancement. The research findings indicate a consensus among academic, teacher, and expert participants that the existing visual arts curriculum fails to consider the individual differences of individuals with mild intellectual disabilities. They strongly suggested that any new program should include differentiated arrangements based on the varying degrees of disability among these students. The study revealed that the current program suffers from limited activity diversity and that the learning environments (workshops) need to be suitably prepared to accommodate the specific needs of these children and the program's requirements. According to the findings, the participant experts ranked the most crucial needs of individuals with intellectual disabilities as: experiencing a 'sense of achievement,' contributing to the development of their 'psycho-motor skills,' and 'considering their individual differences.' Furthermore, the participants emphasized that any prospective new program must fundamentally 'aim to develop motor skills,' 'assist in vocational training,' 'be integrated with social and physical knowledge usable in daily life,' and demonstrate 'interdisciplinary consistency' with other subjects. Based on the results of this research, recommendations are presented for the development of a visual arts curriculum specifically tailored for individuals with mild intellectual disabilities.
Curriculum adequacy (or program development)
An Investigation of the Relationship between Academic Self-Efficacy, Achievement Motivation, and Smartphone Addiction
The primary objective of this study was to examine the relationships among academic self-efficacy, achievement motivation, and smartphone addiction in middle school students in Turkey. The research employed a quantitative survey model. The study's population consisted of students in the sixth, seventh, and eighth grades of middle school. The sample was comprised of 310 middle school students (166 female, 144 male) from a province in the Mediterranean region. Data were collected using the "Academic Self-Efficacy Scale for Children," the "Achievement Motivation Scale," and the "Smartphone Addiction Scale." The data analysis utilized the t Test, F Test, and Pearson Correlation Test. The findings indicate that students, despite having high self-efficacy perceptions, demonstrated a moderate level of achievement motivation and a high-moderate level of smartphone addiction. Female students scored higher than male students in both academic self-efficacy and motivation, while no significant gender difference was found in smartphone addiction. A strong positive correlation was observed between self-efficacy and achievement motivation, while both variables showed a negative correlation with smartphone addiction. In this context, it is recommended that teachers integrate digital hygiene strategies into their lesson plans, school counseling services organize programs to develop self-regulation skills, and families set limits on technology use in their children's learning environments. Future research should include students from different socioeconomic backgrounds, delve deeper into contextual variables, and utilize longitudinal designs for a more comprehensive understanding.
The Effect of Digital Play Intensity and Social Interaction on Preschoolers' Expressive Language Skills
The digitalization era has fundamentally transformed the developmental landscape of preschool children, creating a new paradigm in the interaction between technology and language acquisition. This study aims to analyze the simultaneous influence of digital play intensity and social interaction on preschoolers' expressive language ability using a correlational quantitative design with a cross-sectional approach. The research sample involved 20 children aged 4–6 years enrolled in early childhood education centers (PAUD) in Tasikmalaya City, West Java, selected through purposive sampling based on strict inclusion and exclusion criteria. Research instruments included a modified Screen Time Questionnaire to measure digital play intensity, the Social Interaction Scale for Preschoolers to evaluate social interaction, and the Preschool Language Assessment Instrument to assess expressive language ability. Data were collected through structured observation over 4 weeks following standard protocols, and analyzed using SPSS 25.0 with multiple linear regression techniques. The findings revealed a significant negative effect of digital play intensity on expressive language ability, where each additional 1 hour of daily screen time was associated with a decrease of 4.183 points in expressive language scores. Conversely, social interaction showed a stronger positive, with every 1-point increase in social interaction scores correlating with a 0.672-point improvement in expressive language ability. This study provides significant empirical contributions to the development of evidence-based guidelines in early childhood education practice, highlighting the importance of achieving an optimal balance between educational digital technology and high-quality social interaction as a comprehensive strategy to optimize expressive language development during the critical preschool years.
The Effect of Flipped Classroom Learning Design on Mathematics Learning Outcomes
This study aims to determine the influence of flipped classroom learning design on mathematics learning outcomes of high school students. The background of this research is based on the low involvement of students in conventional learning that tends to be teacher-centered, so an alternative learning design is needed that can increase independence and understanding of mathematical concepts in a more in-depth manner. The flipped classroom model was chosen because it provides students with the opportunity to learn material independently outside of the classroom through videos or digital teaching materials, then utilize face-to-face time for discussion, problem-solving, and concept deepening. The research method used was a pseudo-experiment with a pretest-posttest control group design. The subjects of the study were 60 students in grade XI of SMA Negeri 1 Bekasi, which were divided into an experimental group (30 students) and a control group (30 students). The research instrument was in the form of a multiple-choice mathematics learning outcome test and a brief description. Data were analyzed using an independent t-test with a significance level of 5%. The results showed a significant difference between the two groups. The average posttest score of the experimental group was 82.47 with a standard deviation of 6.12, while the average posttest score of the control group was 74.13 with a standard deviation of 7.05. The results of the t-test obtained a t-count value = 3.98 > t-table = 2.00 (p = 0.000 < 0.05), which means that there is a significant influence of the application of flipped classroom on the mathematics learning outcomes of SMA Negeri 1 Bekasi students. Thus, the flipped classroom learning design has been proven to be more effective than conventional learning in improving mathematics learning outcomes.
Examining High School Students' Attitudes towards Contemporary and Digital Art and Virtual Exhibitions
The aim of this study is to examine the relationship between high school students' attitudes towards contemporary and digital art, and virtual exhibitions in terms of several variables. The research employed the "Survey Model," one of the quantitative research methods, and the "Comparative Correlational Survey Model" as its basis. The research sample consisted of 350 high school students enrolled in private and public high schools in a provincial center, selected through simple random sampling. Research data were collected online using the Attitude Scale Towards Virtual Exhibitions, the Attitude Scale Towards Contemporary Arts, and the Attitude Scale Towards Digital Art. Independent Samples t-Test, One-Way ANOVA, and Scheffe Tests were used in data analysis. The research results revealed that the students' general attitudes towards these areas were positive and high-level. While positive perceptions towards digital arts and the educational role of virtual exhibitions were particularly prominent, attitudes towards the virtual exhibition experience dimension were found to be relatively lower compared to other dimensions. Female students' attitudes toward various aspects of contemporary art, digital art, and virtual exhibitions are significantly more positive than male students. Regarding grade level, upper-grade students have higher attitude scores on the variables "contemporary art attitudes," "the educational role of virtual exhibitions," and "virtual exhibition experience." Students' attitudes toward contemporary and digital arts significantly and positively predict their attitudes toward virtual exhibitions; these variables explain approximately 20% of attitudes toward virtual exhibitions. Therefore, art educators are encouraged to focus on content that enhances students' experiences with digital art and virtual exhibitions. Education policymakers are advised to develop contemporary curricula that include digital art tools and to adopt inclusive arts education policies. Researchers are encouraged to conduct studies that further examine the effects of virtual exhibition experiences on student achievement, motivation, and creativity.
Assessing Pedagogic Competence through Qualitative Inquiry: Insights from Evaluation Practices in Secondary Education
This study investigates teacher pedagogic competence in evaluating student learning outcomes through a qualitative field approach. Data were collected via structured interviews, participatory observation, and document analysis in secondary education settings. Thematic analysis, guided by Miles and Huberman’s interactive model, was employed to identify patterns in evaluation practices. Credibility was ensured through triangulation of methods and sources, prolonged engagement, and peer debriefing. Findings indicate that teachers demonstrated high levels of pedagogic competence in aligning assessment tasks with learning objectives, utilizing formative and summative methods across cognitive, affective, and psychomotor domains. Evaluation practices incorporated differentiated instruction and contextualized learning tasks, though implementation was moderated by variations in student preparedness. Institutional collaboration and curriculum support emerged as key enabling factors. This study contributes to research on assessment literacy by elucidating how pedagogical competence is operationalized through real-world evaluation practices in secondary education.
Exploring Theological Education: Opportunities for Educational Technology Integration
Theological education is pivotal in societies, yet its implementation within indigenous maritime communities remains underexplored. This study examines the Bajo people of Buton Regency, a community where cultural traditions, geographic isolation, and socioeconomic realities intersect to influence educational access. Despite strong adherence to theology, significant structural barriers and the absence of formal theological institutions challenge the transmission of religious values. Using a qualitative, phenomenological approach, this study explores the community's perceptions of theological education. Data were gathered through in-depth interviews, participant observation, and document analysis, with triangulation ensuring validity. Findings reveal that formal theological schools are absent, and the nearest institutions are 8–18 kilometers away—a prohibitive distance due to cost and limited transportation. In response, the community relies on highly valued non-formal (study circles) and informal (family-based) education. These structures are prized for their cultural relevance, flexibility, and communal ownership. For the Bajo, theological education is a vital source of moral development, social cohesion, and cultural continuity. The community’s engagement is shaped by these practical realities. Structural barriers, not a lack of motivation, limit access to formal schooling, making non-formal and informal learning central to religious life. These findings underscore the need for context-sensitive, community-based educational models, potentially supported by appropriate educational technologies.
Developing an Integrated Environmental Education Model
This research is a research and development (R&D) study , primarily based on the Dick and Carey model. The educational model developed focuses on environmental management integrated with Islamic education, specifically utilizing a waste bank approach. This model, which incorporates Direct Interaction (or Direct Instruction) training, was designed with a framework including Training/Learning Implementation Plans, Teaching Materials, Visual PPT Media, and Evaluations. Its development adhered to the ADDIE model , which stands for Analysis, Design, Development or Production, Implementation or Delivery, and Evaluation. Broadly, the ADDIE model involves three stages: identification, development, and evaluation and revision. The research findings indicate that the cooperative learning model for environmental knowledge material was categorized as valid, with an average score of 3.64. The practicality of the cooperative learning model was rated as very practical, with a total average score of 3.66, derived from student and teacher response questionnaires. Furthermore, the effectiveness of the Direct Instruction learning model was categorized as very effective, as 83% of students achieved learning mastery with an overall average score of 84.3.
How Self-Efficacy Connects Metacognition and Problem-Solving in Middle School Students
Metacognitive awareness and problem-solving skills are critical for students’ academic success. Although studies have shown a positive link between Metacognitive awareness and problem-solving skills, the role of motivational factors—especially self-efficacy—remains underexplored, particularly among middle school students. This gap limits our understanding of how cognitive and affective processes interact in early adolescence. This study aims to examine the mediating role of self-efficacy in the relationship between metacognitive awareness and problem-solving skills among middle school students. A quantitative correlational research design was adopted. The sample consisted of 320 eighth-grade students from public middle schools in Türkiye. Data were collected using validated self-report scales measuring metacognitive awareness, self-efficacy (academic, social, and emotional), and problem-solving skills (confidence, control, and avoidance). Pearson correlations and structural equation modeling were used for data analysis. The results revealed moderate, positive, and significant correlations among metacognitive awareness, self-efficacy, and problem-solving (r = .48–.49, p < .01). Structural equation modeling confirmed that metacognitive awareness significantly predicted problem-solving skills (β = .59, p < .01), and self-efficacy partially mediated this relationship (indirect effect = .27, p < .01; VAF = 31%). The findings indicate that self-efficacy is a key motivational mechanism linking metacognitive awareness to effective problem-solving. This study contributes to the literature by highlighting the mediating role of self-beliefs in cognitive performance among middle school students. Practical implications include integrating metacognitive strategy training and self-efficacy support into classroom instruction.
Analysis of AI and Teacher Feedback in Grading Students’ Activities
Artificial Intelligence has recently emerged as an important topic in the educational landscape and how it affects teachers’ professional knowledge. We investigated the alignment of Artificial Intelligence (AI) specifically ChatGPT in providing feedback on student output compared to teachers in the science classroom. Using an explanatory sequential mixed-methods design, we analyzed 47 student submissions assessed by both teachers and ChatGPT, guided by pre-established grading rubrics on two different student outputs of a certain university in Mandaluyong City, Philippines. Using Spearman’s Rho and Cohen’s Kappa we quantitatively explored the correlations of the evaluations of both AI and Teachers. It revealed weak correlations and low inter-rater agreement, indicating limited alignment between AI-generated and teacher evaluations, especially in subjective and interpretive components. Qualitatively, we interviewed science teachers, the result highlighted that, while AI feedback was efficient, consistent, and structured, it often lacked contextual depth, emotional tone, and pedagogical insight. Teachers valued AI’s ability to support routine tasks but emphasized the irreplaceable role of human judgment in assessing higher-order thinking and student-specific needs. We concluded that AI is a valuable supplementary tool rather than a replacement for educators. Our findings contribute to the ongoing discourse on ethical and pedagogically sound integration of AI in classroom assessment practices.
Self-Regulated Learning of College Students toward ICT
This qualitative case study investigates the self-regulated learning (SRL) perceptions of university students who are encountering technology-based learning for the first time in their academic careers. Focusing on their experiences within a university-level computer technology course, this research addresses a gap in understanding how individuals with no prior exposure to technology-infused education approach and manage their learning in such environments. Semi-structured interviews were conducted with three students to deeply explore their SRL perceptions. The findings reveal that students demonstrate self-regulation consistent with the tripartite model of SRL. During the forethought stage, participants actively engaged in planning, cultivated an optimistic outlook, and activated their motivation. In the performance stage, they sustained and enhanced their motivation through the application of appropriate learning strategies, exhibiting enthusiasm for learning and employing problem-solving skills to navigate challenges. Finally, in the self-reflection stage, students critically evaluated their learning experiences and engaged in reflective activities. These results provide valuable insights into how students, particularly those with limited prior technological experience and knowledge, effectively self-regulate their learning in computer-based educational settings.
Comparing Design Features of Educational Agents: Student Perspectives
Educational agents are virtual characters that guide students in digital learning environments, transfer knowledge, and support the learning process, enhancing human-computer interaction. With the integration of AI-supported systems into education, the use of educational agents is becoming increasingly widespread. Educational agents with human-like characteristics are said to positively impact students’ learning by creating environments that resemble human-human interaction, enhancing social interaction. This study examines the views of learners interacting with educational environments that utilize different types of educational agents (animated, static, and voice-only) with distinct design features. The data was collected qualitatively through semi-structured interviews from students. The findings were analyzed in relation to themes such as voice use, agent appearance, learning process, interaction, and motivation. This research highlights the role of educational agents, student-agent interaction, and the effect of voice, mobility, gestures, and facial expressions on the learning process within the context of students’ experiences and perspectives. In this context, it is considered important for future research in the field of educational technology.
Science Teaching Competence: Before and After the Internship Experience
The study assessed the teaching competence of secondary pre-service science teachers in terms of teaching knowledge, teaching skills, and attitude. Gaps between theory and practice were identified that might have huge and vital impacts on their professional growth, possible benefits, and challenges to develop and guarantee more efficient and comprehensive teaching-learning practices for all. The study made use of a mixed research approach (descriptive comparative research design and phenomenological research design). The validated instruments (Scale and Questionnaire) were distributed to the respondents (n=45; Secondary Pre-service Science Student Intern) and purposive sampling was utilized in selected Tertiary Education Institutions. Weighted means and a Two-tailed T-test of dependent means at the level of significance  = 0.05 (quantitative data) and thematic analysis (qualitative data) were applied. The assessment of the teaching competence has shown that the pre-service teachers were competent. Results revealed that the level of knowledge was very good, the level of teaching skills was high and the attitude was very positive. Results also revealed that there was no significant difference before and after practice teaching in terms of knowledge and attitude. Yet, for teaching skills, there is a significant difference before and after practice teaching. Several gaps emerged between the theory and practice of pre-service science teachers which may have vital impacts on our future educators. Based on the results of the study, an emergent theory and a Teacher Education Development Action Plan for Pre-service Teachers were created.
Exploring Science Teachers’ Knowledge, Attitudes, and Practices toward Scientific Argumentation in Science Education
Scientific argumentation has gained increasing attention as a powerful inquiry-based strategy that fosters students’ scientific literacy, critical thinking, and engagement with evidence-based reasoning—skills that are vital in today’s complex, information-rich world. This study explores the knowledge, attitudes, and practices of secondary science teachers (SSTs) in Central Luzon, Philippines, regarding scientific argumentation within the evolving context of blended and remote learning environments. Using a mixed-methods descriptive research design, data were gathered from 190 SSTs through a validated self-reported survey (α = .81) and open-ended responses. Quantitative data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson correlation, and regression analysis, while qualitative responses were thematically examined using Quirkos software. Findings revealed that SSTs possess a very high level of knowledge of scientific argumentation, hold generally favorable attitudes—especially in terms of motivation and classroom engagement—and implement argumentation strategies to a great extent in their teaching. However, significant differences emerged based on demographic factors such as teaching experience, sex, and school type. Furthermore, strong positive correlations were found among teachers’ knowledge, attitudes, and practices, highlighting the need for targeted professional development. Notably, limited resources and insufficient access to training emerged as barriers to consistent implementation. This study offers timely insights for policymakers, curriculum developers, and educators worldwide who are seeking to strengthen STEM education through discourse-rich, student-centered pedagogies. It underscores the importance of sustained teacher support, curriculum alignment, and resource accessibility in embedding scientific argumentation within diverse and increasingly digital learning landscapes.
Research Trends in the Use of Virtual Reality in STEM Education: A Content Analysis
The aim of this study was to reveal research trends on the use of virtual reality in the field of K-12 STEM education through descriptive content analysis. Within the scope of the research, first of all, ERIC, Science Direct, Scopus and Web of Science databases were accessed and the key concepts of ‘Virtual Reality’ and ‘STEM Education’ were scanned on a topic basis. A total of 364 scientific studies were accessed and for content analysis, a total of 24 articles published between 2008 and 2023 years were included from the ERIC, Science Direct, Scopus, and Web of Science databases. The results show that virtual reality, STEM education, augmented reality, educational technology, and gamification were the most used keywords in scientific research. Content analysis results of articles at the K-12 level showed that ‘Learning/Academic Achievement’, ‘Learning Motivation’ and ‘Self-Efficacy’ have been the most examined variables in the articles. It was found that the most commonly used teaching approaches were experiential learning, digital game based learning and inquiry based learning. It was also observed that the majority of the studies reviewed used desktop VR, because desktop VR applications are less costly and easier to develop than immersive VR applications. In addition, it has been concluded that alternative tests, achievement tests and questionnaires are the most used data collection tools in these studies, and that the study groups generally consist of 31-300 people using easily accessible sampling method. Quantitative studies were the most used research design type. In light of the results obtained, in future studies on the use of VR in STEM education, more comprehensive and holistic results will be obtained in the relevant field by using qualitative and mixed research methods in addition to quantitative methods.
Examination of Cultural Transmission Processes through Digital Environments
This study addresses the cultural transmission processes through digital environments in teaching Turkish. In the study, the existing literature was analyzed with the document analysis method and the role of digital platforms in learning and transferring cultural values ​​was evaluated. In addition, other data sources consist of the opinions obtained from 10 Turkish teachers and 30 pre-service Turkish teachers (students) with the semi-structured interview method. The data obtained from the interview forms were examined with the content analysis method, code categories and themes were extracted, and quotations from the participants' opinions were presented while the findings were conveyed, thus the content analysis was also supported by descriptive analysis. The results of the study show that digital environments are a powerful tool in cultural transmission. In addition, it was concluded that the reliability of the content, the development of students' conscious and competence on digital literacy skills and increased academic supervision are necessary.
Exploring the Nature of Science Representations in Biology Textbooks
The aim of this study is to explore how nature of science is addressed in biology textbooks according to grade level and the chapters. The textbooks examined within the scope of the study are Biology 9 and Biology 10 textbooks. The analysis of the textbooks was based on the Reconceptualized Family Resemblance Approach. The study was conducted through content analysis based on an analytical framework in which aspects of NOS were included. According to the findings, it was determined that there were a total of 246 representations in the Biology 9 textbook about the nature of science. While 165 of these representations are related to the cognitive-epistemic structure of science, 81 are related to the social-institutional aspect. The findings also showed that there were a total of 178 representations related to the NOS in the Biology 10 textbook. While 82 of these representations are related to the cognitive-epistemic structure of science, 96 are related to the social-institutional aspect. No representations about political power structures were found in either textbook. The most frequent representations regarding the cognitive-epistemic structure of science were identified in the dimension of scientific practices in both textbooks. In the social-institutional dimension of science, the most representations were found in the financial aspect science in Biology 9 textbook, and in the scientific ethos sub-dimension in Biology 10 textbook. Chapter 3 in Biology 9 textbook and chapter 3 in Biology 10 textbook are the chapters that contain the most representations to NOS. The results showed that the social-institutional aspect of science is neglected in biology education in accordance with results about other science disciplines in the literature.
Reconceptualized family resemblance approach
Investigation of Teachers' Attitudes towards Multiculturalism in Educational Settings
The aim of this study is to examine teachers' attitudes towards multiculturalism in educational environments in terms of some variables. descriptive survey model and relational survey model among descriptive survey models were used in the study. The population of the study consists of 450 teachers from various levels of formal education institutions working in Aydın and Erzurum in the 2024-2025 academic year, who voluntarily supported the study. Since the sample of the study was very large, sampling was carried out by using the easily accessible sampling method. "Teachers' Multicultural Attitude" scale was used as a data collection tool in the study. The scale was developed by Ponterotto (1998) and his colleagues and adapted into Turkish by Yazıcı, Başol, & Toprak, (2009). Since the data collected from the scale showed normal distribution, t test, one-way ANOVA test and Tukey test, one of the Post Hoc tests, were used to determine which groups were different in multiple comparisons. In line with the findings obtained from the research, it was determined that there was a positive difference between the attitudes of teachers who received training on multiculturalism and teachers who did not receive training on multiculturalism. In addition, it was determined that there was a positive difference between teachers' attitudes towards multiculturalism as their professional seniority increased. On the other hand, according to the educational status, it was determined that the mean scores of the teachers with postgraduate degrees from the multicultural attitude scale differed significantly compared to the teachers with undergraduate degrees.
Bilingual Teachers' Speaking Anxiety: A Hermeneutic Phenomenology Study
Globalization and internationalization have compelled nations worldwide to respond actively, with bilingual education emerging as a widely acknowledged measure. In Taiwan, where the focus is particularly on enhancing English proficiency, the implementation of bilingual education policies has stirred controversy. The core of the issue lies in the inconsistency between positive outcomes in research articles and the expectations of the public. Furthermore, little attention has been paid towards the conditions faced by in-service teachers. This study aimed at bridging these gaps by exploring the lived experiences of bilingual in-service teachers influenced by speaking anxiety. Utilizing a hermeneutic phenomenology approach, in-depth narratives were collected from ten in-service teachers in Taiwanese secondary schools. Rigorous data analysis revealed three interconnected themes—endless challenges, lonely battles, and deleterious doubts—that have internally shaped the life world of secondary bilingual teachers. Their life world unfolded as a cyclic journey through three stages of speaking anxiety: high, intermediate, and mild anxiety. In conclusion, this study highlighted the importance of the government honestly addressing the challenges faced by in-service teachers rather than adopting a complacent stance.
Exploring Scientific Creative Cognitive Processes in Integrated STEM PBL for Sustainable Development Education
In the context of 21st-century education, fostering creativity is essential for equipping learners with the skills necessary for innovation and problem-solving. This study investigates the effects of the Integrated Science, Technology, Engineering, and Mathematics–Problem-Based Learning (I-STEM-PBL) approach on students’ Cognitive Processes Associated with Creativity (CPAC) in science education. Using a quantitative descriptive survey design, the study explores core components of creative cognition, including idea manipulation, sensory engagement, flow, metaphorical and analogical thinking, idea generation, and incubation. A total of 38 secondary-level students participated, selected through total enumeration sampling. The CPAC scale and I-STEM-PBL modules served as the primary instruments. Findings reveal that the I-STEM-PBL approach promotes sensory-rich, immersive learning experiences that enhance students' ability to form complex mental models. Participants demonstrated heightened engagement and cognitive "flow," as well as improved metaphorical and analogical reasoning, enabling flexible and diverse approaches to problem-solving. Notably, a qualitative shift in idea generation was observed, emphasizing both the quantity and diversity of ideas. Although some changes were statistically insignificant, suggesting variability in intervention impact and individual student response, the study offers valuable insights into the potential of I-STEM-PBL to nurture creativity in science education.
Challenges in Online Teaching and Learning
Online teaching and learning create a broader dimension of education. Learner used the internet and connected their educational experiences to online learning. Online teaching and learning might be supportive of face-to-face classrooms in any aspect of learning. However, online sources could be used for other purposes of learning. The present study aimed to explore challenges in online teaching-learning at the postgraduate level of the University of Dhaka. Under a qualitative research design, a total of 27 students and 4 faculty members were selected by convenience sampling. Semi-structured interviews for 6 students and 4 faculty members and a Focus Group Discussion were organized for the other 21 students in three sessions. Interview schedules for students and faculty members and FGD guidelines for students were used to collect the data. The thematic data analysis method was used for data analysis. The study findings revealed that there was some disruption in teaching and learning, as well as a variety of issues that students and faculty members had experienced, including the inaccessibility of appropriate devices, a lack of wide-range web coverage, and a lack of consistency, all of which were major issues when it comes to collaborative categories. Eliminating distractions, keeping discipline, gaining technological skills, practicing time management, soliciting student feedback, and so on can all help to improve the effectiveness of online education. The government is making efforts and adopting measures to enhance digital infrastructure and offer fair access to online education, but much more has to be done in this area.
Examining the Influence of Online Education Program on Oral Willingness to Communicate: A Structural Equation Modeling Approach
This study aims to investigate the influence of the Chinese Bridge Delegation Online Program (CBDOP) on Indonesian secondary school students' Mandarin oral willingness to communicate (OWTC) and examine the mediating role of learning motivation. The participants comprised 295 students from Indonesia, where they had participated in the CBDOP. The study employed a mixed-methods design, integrating quantitative and qualitative approaches. The data were collected through a survey and analyzed using SEM. The results indicated that CBDOP significantly influences students' OWTC, with online live courses being the most positively influential component for enhancing both OWTCI and OWTCO. Meanwhile, learning motivation played an important mediating role in the program's influence on OWTC, with intrinsic motivation having a greater influence than extrinsic motivation. Based on these findings, this study introduced the "EMOC Guideline," a structured framework for the design and learning of future online Mandarin programs. This guideline aims to enhance Mandarin OWTC and foster cross-cultural understanding, aligned with the broader objectives of international language education. This study provides valuable insights for educators and course designers and offers practical recommendations for developing more effective and engaging language learning programs.
Influence of School Location on Academic Performance through Socioeconomic Status, Resource Access and Parental Education
This study investigated the influence of school location on academic performance by socioeconomic status (SES), resource access and parental education among secondary school students. The study employed an ex post facto and survey design. The population comprised all SS II Biology students in urban and rural secondary schools in Zaria LGA, Kaduna State. A stratified random sample of 702 students was selected. Academic performance data were obtained from the 2023/2024 Biology MOCK results, while survey data on SES, parental education, and school resources were collected using the Socioeconomic and School Resources Assessment Scale (SES-RAS). The SES-RAS had a reliability coefficient of 0.84. The study tested ten null hypotheses. The study found that school location significantly affected SES (β=0.32, p<0.001) and resources (β=0.28, p<0.001), rejecting H01–H02. SES influenced resources (β=0.41, p<0.001) and performance (β=0.22, p=0.028), while resources also impacted performance (β=0.30, p<0.001), rejecting H03–H05. Location had no direct effect (β=0.05, p=0.405), accepting H06, but indirect effects through SES (β=0.07, p=0.020) and resources (β=0.08, p=0.008) were significant, rejecting H07–H08. Parental education moderated SES (β=0.12, p=0.016) and resources (β=0.08, p=0.046) on performance, rejecting H09–H010. The study recommends, among other things, that interventions should focus on reducing socioeconomic inequalities and providing adequate educational resources to rural schools to improve academic performance.
Enhancing Student Engagement in Online Learning through a Peer-to-Peer Virtual Reality Application
This study addresses the challenges of reduced student engagement in online learning, exacerbated by the COVID-19 pandemic. It explores the potential of a peer-to-peer learning application using virtual reality (VR) components to enhance student engagement in a Python programming course. The application was developed and tested with university students, focusing on usability, social presence, and learning performance. Usability testing revealed positive perceptions of the virtual classroom's realism, with a mean score of 36.47 out of 45 for realism. Participants also positively viewed the possibility to act and examine the virtual environment. There were concerns about the interface quality, with a mean score of 9.13 out of 15. Self-evaluation of performance was high, with a mean score of 10.33 out of 15. Sound quality was generally perceived positively, with a mean score of 16.07 out of 20. Learning performance showed significant improvement in both traditional (pre-test mean = 8.53, post-test mean = 12.07) and proposed VR learning groups (pre-test mean = 10.03, post-test mean = 15.50). The proposed VR learning method demonstrated a greater increase in knowledge (mean improvement = 5.47) compared to the traditional method (mean improvement = 3.53). Results indicated significant knowledge improvement and positive user feedback, suggesting that VR-based peer-to-peer learning can be a promising approach to improve student engagement in online settings.
Leveraging Machine Learning and AI to Enhance Educational Learning Analytics
Data-driven insights play a pivotal role in optimising learning analytics within higher education institutions. Despite their importance, much of the data in these institutions remains untapped, trapped in siloed data stores. This study addresses this challenge by applying machine learning and mathematical modelling using a learning analytics research framework (Khalil et al., 2022), encompassing phases of data insights, analytics, and intervention. The study aimed to identify features influencing learner progression and discover student groups in educational environments. Utilising data from 1,017 students over a 3-year period, the research employed unsupervised machine learning techniques and automated student feedback. Feature analysis identified attendance, interactions, time intervals, and activities related to quizzes and workshops as useful predictors of students requiring additional support. The study found that K-means model performs best with an average recall of 89% and an overall accuracy of 72% for identifying at-risk student groups using non-personally identifying data. The findings emphasise the utility of unsupervised machine learning for early identification of at-risk students, enabling timely interventions to prevent potential failure or dropout. Personalised and automated feedback forms summarising students’ progression received high ratings, 93% rating for usefulness from students, highlighting their satisfaction with it as a learning analytics intervention.
Pre-Service Teachers’ Perspectives on Generative AI: Insights, Applications, and Challenges in the Classroom
Generative artificial intelligence (AI) tools such as ChatGPT are rapidly transforming educational practices, offering new possibilities for teaching and learning. This study investigates the perspectives of 229 pre-service teachers from a state university in the Philippines on the use of generative AI in education. Employing a convergent parallel mixed-methods design, both quantitative survey data and qualitative responses were analyzed to examine participants' knowledge, willingness, perceived benefits, and concerns. Findings indicate that pre-service teachers are generally knowledgeable about generative AI and express a willingness to incorporate it into future teaching practices. Reported advantages include timesaving in lesson planning, grammar and writing assistance, idea generation, and enhanced creativity. However, concerns were raised regarding over-reliance on AI, the accuracy of generated content, academic integrity, and unequal access due to the digital divide. These findings emphasize the compelling need to equip teacher education graduates with the critical skills and ethical frameworks for responsible use of AI. This study contributes to the growing discussion on the use of AI in education.
Artificial Intelligence-Based Educational Interventions: Assessment of Student’s Awareness, Perception, Usage and Challenges in Learning and Research
The integration of Artificial Intelligence (AI) in education holds great promise for advancing learning, research, and overall academic experiences, fostering accessibility and equity. This aligns with the pursuit of Sustainable Development Goal 4 - Quality Education, emphasizing inclusive and lifelong learning. To ensure successful AI integration, this study explores key student variables, such as awareness, perception, usage, challenges, and the impact of age and gender. With Five hypothesis guiding the study, the study employed a descriptive survey design with 529 higher education students that was randomly drawn using a stratified sampling technique. A scale Student’s Awareness, Perception, Usage and Challenges of Artificial Intelligence-Based Education Interventions for Learning and Research Scale was used to obtain data. Validities were ensured using expert judgement and empirical evidence of factor analysis. Cronbach alpha was used to obtain a reliability coefficient of .95. 83, 90 and .88. for the four sections of the scale respectively, while a coefficient of .93 was obtained for the scale as a whole. Data were analyzed using mean, standard deviation, t-test, one-way ANOVA and two-way MANOVA. The research reveals a diverse spectrum of awareness, perception, usage, and challenges related to AI in education. Despite variations, a majority of students demonstrate above-average awareness and utilization of AI. Intriguingly, gender and age do not significantly impact students' awareness, perception, utilization, and challenges in AI-based education interventions, highlighting the potential universality of AI's positive influence in educational settings.
Literacy and Numeracy Needs of Students: A Teacher’s Perspectives
The significance of literacy and numeracy skills cannot be discarded, but PISA results for the Philippines seems telling otherwise. Furthermore, school-based intervention programs have been implemented but low literacy and numeracy still confront the education system. Hence, this study explored teachers’ perspectives on students’ literacy and numeracy needs. This study utilized a qualitative research design, specifically a phenomenological research method with the use of semi-structured interview to gather the necessary data. Based on the informants’ interview responses, four (4) themes were generated which are Poor Literacy and Numeracy Status of Students; Perceived contributing issues; School-Based Intervention programs’ Encounters, and Sensible Measures in addressing Literacy and numeracy problems. Based on the themes generated, it can be concluded that literacy and numeracy skills are negatively affected by several pressing factors making them problematic which can be addressed collaboratively through sensible initiatives and intervention programs like reading literacy and numeracy programs which are deemed necessary to the improvement of these fundamental skills. This study recommends that stakeholders should do collaborative initiatives or intervention.
Rethinking Pedagogic Discourse in Social Movement Learning in a Semi-Democratic Setting
This study investigates the relationship between youth mobilisation and social movements within the educational framework of a semi-democratic environment. Drawing from a curriculum fellowship and informed by pedagogical observations, this study assesses students’ knowledge levels before and after a social movement course to identify effective instructional methods. Leveraging Bernstein’s pedagogic discourse, findings highlight the effectiveness of social movement courses in knowledge transfer. However, the findings reveal that practical experiences beyond the classroom are essential to empower students in semi-democratic contexts like Malaysia. This study contributes to transformative pedagogy, highlighting the necessity of student involvement in the learning process, particularly in courses deemed “controversial”. By emphasising the synergy between theoretical knowledge and experiential learning, this study advances the understanding of educational methods that foster critical engagement in restricted political environments. The analysis suggests the importance of a transformative pedagogical approach, asserting a secure and enabling learning environment in social movement courses.