International Journal on Studies in Education
The International Journal on Studies in Education (IJonSE) is a peer-reviewed scholarly online journal published quarterly in Winter, Spring, Summer, and Fall. IJonSE welcomes original and unpublished research papers in the field of education. The journal publishes a wide range of scholarly contributions, including original theoretical studies, literature reviews, research reports, review articles, book reviews, and studies addressing social, psychological, curricular, and learning environment–related issues using techniques from and applications in various technical knowledge domains. All manuscripts submitted to IJonSE must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. Due to the substantial time and effort invested by editors and reviewers, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or post-publication. The journal adheres to international standards of publication ethics and follows the guidelines of the Committee on Publication Ethics (COPE). Authors are expected to ensure the originality of their work, avoid plagiarism, and disclose any potential conflicts of interest. All submissions undergo an initial editorial screening, which is typically completed within two weeks. Manuscripts that pass this stage are subsequently evaluated through a double-blind peer-review process, which generally takes three to six months. Each manuscript submitted for consideration in a regular or special issue is reviewed by at least two independent international reviewers with expertise in the relevant subject area. Authors are responsible for ensuring that the final accepted version of their manuscript is thoroughly proofread for language quality and fully complies with APA style guidelines. Manuscripts that fail to meet language and/or APA style standards at any stage of the review or publication process will be rejected. The corresponding author must use an institutional email address. Submissions or requests submitted using generic or non-institutional email addresses (e.g., @gmail.com, @yahoo.com, @hotmail.com) will not be processed, as such addresses do not allow for unambiguous identification of the author. Use of the journal template is not mandatory at the submission stage. The template may be used after a manuscript has been accepted for publication.
International Society for Technology, Education and Science (ISTES)
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal on Studies in Education (IJonSE), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions. Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The Role of Music Skills Education in Sustainable Development of Education, Learning and Innovation
This study aims to develop a comprehensive theoretical framework that explains the relationship between music skills education and sustainable development in the fields of education, learning, and innovation. It also seeks to analyze current practices of music education in the Sultanate of Oman in light of Oman Vision 2040, identify the major challenges hindering its effective implementation, and propose mechanisms to enhance its role. The study adopted a descriptive quantitative approach. A questionnaire was used as the main data collection tool and was administered to a sample of 309 music skills teachers from the Ministry of Education in the Sultanate of Oman during the first semester of the 2025/2026 academic year. Data were analyzed using statistical methods, including means and standard deviations, through SPSS, with validity and reliability of the instrument confirmed. The findings revealed that music skills education plays a highly significant role in supporting education, learning, and innovation. It contributes to developing memory, attention, communication skills, creative thinking, and problem-solving abilities. The results also indicated a strong alignment between music education objectives and the goals of Oman Vision 2040. However, several challenges were identified, including limited supportive learning environments, insufficient resources, and the need for curriculum development and stronger institutional integration. The study concludes that music skills education is an effective tool for achieving sustainable development goals and enhancing the quality of education. It supports the development of a knowledge-based and innovative society in line with Oman Vision 2040. Strengthening this role requires improving infrastructure, providing adequate resources, developing curricula, offering professional training for teachers, and promoting institutional and community support.
Copyright (c) 2026 International Journal on Studies in Education https://creativecommons.org/licenses/by-nc-sa/4.0
An Examination of the Use of Artificial Intelligence and Creativity Among Fine Arts Faculty Students
This study examines the relationship between artificial intelligence (AI) usage and creativity levels among students studying in faculties of fine arts. With the rapid development of generative AI technologies, artistic production processes and educational practices in art and design disciplines have been significantly transformed. In this context, understanding how students use AI tools and how these tools relate to their creativity has become an important research topic in art education. The research was designed using a relational survey model within the general survey framework. The study group consisted of 201 undergraduate students studying in faculties of fine arts at universities in Türkiye. Data were collected using the Artificial Intelligence Usage Scale and the Kaufman Domains of Creativity Scale (K-DOCS). Descriptive statistics, independent samples t-test, one-way ANOVA, and regression analysis were used to analyze the data. The findings indicated that students’ AI usage levels were above the moderate level (M = 3.80). Students reported the highest creativity levels in the domains of artistic performance and artistic creativity, while academic and scientific/mechanical creativity were found at moderate levels. Gender comparisons revealed significant differences in academic creativity, scientific/mechanical creativity, and AI usage in favor of male students. Regarding class level, significant differences were found in academic and scientific/mechanical creativity, with upper-level students reporting higher levels of creativity. However, AI usage did not differ significantly across class levels. Regression analysis showed a positive and significant relationship between creativity and AI usage, with creativity explaining 10.2% of the variance in AI usage. Among the creativity domains, only academic creativity and scientific/mechanical creativity significantly predicted AI usage. Overall, the findings suggest that creativity in fine arts students is domain-specific and that different creativity domains relate to AI usage in distinct ways. While academic and scientific creativity appear to encourage the use of AI tools, artistic creativity does not significantly predict AI usage. These results highlight the importance of integrating AI literacy and ethical AI use into art education curricula to support students’ creative development in the digital age.
Shape up or ship out? A Comprehensive Literature Review on Teachers' Beliefs, Attitudes, and Experiences with Continuing Professional Development
Teachers' engagement in Continuing Professional Development (CPD) is critical for enhancing educational quality, yet participation varies significantly. This comprehensive literature review synthesizes research to identify the key factors that facilitate or hinder teachers' involvement in professional growth. Drawing upon foundational adult learning theories such as Andragogy, Social Cognitive Theory, and Experiential Learning, this review analyzes empirical studies from diverse international contexts. The findings reveal that teacher engagement is determined by a complex interplay of internal and external factors. Key personal facilitators include strong intrinsic motivation, high self-efficacy, and a belief in the practical, classroom-level applicability of the training. Externally, a supportive school culture, characterized by collaborative peer relationships, accessible resources, and strong administrative leadership, is essential. Conversely, significant barriers include irrelevant program content, excessive workloads, lack of time, and insufficient institutional support. Ultimately, this review confirms that for CPD to be effective, it must be designed with a deep understanding of the adult learner - making it relevant, collaborative, and empowering. Future research should incorporate administrative and student perspectives to build a more holistic understanding of how to best support teacher development.
Mathematical Comics in Mathematics Education: A Systematic Literature Review
Mathematical comics represent a didactic resource that enhances the teaching and learning of mathematical concepts by promoting meaningful learning experiences. This study presents a systematic literature review on the use of mathematical comics in mathematics education between 2015 and 2024. The review was conducted following PRISMA guidelines and adopted a qualitative approach to analyze research trends and characteristics. Four academic databases were consulted using search equations in English and Spanish that combined terms related to comics and mathematics. The inclusion criteria delimited the corpus to peer-reviewed articles, conference proceedings, and book chapters published during the specified period. After the identification, screening, and eligibility phases, 49 studies were selected for analysis. The results indicate that mathematical comics have become a topic of growing research interest. Furthermore, they show that they function as versatile pedagogical tools, providing significant value as a comprehensive resource for the teaching and learning of mathematics. However, their application in educational practice remains limited. This highlights the need for further research on their impact, as their potential has not yet been fully developed across diverse educational contexts.
Internalizing Multicultural Education Values among University Students
This study explores the process of internalizing multicultural education values among university students in Indonesia, the conditions that facilitate or hinder this process, and its influence on students’ attitudes, behaviors, and patterns of interaction within a culturally diverse university setting. Employing a qualitative approach, the study draws on data from in-depth interviews, document analysis, and classroom and campus observations. The findings indicate that multicultural education values are internalized through a continuous and experiential process embedded in compulsory value-oriented learning, interactive pedagogical practices, and sustained daily academic interactions. Institutional commitment to inclusivity and equality, combined with dialogical and collaborative learning strategies, creates conditions that support value internalization, while variations in the intensity of interaction highlight the need for consistent pedagogical and institutional support. The internalization of multicultural values is reflected in students’ increased tolerance, openness, and acceptance of diversity, as well as in respectful communication, cooperative behavior, and inclusive patterns of interaction. This study concludes that multicultural education in higher education is most effective when designed as a holistic process that integrates curriculum, pedagogy, and campus culture, thereby contributing to the development of socially responsible and culturally responsive graduates in diverse societies.
AIlessphobia in Education and Academic Procrastination among Undergraduate Students in Sports Sciences: A Cross-Sectional Study
AIlessphobia in education refers to the anxiety, fear, and feeling of inadequacy that students experience when they are unable to access or use artificial intelligence (AI) tools during academic tasks. AIlessphobia in education, which has been proposed as a relatively new psychological concept in educational settings, may be related to students' self-regulation difficulties and procrastination tendencies. In this context, this study examined the relationship between AIlessphobia in education and academic procrastination in students of the Faculty of Sport Sciences. The study was designed as a cross-sectional study and included 313 undergraduate students selected through convenience sampling. Data were collected using a demographic information form, the AIlessphobia in Education Scale and the Academic Procrastination Scale. Descriptive statistics, Pearson correlation analysis and simple linear regression were used to analyse the data. The findings indicated that AIlessphobia in education and its subdimensions were positively associated with academic procrastination. In the regression model, AIlessphobia in education was significantly associated with academic procrastination and explained 5.2% of the variance. Although the explained variance was small, the findings suggest that higher AIlessphobia in education levels are associated with higher academic procrastination. These findings contribute to the emerging literature on AI-related psychological constructs in education and indicate that academic procrastination may be a significant correlate of AIlessphobia in education among university students.
A Meta-Analysis of Research on the Effects of Play Therapy on Cognitive, Affective, and Psychomotor Development
This meta-analytic study aimed to determine the overall effect of play therapy on children's developmental outcomes across cognitive, affective, and psychomotor domains, and to examine the moderating roles of targeted developmental domain, participant age group, intervention setting, publication year, and study design. A systematic literature search was conducted in Scopus and Web of Science databases covering the period from January 2010 through December 2024. Following a PRISMA-guided screening process, 43 independent studies (total N = 2,614) met all inclusion criteria. Effect sizes were expressed as Hedges' g and pooled under a random-effects model using Comprehensive Meta-Analysis software. Heterogeneity was assessed via the Q-statistic and I² index, and five a priori moderator variables were examined using the Q-between statistic. Publication bias was evaluated through funnel plot inspection and the trim-and-fill procedure. The overall pooled effect size was large-to-very-large (g = 1.12, 95% CI [.94, 1.31], p < .001), with substantial heterogeneity (I² = 87.9%). Moderator analyses revealed that developmental domain, age group, publication year, and study design significantly moderated effect sizes, whereas intervention setting did not. Affective outcomes, early childhood participants, and quasi-experimental designs yielded the largest effects. Publication bias assessments indicated no meaningful distortion of findings. Play therapy produces substantial positive effects on children's developmental outcomes, with effectiveness varying meaningfully as a function of several study-level characteristics.
Teacher Social Support in Mathematics: Gendered Meanings and Socio-Affective Consequences
This study examines the associations between perceived teacher social support and students’ socio-affective attitudes toward mathematics and their fluctuations according to teacher gender, student gender, and type of support. Drawing on a multidimensional conception of socio-affective attitudes and on the Child and Adolescent Social Support Scale, data were collected from 544 lower secondary students in the French-speaking region of Switzerland. Separate regression models were estimated for girls and boys in classes taught by male versus female teachers. Results show that teacher support is not uniformly perceived. Its effects differ depending on the gendered configuration of the classroom and on the specific type of support (emotional, informational, instrumental, evaluative). In classrooms taught by male teacher, support explains a larger share of variance in girls’ attitudes, whereas boys appear particularly responsive to support in classrooms taught by female teacher. Some forms of support are associated with ambivalent or contrasting outcomes across genders. Overall, teacher social support should not be considered a neutral pedagogical resource; rather, it contributes to shaping students’ emotions, competence beliefs, engagement, and gender representations in mathematics within a socially structured context.
Implementation of the Coaching Model in Academic Supervision to Improve Teacher Performance: The Perspective of Principals and Teachers
This study aims to analyze the implementation of the Tirta Coaching Model in academic supervision and its impact on improving teacher performance from the perspective of principals and teachers. This study uses a qualitative approach with a case study design. Data was collected through in-depth interviews, observations, and analysis of supporting documents that included teacher performance evaluation reports, notes on coaching session results, and teacher professional development plans. The results of the study show that the implementation of the Tirta Coaching Model has a positive impact on various aspects of teacher performance, including learning planning, variety of teaching methods, communication with students, classroom management, the use of learning technology, as well as the practice of reflection and professional collaboration. Principals act as mentors who encourage reflective dialogue and teacher empowerment, while teachers feel increased motivation, creativity, and confidence in teaching. However, time constraints are the main obstacle in the implementation of coaching. Overall, the Tirta Coaching Model has proven to be effective as a collaborative and sustainable approach to academic supervision, as well as contributing to improving teacher professionalism and the quality of learning in schools.
An Examination of Science Teachers’ Views, Uses, and Pedagogical Approaches Regarding Artificial Intelligence Technologies
The purpose of this study is to examine science teachers’ views on artificial intelligence (AI) technologies, their areas of use, and their pedagogical approaches. Conducted within a qualitative research design, the study involved semi-structured interviews with 24 science teachers from different educational levels, selected through maximum variation sampling. The collected data were analyzed using thematic analysis. The findings indicate that the majority of teachers perceive AI tools as practical and time-saving resources, particularly for content creation, lesson planning, presentation preparation, and assessment processes. The study reveals notable differences in teachers’ experiences with AI tools, usage patterns, integration practices, and ethical awareness depending on their educational levels. Specifically, as teachers’ educational levels increase, greater diversity in AI use, deeper pedagogical integration, and a more critical perspective toward AI technologies emerge. These findings suggest that in-service professional development programs for science teachers should be differentiated according to teachers’ educational levels. In particular, teachers holding undergraduate degrees and non-thesis master’s degrees require more intensive support to enhance the pedagogical integration of AI technologies.
Effectiveness of Technology-Integrated Problem-Based Learning (TIPBL) on Students’ Mathematics Performance: A Meta-Analysis
This meta-analysis investigates the effectiveness of Technology-Integrated Problem-Based Learning (TIPBL) in enhancing students’ mathematics performance across secondary and tertiary education. Drawing on 10 empirical studies published from 2015 to 2024 and following PRISMA 2020 guidelines, this study synthesized quantitative data using Hedges' g under a random-effects model. The overall pooled effect size was large and statistically significant (g = 2.85, 95% CI [1.44, 4.26], p < .001), indicating substantial improvement in mathematics achievement among students exposed to TIPBL. The selected studies encompassed a wide range of mathematical domains, including geometry, calculus, and statistics, and featured diverse technological tools such as GeoGebra, mobile applications, dynamic web platforms, and animation-based media, combined with various PBL strategies like flipped, collaborative, and mobile-based learning. Despite considerable heterogeneity (I² = 99.31%), the robustness of the findings was supported by a Fail-safe N of 1,846 and significant equivalence test results. However, signs of potential publication bias were detected through Egger’s regression and funnel plot asymmetry. The results affirm the pedagogical promise of TIPBL in promoting active learning, conceptual understanding, and real-world problem-solving in mathematics education. The study recommends greater investment in teacher training, technological infrastructure, and curriculum design aligned with TIPBL principles, while also encouraging further research to explore moderating variables such as instructional design, student demographics, and intervention fidelity.
Assessing Science Process Skills through Conceptual Frameworks: A Scoping Review
The assessment of science process skills (SPS) is a fundamental component in cultivating scientific literacy and promoting inquiry-oriented learning across educational settings. However, the conceptual and theoretical foundations guiding SPS assessment remain inconsistently defined and unevenly applied. This scoping review systematically maps existing conceptual and theoretical frameworks that inform the assessment of SPS, focusing on their definitions, components, and implementation practices across educational levels. Guided by the Arksey and O’Malley (2005) methodological framework and the PRISMA-ScR reporting guidelines, a systematic search was conducted in the Scopus and Web of Science databases. From an initial pool of 135 records, sixteen empirical studies met the inclusion criteria and were analysed thematically. The review pursued three objectives: to identify and categorise existing conceptual and theoretical frameworks, to examine how they define and operationalise SPS components, and to explore their application, adaptation, and validation in empirical contexts. The synthesis revealed four interrelated dimensions that underpin SPS assessment: conceptual and structural design, pedagogical alignment, psychometric validation, and contextual and participatory relevance. These dimensions interact dynamically within an integrated conceptual perspective that connects theoretical grounding, instructional practice, empirical validation, and contextual adaptability. While recent studies increasingly incorporate inquiry-based, metacognitive, and data-driven approaches, theoretical integration and construct coherence remain limited. The findings underscore the need for coherent, evidence-based frameworks that unite cognitive, metacognitive, and sociocultural perspectives, ensuring validity, reliability, and contextual responsiveness in assessing science process skills. This review contributes a comprehensive synthesis that advances theoretical clarity and supports the development of robust and inclusive SPS assessment practices in contemporary science education.
Beyond Compliance: Reimagining Professional Development and Leadership Pathways for Elementary Teachers
Teachers consistently describe the development of expertise as central to their instructional success and long-term commitment to the profession. However, professional development and leadership structures often limit their ability to grow, influence colleagues, or shape schoolwide decisions. This mixed-methods study investigates the impact of current systems of professional learning and leadership on the empowerment of elementary teachers in suburban Chicago. Survey responses from twenty-six teachers and follow-up interviews with four participants reveal a central tension. Teachers are expected to differentiate instruction to meet the diverse needs of students, yet they often receive standardized professional development that disregards their experience, expertise, and classroom context. Teachers value learning that supports instructional improvement, but they report barriers that include limited implementation time, administrative demands, initiative fatigue, and the minimal relevance of externally delivered sessions. Using Bass and Riggio’s transformational leadership framework, the analysis highlights how current systems fall short of individualized consideration, intellectual stimulation, and shared influence. Teachers propose differentiated professional development, teacher-led learning, protected collaboration time, and career pathways that enable advancement within the classroom. The study concludes that effective systems must recognize teachers as knowledgeable professionals and design professional learning and leadership structures that support autonomy, collaboration, and instructional impact.
Graduate Students' Competence in Online Work Employability
This study evaluates the competence of graduating students from Liloan National High School, Liloan, Cebu, for future online work employability with digital integration. The research explores students ' digital competencies and preparedness for the digital economy. The study employed a descriptive, quantitative method, involving 50 graduating students and a comprehensive three-part questionnaire to collect data. The findings reveal that students demonstrate strong proficiency in managing online projects and in using technology to process, organize, and analyze digital information. The study assumes that while students have a foundation in essential digital skills, targeted interventions are important to identify these gaps and enhance their preparedness for the digital economy. Recommendations include increasing training programs, integrating strengthened digital literacy into the curriculum, emphasizing distance learning, and strengthening technical support. These efforts will equip students with the comprehensive skills needed for success in the evolving online work environment, supporting local economic development and improving career readiness.
Sources of Social Cognitive Theory and Educational Knowledge for Student Teachers’ Self-efficacy
The goal is to analyze not only the significance of the sources contained in the social cognitive theory, but also the importance of factors outside the theory in the construction of the teacher's self-efficacy. Less attention has been given to the assimilation of educational knowledge. The data was collected from student teachers participating in class teacher training programs in Finland (N = 192). The data was analyzed using the Jamovi program and structural equation modeling. According to the results, the key factors are specifically the student teacher's own experiences and the positive feelings that support them. Regarding the knowledge factors, only the intentional use of educational knowledge also builds the subjects' self-efficacy beliefs. The spontaneous use of educational knowledge and other knowledge-related components of training teachers did not emerge as strongly. The identified key factors are in a logical and comprehensible relationship with Finnish teacher training programs, which emphasizes the application of educational knowledge and the teacher's own experiences. In the future, when it comes to the scientific teaching practice included in teacher training courses - in addition to the planned use of educational knowledge - more attention should also be given to the spontaneous and situational use of educational knowledge.
Examining the Relationships between Visual Arts Course Attainments and Attitudes of High School Students and their Visual Literacy Levels
This research aimed to examine the relationships between secondary school students' Visual Arts course outcomes, their attitudes towards this course, and their visual literacy levels. The research was conducted with 337 students (184 females, 153 males) attending six different high schools in Mersin and Ankara, using the relational screening model. The Visual Literacy Scale, the Visual Arts Course Outcome Scale, and the Visual Arts Course Attitude Scale were used as data collection tools. According to the findings, the students' visual arts achievements were above average (mean 3.72), their attitudes towards the course (mean 3.87) and visual literacy levels (mean 3.80) were found to be high. According to the gender variable, it was found that female students scored significantly higher than male students in both course outcomes and attitudes. While a significant difference was observed in favor of female students in general and in most of the sub-dimensions of visual literacy, male students scored higher only in the dimension of "Ability to Give Importance to Visuality Using Office Software." Correlation analysis revealed a positive and significant relationship between visual literacy and course outcomes and attitudes. The research highlights the central role of visual literacy skills in art education and offers recommendations for enriching curricula accordingly, adopting gender-balanced pedagogical approaches, and using digital tools effectively.
Classroom Activities and Intercultural Competence: Evidence from Taiwan, Korea, and Indonesia
Developing intercultural competence (IC) is crucial for learners in increasingly multilingual and multicultural contexts. While various classroom activities have been proposed to foster IC, few studies have examined how these activities differ across national contexts and how they relate to learners' reported IC levels. This study investigates the classroom activities that promote IC among university students in Taiwan, Korea, and Indonesia, drawing on survey data from 1,215 participants. Using descriptive statistics, ANOVA, and hierarchical regression analyses, the study identifies notable differences in the frequency of reported activities and IC values across the three contexts. Taiwanese students reported higher engagement in input-based activities, whereas Korean and Indonesian students participated more frequently in technology-enhanced and interactive activities. However, the predictive power of these activities for IC values was generally low across contexts, suggesting that classroom activities alone may not sufficiently account for IC development without considering broader sociocultural and policy factors. The findings highlight the importance of context in shaping classroom practices for IC and underscore the need for more nuanced approaches in designing and evaluating IC-related activities in higher education settings.
The Integration of the Visual–Auditory–Kinesthetic (VAK) Learning Model with Augmented Reality (AR) Technology
This study aims to design and evaluate a Visual–Auditory–Kinesthetic (VAK)–based Augmented Reality (AR) learning medium to enhance elementary students’ understanding of the Lontara script, an important element of South Sulawesi’s cultural heritage. Using the ADDIE development model—Analysis, Design, Development, Implementation, and Evaluation—the research followed a systematic process involving expert validation, classroom trials, and learning outcome assessment. The participants were teachers and students from SD Negeri Samata, Gowa Regency, Indonesia. Data were collected through questionnaires, expert validation sheets, and pre- and post-tests, and analyzed using descriptive statistics. The validation results showed an average score of 87.5%, categorized as very valid, indicating that the content, design, and language were suitable for elementary learners. The practicality test obtained an average of 89.6%, categorized as very practical, reflecting the medium’s usability and appeal to both teachers and students. Effectiveness testing revealed a mean increase from 48.5 to 80.0, with a gain score of 0.68 (high improvement), demonstrating a significant enhancement in students’ understanding of the Lontara script. The integration of the VAK learning model with AR technology created an engaging, multisensory learning environment that improved comprehension and fostered cultural awareness. The developed medium not only supports meaningful learning but also contributes to preserving local identity through technology-based education. This study provides a framework for integrating technology, pedagogy, and culture into an innovative and culturally responsive digital learning design.
Artificial Intelligence in Educational Technology: A Systematic Review of Pedagogical Opportunities, Implementation Challenges, and Ethical Considerations
This systematic review examines the role of artificial intelligence (AI) in educational technology through an analysis of peer-reviewed literature published between 2020 and 2025. Drawing on 65 empirical, theoretical, and review studies retrieved from Web of Science, Scopus, and ERIC, the review explores three core dimensions: the opportunities AI offers for enhancing teaching and learning, the challenges associated with its integration, and the ethical standards required for responsible implementation. The findings reveal that AI has significantly advanced educational practice through personalized and adaptive learning systems, intelligent tutoring, automated assessment, and content generation tools. However, the integration of AI also presents substantial challenges, including data privacy concerns, algorithmic bias, inequitable access, and insufficient faculty preparedness. Ethical considerations, such as transparency, accountability, and fairness, are considered critical for ensuring the trustworthy and sustainable deployment of AI in educational contexts. Overall, the review underscores that while AI has transformative potential to redefine learning and teaching, its benefits can only be fully realized through ethically grounded and pedagogically sound adoption strategies.
The Regulating and Mediating Roles of Digital Competencies on Science Literacy in PISA: The Impacts of ICT Use within and beyond School
Although information and communication technologies (ICT) in education has been widely studied, the specific ways digital competencies and varying ICT use patterns influence science literacy remain insufficiently underexplored. The rapid evolution of the digital age has made ICT an essential component of learning, yet effective digitalization requires more than technological access, it demands the development of students’ digital competencies, encompassing skills in information access, analysis, communication, and problem-solving. These competencies are vital not only for academic success but also for participation in a technology-driven society. Science education offers a critical setting for exploring this relationship, as it inherently fosters both digital competencies and science literacy, defined as the capacity to understand, evaluate, and apply scientific knowledge in real-world contexts. International assessments such as the Programme for International Student Assessment (PISA) demonstrate the importance of digital tools in enhancing scientific reasoning and conceptual understanding. However, the extent to which different ICT use contexts, within school, beyond school, and across time, mediate or regulate the impact of digital competencies on science literacy remains unclear. This study investigates (1) the direct effects of students’ digital competencies on science literacy, (2) the mediating roles of digital inquiry-based learning (ICTINQ) and subject-related ICT use (ICTSUBJ), and (3) the regulating roles of extracurricular ICT use (ICTECA), regulated school use (ICTREG), and temporal use patterns (ICTWKDY, ICTWKEND). By clarifying these relationships, the research addresses a critical gap in understanding how digital engagement supports scientific reasoning and problem-solving in modern education.
Trends in Educational Leadership Research in the Global South: A Bibliometric and Systematic Literature Review Approach
This study investigates the evolution, thematic directions, and scholarly impact of educational leadership research in the Global South through dual methodology, bibliometric analysis, and systematic literature review (SLR). Analyzing peer-reviewed articles published between 2000 and 2024 from databases such as Scopus, Web of Science, and ERIC, the study traces publication trends, highlights regional and institutional contributors, and identifies methodological patterns and thematic concentrations. Despite increased output from countries like India, Nigeria, South Africa, and Brazil, findings reveal that Global South research remains underrepresented in international discourse due to structural barriers and publication inequalities. The thematic synthesis indicates dominant focuses on leadership preparation, distributed and transformational models, equity, and governance challenges, while areas such as crisis leadership, digital leadership, and gender remain underexplored. The study advocates for the decolonization of knowledge production, promotion of South–South collaboration, and incorporation of indigenous leadership frameworks. It calls for more inclusive, contextually grounded, and policy-relevant research agendas to shape the future of educational leadership globally.
Efficacy Perception Scale for the Use of Artificial Intelligence in Foreign Language Teaching: Validity and Reliability Study
This study aims to develop a valid and reliable scale to measure teachers' self-efficacy perception towards the use of artificial intelligence (AI) in foreign language teaching. In the study, the scale development process started with a literature review and a draft of 39 items was created in line with expert opinions. As a result of pilot application and validity and reliability analyses, a final scale with 18 items was obtained. Exploratory and confirmatory factor analyses showed that the scale had a two-dimensional structure (Planning and Instruction and Measurement and Evaluation). According to the EFA results, the scale explained 76.75% of the total variance. Factor loadings ranged between .585 and 1.007 and item-total correlations were between .639 and .879, indicating that the scale items had sufficient discrimination. As a result of all these procedures, a valid and reliable scale was developed to measure the perception of competence in using artificial intelligence in foreign language teaching.
Digital Transformation in Physical Education: The Effectiveness of M-Gym Mobile Media in Enhancing Students' Rhythmic Gymnastics Competence
This study aims to determine the effectiveness of M-Gym, an Android-based mobile learning media, in enhancing students' rhythmic gymnastics competence as part of the ongoing digital transformation in physical education. This research integrates technology-supported learning into sports education to foster a more interactive and flexible learning environment. The study employs the Borg and Gall research and development (R&D) model, consisting of ten systematic stages: preliminary study, research planning, prototype development, limited and wider field testing, expert validation, product revision, feasibility testing, and dissemination. The participants were 115 students of the Physical Education, Health, and Recreation Department at Universitas Negeri Medan, divided into small (n=25), large (n=35), and control (n=32) groups. Data were collected using performance tests, expert assessments, observation sheets, and student response questionnaires. Quantitative data were analyzed using paired sample t-tests, while qualitative data were examined descriptively. The results revealed a significant improvement (p < 0.001) in students' rhythmic gymnastics competence after using the M-Gym media, indicating its strong impact on skill mastery. Additionally, 62.5% of students rated the media as very good, while lecturer evaluations reached a practicality score above 93%. These findings demonstrate that M-Gym effectively enhances digital-based learning outcomes, supports student engagement, and facilitates lecturers in delivering rhythmic gymnastics instruction. Overall, the study confirms that mobile learning innovation through M-Gym contributes positively to the digital transformation of physical education by promoting active, technology-integrated, and student-centered learning.
Learning with Generative AI (GenAI): A Bibliometric and Synthesis of Equity Issue in English as a Foreign Language (EFL) Learning
Effective implementation of Generative AI (GenAI) in education requires deeper insights into its implications for equity. This bibliometric and synthesis study investigates studies on GenAI in English as a Foreign Language (EFL) learning through quantitative bibliometric analysis, topic modelling, and mixed method genre analysis. The study maps the publication panorama, identifies research hotspots, and examines how equity issues are addressed in extant studies. Results find a rapidly increasing publication trend since 2022, with key journals, authors, and highly cited works highlighted. Seven dominant research topics are identified through topic modelling and Equity and Access ranks the fifth, suggesting a lack of sufficient attention on the issue. A further analysis of 20 closely equity-related studies revealed that equity-expressions indicating challenges to equity appear more in Literature review and Findings, whereas contributions mostly appear in Introductions. Only one study focuses on equity issue in Methodology section, suggesting that equity is not a central research concern in the literature analyzed. Overall, GenAI in EFL is framed as both opportunities and challenges to equity, but they are only mentioned rather than enquired. The study calls for more explicit attention to equity to ensure a more inclusive integration of GenAI into EFL learning and teaching.
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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Effectiveness of the Problem-Based-Learning (PBL) Approach to Teaching and Learning in Improving Students’ Engagement in Learning Pharmacology
Problem-Based Learning (PBL) has been widely recognised as an effective active learning strategy in health professions education. This action research study examined the effectiveness of integrating PBL with traditional lectures to enhance nursing students’ engagement and learning in pharmacology. The study was conducted with a cohort of 90 Nursing Associate students, of whom 30 completed a perceived benefits questionnaire. The intervention involved a structured PBL approach using patient-centred case scenarios, small-group discussions, and facilitated presentations over one academic module. Data were collected using a researcher-developed five-point Likert-scale questionnaire with established internal consistency (Cronbach’s alpha = 0.78), supplemented by facilitator observations and analysis of student presentations. Descriptive analysis indicated high levels of perceived engagement, motivation, teamwork, and perceived relevance to clinical practice. Additionally, academic performance improved compared to the previous cohorts, with a higher pass rate and mean scores. While findings suggest that combining lectures with PBL may enhance student engagement and applied understanding of pharmacology, the study is limited by reliance on self-reported data and a modest response rate. The study highlights the potential of PBL as a pedagogical approach in nursing pharmacology and underscores the need for future research incorporating multiple data sources and pre/post evaluation measures. The study’s objectives are: 1) to boost nursing students' engagement and interest in pharmacology, 2) to deepen their understanding of medication management through PBL, and 3) to enhance patient safety by reducing medication errors.
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)
A Phenomenological Validation on 5A’s Pedagogical Model: An Interdisciplinary STEM Education Framework
This research examines expert opinions about the 5A's Pedagogical Model's clarity, relevance, completeness, and viability in order to validate it as a framework for interdisciplinary STEM education. A qualitative phenomenological design was used to examine the lived experiences of twelve expert validators from K–12 and higher education using Colaizzi’s technique. The primary data gathering method was semi-structured interviews, which enabled participants to provide comprehensive insights on the model's advantages and shortcomings. The results showed that the model's organized phases—Association, Action, Abstraction, Assessment, and Assimilation—were very effective in integrating science and mathematics while fostering deeper conceptual comprehension and significant interdisciplinary links. However, in order to improve usability and consistency, experts emphasized the use of classroom exemplars, organized guidelines, clear evaluation rubrics, and the incorporation of digital resources. The primary challenges identified were practical in nature, such as the need for continuous teacher training, adequate preparation, strong institutional backing, and sufficient resources.
Human-Centered AI in Education: Educators’ Perspectives on Teacher Roles, Ethics, and Pedagogical Value
As Artificial Intelligence (AI) becomes increasingly embedded in global education, its implications for teaching practices, teacher identity, and learner engagement warrant critical examination. In the Philippine context, where relational pedagogy and values formation remain foundational, the question of AI’s role in education is both urgent and complex. This study employed a qualitative phenomenological design to investigate the lived experiences of 25 educators from public and private institutions across Luzon, Visayas, and Mindanao. Data were collected through semi-structured interviews and focus group discussions, then analyzed using Braun and Clarke’s thematic analysis framework. Four major themes emerged: (1) AI was perceived as an instructional support tool rather than a replacement for teachers; (2) the irreplaceable human dimensions of empathy, mentorship, and moral guidance were reaffirmed; (3) systemic gaps in infrastructure, training, and digital readiness posed barriers to equitable adoption; and (4) ethical concerns regarding data privacy, academic integrity, and teacher deskilling persisted. While educators acknowledged AI’s potential to streamline tasks and enhance personalization, they emphasized the need to preserve teacher agency, professional identity, and ethical practice. The findings underscore the importance of a teacher-centric integration framework that invests in infrastructure, strengthens professional development, and embeds ethical safeguards. This study contributes to the global discourse on human-centered AI in education by providing culturally grounded insights and practical recommendations for the sustainable and inclusive adoption of AI in the Philippine educational system.
Predicting Academic Achievement of EFL Prospective Teachers: The Role of Emotional Intelligence, Critical Thinking Dispositions, and Academic Self-Efficacy
This study aimed to examine the predictive power of emotional intelligence, critical thinking dispositions, and academic self-efficacy on academic achievement of EFL prospective teachers. The study was carried out with 141 EFL prospective teachers studying in departments of English Language Teaching of different universities in Türkiye. Trait Emotional Intelligence Questionnaire–Short Form, Sosu Critical Thinking Dispositions Scale, and Academic Self-Efficacy Scale were employed to collect the data. This study revealed that EFL prospective teachers possessed high emotional intelligence and critical thinking dispositions as well as high academic self-efficacy. Also, they had high GPA scores indicating that they had high academic success. In addition, it was revealed that emotional intelligence, critical thinking dispositions, and academic self-efficacy significantly predicted EFL prospective teachers’ academic achievement. In addition, EFL prospective teachers’ critical thinking dispositions had the largest effect on their academic achievement and it was followed by emotional intelligence and academic self-efficacy, respectively.