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 does not charge any publication fees. IJonSE welcomes original and unpublished research papers in the field of education.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 All manuscripts submitted to IJonSE must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. Due to the substantial time and effort invested by editors and reviewers, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or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 approximately 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.
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.
Copyright (c) 2026 International Journal on Studies in Education https://creativecommons.org/licenses/by-nc-sa/4.0
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.
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.
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.
Copyright (c) 2025 International Journal on Studies in Education https://creativecommons.org/licenses/by-nc-sa/4.0
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)
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.
Innovative Approaches to Cognitive Assessment in Children with Special Needs: A Systematic Literature Review
Cognitive assessment is essential for enhancing educational outcomes for children with special needs, as it identifies individual learning requirements and informs tailored interventions. This systematic literature review aims to synthesize empirical studies focusing on innovative cognitive assessment for children with special need methodologies from 2000 to 2025. Utilizing a structured approach, the review analyzes studies that explore various assessment techniques, including technology-driven tools and dynamic assessments. The findings reveal significant advancements in cognitive assessment practices, highlighting innovative approaches such as game-based assessments and dynamic learning maps that actively engage children and promote cognitive development. These methods not only assess cognitive abilities but also align with the principles of individualized education plans, ensuring that educational strategies are tailored to each child's unique strengths and weaknesses. However, critical gaps persist in current assessment practices, particularly the lack of standardized tools designed for diverse populations and insufficient reliability in existing motor intelligence assessments. The implications of these findings emphasize the need for ongoing research to develop effective assessment tools that accurately reflect the cognitive abilities of children with special needs. This study contributes to the existing knowledge based by identifying effective cognitive assessment methodologies and highlighting areas for future research.
Reading as an Individual Style: Investigation of the Stability of Reading Styles and their Relationship to Cognitive Strategies
The stability of reading strategies across different texts and tasks has been the subject of much discussion. It is not clear whether reading strategies combine to form individual reading styles, nor is the link to cognitive style. We applied eye-tracking technology to verify the concept of reading styles in reading tasks using specific eye-tracking metrics: mean length of saccades, frequency of regressions and transitions between paragraphs. To measure cognitive style, specifically analytic and holistic cognitive style, we used a Compound Figure Test (CFT). The results revealed that all the eye-tracking metrics applied in measuring reading strategies were stable across similar tasks. However, these reading strategies do not necessarily relate to each other to form a complex reading style. We also found no evidence for the assumption that reading strategies might be linked to the analytic-holistic dimension of cognitive style. Reading strategies metrics are stable across similar tasks. If we present differently structured tasks, a reading strategy can be modified. We did not find sufficient evidence to suggest a relationship between reading strategies/reading style and the analytic-holistic cognitive style.
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.
From Challenge to Commitment: When Confidence Meets Competence in EFL Student Teaching
This study explored how perceived challenges of an intensive student teaching phase contributed to EFL pre-service teachers' confidence, competence, and career-related motivation. Data from 122 participants, collected through questionnaires and external assessment, underwent correlational analysis, multiple regression, and mediation modeling. The findings evinced that pedagogical challenges, especially in teaching language skills and instructional organization, undermined teaching confidence. Confidence, in turn, positively predicted competence and motivation to pursue teaching. Mediation analysis confirmed confidence as a key mechanism linking challenge perception to teaching motivation. Interestingly, while confidence correlated with competence, actual competence did not reduce perceived difficulty. Thus, confidence is simultaneously a vulnerable and powerful construct: affected by teaching challenges yet crucial for professional commitment. The findings underscore the need to build a strong foundation for competence and cultivate self-efficacy during initial teacher education to support professional retention.
Academic Burnout, Self-Esteem, and Buoyancy: Predictors of Mathematics Performance among Pre-Service Teachers
This study examined how non-cognitive factors such as academic burnout, self-esteem, and academic buoyancy influence pre-service teachers' (PSTs) mathematics performance. Utilizing a descriptive-survey correlational design, data were gathered from 108 PSTs, and the results revealed that most PSTs performed within the middle range, with some demonstrating higher proficiency while others struggled, particularly those who scored low in mathematics. Additionally, academic buoyancy in mathematics was found to be moderately high, while academic burnout and self-esteem were at moderate levels. In terms of non-cognitive factors, academic burnout exhibited a significant negative correlation with mathematics performance, whereas self-esteem showed a strong positive relationship with mathematics performance. However, academic buoyancy did not have a statistically significant correlation with performance. Furthermore, among the non-cognitive factors, self-esteem emerged as the strongest predictor of mathematics performance, while academic burnout significantly reduced performance. In contrast, academic buoyancy was not a significant predictor, suggesting that its influence on mathematics performance might be mediated by other variables not covered in this study. Although academic buoyancy did not significantly predict mathematics performance, its role in long-term academic resilience warrants further exploration. It is also recommended that instructors adjust workload demands to minimize PSTs’ disengagement and emotional exhaustion. Additionally, promoting healthy study habits, work-life balance, and relaxation techniques may help PSTs manage burnout more effectively.
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.
Narratives of English Teachers Using AI Generative Tools
In recent years, the integration of AI generative tools in education has seen a significant surge, transforming traditional teaching and learning paradigms. The present study aimed to uncover the narratives of English Teachers in the use of AI generative tools using qualitative research design, the study explored the narratives of English teachers of SDO Masbate city in the use of AI generative tools along challenges, opportunities and skills, and Interventions. After the analysis of data, results revealed that Dependence on AI and Plagiarism, Technology and Connectivity, Responsibility and Impact & Integrity were the most prevailing challenges of using AI generative tools. While Creativity and Critical Thinking, Efficiency and Productivity, and vocabulary were the opportunities that are present in the use of AI. It was also revealed that skills such as Adaptability & Integration, Efficient Resource Management, and Innovation were enhanced. It was also found out that teachers handle challenges through responsible use, Ethical consideration & regulation and preservation of traditional method. Trainings, Workshops, and Support from DepEd and improvements in the facilities were the interventions proposed. The findings led to the following conclusions, that challenges such as Plagiarism and Dependency on AI worsen in the advent of these Artificial Intelligence tools. Skills such as creativity and critical thinking skills can be enhanced through the use of AI. It also provides opportunities to both learners and teachers. The use of AI generative tools has its pros and cons thus the DepEd should equip the teaching force to maximize its cons.
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.
Meta-Analysis Study: Effect of Realistic Mathematics Education Implementation on Student's Mathematics Achievement
Since there hasn't been a thorough analysis of how the application of Realistic Mathematics Education (RME) affects students' mathematical proficiency, many teachers are ignorant of the benefits this approach offers to pupils. The purpose of this meta-analysis study was to examine the overall impact of implementing the RME on students' mathematical proficiency. Scopus, ERIC, Sage Publications, Springer Publications, JSTOR, and Google Scholar were the direct sources of the empirical data. Seventeen articles published between 2014 and 2023 are the results of the search. Ten items were eligible for analysis based on the inclusion criteria. A random estimating approach was applied, and the analysis was conducted using Jamovi software. The study's total effect size was determined to be significant based on the results (Hedges' g = 1.21). According to these results, pupils exposed to RME outperformed those in traditional learning environments by more than one standard deviation. After analyzing the moderator variables, it was shown that sample size, educational attainment, and geographic location all affected the impact sizes. RME was most successful at the primary education level, and trials with smaller sample sizes indicated bigger impact sizes. Effect sizes were marginally larger in urban studies than in rural ones. With ramifications for future study and educational practice, the results indicate that RME is a potent instructional strategy that can greatly improve mathematical achievement. Ghanaian mathematics teachers are advised by this meta-analysis study to utilize RME more often, particularly in elementary schools, since it has been shown to improve pupils' mathematical achievement.
Artificial Intelligence in the Scientific Research Process: The Views of Academics
This study aims to determine the opinions of academics in the field of Social Sciences Education regarding the use of artificial intelligence in the scientific research process. The study was conducted with 26 academics working in the field of Social Sciences Education at state universities. Within the scope of the research objective, qualitative research processes are utilized, and a case study design of the situation analysis type is employed. Participants who volunteered to participate in the data collection process were selected using the convenient sampling method. A semi-structured interview form prepared by the researchers was used to obtain the academics' views on the use of artificial intelligence in the scientific research process. The trial form of the semi-structured interview, used as a data collection tool, was previously submitted to three field experts for their opinions. The first section of the form contains personal information, while the second section contains interview questions. The data obtained were analyzed and reported using descriptive analysis and content analysis techniques. Based on the study's findings, it was concluded that artificial intelligence is utilized in scientific research processes, including literature review, editing, control, and translation. The study also found that the use of artificial intelligence tools is efficient and facilitates research processes. However, it was also concluded that the use of artificial intelligence, especially in terms of ethical and security dimensions, can lead to problems and results in issues such as plagiarism.
Effects of Screen Time and Social Media Usage on Academic Performance Among College Students: A Systematic Review
Social media and screen time are common parts of many students' lives. The research conducted analyzed the impacts of screen time and social media use on collegiate academic performances and outcomes. The research was gathered using a systematic review process that included inclusion and exclusion criteria to find college age students within the United States. Ten articles were included within the final inclusion criteria. From these studies, four noted that screen time, if in moderation and used appropriately, had no negative impacts on academic performance. Six studies that looked at social media use noted negative outcomes, as it was associated with poorer grades. All studies noted that self-control was an important aspect needed for academic performance. The results and conclusions from these studies point to educating students on the proper use of screens and social media. Further research analyzing the impacts of screen time for things such as homework, research, and stress management could be implemented. Additionally, looking at the impact of screen time in a longitudinal study would be beneficial for obtaining accurate data on the impacts of screen time.
Factors Influencing the Self-Efficacy of Teacher Training Students with Practical Experience
This study investigates the impact of practical experiences on self-efficacy among prospective teachers in Schleswig-Holstein, Germany. We used an online survey of 481 pre-service teachers to analyze the relationships between university training, practical school experiences, and beliefs about self-efficacy in classroom management and cognitive activation. Structural equation modelling revealed that discipline-related challenges negatively affected self-efficacy in classroom management, while the perceived relevance of subject didactics was positively associated with self-efficacy in both classroom management and the cognitive activation of students. Furthermore, personalized formative feedback from supervisors emerged as a significant positive factor for enhancing self-efficacy in classroom settings. The findings underscore the importance of integrating effective feedback mechanisms and strengthening the connection between theory and practice in teacher education programs. By highlighting these dimensions, our study provides actionable insights for refining teacher training curricula to better support the development of self-efficacy among future educators, ultimately fostering engagement and effectiveness in the educational environments of today and tomorrow.
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.
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.