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 IJonSE welcomes original and unpublished research papers in the field of education.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 All manuscripts submitted to IJonSE must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. Due to the substantial time and effort invested by editors and reviewers, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or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.
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.
Copyright (c) 2026 International Journal on Studies in Education https://creativecommons.org/licenses/by-nc-sa/4.0
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.
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.
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.
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.
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.
Copyright (c) 2025 International Journal on Studies in Education https://creativecommons.org/licenses/by-nc-sa/4.0
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.
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.
Fostering Creative Problem-Posing Skills of Pre-Service Mathematics Teachers within the Framework of Realistic Mathematics Education
In this study, we propose integrating creativity into problem-posing studies to ensure both measurability and conceptual integration. We highlight that creative activities, particularly those rooted in Realistic Mathematics Education (RME) and which promote real-world engagement, contribute to the development of pre-service mathematics teachers' (PMTs) problem-posing skills. We systematically examined the problem-posing competencies of students in relation to their creative processes, focusing on fluency, flexibility, and originality, which are considered core components of creativity. The study adopted both qualitative and quantitative methods; while the problem-posing processes of participants were examined qualitatively, the fluency, flexibility, and originality scores of the posed problems were evaluated quantitatively. The study involved 40 undergraduate students enrolled in the Problem-Solving in Mathematics Teaching course. Participants who were selected using the criterion sampling method carried out their tasks over a 16-week period. The findings of the study indicate that students' creative problem-posing performance differs based on the nature of the problem situation. Our findings indicate that students demonstrated better performance, particularly in the creative problem-posing context. Additionally, we found that significant and consistent relationships were observed between fluency, flexibility, and originality in students' creative problem-posing performance. The study's findings support the role of creativity components in RME for developing problem-posing competence, highlighting the need for further research in this field.
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.
Teacher Candidates’ Innovativeness and Attitudes Towards Artificial Intelligence: A Relational Study
This study aims to examine the relationship between teacher candidates' individual innovativeness levels and their attitudes towards artificial intelligence. In particular, it focuses on whether there is a significant relationship between these two variables and investigates whether teacher candidates' demographic characteristics lead to any differences. Within the scope of the research, the relationship between teacher candidates' individual innovativeness and their attitudes towards artificial intelligence was examined with respect to variables of gender, department, grade level, and research experience with artificial intelligence. A relational survey model was employed, and data were collected from 459 teacher candidates. The Individual Innovativeness Scale and the General Attitude Towards Artificial Intelligence Scale were used as data collection instruments. As a result of the analyses, no significant difference was found in the overall individual innovativeness profiles of teacher candidates based on gender. However, statistically significant relationships were observed for department, grade level, and research experience with artificial intelligence. Regarding attitudes towards artificial intelligence, significant differences emerged for gender, department, and grade level, whereas no statistically significant difference was found for the research experience with artificial intelligence. Finally, a correlation analysis revealed a very weak positive relationship that was not statistically significant between teacher candidates' individual innovativeness levels and their attitudes towards artificial intelligence.
Attitude Towards Artificial Intelligence
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.
Beyond Accuracy: Challenges in Grammar Micro Skills Among ESL Students and Their Pedagogical Implications
An aspect of learning English as a second language is grammar and its application of rules in the use and formation of words in sentences. The study aims to assess students’ key grammar micro skills, as well as the challenges and pedagogical implications in ESL classrooms. Using convergent mixed-methods design, a 30-item test on key grammar aspects and faculty perspectives on students’ grammar micro skills across various colleges and academic levels in a state university in Bulacan were evaluated. A validated interview questions and grammar test were used which included different aspects such as, verb tenses, coordination and subordination, sequencing of words to form sentences, parallelism, identification of sentence fragments and complete sentences and capitalization and punctuation. Results revealed that appropriate use of punctuation and capitalization, recognition of complete and incomplete sentences, spelling, subject-verb agreement and verb tenses were the key grammar micro skills which students found challenging. Additionally, the College of Engineering and College of Business Administration garnered the highest and second highest mean scores, respectively. The findings obtained from the study may serve as valuable insights to guide curriculum enhancement, pedagogical strategies, and institutional policies for better and more enriched learning experiences.
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.