Practicum requires lecturers or practicum assistants` presence like in laboratories. When the practicum is carried out remotely, lecturers and assistants need to be replaced by an assessment system to report the practicum progress. The study aims to determine the impact of implementing the Science Integrated Learning (SIL) model with digital tools in an assessment in practicum on the science student teachers` creative thinking skills. The research applied quantitative methods through hypothesis testing to discover the differences in new practicum strategies as an adaptation in remote practicum and causal relationships to models and assessment of creative thinking skills. The independent t-test obtained sig < 0.05 (H0 was rejected), meaning that there was a difference between the average learning outcomes of the experimental and control classes. This study concludes that the online assessment system developed in this study has been tested and can be used by science student teachers to input practicum stages. The advantage of the assessment system lies in the content that leads to the reporting of independent practice activities integrated with creative thinking skills. Although the impact of the SIL model in this study was only moderate on improving creative thinking skills, it has become a solution to the obstacles of distance science practicum. For science student teachers, it is recommended to apply an assessment in accordance with the skills to be measured and use the right learning model.

This paper main aim is to compare the effect of a new electronic teaching internship strategy and the traditional face-to-face teaching internship strategy on the pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) skills. This paper highlights one consequence of the coronavirus (COVID-19) pandemic on education in a Saudi university’s college of education. The pandemic forced pre-service teacher educators to find alternative teaching internship strategies in place of the traditional face-to-face strategy. The research involved 120 pre-service teachers from two classes: 2019 (traditional) and 2020 (electronic). The results showed significant differences between the two research groups regarding their technological knowledge (TK) (p = 0.005), pedagogical knowledge (PK) (p = 0.001), pedagogical content knowledge (PCK) (p = 0.000), technological content knowledge (TCK) (p = 0.000), technological pedagogical knowledge (TPK) (p = 0.000) and technological pedagogical content knowledge (TPACK) (p = 0.000). These results strongly advocate the importance of blending traditional and online teaching internship strategies to develop pre-service teachers’ TPACK skills. The current study may also inform stakeholders, curriculum developers, teacher educators, and designers of teacher preparation programs to develop content-specific and technology-enhanced learning opportunities linked to the most appropriate teaching methods. This may prepare pre-service teachers for their responsibility to support their instruction using technology, and to facilitate the digital transformation in education, one of the main programs of Saudi Arabia’s Vision 2030.

To form critical citizens, it is crucial to thoroughly integrate critical thinking into school curricula. Despite this, there is no consensus among teachers about what the concept entails or how they should be trained to put it into practice, especially in primary education. Therefore, using a qualitative research method, the study’s main aim is to identify how primary school teachers perceive the concept of critical thinking and what aspects within their professionalisation as teachers contribute to fostering pupils’ critical thinking in classroom practice. Twenty-one teachers working in three European Schools in Brussels (Belgium) were questioned through semi-structured interviews. A thematic analysis was conducted to identify, analyse and report on key themes. The results show that teachers consider the mapping of reasoning, group discussion, and active learning as practices that promote critical thinking among pupils. However, respondents indicate that despite previous exposure to the concept through project-based learning and ‘Philosophy for Children’, they still need support through peer learning and exchanges of best practices to fully promote critical thinking among pupils.

This research sought to examine the effect of the EIGER learning strategy on senior high school students’ conceptual and algorithmic understanding in topics of stoichiometry. The research used a quasi-experimental method with a pretestposttest control group design. The research subjects were selected by simple random sampling technique, consisting of two classes of grade 10 out of three existing classes. The experiment class was taught with the EIGER (Engage, Investigation, Guided-connection, Evaluation and Reflection) instructional strategy, and the control class was taught with the verification learning strategy. The research instrument used paired test with multiple-choice items (r = 0.93) to measure conceptual and algorithmic understanding in topics of stoichiometry. The research data were analyzed using descriptive and inferential statistics. The results of the research showed that the EIGER learning strategy had a more significant effect on students’ conceptual and algorithmic understanding than the verification learning strategy. The N-gain score for EIGER class students’ conceptual understanding indicated high effectiveness (N-gain = 0.73) and algorithmic understanding indicated high effectiveness (N-gain = 0.76), while the N-gain score for verification class students’ conceptual understanding indicated moderate effectiveness (N-gain = 0.52) and algorithmic understanding indicated moderate effectiveness (N-gain = 0.60). This research’s implication for teachers is that the EIGER learning strategy can be used to enable students to apply not only their algorithmic understanding but also their conceptual understanding.

The university is an essential institution for the progress and modernization of society. The higher education sector has seen growing demand in recent decades, as well as a progressive internationalization. This implies greater possibilities to choose between universities and greater competitiveness among these institutions. In recent years, we have observed growing interest in developing university quality rankings. Accordingly, the main objective of our research is to propose a model for obtaining rankings with optimal properties: a ranking of universities according to teaching output, research output and global output will be established, to classify all universities, regardless of their size or their public or private nature. The multistrategic methodology is applied from a systemic approach combining quantitative elements from a global and specific perspective of Ibero-American universities. A database has been developed that includes indicators and ratios based on information from the MECD and the National Commission for the Evaluation of Research Activity (CNEAI): teaching productivity, research productivity and overall productivity for each university. This ranking provides some novel indicators that would favor the appearance of new universities absent in the current rankings, a series of indicators that do not take into account volume, but rather performance. The results indicate that the impact of the Teaching dimension is greater because this is the dimension in which universities that do not currently appear in the rankings could stand out.

This study aims to investigate the implementation of the Practice Assessment of Light Vehicle Chassis and Powertrain Maintenance (LVCPM) in Vocational High Schools (VHSs). This is a descriptive evaluative study in which the data were collected from 28 teachers teaching practicum of LVCPM subject at 14 partners VHSs. The data in this study were collected through surveys and documentation before being analyzed using descriptive quantitative and qualitative methods. The results of this study show that first, about 82% of the LVCPM practice competencies can be taught at VHSs; thus, the results of the LVCPM practice assessment given by the lecturers cannot represent all competencies stated in the curriculum implemented. Second, the lack of facilities, practicum equipment, and teachers’ competencies are the reasons why the practicums of LVCPM are not implemented. Moreover, the students’ workload is ludicrously heavy. Third, all teachers make use of performance tests, most teachers (64%) use a combination of performance test and portfolios, a few teachers (21%) use a mix of project and performance tests, and only a small number of teachers (7%) use a combination of the three assessment techniques, namely performance test, projects assessment, and portfolios to evaluate student achievement. Although all teachers use job sheets, not all of them have complete assessment sheets. At last, the obstacles faced by teachers are related to limited competencies and understanding of developing practice assessment instruments that are in accordance with the implemented curriculum, and they think that they are not capable of developing practical assessment tools.

Intralingual subtitling has become a functional accessibility didactic tool for EFL learning. Nevertheless, audio-visual translation (AVT)-- as a manifestation of educational technology-- has not been duly utilized as an EFL teaching approach in shaping the didactic and pedagogical platform and their immediate effects on foreign language learners. Hence, this study explores aspects of the EFL teaching/learning paradigm boosted by intralingual subtitling. The study sampled a population of 100 English and Translation Program students at a Jordanian university, representing an experimental group and a control group, of 50 students each. The experimental group received a four-month academic training in intralingual subtitling, while the control group had no exposure to the same experience. A TOEFL-based standardized test targeting listening comprehension, vocabulary building & recognition, and writing & spelling was administered to the two groups after the end of the term. A questionnaire was distributed to elicit the students` responses in the control group on the effectiveness of the intralingual subtitling technique in improving their proficiency in English. To compare the students` performance in the control group with their counterparts in the experimental group, the researchers calculated the scores in the three tested language skills for each group and ran a One-Way ANOVA test. The results showed that students with the intralingual subtitling experience demonstrated better performance in all three tested language skills. In the quantitative analysis of the questionnaire, the researchers calculated the percentage for each item`s responses, provided the mean and standard error of it, and conducted a One-Sample T-Test for each subscale. The results showed statistically significant evidence that captioned videos helped students improve their listening comprehension, build and recognize new words, and improve their spelling. The current study recommends that intralingual subtitled YouTube videos be used more in EFL classrooms to improve students` language skills.

TPACK is an ability that must be possessed by teachers in the 21st century. Research on influencing factors is important to do because it can be used as the basis for developing TPACK for teachers in the 21st century. This study is aimed at analyzing the TPACK value of elementary school teachers in science teaching based on teacher demographic factors (gender, age, employment status, and teaching experience) and investigating the relationship between teacher demographic factor and teachers’ TPACK value. The population of this research is 4180 elementary school teachers in Malang region, 175 elementary school teachers was taken as participant. Participant selection used purposive sampling method. The data was collected using 4 Likert scale questionnaire and interview and analyzed using Confirmatory Factor Analysis (CFA). It is found that the TPACK value for male teachers obtained higher scores than female teachers. For the age category, the result showed that the ability of teachers aged 30-40 years and under 30 have better technological skills outperformed older teacher. In terms of employment status, civil servant teachers showed slightly higher scores compared to non-civil servant teachers. Regarding to the teaching experience, the teacher’s TPACK is proportional to the span of their teaching experience. In general, results indicated that there is relationship between teacher demographics factor and their TPACK. It is recommended for the school to make the policy that can improve the teachers TPACK profile such as to develop training on TPACK based on teacher’s characteristics.

Education in Omani schools switched to online learning in response to the COVID-19 crisis. Within this context, the purpose of this qualitative study was to explore pre-service social studies teachers’ perceptions of some aspects of teaching social studies. In particular, the study explored pre-service social studies teachers’ perceptions of the positive and challenging aspects of teaching social studies, ways of integrating COVID-19 into social studies instruction, the importance of social studies, and suggestions for improving social studies. The participants were a cohort of 16 pre-service social studies teachers participating in the practicum for one semester. The data were collected using open-ended online surveys, semistructured interviews, and portfolios. Overall, the participants were positive in their perceptions of social studies and their teaching experiences. The most positive aspects of teaching social studies were the integration of technology, diversity of teaching approaches, and collegial support received. On the other hand, the most challenging aspects were related to weak Internet networks, a lack of communication, difficulty in implementing assessments, a lack of instructional time, and difficulty in executing hands-on activities. The findings of the study have important implications for social studies and efforts to improve pre-service teacher education in Oman.

There are hundreds of studies on the effect of Guided Inquiry Learning by Virtual Laboratory Assistance (GILVLA) in Physics learning in Senior High School on students` learning outcomes in science. The studies have some contradictory results. In order to determine the impact of GILVLA on students` science learning outcomes and to gauge the degree of inter-study variation, a meta-analysis research was done. To find pertinent research that falls under the research`s purview, the ERIC, Scopus, and Google Scholar databases were investigated. By entering predefined keywords into the databases, it was found that there are 128 articles published in the last decade related to research purposes. Based on the results of the inclusion criteria, there were 24 articles that met the eligible for analysis. The data analysis used Comprehensive Meta-Analysis (CMA) software, and the effect size (ES) index of the Hedges-g metric is obtained based on the estimated randomeffects model. The research findings reveal that the total ES of GILVLA on student outcomes in science learning is 0.94, with a standard error of 0.15. This finding suggests that GILVLA`s deployment in Indonesia is effective since it significantly improves students` scientific learning outcomes. Four moderator variables were taken into account while analyzing the degree of variation in the study, and the results revealed significant differences in the sample size (Q=11.45; p0.05) and treatment duration (Q=125.07; p0.05). It was found that the year of study variable (Q=3.71; p>0.05) and a class of study (Q=0.028; p>0.05) did not change the effect size of using GILVLA on students` science learning outcomes. The findings show that the GILVLA model will achieve a high level of effectiveness by considering the sample size and duration of treatment.

The aim of the study is to compare two online interventions proposed for enhancing support joint attention skills among ASD-level and find the effect of online learning mode on the interventions’ effectiveness. The two online interventions were: 1) physical activity-based intervention and 2) Art activitybased intervention. The study conducted the three groups experimental design with the pre and post-tests. The tests were measure the joint attention level among school-aged participants before and after interventions. The results the significance of both online interventions, physical and art on enhancing both joint attention skills, response, and cue levels among ASD students. While the control group did not score any preference of joint attention skills, response, and cue level between pre and post measurement. Furthermore, the results refuted the significant effect in JTAT attributed to subject factors, namely, age, gender, ASD level, fellow assistance in the post-measurement. Comparing interventions, physical intervention impacts (87.2%) the joint attention (JTAT). While the intervention of art impacts (86.8%) joint attention (JTAT). Accordingly, the study emphasizes the effectiveness of both physical and art activities intervention delivered online for enhancing joint attention skills of students with ASD without a substantial difference between both interventions.

The evaluation should be performed to ensure the effectiveness, efficiency, and positive impact of the learning process for students. Therefore, the objectives of the research are to evaluate the application of e-learning towards the benefits, satisfaction, and impact on students in engineering education. This study employed the quantitative approach in which samples of 504 engineering education students as the study using a saturated sampling method. Furthermore, data were collected through a questionnaire using a Likert scale, and structural equation modeling (SEM) analysis techniques were applied to test the measurement model of the research questions. The results showed that the Context, Input, and Process components of E-learning were categorized in a very good category, while the Product component was included in a good category. The findings are supported by empirical data, with a statistical T value > 1.96 and a P-value < 0.05. Furthermore, the effects of e-learning towards the benefits, satisfaction, and impacts are all positively significant directly and indirectly. In summary, it can be said that e-learning can be an effective educational tool to support students in the learning process as well as a means of communication between students and lecturers.

The current study explores the theoretical and practical knowledge and skills acquisition in teaching physics subject. The proposed approach combined the effects of the flipped-classroom approach and the Digital Storytelling (DST) method on student’s to help them understand the concepts of K-12 Physics subject at the Govt College of Gujrat, Pakistan. For this purpose, the topic content was developed with the Seven critical elements of digital storytelling mapped with TPACK framework-based lectures implemented using the Flipped classroombased model. A Quasi-experimental research design was employed to assess multiple data sources, comprising pre-and post-tests on results. The experiment was performed with 15-18 years old K-12 Pre-engineering science students of the academic year of 2020-2021 (n=77) to discover any disparities in their learning of science subjects. The observations and post-testing results suggested that the individuals boosted their academic achievement in terms of marks and transformed their attitude toward Flipped-Model Learning backed by digital Storytelling based lectures. The findings further revealed that DST-based instruction facilitated the conducive leaning environment of flipped classroom as student academic performance was enhanced. Based on the empirical evidence, it has been recommended for future studies to be considered the collaboration of digital story telling pedagogies and flipped classroom learning environment to overcome the learning difficulties in the subject of physics.

The aim of the research is to analyze the professional readiness of future high school educational psychologists for innovative management activities. The effectiveness of innovation management activities in the educational environment depends on educational psychologists’ acquired competencies. The experimental study included a survey of 320 graduate students majoring in Pedagogy and Psychology at eight leading Kazakhstani universities and regional experts’ assessment on the readiness of graduates for innovative managerial work in educational institutions. The sampling technique used to select the sample audience is the convenience based, exponential non- discriminative snowball sampling where the initial subjects are recruited from campus or through social groups based on ease of accessibility and the rest are selected based on referrals made by the selected students. The article reveals the importance of the personality component of educational psychologists’ professional readiness for innovative management. In addition, it gives an expert assessment of the effectiveness of training educational psychologists for innovative management in educational institutions. Studying the future educational psychologists’ readiness for innovative managerial competencies remains relevant for researchers. It is associated with the need for purposeful investigation and formation of professional competencies according to general patterns and alterations in vocational training in higher educational institutions. In this regard, educational psychologists’ training with managerial competencies should become one of the priority directions of practical psychology development in Kazakhstan.

This study aims at measuring the effects of fashion design education on students` competence in the Industrial Revolution 4.0. It involved 497 students of the Fashion Design Study Program of Universitas Negeri Padang, Indonesia. The data were collected through questionnaire that was developed from the predetermined indicators. The data were analyzed using Structural Equation Model-Partial Least Square (SEM-PLS) with SmartPLS 3.0 software. The results of SEM indicated that outer loading, cronbach alpha, composite reliability, average variance extracted, measurement model assessment criteria and structural model were valid and fit. This also means that the instrument was valid and reliable. The result of the analysis indicates that there is a positive relationship between the structural model predictors; pedagogy, internship, and learning interest affected the student competence. These aspects are positive, significant, and partial predictors of the pedagogy effect on competence. Based on the variables, pedagogy is ranked as the highest aspect. There is a mediating effect of internship and learning interest on the relationship between pedagogy and competence. In order to reach their optimum competencies, the students have to take these three aspects into consideration in fashion design education.

Metabolic pathways are one of the most challenging topics in biochemistry to conceptualize because it requires that students combine many ideas from different disciplines. Some students consider rote learning and memorization of metabolic pathways equivalent to understanding of these concepts and can contribute to a meaningful learning of the phenomenon. This research study aims to examine some of the students’ difficulties in learning about metabolic pathways, their approaches to learning about the concepts, and the role that memorization has on their performance in the course. The research took place at an urban, commuter, and minority serving public college. The research methodology was the analysis of an instrument used in this research study which was a survey comprised of Likertscale and open-ended questions. The number of research participants is 37 students who are enrolled in biochemistry or have completed at least one biochemistry course. The survey was optional and participant’s identity remained anonymous. Our research findings suggest that students face difficulties in learning about metabolic pathways due to their reliance on memorization of reactions, enzymes, and steps, which is a superficial approach to learning and does not lead to development of conceptual understanding. Another noteworthy finding is that students struggle with providing an explanation of what is happening at the molecular level during the metabolic pathways reactions.

Since the detection of first cases of Covid-19 in the United Arab Emirates (UAE) the education system has faced drastic changes after schools` closure in response to the pandemic. UAE schools started teaching online as an alternative measure without stoppage to limit exposure. This study uses a cross-sectional descriptive design to examine teachers` and students` attitudes toward online Physics education in the UAE after four months of teaching and learning online. Cross-sectional participants included 418 secondary school students and 58 physics teachers who had to rely on online education to deliver their instruction during the 2020-2021 academic year in one of the major cities in the UAE. Using comparative method to compare the attitudes of students and physics teachers, based on various categorical groups, indicated that statistically significant differences in attitudes exist between public and private schools` students. However, there were no statistically significant differences in attitudes of physics teachers`groups toward using online education to deliver their instruction. On the other hand, there were statistically significant differences in attitudes among students based on gender. The findings of this study were discussed within the recent educational reforms introduced in the UAE and they are likely expected to impact not only physic teaching and learning but also future online educational practices in general.

Empowering children to study at home with diverse parenting patterns during the Covid-19 pandemic is a challenging experience for parents of elementary school students. This study aims to determine changes in parenting patterns used by parents of elementary school students after undergoing online learning of parenting patterns with the method of sharing experiences. This study uses the concurrent embedded research method where both qualitative and quantitative data are being collected at the same time. The descriptive qualitative method is embedded within the quantitative method, with a pre-experimental one group pre-test and post-test design. Data collection techniques used questionnaires, observations, and interviews with Chi-Square non-parametric inferential statistical analysis techniques and descriptive qualitative. The research setting was online learning, which was carried out during the Covid-19 pandemic, where parents of elementary school students were more likely to accompany their children to study at home. The results showed that online learning with parenting experience-sharing methods can change the understanding of parenting patterns of students whose parents were initially more dominant in the permissive type, to become more dominant in the authoritative type. This study`s findings imply that future research would benefit from examining the differential, nonlinear, and interactive components of authoritative parenting can affect school achievement.

This study aims to find out how the differences in students` perceptions of the use of web-based character assessments were analyzed by gender and to determine the differences in the acquisition of students` perception assessments of the use of webbased character assessments in junior high schools in Batanghari Regency, Indonesia. The population in this study was a junior high school in Batanghari Regency, Jambi Province, Indonesia with a sample of 322 students using purposive sampling technique. The quantitative method used in this research is descriptive and inferential analysis method to obtain assumption testing (normality and homogeneity) and hypothesis testing (Anova). The results showed that in the variable of student perceptions of the use of web-based character assessment, there was a significant average difference between female students and male students. Then on the student character variable there is also a significant average difference between female students and male students.

School organizations form a complex system, the characteristics of which influence the effectiveness of teachers who work there, while teachers can also develop organizational knowledge trough their learning practices. This implies that individual reflective thinking might also support the development of organizational knowledge through knowledge management practices within the school. This paper outlines the connection between reflective thinking and the aims to develop school organizations in Hungarian master-teacher programs. We coded 813 masterprograms, which were then subjected to quantitative analysis, as we examined how individual reflective thinking can correspond with organization developmental goals. Our findings showed that teachers with higher level of reflective thinking are more likely to consider organizational goals when learning, implying that their reflective practices tend to expand beyond their own professional selves.

The study examined the effects of teachers` demographic factors and competencies on their self-efficacy in implementing inclusive education. To accomplish this, the researcher had a sample of 187 teachers in schools SDO-City of Malolos during the academic year 2018-2019. Results of the regression analysis indicate that variables of regular teachers` demographic profile (except educational attainment) and competencies affect their efficacy in implementing inclusive education to a different extent as shown by the non-zero coefficients. This means that age, sex, length in service, disabilities handled, and competencies affect (but not to a significant extent) the teachers` efficacy in implementing inclusive education in which for every unit improvement in variables mentioned, teachers` efficacy can be expected to increase by 0.002, 0.004, 0.002, and 0.001, 0.428 respectively. It is highly recommended that the hiring and selection process for special education teacher applicants be tightened up, especially when it comes to personal demographic characteristics and professional competencies, including educational attainment, as this has an impact on the pursuit of a high-quality inclusive education.

The use of social networks is part of people`s daily lives, and university students, in their academic life, make particularly intense use of them on a daily basis for different purposes. This research analyses the nature, intensity, and type of educational use of these social media by childhood and primary pre-teachers who are pursuing their studies online in Spain. To this end, we designed and validated an ad hoc questionnaire, obtaining 268 valid responses to research the specific characteristics of students studying for degrees in early childhood education and primary education and a double degree in early childhood and primary education at a university that is exclusively online. The results show that participants habitually use a variety of social media, but they only use some of them for educational purposes. General social networks offer future teachers versatility, the possibility to develop and leverage social capital, and opportunities to connect formal, nonformal and informal settings. The most used networks were WhatsApp, YouTube and above all Facebook, a reasonably large percentage use Instagram or Pinterest, and, to a lesser extent, Skype, and a lightly under half have Twitter. With regards to how they are used for educational purposes, a majority of respondents reported using them to find classroom activities, new ideas and material that might be of use in their academic work. It was also found that students consumed more information than what they produced, such that social capital is not used in an optimal way. It is concluded that in a university that operates exclusively online, the use of social networks fulfils the function of covering affective and social needs in an optimal way.

The quality of early childhood education is influenced by partnerships between parents and teachers. This research aims to measure the influence of different factors of the parent-teacher partnership, namely, communication, cooperation, and parents` participation on the early childhood learning outcomes. This research also measure the effect of teacher-parent cooperation in mediating the influence of teacher-parent communication on the learning outcomes and the effect of parental participation in moderating teacher-parent communication on the learning outcomes. The study used a quantitative approach with a cross-sectional survey design among 183 parents of young children in Padang. The data were collected using questionnaires, which were analyzed using a Structural Equation Model (SEM) analysis. The results indicate that the early childhood education learning outcomes are (1) positively influenced by teacher-parent communication and (2) parental participation, (3) except teacher-parent cooperation. Besides, (4) the teacher-parent communication positively influences teacher-parent cooperation. (5) The teacher-parent communication does not mediate the influence of teacherparent cooperation on the children`s learning outcomes, and (6) the parents` participation does not moderate the influence of teacher-parent communication on the early childhood education learning outcomes. The results of this research contribute to identifying the importance of parents in early childhood learning outcomes through partnerships with teachers.

This study aims to explore the gender roles, social expectations, motivations, career decisions, and sense-making processes of a group of undergraduate female engineering students, particularly in the fields of naval, marine technology, and maritime studies, in the United Kingdom. Based on the Social Cognitive Career and Motivation Theory, two research questions were listed, why do undergraduate female students decide to study engineering, particularly in naval, marine technology, and maritime studies, as their career development? How do undergraduate female engineering students describe and make sense of their academic voyage and experiences as pre-service engineering professionals based on their gender, social expectation, and decision-making process? In line with the qualitative phenomenological approach, interview, focus group activity and member checking interview were employed to collect the stories from 20 female undergraduate engineering students in the United Kingdom. Three main themes were categorised, 1) interest in STEM learning, 2) determination about an engineering career, and 3) the surrounding environment: connection and relationship with the ocean. The results showed the potential managerial developments for gender diversity and constructive gender policies in engineering based on the voices of female engineering professionals. The outcomes of this study will fill the gaps in gender and gender issues in the engineering profession.

The quality of entrepreneurship teaching in Vocational High School (VHS) is so low that the use of experiential learning (EL) could be an alternative. To actualize this, a thorough evaluation is imperative as a basis for proper designing of EL. This study aims to analyse the suitability of the implementation of EL in entrepreneurship teaching in VHS using importance performance analysis (IPA). This study was conducted using survey method on four EL components: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The sample consists of 701 VHS students and graduates from seven districts/cities in West Nusa Tenggara, Indonesia. The research data were analysed comparatively and the suitability of the IPA quadrant. The study indicated that EL-based entrepreneurship teaching process did not meet respondents’ expectations. All EL components were fully implemented in entrepreneurship teaching. The components in active experimentation aspect are the lowest in implementation. All components in active experimentation and some in other components were categorized as an important aspect of entrepreneurship teaching whose learning achievement are still low. The results of the study are crucial in determining the need to design an entrepreneurship teaching that integrates all four components so as to generate quality graduates.

Year after year, the rate of violence among students rises. This is a conundrum because the phenomenon has already began to appear in high school. It is uncommon since a violent culture has a direct influence on students` academic success as well as several non-academic psychological characteristics. The study aimed to validate and develop a peaceful classroom scale. This study took place in Indonesia between 2020 and 2021, with 406 junior high school students (176 men and 230 females) participating by simple random sampling. A quantitative research methodology was used to analyze a survey design that distributes 25 items on a 5- point Likert scale. The data analysis used the common factor analysis technique and Rasch model, "i.e.," Winsteps software version 3.73. Study results show 24 valid items, and the answer choices can be 4 or 7 points. As the representation of interaction between the person and the items as a whole, the Cronbach Alpha value is 0.94, which is in the excellent category. Furthermore, the person dependability rating is 0.82, which falls into the very good category as a reflection of the consistency of the participant`s responses. This scale meets the criteria because it already has good psychometric properties so that it can be used to investigate peaceful classrooms at the junior high school level.

The goal of this study is to assess the effectiveness of a Problem-Based Learning (PBL) pedagogy that was implemented in two different concrete construction courses. Both courses are a part of an industry focused four-year undergraduate concrete degree program. One of the classes focused on concrete problems, diagnosis, and repair of existing concrete, while the other class focused on handling and management methods of various concrete mixtures. In both courses, a PBL pedagogy was implemented such that students were self-learning and discovering the knowledge through an action-research case study. The actionresearch case study was specific to the course outcomes relevant to each course, but were assessed similarly. A total of eight different assessment methods were implemented across both courses’ multiple times from 2012 – 2019. The results showed that the students are highly benefiting from the PBL pedagogy, which was indicated across all assessment methods. Each assessment technique provided a unique insight into student comprehension or benefits of the PBL pedagogy. The most beneficial assessment techniques were; pre- and post-student assessment, level of understanding and confidence, pre- and post-objective student assessment, and report assessment. These four assessment techniques provide both direct (objective) and indirect (subjective) assessment, while only requiring four total surveys.

determine what can be inferred from data or statistical results and whether the justifications led to valid conclusions. Accordingly, adaptive reasoning is a mathematical proficiency required in statistical inference. This study aims to discover the association between adaptive reasoning and the initial statistical competence of undergraduate students. For this purpose, we performed mixedmethods research conducted by sequential exploratory analysis. This study involved 66 participants selected from undergraduate students in the Statistical Inference course offered by the mathematics education department at one university in Indonesia. The qualitative result describes the characteristics of students` adaptive reasoning proficiency at each grade. The proportion of students from grade 1 to grade 4 is 4.55%, 21.21%, 48.48%, and 25.76%, respectively. The quantitative result based on the chi-squared statistics test shows a significant association between adaptive reasoning proficiency and initial statistical competence. The correspondence analysis solution depicts that a high level of statistical competence is strongly associated with a high grade of adaptive reasoning proficiency, and conversely. Generally, the results provide evidence that the mastery of initial statistical competence is an important aspect in developing students` adaptive reasoning proficiency. The study provides some recommendations that will benefit the lecturer to develop adaptive reasoning proficiency in the Statistical Inference courses.

This article explores issues associated with the academic and greater health, relational, and financial stressors of rural, low socioeconomic status (SES), Native American college students, compared with those of regional Caucasians, during the Covid-19 pandemic. Additionally, the study considers concerns about both populations’ low proclivity within the classroom for discussing students’ individual and group identities, as well as their pandemic stressors and experiences, in order to seek community and provide mutual assistance regarding their academic and larger needs. Further, the study offers faculty important dialogical strategies for reaching their Native, rural, or similarly marginalized ethnic/racial minority, geographically disadvantaged, and/or low SES students during stressful periods of difficulty and epic proportion, such as the current pandemic. Utilizing an exploratory case-study design with a mixed-methods approach and a convergentparallel strategy, the study involves 114 Native and 114 Caucasian students from a U.S. university. During the pandemic, both Native and Caucasian students surveyed reported stress levels in 12 areas affecting their educational, health, relational, and economic outcomes. As an issue, overall, Native students were affected more adversely than Caucasians by the pandemic, but both populations, suffering from stressors, might have benefited or profited more from sharing and processing their experiences within a classroom setting, if desired, and if such a forum had been made available. Nonetheless, in turn, another conflict arose as many students were also reluctant to cover the pandemic, including its effects on themselves; were fatigued of the subject; and thought their beliefs would be seen as insignificant. Accordingly, this article calls upon teachers to engage in greater efforts to support peripheralized students during perilous and monumental times, such as the current pandemic, by implementing a classroom dialogue and curriculum supporting students’ academic, personal, and larger identities and needs as students wished to share them.

The multicultural education of Indonesia calls for prospective teachers (PTs) with sufficient intercultural sensitivity. Hence, this mixed-method intercollegiate study aimed to quantitatively measure the intercultural sensitivity of PTs at UIN Raden Fatah Palembang and IAIN Curup and to qualitatively investigate the contextual factors underlying their intercultural sensitivity. 1,800 PTs of both universities were involved as the quantitative participants, and 10% of them were purposively selected as the qualitative participants to join interviews and FGDs. The findings revealed that the PTs of both universities had high intercultural sensitivity. Their intercultural sensitivity was underpinned by six contextual factors, such as interests in other cultures, frequently joining activities of other cultures, living in a multicultural environment, experiences of interacting with people of different cultures, the senses of family and friendship, and learning experiences in the crosscultural understanding course. The PTs’ high intercultural sensitivity implies that they are ready to teach Indonesian multicultural students under the national multicultural curriculum of Indonesia, K-13. However, external empowerments are required to maintain their current state of intercultural sensitivity because intercultural sensitivity is an affective or attitudinal domain vulnerable to change. Research limitations, implications, and recommendations are provided at the end of the data discussion and conclusion sections.

Science, technology, engineering, and mathematics (STEM) education have become increasingly popular among educators in recent times. Research on STEM education has been shaped by a great number of articles published across the world. This study attempts to objectively examine the STEM education literature on technical teachers’ pedagogical beliefs by analysing the bibliometric data extracted from the two popular scientific databases known as SCOPUS and Web of Science core collection. This paper highlights the current research trends in this domain by identifying the most impactful documents, topics, contributing authors, journals, and countries. A bibliometric review method has been employed to analyse the scientific research published on teachers’ pedagogical beliefs in STEM education. The findings reveal that this field of research is relatively new and began to publish in 1990. Recent trend shows a gradual increase in publications on the domain of teachers’ pedagogical beliefs in STEM education. Online pedagogy such as blended learning and its relevant pedagogical approach i.e., gamification etc. are found to be dominant research themes related to technical teachers’ pedagogical beliefs in STEM education. Also, technology integration, selfefficacy, gender issue etc. are the key research areas that were explored and studied in this domain of research. Developed countries appeared to be the dominating contributors in STEM education research. The findings of this study give insights and quantitatively synthesise the research development on teachers’ pedagogical beliefs in STEM education.

Digital literacy is an important skill for global citizens to possess in the 21st century in the creation of information media using appropriate digital tools. The purpose of this research is to investigate the components of digital literacy of global citizens using a second-order confirmatory factor analysis. The key finding of this research was that the digital literacy of global citizens consisted of four components: (1) Self-initiation, (2) Trendiness, (3) Usefulness, and (4) Good attitude. The study found that the factor loading of all latent variables was positive, ranging from 0.82 to 1.06. The trendiness component had the highest factor loading (ß = 1.06), followed by the self-initiation component (ß = 0.87), the usefulness component (ß = 0.86), and the good attitude component (ß = 0.82), respectively. Participants in this study consisted of 633 higher education students selected from a nationwide survey representing populations in six regions of the country using a multistage sampling method. The results of the study found that the trendiness component had the highest factor loading, followed by self-initiation, usefulness, and good attitude. Therefore, to promote digital literacy, when designing learning or learning tools, self-learning should be emphasized together with the use of smart wearable devices to provide flexible learning. Students will thus be able to learn anywhere anytime according to their individual needs, and this also maximizes their good attitudes toward the digital literacy. This study contributes to the understanding of the components of the digital literacy of global citizens. It can provide policymakers and educators insight into the critical skills needed in the 21st century toward the creation of information media using appropriate digital tools in Thai higher education.

The paper takes an initial look at communicative language competence in general and then goes on to discuss the interactional component of communicative competence. The paper deals with the function of speaking, known as talk as interaction. It is a human interaction with the purpose to maintain social relationships. Further on, teaching approaches and techniques needed for the meaningful development of the function of speaking talk as interaction are outlined. Interactional speaking and its implementation in live class teaching is the focus of the research conducted at the lower secondary school level in Slovakia. The current study applies qualitative approach for collecting non-numerical data and combines content analyses of two textbooks as well as observations carried out at two lower-secondary schools in Slovakia. Our findings indicate that the analysed textbooks provided number of interaction activities and techniques such as drills, dialogues, role-plays, small talk and chatting activities. Observations confirmed that the teachers tried to promote talk as interaction mainly by reading aloud, dialogues and small talk activities. Several potential situations that could lead to the development of the function talk as interaction were detected. All of them were related to small talk activities on different topics. Based on the research results, we advise including all learners into pair work and small talk activities as well as giving them opportunities for sharing their experiences with their peers.

The learning process that is integrated with technology requires teachers who are able to integrate professional skills, pedagogical abilities, and technology in learning. This study uses a content analysis of a number of SCOPUS indexed articles that have been published throughout 2020 with the main focus of the study being TPaCK. This study aims to inform the diversity of research types, research designs, subjects, subjects, data collection instruments and data analysis techniques. The results revealed that the most dominant types of research were quantitative and R&D. In addition, research design methods that are becoming a trend are R&D and survey research. Popular research subjects and subject matter are students with a subject or major in Science and Physics. The most commonly used instruments are questionnaires and tests. Meanwhile, the most widely used data analysis techniques are percentage, n-gain, paired sample t-test and descriptive analysis. In addition, it was also found that several researchers used the same research design but different instruments and data collection. Based on the results of this study, several recommendations have been proposed for future researchers that support TPaCK as the main focus. Some of these recommendations include increasing the diversity of types of research and choosing the right method in conducting research.

This study aimed to develop an environmental care instrument for students based on local potential and test its effectiveness on different genders and grades. This research is development research of three stages, i.e., literature analysis and preparation of instrument items, the validity of instrument content, and constructs validity using EFA and CFA. The instrument consists of 25 positive and negative statement items using 5 rating scales. The environmental care attitude instrument development results have met the criteria of construct validity through EFA and CFA. The EFA validation yielded 23 items (1 item eliminated from the 1st EFA and another from the 2nd EFA). The results of the final validation using CFA showed that all items met the fit criteria and formed three factors. The analysis results of the instrument effectiveness show that the instrument has been able to reveal students` environmental care attitudes which is differentiated by gender and grade. The results of the analysis showed that female students have a better environmental care attitude than male students and students of class XI have a better environmental care attitude than students of class X. Overall, the instrument has met content and construct validity and is effectively used to reveal students` environmental care attitudes.

This research aims to test the influence of Interpersonal Conflict, Social Norms, Organizational Conflict, and Lecturer Occupational Stress by using the SEM (Structural Equation Modelling) method on Lecturers in the Environment of Jambi University. This research is part of a multi-year research series to gain an outsider in conflict and stress management models and its impact on lecturers` comfortable, safe, and enjoyable working environment. The design of this study is a comparative causal study with characteristic problems in the form of the causal relationship between two or more variables, using an explanatory survey method to obtain precise and factual information about the influence of Interpersonal Conflict, Social Norms, on Organizational Conflict and Occupational Stress Lecturers. The analysis units are lecturers from 59 study programs at the University of Jambi, totalling 378 people. Data collection instruments use questionnaires. The analysis technique uses the Structural Equation Model (SEM) method with an alternative way of Partial Least Square (PLS) or called variancebased SEM (SEM-PLS). Structural model testing in PLS was conducted with the help of software lisrel_8.8.M3_win32.win32.x86. This study reveals that Interpersonal Conflict and Social Norms are predictors of Organizational Conflict. However, Social Norms and Organizational Conflict have no direct effect on the increasing Occupational Stress of Lecturers. This research contributes to Conflict and Stress Management literature and provides strategic recommendations for university leaders and lecturers.

Despite the abundance of the literature reflecting peer facilitators’ short-term gains, the long-term merits of once acting as a peer facilitator still represent a blank space in the academic literature. This retrospective qualitative case study employs Personal Meaning Maps and semi-structured interviews to explore five former peer facilitators’ narratives to elicit any long-term perceived value of once acting as a peer facilitator in a peer-led multicultural self-study group. Utilizing the content dimension of learning framework, the study concludes that the former peer facilitators perceive a wide range of long-term benefits such as the consolidation of knowledge, the development of skills and competencies, and a positive impact on their personal growth and professional identity.

The aim of this research was to study the motives for participation of Greeks of the Diaspora in the Middle East in Greek dancing lessons in their countries of residence. In addition, it was examined whether demographic characteristics such as gender, age, country of birth (Greece or other) and educational level of the participants are factors that differentiate their motives. The sample of the research constituted of 91 Greeks (men and women) of the Diaspora in the Middle East who participate in organized Greek dancing classes. The Greek version (Konsoulas et al., 2017) of the Exercise Motivation Inventory-2 (EMI-2) questionnaire by Markland and Ingledew (1997), adapted to the needs of the research, was applied to collect the research data. The following statistical analysis were performed: a. Descriptive statistics b. t-test for independent sample c. Reliability analysis (Cronbach’s a), d. Variance analysis (One-Way ANOVA) and e. Post Hoc LSD Test. The findings and the evaluation of the study suggest that the participants are mainly intrinsically motivated by the ‘Affiliation’ and ‘Relation to the Homeland’ factors therefore institutions offering Greek dancing lessons abroad can adapt their approach to satisfy the participants’ motives and subsequently attract and retain their participation.

The mental state of teachers is important not only because it affects their own health, but also because it has an impact on the development of the children they teach. In this especially stressful job, resources like social support and mental health help them cope. Our aim is to examine teachers’ mental health, social support, and their interrelationships and whether these are influenced by sociodemographic indicators or harmful addiction. In our descriptive crosssectional, quantitative research, we measured the mental health and social support of secondary school teachers in Szeged (n = 200). It included validated questionnaires used in international surveys. Social support was weaker in our sample, but mental health outcomes were stronger. The social support from smaller settlements was significantly stronger. Respondents with stronger social support were less affected by depression and had a stronger sense of coherence. The research confirmed the relatively good mental health of teachers, which was strengthened by social support, and the latter also correlated with a sense of coherence. The significance of this lies in the fact that the mental health of teachers has an impact on the mental health of their students, and on their own role in health education.

Any university that wishes to be recognized in terms of the internationalization of higher education needs to take the Covid-19 pandemic as an opportunity for development as we live in a world of uncertainties. This study focused on examining the challenges faced by international students studying online because they cannot travel to their host countries to study due to the Covid-19 pandemic to propose some recommendations to improve the learning experiences of international students in case of emergencies such as the Covid-19 pandemic. An exploratory case study research design was used, adopting the qualitative methodology. The study’s sample population consisted of 48 international students in two universities in China. Data was collected using a semi-structured interview guide. The data collected was analyzed thematically. The study found that most international students studying online face the following major challenges; poor internet connection, limited class participation, and inability to finish research projects on time. As far as the internationalization of higher education is concerned, students may not fully acquire the international experience that comes with higher education internationalization if they continue to study online. Moreover, the study found that the following strategies can be implemented to enhance online teaching and learning during a pandemic, such as Covid-19; Good internet connections, communication with students, training lecturers on how to carry out online teaching, and monitoring students studying online.

During the Corona pandemic, parents of children with disabilities experienced unprecedented situations. The aim of this study was to identify the educational needs and challenges which prevented parents from providing adequate support to their children during the outbreak. An online survey was launched on June 4, 2020, to gather information from 638 parents of children with disabilities. The findings revealed that 60% of parents need assistance in implementing Individual Education Program activities. Similarly, 71.7% of parents reported that the centers had only spent less than one-hour on-line per day educating the children. Significant challenges emerge as a result of parents` inability to cope with the load and their loss of hope in helping children, which varies depending on the severity of the condition, with severe disabilities posing the greatest challenge. According to the study, special education centers should follow defined protocols that focus on parents` educational needs, as well as establish proactive approaches for providing support to parents of children who require special care.

Until now, many studies have been conducted on the correlation between emotional intelligence and mathematics achievement in Indonesia. However, there are different representations or conclusions regarding the results of the study. Therefore, this study aims to thoroughly investigate the effect of emotional intelligence and mathematics achievement on students in Indonesia and to detect the level of variation between studies using a meta-analysis approach. This study analyzed 36 primary studies with a sample of 2474 published in journals and campus repositories and filtered with certain eligibility criteria. To support the accuracy of the analysis results, JASP software is used. The results of the study found that the combined effect size value generated using the random-effect model estimation was (M = 0.65) with a standard error of (SEM = 0.07). This effect size belongs to the large effect category. Analysis of the study`s level of variation was carried out by considering four moderator variables. The results of the analysis of moderator variables found that there were significant differences in the education level group (Qb = 62.94; p0.05). and year of publication group (Qb = 4.16; p>0.05). These findings provide a strong theoretical foundation to improve students` mathematical achievement in the future.

Blended learning is a mix of online and face-to-face instruction. It refers to a variety of possibilities made available by integrating the internet and streaming media with traditional educational formats that necessitate the physical co-presence of teachers and students. While the Covid-19 pandemic is being referred to as the greatest challenge facing education systems around the world, it has prompted authorities to issue a drastic order requiring institutions to switch from face-to-face teaching to online teaching and virtual education for students. This present study aims to determine the model of integration between learning style and active learning towards enhancing blended learning curriculums among higher education students. A total of 208 students at a selected Malaysian higher education institution were selected randomly in this study. For data collection, this study used the quantitative approach and random sampling technique. The instrument was developed based on the literature review, and expert validation was obtained from various universities. The survey forms were distributed using an online medium (Google forms). Pearson Coefficient correlation (r) was employed to examine the relationship between variables, while Structural Equation Modelling (SEM) was utilized to examine the effect of the mediator variable. By dopting a two-stage method, the measurement model was first tested, followed by the structural model. Confirmatory Factor Analysis (CFA) is to test whether the data is compatible with the hypothesized measurement model as well as for the purpose of validation and construct reliability. The results show that the measurement model was a good fit for the data, and that the constructs were reliable and valid for testing the hypotheses based on the results. The assessment of the structural model, on the other hand, involved testing the hypothesized relationships about the direct effects. Four hypothesized direct paths were found to be statistically significant.

Brunei first detected the covid-19 pandemic on March 9, 2020, which closed physical schooling immediately, and schools later continued online in response to the pandemic. This study investigates teachers` feedback on the new school norm of online teaching and learning mode. The objective of this study is to test the conceptual research model derived from the Unified Theory of Acceptance and Use of Technology (UTAUT) for determining how the facilitating factors influence teachers` intentions and their beliefs about their behavioural implementation of online teaching and learning mode. The participant of the study consists of 6,078 teachers in public schools in Brunei Darussalam. An electronic survey questionnaire was developed and disseminated to the teachers. The analyses of the quantitative data involved factor analysis and structural equation modelling (SEM). The significant findings are (i) teachers` Behavioural Intention directly correlates to motivation factor (Satisfaction), facilitating factor (Effort Expectancy), and the belief factors (Risk and Trust); (ii) teachers` Behavioural Intention are indirectly correlated to motivational factor (Perceived Enjoyment) and facilitating factor (Self-efficacy); (iii) teachers` Implementation of online teaching and learning mode relates directly to Behavioural Intention and belief factor (Trust). The study concludes that teachers can be encouraged and supported to implement online teaching and learning mode by addressing the factors influencing their behavioural intentions.

The development of HOTS has become a new trend in the 21st century learning process. Many approaches and models are applied in the learning process to achieve HOTS, including case-based learning approaches. This study aims to reveal a description of the level of student HOTS achievement in Case-Based Biochemistry Learning which took place in the Even Semester of 2019/2020. This research is descriptive research. A sample of 24 people was taken from students of the Biology Education Department, Faculty of Teacher Training and Education, University of Muhammadiyah Surabaya. HOTS data, which includes the analyze, evaluate, and create skills, were collected using the documentation method. Data were analyzed descriptively and statistically. The results of this study, namely: (1) the average student HOTS score was 67.79 including the "High" category; (2) mastery of HOTS skills from the total score of test questions: (a) analyzing 68.82% on the organizing thinking process. (b) evaluating 61.51% on the examining thinking process. (c) creating 76.38% on the planning thinking process; and (3) based on the statistical test, the students` mean HOTS score was significantly higher than the expected value, which was > 65 (? > 0.05). The conclusion from the results of this study shows that the HOTS level of Biology Education Department students in new case-based Biochemistry learning reaches the high category at the lowest limit. Implementation of CBL to increase HOTS can be done even better by designing good cases and selecting the right type of CBL.

This study developed 17-item physics problem-solving ability to measure the students’ performance in solving context-rich problems. In this process, 8 students were interviewed on how they solve physics problems. Qualitative analysis showed 37 latent attributes that describe their ability. Attributes were surveyed to 370 students to establish psychometrics via rating scale-graded response model (RSGRM) and to ensure psychometric assumptions through Mokken’s scale analysis (MSA). Analyses showed that there are 17 valid items or set of outcomes in designing assessment tasks that define what is to be learned as a problem solver. It represents a unidimensional construct (SRMSR=0.043) that provides more information to person ability that ranges from -2.0 to +2.0 values (SE2=0.81). The measurement information generated useful information in describing the students’ problem-solving ability. It also demonstrated a 3-ordered response expectations that could represent the solver’s actual reasoning as a a cognitive structure. This study noted that the ordered response requires further study and exploration.

Most students have difficulty explaining socio-scientific issues (SSI) scientifically due to lack of relevant prior knowledge, difficulty connecting with science ideas, and societal concerns of SSI. Unfortunately, scaffolding sets that can be used to help students explain SSI have not available yet. This study aimed to develop a scaffolding set to help students have sufficient prior knowledge of biochemistry relevant to SSI, connect with biochemistry ideas and societal concerns of SSI. A scaffolding set model was developed using instructional design model. Validity and practicality of the scaffolding set data were analyzed descriptively, while effectiveness of scaffolding set was analyzed descriptively and using dependent ttest and N-gain. Data analysis results showed that the scaffolding set was valid, easy to implement, and effective aiding 88 students (21 excellent and 67 nonexcellent students) explain SSI scientifically. More than 95% of excellent and 80% of non-excellent students were in high (some medium) connection with biochemistry ideas and societal concerns. The scaffolding set helped students explain biochemistry aspects and context of SSI. The finding implies that students need scaffolding, while teachers need scaffolding set to aid their students in SSIbased science teaching and learning to scientifically explain SSI.

This study aimed to determine the degree of availability of knowledge economy skills among female mathematics students at the College of Science and Human Studies in Saudi Arabia (Imam Abdulrahman bin Faisal University) according to their perceived future roles. To achieve this, a descriptive analytical method was employed and a newly developed questionnaire administered to a random sample of 100 female students. Data were analysed using the Statistical Package for Social Sciences (SPSS) (Cronbach`s Alpha, Split-Half, Spearman`s correlation coefficient, Arithmetic mean, Standard deviation, Standard error, Order). The results indicated a high level of problem-solving and decision-making skills (the first dimension) among students with an arithmetic mean of 2.68 (89.42%), followed by communication skills with an arithmetic mean of 2.63 (87.67%), innovation skills with an arithmetic mean of 2.42 (80.9%), both critical thinking skills and using technology with an arithmetic mean of 2.3 (78.33%), and a medium level of teamworking skills with an arithmetic mean of 2.07 (69.25%). The arithmetic mean for the general level of skills was 2.42 (80.65%), indicating a general increase in the availability of knowledge economy skills among these female mathematics students. Statistically significant differences (0.01) in the availability of knowledge economy skills were also found in academic stage (Bachelor-Master) in favour of undergraduate students. The researchers recommend an increased focus on teamworking skills, and that students, particularly master`s students, should receive more training on knowledge economy skills and be encouraged to keep up to date with recent developments.

The impact of psychological factors on transformational teaching (TFT) performance has been widely considered in inclusive and special education. The main aim of this cross-country study was to investigate the role of bio-psycho symptoms (BPS), mindfulness and subjective well-being as serial mediators of the relationship between perceived stress and TFT among Indonesian and Thai special education teachers. A total of 368 participants––177 teachers from Indonesia and 191 teachers from Thailand––completed self-report measures assessing the mentioned variables. Descriptive and correlational analyses were conducted. Serial mediation analyses found that in addition to the negative direct effect of stress on TFT, subjective well-being was a mediator among Indonesian special education teachers, while BPS, mindfulness and personal well-being were serial mediators among Thai special education teachers. They can be recognised as partial mediations on the proposed model. Findings suggest that the effect of stress on TFT is weakened by mindfulness and subjective well-being. Importantly, special education teachers may benefit from evidence-based stress management interventions and mindful-wellness programmes to achieve better implications for their teaching.

Innovative teaching materials for short story writing are required to enhance students` writing skills. This study proposes the use of the metaphorming approach in developing teaching material for short story writing. This study is a Research and Development (R&D) which used the ADDIE model that consists of five stages, including analysis, design, development, implementation, and evaluation. Data was collected through interviews, tests, questionnaires, and observations at the junior high school level. The design of the teaching materials was integrated with metaphorming principles. Furthermore, the validation process of the design involved experts in metaphorming, instructional design, and linguistics. The validation included three aspects, content, layout, and language. At the implementation stage, teaching material was implemented in the learning to examine its effectiveness in enhancing students` writing skills. A statistical test was carried out to investigate the significance of increasing students` writing skills. The ADDIE model was evaluated at the final stage and at each stage to ensure the quality of development. The results showed that the teaching material for short story writing with a metaphorming approach had met the validity and reliability criteria. Furthermore, its implementation in learning improves students` writing skills significantly.

The onset of the Covid-19 pandemic necessitated that higher education institutions go online and utilize a HyFlex instruction model. The current study used a scientometric approach to evaluate the current status of HyFlex, as well as a visual analysis of the topic. Published research from 1989-2021 was retrieved from Web of Science (WoS) and the search generated 1453 results, which were analysed by title, year of publication, authors, country, journal, and research area. The data was processed using VOSviewer and Bibliometrix R software to visualize trends for HyFlex. The research identified document types, author collaborations, annual scientific production, most relevant journals, collaboration network between authors, institutions, country, cluster coupling of authors, documents and sources, thematic evolution, and co-occurrence of all keywords. The results indicated the topic gained interest in 2008, with the highest number of articles published in 2019-2020. The top collaborator and country with the highest volume of citations and published articles was the United States. Word clusters indicated the most repetitive words were students, education, performance, and knowledge. The visualization of data offers information on trends on the body of research as well as providing researchers an understanding of the topic.

Universities aim to prepare students for their future careers. An important role is also played by foreign language teaching. The study’s purpose was to point out the lack of professional foreign language study material for newly accredited study programmes at the Technical University in Košice. Foreign language teachers at the Department of Social Sciences and Humanities were looking for innovative forms within foreign language teaching. Mixed methods were used to improve communication skills in advanced manufacturing technologies students in a hybrid form of education. This study aimed to find out whether students of manufacturing technologies will achieve different results in tasks related to the professional study material Plasma Cutting, as well as whether the results will differ within their study programmes. The research sample consists of 185 students in the 2nd year of bachelor’s study in the winter semester of 2021. The best results were achieved by students of the Smart Technologies in Industry (A-assessment - 45,2%) and Intelligent Technologies in Industry (A-assessment - 43,3%). Strengths and weaknesses were revealed by teachers. Students enriched their language competencies, which they could apply as engineers, computer programmers, managers, and technicians in foreign companies.

One of the primary goals of schools is to improve the students` learning performance. Considering the factors associated to students` indigeneity contributing to their learning performances, this study explored the learning performances of `indigenous` (Janajati) students in Nepali private secondary schools. Grounded in Bourdieu`s (1986) cultural capital theory, the investigation employed a two-staged mixed-methods research process. In the first phase, longitudinal data (grade XII exam results) of 770 students between 2015 and 2019 at a case study school in Kathmandu were obtained and analysed. The quantitative results yielded from the descriptive analyses revealed that Janajati students, namely the Tamang, Magar, Gurung, Rai, and Limbu students included in the study, had a lower academic performance as compared to their non-Janajati counterparts. These results are consonant with overall national patterns in Nepal. In an attempt to explain these differences, a sequential qualitative study was undertaken through indepth interviews with five participants (three students and two teachers affiliated to the case study school from the same indigenous groups). For analytical purposes, factors influencing students` performance were grouped into home-related and school-related themes. The study showed that home-related factors were more prevalent than the school-related factors in the students with lower learning performances. While family economic backgrounds and parental education also had a role to play, cultural factors (such as relative lack of predisposition towards education and aspiration for different occupations) were the most important factors influencing lower learning performance.

Creative thinking is the ability to generate new ideas. The affective aspect related to creativity is self-confidence. This study aims to describe the characteristics of students` mathematical creative thinking skills based on self-confidence. Involved as many as 60 students who took the Differential Calculus course. The method used is descriptive qualitative. Data collection was obtained through questionnaires, tests, and interviews. Data analysis techniques include data reduction, data presentation, and concluding. Subjects were grouped into three self-confidence categories: low, moderate, and high, based on the questionnaire results. Using the purposive sampling technique, two people were taken as subjects in each category. The study results explain that students with low, moderate, and high self-confidence can write down several different answers and review them in detail. Students in the high self-confidence category can find relationships between concepts and answer questions in various or unique solving algorithms. Selfconfidence is directly proportional to the achievement of creative thinking skills.

The growth of students’ motivation is critical during the transition from secondary to higher education. Inspiration for learners is one of the key learning elements in both structured and informal settings. Many students are involved in education; of course, other students require support and encouragement. The study aims to understand the various motives of students to pursue higher education at a Saudi Eastern province public university. A quantitative descriptive analysis method and an online survey were used to collect data as part of the research. SPSS software was used to verify the accuracy and reliability of the data. Means, standard deviation, and ANOVA tests were used to investigate the data. The final instrument comprises 27 six-point Likert scale items related to students’ decisions to attend higher education, with an overall Cronbach’s alpha of .94. Among the findings of the study: "learning has no limitations," "accomplish my future goals," "increase abilities and expertise," "meet possible ambitions," and "to offer a better life for my kids and me" were the most common responses. There were significant statistical gender-related variations in favor of female students’ motivations. However, additional results indicated no statistically significant differences in family wealth, cluster, and parents’ education level.

The purpose of the current study was to investigate the problem of systemic university competitiveness management in order to propose a vision of the structure of the university competitiveness management system (UCMS), its levels, functions, and management objects based on the implementation of the constructive competition theory. The basic research methods included the following: content analysis, analysis of the modern concepts of university competitiveness management. The constructive theory of competition was used as the basic methodology of the research. Based on certain factors affecting competitiveness, the competitiveness of university (Cu) coefficient was calculated. At the intersection of four management functions (planning, organization, motivation, and control) at three levels of competitive behavior (strategic, tactical, situational) and three spheres of system influence (resource usage, optimizing actions, achieving results), 36 special functions of competitiveness management have been identified. At the same time, it was unveiled that the implementation of the UCMS in the overall university management structure is accompanied by organizational changes. In view of this, the success of the operating activities of the university as a higher education institution should be ensured by monitoring competition in the market and implementation of the competitiveness management program developed precisely for this institution. The study revealed that the competitiveness of the university increased after the introduction of the UCMS, the coefficient of competitiveness (Cu> 1). Implementation of the proposed competitiveness management system can significantly increase planning flexibility, adaptability and contribute to an increase in the world ranking of universities in developing countries.

The effect of assessment on student learning is often reported using performance data from the entire cohort rather than the growth of individual students. This practice is inconsistent with the theoretical and empirical evidence that individual students respond differently to assessment strategies. The variance observed in students’ responses to assessment tasks is commonly attributed to their learning needs and characteristics, but little is understood about the influence of their achievement levels. This study explores how secondary English students from different achievement levels respond to different assessment activities aimed at developing their skills in writing a persuasive essay and how these responses influence their further engagement in learning. An interpretivist approach was used to analyse the transcripts of semi-structured interviews conducted with five high performing, three average and three underperforming students. The findings revealed that students’ responses are influenced by their learning goals and their perceived benefits of assessment strategies. High performing students selectively engage in assessment activities that best improve their learning, whilst underachieving students disengage when the activity overwhelms them. The average performing students engage only to a certain extent to meet only the average expectation or performance required. Interestingly, some of these responses did not reflect the teacher’s intent in using the assessment strategy. The implications of this study suggest that effective teacher assessment practices would benefit from a recognition of the concept of stimulus-response compatibility. An adaptive teacher disposition is critical in the provision of appropriate stimuli as well as a constructive response to students to ensure their ongoing learning engagement.

Studies have shown that phonics instruction improves reading skills, with noticeable word recognition and pronunciation results. Despite the intensive use of this method in English countries, phonics has not been introduced or is minimally taught in Indonesian primary schools` English reading classes, where the teaching is mainly focused on text comprehension. This study aims to trial a systematic instruction in synthetic phonics to see whether the trial helps students improve their pronunciation and comprehension skills. Thirty-third graders from an Indonesian bilingual school and their English teachers were selected to participate in a sixmonth trial of synthetic phonics instruction, extended to a storybook reading programme. Pre- and post-experimental design was employed to measure the trial`s effectiveness. Teachers` interviews and students` questionnaires were used to understanding their perspectives on the trial`s benefits and feasibility for further implementation. The findings revealed that the trial accelerated students` decoding skills and improved word pronunciation and text comprehension. Another test of a paired sample t-test also highlighted the trial`s significance (sig .01). Students also shared their experiences of improved vocabulary, confidence and enjoyment. The teachers agreed on the benefits of the trial. Still, they were unsure how to deliver the instruction in regular classroom sessions since it required long and vigorous direct teaching. Findings from this trial were not generalizable to EFL reading classes in Indonesian primary schools as it was tried out in a bilingual school where phonics was minimally introduced. However, the findings generally indicated the program`s feasibility which can be re-tested.

The purpose of the study is to analyze the impact of the Covid-changed learning environment on the assessment of mobile applications for learning STEM disciplines. The study presents the results of the surveys of teachers (n = 38, age 32-52) and students (n = 188, age 19-21) of Sechenov First Moscow State Medical University and Kazan Federal University. The participants evaluated the effectiveness of mobile applications designed to study STEM disciplines. A thorough analysis of three apps dedicated to STEM learning and nine auxiliary niche apps allowed revealing their pros and cons, in particular, expanded student opportunities, the ability to study while staying in the Russian Federation, the availability of a Russian-language version, and the ability to make an appointment (for teachers or students). Due to the increased use of mobile devices by young people, the time frame for completing lessons and motivation to accomplish assignments (tasks related to engineering, solving problems in a notebook, taking notes, completing assignments on the device and in the notebook) were also defined as important. The analysis of mobile apps in the context of distance and blended learning unveiled that, in addition to the well-known criteria, the assessment of such learning means should also make allowance for the possibility to complete tasks outside the digital space, screen time reduction capacity, and accessibility for users. Learning based on a mobile application must be planned to encourage student thinking, the desire to obtain good results, and involvement in project activity.

The aim of the current research is to measure the effectiveness of an educational environment based on artificial intelligence techniques using virtual classrooms in developing field training for female student teachers at Prince Sattam University. By researching in previous studies, and the quasi-experimental approach to measure the effectiveness of the independent variable “the learning environment based on artificial intelligence technology and the variables dependent on field training” and the research sample that consisted of (15) students from the field training students, the researcher concluded that there are statistically significant differences between the average scores of the experimental group and the control group in favor of the experimental group on the scale card, which explains that the female students’ teachers’ use of virtual classrooms using artificial intelligence technology helped to develop field training and teaching skills at a semi-high degree (84.40%), and this result indicates a high level in the development of field training skills. The researcher recommended the necessity of employing virtual classrooms in teaching practical education courses, and training student-teachers on how to use electronic media and keeping abreast of recent developments in training and teaching through the use of Blackboard platforms.