The present study aims to determine the pre-service teachers` attitudes towards inclusion in Romania and understand them in relation with their specialization and prior relation with a person with special needs. Research on attitudes towards inclusion has a long tradition in the scientific field. However, most of studies focus on the teachers’ and parents’ attitudes. Fewer studies have focused on pre-service teachers’ attitudes thus far and this study seeks to fill this research gap. The participants were 175 Educational Sciences pre-service teachers from the West University of Timisoara, Romania. A mixed-method approach was used to analyze the participants’ written work (i.e., in which they explained their choice between special schools and inclusive schools). A content analysis of the made arguments was carried out; further, the frequencies of the main response themes were analyzed quantitatively. Overall, there is a predisposition to view the special schools as the better educational environment for children with SEN, but the choice of profession and the prior relation to a person with SN do not influence pre-service teachers` attitudes. The arguments made are diverse, ranging from prospecial school as optimum environment to anti-inclusion school beliefs. To better understand inclusion, this study recommends that more special education disciplines should be included in the curriculum and that students should be offered opportunities for teaching students with SEN.

This article aims to identify the general mathematical connections and those related to exponential and logarithmic functions, promoted by the Colombian intended mathematics curriculum. In this research, Content Analysis was used, and the official and institutional Colombian intended mathematics curriculum (of 5 schools) at the middle and high school level were used as a source of information. In Colombian, the official curriculum is made up of three official documents and to select the institutional curriculum, convenience sampling was used. Among the results, we find that, although the Colombian intended curriculum assumes the idea that making mathematical connections contributes to the development of understanding and promotes some of these (feature, meaning, different representations, and modeling), the reversibility connection is not identified — which we consider central — between exponential and logarithmic functions, which shows that the teaching of these is encouraged separately. This can influence what occurs in the classroom and, therefore, is one of the possible causes of the difficulties presented in students when solving tasks related to both functions. In this sense, it is necessary that institutions consider that making mathematical connections contributes to the understanding of students and therefore must be considered when designing the curriculum. It is necessary to promote the mathematical connection of reversibility between the functions that are addressed in this study and between the objects with which it is possible to make inverse relationships.

This research reports the effectiveness of traditional games in reducing posttraumatic stress disorder or PTSD in elementary school students. The study employed a quantitative approach and experimental method with a one-group pretest-posttest design. The research sample was 5 and 6 graders of elementary school students, which involved 85 students in total. The intervention was carried out through several stages, namely Beginning a Group, The Transition of a Group, Working in a Group, and Terminating of a Group. The instrument used to measure the effectiveness of the intervention was the problem checklist of PTSD and in this study, the instrument was analyzed to determine its validity in measuring the effectiveness of the intervention. The data obtained were analyzed using the RASCH Model with the WINSTEP application. The results show that the instrument used to measure the intervention has excellent reliability and meets the unidimensionality requirements. However, items number 1 and 54 were declared invalid. In addition, traditional games are concluded to be effective in reducing stress disorders in students. This change occurred in the majority of students which even give a significant impact on some students. However, most of the students still had no change and even tended to have an increased post-traumatic stress disorder. Based on these findings, it is expected that traditional games can be beneficial primarily to reduce post-traumatic stress disorder.

The Emotional Skills and Competence Questionnaire, as an emotional intelligence self-report measure, is based on the theoretical framework of the Mayer-Salovey emotional intelligence model and presents good psychometric properties in a crosscultural setting. Different studies showed that emotional intelligence has a positive impact on teachers’ work. So, the present study aimed to analyze the psychometric proprieties of the Emotional Skills and Competence Questionnaire adapted for teachers. A sample of 843 teachers from Portuguese schools (1st to 12th grades) was used. The scale was back-translated, adapt and participants completed a battery of questionnaires: The Emotional Skills and Competence Questionnaire for Teachers (ESCQ-T), and the Teacher Sense of Efficacy Scale. Statistical analysis included structural equation modeling, and results showed a good fit with the original factor structure, a robust reliability coefficient, and good psychometric validity for ESCQ-T. Also, relationships with teacher efficacy were found. So, the results suggested that it is a valid measure for assessing teachers’ emotional skills and emotional competence. In conclusion, the ESCQ-T demonstrated adequate psychometric properties and can be used to assess teachers’ emotional skills and emotional competence.

Online learning during covid-19 pandemic is the first experience for most teachers and students in Aceh. This study aims to find out how the level of geographical concepts understanding during online learning in Aceh, Indonesia through threetier diagnostic test. After knowing the concepts students find difficult as well as their difficulties in understanding those concepts, as long-term goal online learning method which is effective and innovative will be developed to enhance the level of geographical concepts understanding and to avoid misconception in students. This study uses quantitative approach. The object of study were students of class XI and XII with the total of 131 students come from 19 school in Banda Aceh and Aceh Besar. Data collection instrument used was test in the form of three-tier diagnostic test given online through google forms. Data analysis was carried out by analyzing the combination of answers using three-level multiple choice. The results showed indicated that the percentage of students who understand concept was 6.2%, do not understand concept were 78.50%, misconception was 3.18% and error was 2.12%. Based on the result of study it can be concluded that most respondents were in the category of do not understand the concept.

During the 2020 calendar year, teacher education programs were forced to transition courses online because of Covid-19. This situation necessitated the redesign of teacher education programs that used micro-teaching activities to scaffold experiences for pre-service teachers (PSTs). This study focused on how two different delivery designs for online micro-teaching affected PSTs`selfefficacy, outcome expectancy, technology integration knowledge, and reflections. The course format was guided by flipped learning model. A total of 134 pre-survey and post-survey comparisons were used. In addition, 10 participants voluntarily agreed to participate in the interviews at the end of the semester. By implementing a mixed-methods approach, survey and interview data indicate that online delivery does not improve self-efficacy but significantly enhances outcome expectancy, contrary to the literature on face-to-face delivery. In addition, qualitative data revealed that the micro-teaching experience boosted PSTs` knowledge and the future need for technology integration through critical reflection. Finally, several suggestions are provided for effective online micro-teaching activities in the teacher education program.

It has been reported that some teachers mainly lectured while teaching online and students only listened and took notes. As a result, students did not develop highorder thinking skills. The study examined the effects of reflective writing, one of the deep learning approaches on students’ learning outcomes. Participants were 103 undergraduate students studying phonetics and phonology at a private university in Vietnam. Students had to submit 481 reflective writings over a tenweek period and did the mid-term and final tests. Five students participated in semi-structured interviews. Findings showed that there was a positive correlation between the number of assignments and their mid-term and final scores. The group that completed more assignments had higher scores. The study also revealed the impact of reflective writings on students’ retainment of the lesson content and utilization of higher-order thinking skills. The findings suggest some pedagogical implications for teachers to sustain students’ deep learning.

The present study aimed at measuring the levels of conceptual and procedural knowledge in mathematics among seventh grade gifted students in King Abdullah II schools for Excellence. In addition, this study aimed to investigate the association between the levels of conceptual and procedural knowledge on one hand and the level of students’ creative thinking on the other hand. A sample of 224 seventh grade students were recruited in this study. To collect data, the researcher used a conceptual knowledge achievement test (20 items), a procedural knowledge skills test (20 items) and Torrance Creative Thinking Test (TCTT). The results revealed the seventh-grade gifted students had a moderate level of conceptual knowledge and a moderate level of procedural knowledge. In addition, it was found that there is a statistically significant positive correlation between conceptual knowledge and creative thinking and a statistically significant positive correlation between procedural knowledge and creative thinking. The study concluded that both conceptual and procedural knowledge are significantly and positively associated with gifted students’ creative thinking. The study recommended adoption of more recent teaching strategies to improve the levels of both conceptual and procedural knowledge, in addition to the level of creative thinking among gifted students in Jordan.

Independence and science learning outcomes were observed to be lower due to the coronavirus disease (covid-19) outbreak. Therefore, this research aims to determine the effect of blended learning with an Edmodo-assisted scientific approach on students` independence and learning outcomes. The method used was quasi-experimental with a two-group pretest-posttest design. The population consisted of two different state junior high schools grade VIII in Medan City with 19 classes and a total of 590 students. The sample consisted of four classes with 121 students selected through simple random sampling from two schools. The experiment class was taught using blended learning with an Edmodo-assisted scientific approach, while the control class was taught using the conventional learning model. The learning independence was measured through a non-test in the form of a questionnaire with a likert scale consisting of 30 statements. Meanwhile, the learning outcomes in the cognitive domain were measured using a multiplechoice test with four options consisting of 20 valid questions. The Manova test and correlation analysis showed a significant effect of applying blended learning with the Edmodo-assisted scientific approach on independence and learning outcomes. It was also discovered that there is a positive relationship between students` independence and learning outcomes. This means a better learning independence has the ability to produce greater learning outcomes in studying substance pressure and its application in daily life material.

This study aimed to examine the effects of listening strategy instruction incorporating intensive and extensive listening on undergraduate hospitality students’ listening skills and metacognitive awareness. The design of the study was an embedded experimental mixed-methods design. The participants were 10 firstyear students in the hospitality program whose English proficiency was, on average, low. Listening pre-tests and post-tests including, a listening achievement test and a metacognitive awareness listening questionnaire (MALQ), were administered to participants. During the intervention, students were asked to keep a student reflective journal. At the end of the intervention, a one-on-one semistructured interview was conducted with participants individually. The quantitative analysis showed that after being exposed to the intervention for 9 weeks, listening skills and metacognitive awareness statistically and significantly improved. The qualitative analysis revealed that the use of listening strategies can facilitate listening comprehension. In addition, the findings of the present study emphasized the need forlistening strategy instruction for low proficiency learners.

Creativity is the main skill needed by students in online learning. However, student creativity is difficult to develop independently during online learning because students may not focus on studying at home, and digital teaching materials still need to support students` self-regulation skills to be creative in learning. Therefore, online learning requires digital media to support students` selfregulation abilities in creating independently, namely the development of e-book digital media. This study aims to develop valid, practical, and effective digital ebooks to improve students` creativity and self-regulation abilities. This type of research is research and development (R&D) with the Plomp model (2007), which consists of three stages: the preliminary research stage, the development or prototyping stage, and the assessment stage. The participants in this study were 78 elementary school students in Probolinggo, Indonesia. Data analysis used the validity test and practicality test through descriptive statistical analysis of the mean and the effectiveness test through Mann-Whitney test analysis. The results showed that the product was valid, practical, and effective in improving students` creativity and self-regulation abilities. This research is important because it contributes to developing digital-based creative learning products in online learning for educators worldwide.

This study aimed to identify the reality of cybersecurity practice in Saudi universities to protect the intellectual rights of faculty members’ publications. The study population consisted of all faculty members at Taif University, Umm AlQura University, King Abdulaziz University, and Prince Sattam bin Abdulaziz University. Participants were 120 faculty members from the four universities. The descriptive-analytical method was used and data was collected by a questionnaire developed by the author. The results revealed that cybersecurity practice in Saudi universities for protecting the intellectual rights of faculty members’ publications is high. Obstacles to cybersecurity practice in Saudi universities are medium. Ways to overcome obstacles to cybersecurity practice in Saudi universities are high. No statistically significant differences (p=0.05) were found in the views of the participants in the questionnaire’s individual dimensions or the total score by gender, experience, academic rank, and university. Based on the study results, it is recommended that universities reduce the obstacles to cybersecurity practice reported by the participating faculty members and put the ways they proposed into practice to take the cybersecurity practice to a higher level.

Teacher cognition, the system of teachers’ mental lives, has a great impact on teachers’ instructional practices and professional development. However, a comprehensive exploration into the overall scholarship in the teacher cognition field through a bibliometric lens is lacking. By using VOSviewer1.6.16, this bibliometric analysis aims to profile the research landscape on teacher cognition by identifying the development trajectory, country contributions and collaborations, the most productive authors and journals, and the research foci based on 440 documents retrieved from the Scopus database (1993-2022). The findings indicate progressive growth in the publication trend on teacher cognition, especially in the last decade. The publications are mainly geographically distributed in the United States, China, and the United Kingdom. The United States leads others in terms of contribution and collaboration. Borg S., Feryok A., and Johnson K.E. emerged as the most productive authors, and System, Language Teaching Research and Teaching and Teacher Education the most prolific journals. The topical foci identified are (1) language teachers’ cognition from a sociocultural perspective, (2) teacher professional development, (3) teacher education and English as a Foreign Language (EFL) teachers’ cognition, (4) novice ESL teachers’ cognition, (5) teacher beliefs and teaching practices. It is concluded that teacher cognition, especially language teacher cognition has grown into a well-established and crossperspective field of study and it will conceivably remain a promising subject.

Teachers are the leading actor in concept development in elementary school students, especially in this globalization era. They need strong self-discipline and pedagogical competence to perform meaningful learning suitable for their student age. Therefore, this study analyzes the correlation between elementary teachers` discipline and pedagogical competence in teaching performance. This study involved 157 civic servant teachers from public elementary schools in Banyumanik Subdistrict as respondents. The research method involved observation and selfassessment using 1st-order structural equation modeling (SEM) for data analysis. The results show that the teachers` discipline, pedagogical competence, and performance (as the latent variables) achieved high scores. Then, the latent variables are significantly reflected by their observed indicators. Even though work discipline and pedagogical competence are not considerably affected teacher performance. The coefficient of determination (R2) reached only -5.1% in work discipline and 6.8% in pedagogical competence to teacher performance (p-value > 0.500). While in simultaneously, pedagogical competence and discipline only affected about 3% of teacher performance. It needs further investigation and confirmational studies through problem mapping and how the workload may prohibit teacher performance from the public elementary school in Banyumanik Sub-district.

Inclusive education is the right of all students without exception. One of the learning strategies for the philosophy of inclusive education is differentiated learning. This study aims to develop differentiated learning assessment tools and carry them to the test in the field. The current study uses the Research & Development method, using the ADDIE approach model. Observation, documentation, the Likert scale, and questionnaires carried out data collection. The participants were 42 teachers and 17 experts for validated differentiated learning assessment tools. Then, the differentiated learning assessment tools were carried out to test in the field, 85 students with special needs from four inclusive schools in West Sumatra, Indonesia. Qualitative analysis was used to develop assessment instruments, while quantitative analysis was used to test instrument validation and measure students` level of involvement with special needs. The results showed that the differentiated learning assessment instrument consisted of four aspects, namely: (1) content, (2) process, (3) product, and (4) learning environment. The validity and reliability of learning assessment instruments are distinguished as being suitable for use with a high level of reliability. Teachers in inclusive schools can assess the readiness, interest, and learning profile of students with special needs. There was an increase in teacher skills in differentiated learning and the involvement of students with special needs in learning.

The main objective of this research is to determine the extent of effectiveness of transfer of mathematics knowledge-model in enhancing the students’ ability of physics problem solving. In this collaborative study, a quasy-experimental method with non-equivalent control group pretest posttest design was carried out on 248 eleventh grade students of four public senior high schools (SMAN) in PontianakWestkalimantan, Indonesia. Experimental group consists of 125 students received instruction using the transfer of mathematics knowledge-model while the other group (123 students) serving as control was taught in conventional model. A Mathematics Prior Knolwedge Test (MPT) and a Physics Achievement Test (PAT) were developed to examine effect of the two treatments. A three-times instructional intervention on sound wave topic was implemented. The results revealed that transfer of mathematics knowledge did make students could solve the problems better than the conventional learning. It is also found that the understanding of mathematics prior knowledge could be a significant predictor to estimate students’ problem solving competencies in physics.This study not only has enriched a significant perspective of problem solving in education, but also provided a clear insight regarding the implementation of transfer of mathematics knowledge into physics learning.

The main purpose of that study was to identify which of the independent variables that measured fast play tactics (Fast Throw-Offs and Fast Breaks) could predict a team`s ranking in a high-level tournament. Researchers collected statistical data on the teams that took part in the final tournament of the Men`s EHF EURO 2022. The main analyses of the study were Hierarchical Regression Analyses utilising the Stepwise methodology. As a result, the final ranking of the teams is significantly affected by more than 38% by the process of playing fast and fast breaks in particular. On the contrary, the FTO, either in all its efforts or in its final outcome (successful FTOs), is not an indicator that predicts or influences the final ranking of the high-level teams taking part in a major event. In conclusion, both the overall efforts of fast breaks and the successful fast breaks efforts of the teams during the games of a major event, are important elements and factors that predict the performance of the teams.

This study aimed at identifying the effect of the problem-solving strategy on the achievement and retention of the meanings of literary genres among grade twelve scientific stream students in Jordan. The study tool was an achievement test prepared by the researchers, the study sample consisted of (65) intentionally chosen students who were randomly assigned into two groups: an experimental group with (32) students taught according to the problem-solving strategy, and a control group with (33) students taught according to the usual strategy. The results of the study showed that there were statistically significant differences at the level of (a = 0.05) in the experimental group’s achievement and retention at all levels and the total degree of achievement, moreover, the student’s achievement in the post and retention measurements was better at all levels of achievement and the total degree of achievement than the pre-measurement, in favor of the experimental group. The study recommended providing training to language and literature teachers on utilizing efficient teaching strategies.

Through various strategies and learning models, efforts have been made to improve students` critical thinking skills in elementary and secondary school science classrooms. However, there are still a few research results that show efforts to improve critical thinking skills through Higher Other Thinking Skill (HOTS)- based science questions. Therefore, this study aims to test the effectiveness of students` habituation to HOTS-based science questions in improving students` critical thinking skills in science. In this study, students who were exposed to the HOTS-based science questions and who were not are being compared. The method used is an experimental method with a Pretest Posttest Non-Equivalent Control Group Design. This study involved 165 students from one of the Public Junior High Schools in Banda Aceh, Indonesia. To collect data related to critical thinking skills, a pretest, and posttest were administered, where each test used a long answer HOTS-based science questions. The data obtained from the test were then analyzed using descriptive and inferential statistical techniques. This study found that the habituation of HOTS-based science questions can effectively improve students` critical thinking, indicated by a significant difference in critical thinking skills scores in science between the control (n=81) and the experimental classes (n=84). The results of this study are expected to provide an overview and benefits for practitioners of science education to improve critical thinking skills in science using HOTS questions.

The central objective of this investigation was to study the issue of objectivity in assessing student performance using Moodle Learning Analytics system. It was decided to interview 532 students and 193 teachers concerning their attitude towards this grading system. This allowed analyzing the satisfaction of students and teachers with Moodle Learning Analytics, the objectivity of the grades given, the levels of students’ motivation, students’ readiness for self-education, the degree of mastery of theoretical and practical skills in an e-learning mode, as well as general satisfaction with distance learning in Moodle. The findings suggest the necessity to devote more attention to the matter under consideration to elaborate more straightforward assessment criteria, harmonize them among students and teachers, and develop new methods for improving students’ abilities related to independent learning.

Technology-based instruction provided during the covid-19 pandemic demonstrated the importance of teachers` technology integration knowledge. This study examines the impact of a technology-based course offered remotely during the covid-19 pandemic on preservice teachers` technology integration knowledge development. It provides a new way to conceptualize and measure preservice teachers` technology integration knowledge growth in context. Multilevel modeling analysis was conducted to analyze the data gathered from 53 preservice teachers over two-time points through a validated Technological Pedagogical Content Knowledge (TPACK) survey. The results demonstrated a significant increase in all TPACK domains. Participants` main TPACK knowledge domains were more stable than their integrated knowledge domains. It was also found that the technological knowledge (TK) domain played a more significant role in explaining the development of teachers` TPACK. TK is critical for developing pre-service teachers` TPACK integrated knowledge domains, which can explain why some preservice teachers achieve a high level of Technological Content Knowledge (TCK) and Technological Pedagogical knowledge (TPK) at each time point while others do not. The findings and their implications provide guidance for the development of preservice teachers` technological knowledge that facilitates technology-supported learning environments.

Currently, the use of social networks is part of the daily life of young people in Spain and they are at the service of interaction within a group. The main objective of this work is to analyze the activities designed by pre-service teachers for learning in Primary Education in which mathematical notions are involved through the use of social networks. The sample consisted of 148 pre-service teachers in the 3rd year of the Primary Education Degree. They were asked to design an activity focused on students aged 10-11 years in which the material was extracted exclusively from social networks. From a frequency and reticular analysis, we obtain the results that there is a greater frequency of use of the social network Twitter and the absence of specific educational social networks. Likewise, the mathematical contents that predominate in the proposals are statistics and probability. It can be affirmed that the use of the proposals with social networks is not appropriate for the educational level for which it is intended. In addition, the high frequency of content on statistics and probability is attributed to their own shortcomings in previous educational levels. These results will make it possible to adapt the training of pre-service teachers, both in relation to mathematical content and to the possible social networks to be used.

Several studies have indicated the benefits of role-playing (RP) and retelling stories (RS) in English language teaching. However, almost none of them has examined the users’ preferences for these techniques in English as a foreign language (EFL) teaching and learning, especially in the post-reading stage. Consequently, this current study was conducted to investigate the EFL teachers’ and students’ perceptions of the benefits and challenges of using the two techniques as post-reading activities. Besides, the stakeholders’ preferences between RP and RS were examined. There were three EFL teachers and 109 students participating in this current study. The study used a questionnaire, semistructured interviews, and focus group interviews to collect data. The results revealed that RP was useful for developing EFL students’ socialization and brightening the learning atmosphere, and RS helped improve students’ linguistic competencies. Nevertheless, the techniques caused much noise, were unsuitable for large and mixed-level classes and encountered students’ unwillingness to participate. Besides, two-thirds of EFL teachers preferred RP more than RS. On the other hand, EFL students preferred RS to RP due to their constraints. Based on the study results, pedagogical implications have been made for better implementation of the techniques.

The learning outcomes of Islamic religious education can be in the form of knowledge of Islamic teachings, the ability to read and write the Qur`an, the ability to worship according to religious guidance, and an understanding of morals and morals in accordance with Islamic teachings. Islamic religious education is a compulsory subject in Indonesia from elementary school to university. This study aims to prove the impact of various studies in improving learning outcomes of Islamic religious education and to identify, study, evaluate, and interpret aspects of the study. This type of research is mixed methods designs with an Exploratory Sequential approach. The research variables consist of learning outcomes of Islamic religious education as the independent variable and various studies as the dependent variable. Data were obtained from online databases, namely Google Scholar and Dimensions, which were selected using specific criteria. Quantitative data analysis with correlation meta-analysis assisted by R Studio and qualitative analysis with Systematic Literature Review assisted by NVivo. The results showed that there was a positive and significant correlation between learning outcomes for Islamic religious education with various studies and n bias. The most important components in learning Islamic religious education are learning methods and attitudes, and cognitive and learning media that must be considered to achieve learning goals.

A practice-based approach to teacher education programs is fundamental to preparing preservice teachers (PSTs) for in-service teacher roles. Although many studies have explored the impact of field experience on PSTs` perceptions and attitudes toward diverse students, few have examined PSTs` self-efficacy in hybrid environments that require both F2F (face-to-face) and synchronous online field practicum. This study explored Korean PSTs` self-efficacy changes regarding instructional strategies, classroom management, and student engagement through hybrid field experiences. The data was collected from a teacher education program in Korea in the 2021 spring semester from April to July. This study used the Ohio State teacher efficacy scale (Tschannen-Moran & Hoy, 2001) to measure teacher self-efficacy. As a result, 133 pre-survey and post-survey comparisons were used. After the survey, seven volunteered preservice teachers were interviewed individually. By using a mixed-method design, study results showed that field experience in hybrid environments significantly increases PSTs` instructional strategies (d = 0.58), classroom management (d = 0.47), and student engagement (d = 0.48). This study suggests PSTs` self-efficacy changes through a hybrid field experience in a teacher education program.

Both assessment and the teacher’s role as one of the main assessors of student learning are central components of the English teaching and learning process. This quantitative, non-experimental, and cross-sectional study seeks to explore preservice teachers’ perceived views, skills, and frequent practices towards English language assessment. The sample comprised 257 Chilean pre-service teachers, whose assessment perspectives were collected through three subscales. To analyze the data, mean scores and standard deviations were calculated. Additionally, a ttest was applied to identify statistical differences among participants’ responses, and an exploratory factor analysis was conducted to identify inter-related variables. Findings revealed participants’ views included that more training on assessment was necessary and that the purpose of assessment was monitoring the students’ learning progress. Regarding skills, participants expressed more confidence in formulating true or false items, assigning grades fairly, and providing written feedback. Furthermore, the participants’ most frequent assessment practices dealt with designing evaluations and providing feedback, rather than analyzing and communicating parametric results. The importance of this study lies in the understanding of how pre-service teachers perceived the assessment process and reflected upon their strengths, weaknesses, and assessment practices. Similar studies are encouraged to integrate the views, skills, and practices of in-service teachers of English.

Secondary school teacher education in Spain has paid no attention to the fundamental principles of teacher education to educate all adolescents. The conditions under which this training has been implemented in the Spanish context have created a complex panorama of political and professional resistance, and a multitude of "gaps". The aim of this study was to define the conditions that this type of teacher education must fulfil to contribute towards developing the pedagogical elements that this training has been lacking and which are necessary to make it a quality education experience, accessing particular and shared meanings to master students, secondary education teachers, master principals and teacher education experts (researchers). For this research, both in-depth interviews and open-ended questionnaire questions were used. These were used to acquire the opinions and assessments of the participants. Afterwards, a content analysis was carried out in order to collect the evaluations provided for each single elements, extracting characteristics that define them as desirable. Findings advocate elements such as meaningful relationships between university institutions and secondary schools, and training agents who believe in training and who know how to transfer real practical knowledge to training. From these results, it is concluded that the implementation of the model to be introduced requires the creation of shared meanings and beliefs towards training. This requires effort and political will at all levels.

The previous researchers have studied the effect of Project-based learning on English language proficiency. They found that project-based learning has a positive effect on English language proficiency. However, it is not known whether the impact of project-based learning on English language proficiency significantly differs based on potential moderator variables. The study aimed to conduct a metaanalysis of the findings of experimental studies evaluating the impact of projectbased learning on English language proficiency between 2015 and 2021. experimental studies on the effect between project-based learning and English language proficiency are analysed using meta-analysis. The meta-analysis calculated 17 effect sizes of studies. The study found that the random effects model and the effect size were moderate the result. It also revealed that the impact of project-based learning on English language proficiency significantly differs based on the potential moderator variables. The results have pedagogical implications since they suggest that project-based learning is ideal for enhancing the English language proficiency of learners.

This study drew a brief description of speech intervention frameworks for preschool children with speech delay (SD) across Indonesia. An online survey was distributed via emails and Whatsapp groups to preschool teachers with experience working with 3-year-old to 6-year-old children with SD. The questionnaire was developed by considering cumulative background factors, behavioral performances, and standardised assessment instruments of SD. 482 (96.4%) out of 500 online responses via Google Form passed the inclusion criteria. The findings suggest that the preschool teachers build speech intervention frameworks based on two necessities: community learning with small-group activities (71.16%) and private sessions and individual exercises (28.84%). These necessities follow the lack of parental support or constant nurturing due to economic and educational measures. Community learning features schooling experience and small-group works. Private sessions feature practice drills, individual repetitive exercises, and psychological impressions. There were three sessions within a week, and each activity took 30 to 45 minutes. The therapy lasted for 30 or 32 weeks. Needless to say, this study lacks contextual variability, and future studies should consider the duration, frequency, and intensity of the therapy from varied respondents in different areas and professions.

The improvement of the use of digital technologies (DTs) by teachers still needs to delve deeper into how some difficulties are related to a more general view that teachers have of the teaching profession and themselves as teachers. The goal of this article is to go further in this knowledge identifying different types of DTs use and relating them with conceptions and beliefs of teachers about teaching and themselves as teachers. A literature review and a mixed methods empirical research study were conducted. The research study combined interviews and a questionnaire, the former aiming to produce biographical narratives of participant teachers, and the latter revealing how participant teachers are currently using digital technologies. Findings indicate that teachers want to use new technologies to improve teaching, but they still feel a lack of knowledge regarding its pedagogical potential and its rules of use in the classroom. Two main types of use were identified - a restrictive and an expansive type. These types of use relate to a number of teachers’ beliefs and conceptions - about innovation in their professional work, students, colleagues, leaderships, school projects, educational policies and job satisfaction – allowing to argue that different types of use correspond to different mindsets and professional identities. Being an issue of identity, promoting teacher adherence to digital technologies, requires a kind of training able to transform the individual teacher as a professional and therefore needs to be accompanied by means of close incitement and support.

This study aims to formulate the future competencies of vocational needed by the world of work, and find the main aspects that graduates must have to support them in the world of work. This study used quantitative inquiry approaches with questionnaire or inventory, focus group discussion, interview, literature review, and documentation as the methods of data collection. The subjects of the study were 18 experienced teachers from 18 vocational school, 15 industries representatives, 6 vocational education experts, and 4 vocational education practice. Data were analysed descriptively. The results show that the future of vocational competence consist of specific competencies in the form of high-level technical skills supported by general competencies such as technology and information skill, honesty, mastering foreign languages, discipline, critical thinking, creatively and innovatively, responsible, attitude, teamwork, and communication skills. The study also found that soft skills or employability skills were the main aspects that graduates must have in a complementary integrated with hard skills.

Metacognition is a 21st-century lifelong skill and integrating this into a learning intervention is increasingly crucial to students` progress. However, studies have shown that there is a lack of empirical studies that focused entirely on the effect of metacognitive-based intervention on mathematics education. Thus, this metaanalysis examines the effectiveness of the metacognitive-based pedagogical intervention on students` mathematics achievement. From various meta-search engines, 23 out of 2341 empirical studies from 2015 to 2022 met the set of inclusion and exclusion criteria and were subsequently included in the analysis. Using Comprehensive-Meta-Analysis (CMA) software, descriptive statistics were gathered and analyzed to generate moderator analysis, heterogeneity, publication bias, forest plots, funnel plots, trim and fill method, and Hedges`g effect size. Findings showed that the overall weighted effect size was g=1.358, indicating that metacognitive-based pedagogical intervention has a significantly large and positive effect on students` mathematics achievement. Further moderator analysis showed significant differences in mathematics subject area, while the educational level and targeted learning outcomes found no significant differences. These results establish the effectiveness of using metacognitive-based pedagogical interventions in mathematics education. Findings also serve as a foundation for teachers and educators in making informed decisions on introducing a potential intervention that impacts mathematics education.

In this study, a training model of the board game Untold: The adventure awaits you was developed to teach narrative skills. The research was structured in three phases: analysis of the educational possibilities of board game-based learning; application of the game in a pilot experience with the participation of 137 Spanish first-year high school students; and proposal for the adaptation of the game mechanics and dynamics. The results offer a proposal with modifications of game dynamics and mechanics to facilitate the didactic use of Untold: The adventure awaits you. The main modifications have been: simplification of rules, previous training in the interpretation of dice and metaphorical meanings, and inclusion of the villain (or knot) as the starting point and central axis of the narrative. It is concluded that it is an effective resource to develop narrative competence in a playful way.

Fine motor skills are needed by children when entering elementary school. The skills help them to be active in class. However, many children do not have fine motor skills, so they have difficulty participating in classroom activities. This is presumably due to the lack of stimulation at home or in early childhood education institutions. This study investigated the effectiveness of improving fine motor skills for children aged 5-6 years using eggshell collage media. The study used a quasiexperimental approach with a pre-test and post-test design. The participants of this study were 15 children aged 5-6 years at early childhood education institutions selected using a purposive sampling technique. Data analysis used paired sample ttest. The results showed that before the action (pre-test), the researchers categorized children`s fine motor skills as they started the growing phase; after the action (post-test), fine motor skills were categorized as developed as the expected phase, and there was an influence of eggshell collage media. With a Significant 0.000 < 0.05, it is recommended that parents and teachers implement eggshell collage media to improve the children`s fine motor skills.

The objective of this research was how to efficiently create message content that will be given to primary students through LMS (Learning Management System). The research method used was a sequential mixed method by combining qualitative and quantitative research. The qualitative method used Research and Development research with the ADDIE model to see the quality of the products being developed, while the quantitative method was done to see the effectiveness of the product through testing the average similarity and proportions through. Some instruments such validation sheet, questionnaires, and learning achievement test were used to collect the data. 84 second grade elementary students from three different schools were involved in this research whereby they were selected by using convenient sampling. Results of this research revealed that the validity of LMS model was valid for learning tools, and very valid for model books, media presentations, and e-learning. Additionally, the practicality test showed that teacher assessment in one-to-one, small group, and field was very practical for each of assessment. Meanwhile, z test showed that the proportion of students who had learning outcomes above the minimum passing criteria at the posttest was higher than at the pretest in Classes A, B, or C.

Intervening with bereaved students through counseling and psychotherapy can aid in reducing negative emotions and enhancing their adaptability. The current study aimed to identify the effectiveness of a group counseling program in reducing guilt and prolonged grief and increasing the psychological resilience of a sample of bereaved refugee adolescents in Jordanian schools. The study sample comprised 30 Syrian refugee students split equally between an experimental group and a control group. The authors used measures assessing levels of guilt, prolonged grief and psychological resilience, as well as a counseling program consisting of 14 sessions. After the group counseling program was developed and validated, the study authors implemented it in the experimental group. The results showed that there were statistically significant differences between the experimental group and the control group in terms of reducing guilt and prolonged grief levels, as well as increasing psychological resilience. Following the discussion of the results, the research implementation and limitations were added.

This study aimed to discover the learning loss in online speaking classes in the aspect of language acquisition in higher education. This research used descriptive quantitative research. The data were collected using a questionnaire distributed to the international class students at Universitas Negeri Padang, Indonesia. The respondents were given 34 questions about three aspects of language acquisition: constructive learning, learning strategy, and learning environment. The results revealed that the students experienced learning loss in some aspects of constructive learning, learning strategy, and learning environment to acquire English as a foreign language, especially for speaking skills. The learning loss happened due to their restricted interactions with peers, difficulty learning collaboratively, and difficulty understanding learning materials. In addition, their metacognitive and social strategy for learning speaking was quite difficult to apply, even though the online learning process was undertaken synchronously and asynchronously. Finally, the unnatural learning environment made it difficult for them to interact to practice the language they were learning. By this finding, it can be concluded that the students did not acquire language acquisition comprehensively.

In recent years, the role of argument mapping (AM) as a tool to assist higher education learners in writing argumentative essays has gained recognition. However, there is a growing interest in exploring the combination of argument mapping (AM) with translanguaging or TLAN to enhance writing performance further, which requires more research. This study investigated the impact of integrating AM with TLAN pedagogy on students’ argumentative writing performance. Employing an explanatory, sequential mixed-method research design with a pre- and post-test approach, the study involved 27 third-year English as a Foreign Language (EFL) university students. They participated in 13 sessions of AM with TLAN implementation to support their argumentative writing tasks. Quantitative findings indicated a significant improvement in participants’ writing content and writing coherence between the pre- and post-test stages. When ANOVA was employed, significant differences between one quiz score to those of the other quizzes were exposed. Interestingly, despite being EFL learners, the participants perceived TLAN as a normal and non-disrespectful practice in the EFL classroom. Furthermore, qualitative results indicated that the participants welcomed the use of AM with TLAN, finding it beneficial in their writing tasks. Overall, AM with TLAN emerged as a helpful strategy that not only improved argumentative writing skills but also fostered deeper cognitive and linguistic fluency, as well as critical thinking. The study proposes further investigation into AM with TLAN for future research endeavours.

Creative thinking is the most crucial skill in the 21st century in Thailand. Moreover, learners` attention and working memory are the most special abilities affecting creative thinking. This research was intended to investigate the effectiveness of the 4MAT teaching model integrated with executive function training (4MATE) in enhancing creative thinking, attention, and working memory in Thai context. It was particularly focused on examining the significant change in creative thinking, attention, and working memory among grade 4 students after the intervention of a 4MATE and a 5E teaching model in an experimental group and a control group, respectively. 40 of 104 grade 4 students were randomly selected from a primary school in Chiang Mai, Thailand. A pre-test and post-test control group design was adopted in this study. 4MATE teaching model consisted of eight steps, including experience concentration, experience analysis, experience development, thinking development, performance development, creative innovation, innovative analysis, and battle ideas. The 4MATE teaching model was implemented in the experiment group, while the 5E teaching model was employed in the control group. Two types of psychological tests were utilized as the research instruments, namely the creative thinking test and the cognitive ability test software: attention and working memory. The findings revealed that the mean scores, covering creative thinking, attention, and working memory, of the 4MATE intervention were higher than those of the 5E teaching model. In conclusion, creative thinking, attention, and working memory can be improved with the 4MATE teaching model derived from a combination of the 4MAT teaching model and executive function training.

Second chance schools (SCS) were created with the aim of improving access to employment for young people who had dropped out of school early and were at risk of social exclusion. The purpose of this article is to identify alternative educational proposals to those applied in the general education system that are offered in the SCS in two southern European countries: Portugal and Spain. The article is also aimed at identifying commonalities and peculiarities in these educational offers. For this purpose, qualitative research has been carried out, especially by means of semi-structured interviews with the heads of almost all the entities in both countries, 24 in Spain and 6 in Portugal. After categorizing its content through a qualitative data analysis computer program, it has been found that there are seven essential elements in the work carried out by SCS: the establishment of an affective and trusting bond with young people, the search for personal growth, the commitment of educators, the use of attractive methodologies, the personalisation of teaching, the active participation of students and the investment in the relationship with their surroundings. These elements could also be the basis of a transformative educational proposal for mainstream schools.

Fijian athletes with disabilities have been given scant attention in terms of empirical research. This study used the theoretical underpinnings of the selfdetermination and achievement goal constructs of motivation to examine motivation and goal structures among Fijian athletes with disabilities with the overarching aim being to develop motivation profiles of these athletes. This study attained this by using two self-report measures (SMS-28 and TEOSQ) which are validated measures in the field of sports psychology. Purposive sampling was used, as participants had to meet the inclusion criteria and Fijian athletes with disabilities (N= 101, mean age =26, SD= 11) completed the self-report questionnaires. Cluster analyses revealed three meaningful clusters and as expected majority of Fijian athletes were grouped into the most self-determined category indicating positive athlete behavioral characteristics. Repeated measures ANOVA and cluster analyses were used. Findings indicated that the current sample were more task than ego goal oriented. Further, it was established that majority participants exhibited qualities aligned with the most self-determined cluster profile. These findings have significant implications for sports educators, coaches, leaders in disabilityinclusive sports to use sports as a positive tool to promote inclusive sports education and empower Fijian athletes with disabilities.

In the era of the Fourth Industrial Revolution, blended learning must focus on strengthening students` character, in addition to building their knowledge and skills. To achieve this goal, it is essential to develop a blended learning model that is based on values. This study aims to describe the value-based blended learning model and its effect on strengthening student character. We used Borg and Gall`s Research and Development method for our research, which involved a total of 265 university students enrolled in Pancasila and Civic Education courses at Universitas Pendidikan Indonesia, Universitas Sebelas Maret, dan Universitas Negeri Padang. Data were collected using interviews, questionnaires, and attitude scales and analyzed using qualitative interactive, quantitative descriptive and correlation-regression analysis. The results revealed that (1) the value-based blended learning model for character strengthening was carried out by integrating characters at all combinations, all stages of learning, and on all components of learning, habituation, role models, rules, rewards and punishment systems; 2) most students perceive very well the implementation of value-based blended learning in Pancasila and civics education courses; and 3) most of the students showed very good character. The dominant characteristics developed in value-based blended learning were critical thinking, creative and innovative thinking, independence, collaboration, hard work, digital literacy, democracy, religiosity, peace, responsibility, and tolerance. (3) The application of value-based blended learning has an effect of 50.8% on strengthening student character. Therefore, value-based blended learning should be implemented to strengthen student character.

On the onset of Covid-19 most higher education institutions worldwide responded rapidly by changing and adapting their academic programs to online scenarios, language courses were not immune to these changes. It has been noted that when it comes to evaluating the construct online education most studies analyze it considering a group of courses instead of focusing on one only. What is more, little research has tried to compare both the traditional and online language learning. Consequently, this study has the purpose to understand university students´ perception from both face-to-face language education prior to covid-19, and online language education during the covid-19 lockdown in Peru which is reported as a developing economy. The population of the study belongs to a private university, the sample group consisted of 22 undergraduate students participating in an online English course. The study followed a qualitative approach. Essays were chosen as the main instrument to collect information which was analyzed using both the thematic and content analysis as to identify and organize common patterns. The findings revealed that students reported a variety of advantages and disadvantages of face-to-face education before the covid-19 lockdown. Learners also highlighted the most common advantages and drawbacks from online education during the Covid-19 lockdown. Half of participants reported a preference for face-to-face instruction, while the remaining participants were in favor of online education and merging both learning environments. Although the study results are not generalizable, they can be compared with the study findings from other higher education institutions located in developed economies.

The covid-19 epidemic, which has psychological effects on kids such anxiety and distress, served as the impetus for this study. The goal of the study was to determine whether typical game-based play therapy may help children with PTSD symptoms. In particular, the research would evaluate the instrument and reveal the effectiveness of the therapy in terms of the significance and nature of change. The study employed an experimental one-group pretest-posttest design, with elementary school sixth-graders meeting the inclusion criteria of having experienced traumatic events during the covid-19 pandemic. The diagnostic criteria instrument for PTSD symptoms was utilized. The processes for group therapy consisted of beginning a group, transition stage, performing stage, and termination stage. The analysis was conducted employing the RASCH model and the WINSTEP application. The results showed that the instrument had invalid items and was removed before analyzing the effectiveness of play therapy based on traditional games. Traditional game-based play therapy can alleviate PTSD symptoms in most students, although other students` PTSD symptoms remain unaffected. It is anticipated that future studies will explore the factors that influence the effectiveness of traditional game-based play therapy.

Digital transformation has become a basic requirement in Damanhour University. Paper books gradually turned into digital books. This study explored students` preferences for printed and digital materials and their perceptions of their learning through it. It also aimed to investigate the effect of the medium used on students` performance and their calibration accuracy of it which reflect their metacognitive monitoring. A questionnaire about students` preferences followed by five openended questions was applied on 612 undergraduate students; their responses on open questions were analysed qualitatively. The experimental study was conducted using groups rotation design on 100 of them as volunteers, they were divided into two equal groups, each group could study two topics, one in printed form and the other digitally in a balanced order so that each topic is followed by a test measured ILOs from the content ended by a question measures calibration accuracy. The results revealed that students prefer printed papers, especially males, literary disciplines, theoretical subjects that include long items, or that are followed by an essay test. A positive effect of printed reading was found, increased with the higher levels of Bloom`s taxonomy. Better calibration was in favour of the group that used printed materials.

Project-based blended learning is an innovative learning model viewed as an alternative reflecting 21st century learning. This study intended to investigate the effect of project-based blended learning and students’ creative towards their learning achievement. Pre-test and post-test quasi experimental with 2x2 factorial model were used as the research design by involving 60 eleventh-grade students of culinary study program at SMKN 2 Singaraja. They were selected as the research sample through conducting simple random sampling technique. A statistical analysis was conducted to analyse the obtained data from pre-test and post-test. The results of the study showed 1) there is different achievement between students who are taught using project-based blended learning and conventional method; 2) project-based blended learning is quite effective to increase students’ achievement; 3) there is an interactional effect between project-based learning and creativity on students’ achievement; 4) there is different achievement between students’ with high creativity of experimental and high control group; and 5) there is different achievement between students’ with low creativity of experimental and high control group. The application of project-based blended learning can improve students’ achievement indirectly through the boost of students’ creativity.

This study aims to develop digital competency measurements, especially in junior high school, using a 4D model consisting of the following stages: definition, design, development, and dissemination. The research data source is the Central Java academic community consisting of 300 students, 5 teachers, and 3 digital literacy experts. The research data was obtained using a questionnaire and expert validation guidelines. The data obtained are qualitative and quantitative. The findings from this needs analysis include: 1) all respondents (100%) know the benefits and are actively using digital products; 2) there are (95%) of respondents know about digital competence but do not know the level of digital competence; 3) all respondents (100%) admit that they have never measured digital competence; 4) all respondents (100%) admitted that so far in measuring digital competence they have not used adequate and tested instrument; and 5) all respondents (100%) admit that information about the level of digital competence is needed as input to improve the quality of students digital competence. Seven instrument indicators test results are 52% for the strongly agreed category and 33% for the agreed category. Thus, this instrument is valid and expected to map the digital competencies of the academic community in junior high school, especially for students.

Scientific literature shows that from an educational perspective, one of the constraints of using social media is that trainee teachers tend to refrain from assuming an active role in any educational context, despite themselves being significant consumers of non-professional content on social media This study aims to analyse the perception of students of the Master`s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching at a University in Spain on an experience mediated by Instagram in order to determine factors related to motivation, creativity and intention to use it in the future. The methodology employed implemented an experience based on a four-phase sequence. A questionnaire was administered as a pre-test, and post-test and correlations were carried out using Spearman`s statistic, the statistical difference with Mann-Whitney and multiple linear regression with the input method. This allowed for the influence of their role as creators of visual narratives on their future practice as teachers to be analysed. In terms of the results, the most notable were the marks for awareness of the process carried out, views on the usefulness of the activity and opinions on motivation. The use of Instagram and other social networks for future activities was significantly valued, considering the methodology used allowed creativity to flourish. This is a relevant indicator and demonstrates a significant gap in educational studies regarding future secondary education teachers` trends and social media profiles. Although they are familiar with these networks, the results show that they have yet to be incorporated into their professional world.

This study examined Jewish and Arab graduate students` satisfaction and success in an asynchronous online course (OC) in Israel, analyzing the correlations between student characteristics/background, design features and learning outcomes. Guided by Bronfenbrener`s ecological model, the study employed quantitative and qualitative approaches. 174 students studying for master`s degrees in education at a college in central Israel participated in the research, responding to a specially constructed online questionnaire as well as 12 semi- structured interviews. Additionally, the grades received by the students for their course assignments were analysed. Quantitative data analysis found: 1. Students` technological self-efficacy (TSE) predicts a correlation between intrinsic motivation and OC satisfaction. 2. The variables that predict the students` satisfaction with the OC: positive perception of the course assignments as understandable and useful; effectiveness of the learning process and good quality of communication with the lecturer. 3. The sector variable (Arab / Jewish) was found to moderate the correlation of the Jewish students` (JS) and Arab students`(AS) final grades with a contribution from various means of learning. Thus, when AS felt that they received a contribution from the use of more learning means, they achieved higher grades. The AS found it difficult to adapt to the independent learning style needed for the OC. Qualitative data, gathered from the open-ended questions and interviews with the students` were triangulated, reinforcing findings and explaining the quantitative data. Findings revealed three categories described the differences in satisfaction between the JS and AS throughout the course: Learners` attitude toward a course built from assignments, learning independently, Contacting the lecturer for assistance. Theoretical and practical implications are noted.

The main feature of education is student academic performance. Therefore, this study aimed to assess the factors that contribute to improving students` academic performance, including digital literacy. The study included 315 university students in Indonesia, who were divided into two groups based on their study field: (1) science and engineering, and (2) social science and humanities. Online questionnaires were randomly distributed to measure students` self-efficacy, academic engagement, digital literacy, and academic performance. Structural Equation Modelling (SEM) was applied to determine the model fitness among the four variables. The results showed that digital literacy and student engagement did not directly affect academic performance. However, engagement moderated the impact of digital literacy on self-efficacy, which in turn directly influenced academic achievement. Lectures that are conducted were found to be important in developing digital literacy, increasing student engagement, and improving selfefficacy, ultimately leading to improved learning achievement.

This study aimed to provide an integrated picture of teachers` attitudes toward ethnic mathematics, an approach to teaching school mathematics. It addressed four main dimensions: knowledge of ethnic mathematics, the current extent of its integration in teaching, perceptions toward it as a pedagogical approach and obstacles that limit its integration. The study adopted mixed methods and followed an explanatory sequential design. The quantitative aspect employed the descriptive survey method, collecting data through an electronic questionnaire comprising 33 items distributed over 4 dimensions. This was followed by qualitative interviews conducted to interpret the results of the quantitative analysis. In total, 104 mathematics teachers participated in the quantitative survey and 4 teachers participated in the qualitative interviews. There were several interesting findings, the most important of which are that mathematics teachers` have only an average level of knowledge of ethnomathematics, they hold positive perceptions toward it in general, and they generally have positive conceptions about it. However, there are many obstacles that limit its integration in teaching, including students` beliefs about the limited use of mathematics in daily life. The study also found no statistically significant differences in the level of knowledge and integration of ethnomathematics attributable to gender, teaching experience, or teaching stage. The study makes several recommendations, the most significant being that meetings and workshops are needed to educate teachers about ethnomathematics and how to discover and integrate it in teaching school subjects.

The current research paper aims to explore the reality of the competency of Imam Abdulrahman bin Faisal University (IAU) graduates to meet labor market requirements from the viewpoint of employers in service and production organizations in the Eastern Region. To achieve the objectives of the study, the descriptive approach is used and the adapted questionnaire was used to collect the data. The study sample consists of (254) direct employers of (IAU) graduates selected using the availability sample method. The results indicate that the level of overall competency of (IAU) graduates from the point of view of employers is of a high degree, whereas the level of professional and ethical competency is of a very high degree, while the dimensions of personal competency, cognitive competency, and technical and digital competency are a high degree. The findings also show that there are statistically significant differences at the significance between the mean of the employers` responses about the level of overall competency of (IAU) ersity graduates according to the difference in the graduate specialization domain in favor of the graduates of the educational domain. The study recommends working to enable (IAU) graduates to analyze data or digital information, focusing on enabling graduates to master the English language skill, both spoken and written.

The 2030 Agenda for Sustainable Development has revitalized the concept of lifelong learning and re-linked it to its human origins, especially Sustainable Development Goal 4 (SDG4) which calls for ensuring “inclusive and equitable quality education and promoting lifelong education opportunities for all”. Motivated by this goal, this study explored the contribution of Saudi public universities to the promotion of their students’ lifelong learning culture (hereafter LLC). To this end, the perceptions of 252 senior students and 168 postgraduate students on the contribution of their universities to the promotion of their LLC, the obstacles to the promotion of this culture in universities, and ways to enhance the universities’ potential to promote students’ LLC were surveyed. The study used a mixed-methods approach involving quantitative and qualitative data collection and analysis. Data was collected by means of a questionnaire administered to 420 students enrolled in undergraduate and postgraduate programs in theoretical and applied colleges at three Saudi public universities. There were also follow-up interviews with 15 students to elaborate on their perceptions. The results revealed that the participants’ rating of Saudi universities’ contribution to the promotion of their students’ LLC was high with a total mean of 4.17 out of 5. However, the participants reported several obstacles to the promotion of LLC in Saudi universities. These included, lack of academic courses addressing LLC, separation between the majors available to the students and the requirements of the labor market, and poor communication between the university and the private sector to finance lifelong learning programs.

The students` conception in learning physics profoundly influences learners` characteristics vis-à-vis learning outcomes. This study examined the validity of the models of conceptions in learning physics based on Tsai`s original framework (2004) among randomly selected University of Mindanao students (n=321). Confirmatory factor analysis revealed that the second-order factor structure (Model C) showed an acceptable fit (RMSEA=0.068, CFI=0.93, TLI=0.92) which demonstrated lower information criteria such as AIC, and BIC against other models given with the valid constructs (Raykov rho>0.7). It revealed the composition, and factor correlation (0.72) of 2 domains of conception such as quantitative and qualitative learning aspect with acceptable factor loadings (?=0.5 to ?=0.98) of its constructs and items. The analysis via generalized partial-credit model through item response theory (IRT) analysis showed that the items could distinguish students` conceptions via item difficulty and discrimination thresholds. Given the valid domains and constructs, this study could provide meaningful insights to improve physics instruction, inform learner characteristics and learning outcomes. It should be noted that teachers should design problem tasks that evoke students` qualitative-quantitative reasoning to produce meaningful attention to learning. Investigation of interplay between students` conceptions, problem-solving ability, motivation, and self-regulation situated in varied environments requires further study.

Engagement increases the success rate of students in higher education. This work aimed to determine the effect of extended reality learning (XR) experience on student engagement in science and engineering courses, using the Marzano and Kendall´s taxonomy of education. Higher education students` perception of relevance, motivation, self-efficacy, and emotions after participating in an XR learning activity were measured. Two case studies corresponding to two technological institutions of higher education, one in Mexico and one in China, were investigated. The first employed an augmented reality (ART3D) application in a biology course, while the second used a virtual reality (Manta) technology in a chemistry course. Both sets of students answered the same questionnaire. A survey of four Likert-scale and one open-ended question was analyzed using a mixedmethods approach. Descriptive statistics analysis, normality tests, Mood`s Median Test, Qualitative emotions codification was made over the answers to the openended question. Results show that engagement-related self-system thinking factors, relevance, motivation, and self-efficacy, are high when an XR is used as an educational strategy. In the case of an AR learning resource, relevance, motivation, and emotions were correlated. In contrast, in the case of a VR learning resource, self-efficacy in skills and critical-thinking competence were related to positive emotions.

This study aims to get an overview of the Mental Action, Ways of Thinking (WoT), and Ways of Understanding (WoU) as parts of the process of solving polyhedron problems based on spatial sense. A qualitative approach was applied in this study. Data collection was carried out through several tests to measure students` spatial sense and interviews. The results show that the problem-solving process carried out by students has its uniqueness. One of the mental actions done by students when solving solid geometric problems is to imagine the figure. The formed WoT depends on the mental action taken, one of which is when students imagine the given figure to be interpreted. This then leads to the formation of WoU, which is the decision making regarding the given problem. The mental action is relatively the same in each solution. Meanwhile, the formed WoT varies in solving certain problems. Furthermore, not all students can reach the WoU stage when solving polyhedron problems; only some of them can associate the problems with the mathematical concepts that they have previously had. Inadequate mental action and WoT of the students result in the formation of meaning which leads to less than optimal WoU.

This study investigated the readability level of second-grade secondary school scientific stream Chemistry and Physics textbooks in Jordan, determining the effect of gender on the degree of readability, in addition to knowing the order of the textbooks according to the degree of their readability in both books. The current study was conducted to determine the readability level of chemistry and physics textbooks by involving 300 second-grade secondary school students of the public schools affiliated with the Directorate of Education, Jordan. Four Cloze tests were prepared from different topics of both textbooks to measure their readability. The test included four texts with 20 words omitted from each text, and the texts were presented in the same format as in the textbooks, with clear instructions provided for the students. A pilot sample outside the study sample was administered with the test-retest method to confirm the reliability of the four tests for both textbooks. The findings revealed that physics textbooks had a higher level of readability than chemistry textbooks. A significant difference (p=0.05) was observed based on the type of textbook in the readability of chemistry and physics textbooks. The scientific texts in the chemistry textbook were ordered in light of their readability level. In contrast, the scientific texts in the physics textbook were not ordered in light of their readability level. The study concluded that the readability level of Jordanian Chemistry and Physics textbooks of the second grade of the scientific stream differed significantly (p=0.05). The study recommends that the Jordan Ministry of Education should appoint a panel of experts to review the textbooks and make the necessary changes to improve their readability level.

This study examined student acceptability and experience with gamification in an elementary school mathematics course utilizing flipbook digital learning media. The technology acceptance model (TAM) (Davis, 1989) was used to assess student acceptability in digital learning media, which consisted of four components: perceived utility, perceived ease of use, behavioral intention, and actual use. The study employed a mixed-method approach, including a quantitative approach to student acceptance of technology and a qualitative approach to analyzing student experiences. The participants in this study were second-year students from the department of elementary school teacher education who took mathematics education courses in elementary school. There were 222 students in the research sample. Structural equation modeling (SEM) was used for quantitative analysis, while interactive models were used for qualitative analysis. All of the research variables were found to be positively and significantly correlated in this study. The gamification of flipbooks was well received by students, and it was backed up by the pleasant experiences that students had with gamification flipbooks during the instructional period. Significantly, the gamification flipbook`s wide range of characteristics were found to contribute to its effectiveness in promoting student engagement and collaborative learning. The study revealed that gamification flipbooks can be an effective tool for promoting collaborative learning. Also, the study contributes to the growing body of literature on the use of gamification in education. The findings of this research highlight the potential benefits of incorporating gamification in the classroom, and suggest that educators should consider utilizing gamification flipbooks as a collaborative learning tool.

This study aims to explore students` reasoning about variability when they compare two groups of data from the perspective of commognitive. The task contains two questions, namely comparing the distribution of the patient`s recovery time in the two treatments and choosing one of the two treatments that the patient should use. Data on the assignment were given in the form of ogive graphs. Interviews were conducted to get in-depth information about students` reasoning on variability. Fifty-nine mathematics education students were involved in this study (16 male and 43 female). The students have studied material about measures of dispersion. Eight of them were chosen as the subjects of the study. The assignment was given to the students to be completed by thinking aloud. Data on the assignment were given in the form of ogive graphs. The finding of this study was that there are four categories of students` reasoning when they interpret variability, namely quantitative, confirmation, single center point, and informal categories. The educators can introduce students to various types of data displays that can foster the development of students` reasoning about variability. Further research can be carried out by assessing students` reasoning about the variability of various levels of education.

Chinese-as-a-Foreign-Language (CFL) teachers worldwide experienced a variety of problems in their emergency remote teaching during the Covid-19 pandemic. The most common problems shared with teachers in other disciplines including stress, lack of student autonomy, change in interaction, inappropriate usage and delivery of online teaching curriculum, training, experience, pedagogy, comfort levels, and support in the use of relevant technologies, lack of time to learn new skills and to prepare teaching materials, and lack of professional development and training for teachers who would teach online. Other most common problems relatively unique to and experienced by teachers of CFL including incompatible technological tools usage outside of China, time zone differences between teachers and students, continuity of financial support, difficulty of teaching Chinese online in general (including Chinese characters), and decreasing Chinese students’ enrolment. This article provides an overview of these problems, describes the solutions that have been found or recommended in certain cases, and identifies the problems for which no solutions currently exist. The silver lining is that in learning to use unfamiliar tools and teaching techniques, CFL teachers in particular may well find that they have access to new methods that they can use to good effect in face-to-face and hybrid settings.