Basic vocational education and training (vocational apprenticeship) follow on from compulsory schooling. Most young people in Switzerland start their careers with basic vocational training. Basic vocational training is the advantage is the combination of professional practice and school lessons (dual system). There are more than 250 apprenticeships in Switzerland with different profiles and requirements. The advantage of the Swiss system of basic vocational education and training lies in the close link between professional practice and school teaching: the young people work in their training company and usually attend a vocational school one or two days a week. Basic vocational training leads to the Federal Vocational Certificate (EBA) in two years and to the Federal Certificate of Proficiency (EFZ) in three or four years. After the professional certificate, the certificate of proficiency can be obtained - even vocational training time is shortened depending on your performance. The cantonal apprenticeship supervisory authority ensures that the federal legal regulations are complied with in vocational training. It issues training permits to companies, conducts training courses for vocational trainers, and ensures that the apprenticeship contracts that must be approved by it are complied with. An up-to-date overview of the selection of apprenticeships can be found on the official Swiss information portal www.berufsberatung.ch. The Career, Study, and Career Counselling Centre advises and informs young people and adults free of charge on all matters relating to career and study choices as well as career planning. You can find detailed information on the web at www.biz.bs.ch.

School violence and high failure and dropout rates are a serious social problem worldwide. The influence of family variables on violent behaviour is present in the literature but our aim was to analyse the relationship of violent behaviour and school victimisation during adolescence with academic performance and family climate. Method; An ex post facto retrospective single-group design was used. The total sample consisted of 1223 students (45% male), with an age range between 13 and 18 years. The Delinquent and Violent Behaviour Scale was used to assess maladaptive social behaviours and students reported mean scores in language, environmental knowledge and mathematics and aspects related to family structure and the quality of relationships with both parents. The results identified violent students, victimized students, and victim and violent students (combined role). All had low academic achievement, especially boys with a violent and combined role profile. Likewise, the probability of low academic achievement was higher for those whose parents had low academic or professional qualifications, if they perceived a poor relationship with the mother or if their gender is male. Conclusions: The results obtained are discussed in terms of their educational implications, underlining the need to reinforce positive and empathic parental interactions, mainly of the mother.

This study aimed to assess the effectiveness of a training program, based on Tyler`s multiple talents model, in developing productive thinking and decisionmaking skills among a group of gifted students in Jordan. Using a pre-test and post-test design complemented with a control group, 60 gifted students aged 12 to 15 years old were randomly assigned to either an experimental group (n = 30) or a control group (n = 30). The experimental group received a training program of 12 sessions, each lasting 90 minutes, covering a variety of topics related to productive thinking and decision-making, while the control group received no training. Using a combination of descriptive and inferential statistics (means, standard deviations, ANOVA, and t-tests) with a statistical significance threshold of a=0.05, the results showed the training program significantly enhanced the productive thinking and decision-making skills of the gifted students in the experimental group, as evidenced by improvements in their scores on the Torrance Tests of Creative Thinking and the Decision-Making Questionnaire, while the control group showed no significant improvements. These findings suggest that talent development programs, focusing on a broad range of skills and abilities, can effectively improve the productive thinking and decision-making skills of gifted students. The study`s implications extend to educators and practitioners working with gifted students and the wider educational system in Jordan, indicating that targeted interventions can be effective in skill enhancement of gifted students, positioning talent development programs as a promising support method within the Jordanian educational context.

The early school closure in response to the COVID-19 pandemic had been a great challenge for students with disabilities and their families. Many students with disabilities rely on in-person support and services to access the curriculum. The transition to online learning presented new challenges for these students. In order to support students with disabilities during this time, countries such as Saudi Arabia developed virtual kindergarten applications. The current study aimed to evaluate the usefulness of the Virtual Kindergarten (V.K.) application designed for special children in KSA. This study involved semi-structured virtual interviewees consisting of three main themes, i.e., access to the V.K. application, obstacles to using V.K., and strategies to increase its usefulness. A comprehensive thematic analysis was performed to draw valuable insights into the V.K. The results revealed that 70.6 % watched recorded lessons on other platforms, whereas 35.0 % attended classes using V.K. with active participation. Concerning obstacles, most parents had difficulty controlling their kids while taking online lectures on V.K. All the participants believed that there should be a support system available to the parents from teachers with the V.K. platform. To conclude, V.K. has the potential as a tool for communication and collaboration. However, there are some obstacles to using it effectively. By addressing these issues, V.K. can become an even more powerful tool for students with disabilities.

The aim of this study was to investigate the types of static, dynamic, and mixed text display on students` reading comprehension, attention, and cognitive. In addition, this study also considers sitting, standing, and walking positions and different types of text. Quasi-experiments were used in this study with random sample selection of students at the high school level who have mobile reading habits. The instruments used in this study were gadgets for mobile reading, reading comprehension tests, and cognitive level measurement scales. The results showed that the reading positions that made a significant positive contribution to sustained attention were sitting reading positions and mixed text types which made the lowest contribution to sustained attention. In addition, it was found that the type of text did not have a significant effect on students` reading comprehension skills. Moving text also does not contribute significantly to students` reading comprehension skills. Students` reading comprehension ability is significantly influenced by the type of text display and reading context. Students` cognitive abilities are significantly influenced by the type of text display, but not by the reading context. Of the three types of text display, the sequence of text types that make a significant contribution from the highest to the lowest is mixed text which makes the most significant contribution, then dynamic text, and static text. So, it can be concluded that the reading context and the type of text display have different impacts on students` reading comprehension skills, sustained attention and cognitive levels of students. This research has implications that teachers must modify students` mobile reading habits by displaying text, and reading contexts so that reading comprehension skills can increase optimally.

This article aims to investigate the relationships between teachers` conceptions of teaching and learning and their practices, and the impact that a set of sociodemographic variables has on those conceptions and practices. For this purpose, an online questionnaire, specifically elaborated for the study was applied to 562 teachers from primary to secondary education. Pearson`s R correlation coefficient was used to analyse the relationship between teachers` conceptions and practices. The Student`s T-test and ANOVA were used to compare the average score of conceptions and practices according to gender, years of service, education, scientific teaching area, and education level. The binary logistic regression was performed to analyse the association between the teachers` conception and practice and the sociodemographic variables. Results show that comprehensive and collaborative conceptions are positively related to inclusive practices and systematic and conventional conceptions are positively related to conservative practices. Women had a higher score than men on comprehensive and collaborative conceptions, inclusive practices and conservative practices. Teachers with more experience had higher systematic and conventional conceptions than those with up to 25 years of service. Those from the scientific area of special education and primary education presented scores of comprehensive and collaborative conceptions, inclusive practices and conservative practices significantly higher than the teachers of the remaining scientific areas. The lower the education level where teachers teach, the higher the score in the dimensions related to conceptions and practices.

The purpose of this study was to understand and investigate the motivations for and reasons why students decide to study Chinese as their fourth foreign language in the European Union, using Belgium as a case study. Based on the social cognitive career and motivation theory, the study was guided by the research question: Why did the participants decide to study Chinese as a fourth foreign language in a Chinese language school in Belgium? In line with the case study approach, 16 participants were invited to share their ideas. Focus group activities, remarkable item sharing, and member-checking interviews were used to collect useful data. Three themes were categorised, including 1) it is enough for European languages, 2) career development and 3) friendship, networks, and education. More importantly, many participants indicated that the Chinese language offers business and career opportunities for young European people to excel in their skills in the Asian region. The outcomes from adult learners may fill the research and practice gaps for adult education and foreign language teaching and learning for adult learners in the European environment.

In recent times, there has been a considerable surge of interest among scholars and researchers in the YouTube platform. The primary aim of this project was to explore the impact of YouTube platform on students’ learning motivation, with a particular focus on evaluating the ease of use and usefulness indicators. A quantitative descriptive methodology was adopted, which involved administering a bespoke questionnaire to 265 male and female educators across schools in Abu Dhabi/UAE. Data analysis was conducted using SPSS 26, which facilitated descriptive and inferential statistics. The results of the study provided robust support for the first and second hypotheses, as the multiple correlation coefficient demonstrated a strong and significant association between the ease of use of YouTube and interest as independent factors, and learning motivation as a dependent variable. The R-value of 0.758 indicated that the two variables accounted for 80.8% of the association. The T-test also indicated that there were no noticeable gender-based differences in terms of motivation to learn when utilizing YouTube in education, with sig exceeding 0.05 at 0.345. As a result, the study suggests the need for additional research in this field.

The paper presents the results of research, the objective of which was to find out whether kindergarten teachers are informed about burnout syndrome, whether the frequency of use and the degree of effectiveness of preventive measures against burnout syndrome are related to the length of their teaching experience, and what the respondents` opinion is on the sufficiency of the frequency of preventive measures used. A self-administered questionnaire was used to collect the data. The questionnaire included a menu of options of preventive measures against SB with a measure of effectiveness to choose from. Spearman`s correlation coefficient and the chi-square independence test were used to process the data. The research sample consisted of 182 female teachers from Czech kindergartens. It was found that the effectiveness of only certain preventive measures increases with an extended length of experience. Notably, the length of experience did not yield a statistically significant influence on the frequency of using individual preventive measures, and the respondents expressed contentment with the frequency of their utilization.

This study aimed to show effectiveness of Modeling in improving the phonemic awareness skill among the first grade students in Irbid Qasabah Directorate of Education. The study sample consisted of (72) male and female students divided into two groups; the experimental group taught by using the social learning (modeling) and its number was (36) male and female students, and the control group taught by the traditional method and its number was (36) male and female students. An achievement test was developed where its reliability and validity were approved and applied to the sample. The statistical methods used by (SPSS) program were as follow: Two-Way ANNOVA, Independent t-test and standard deviation. The results of the study indicated that there were statistically significant differences due to the effect of the teaching method and for the experimental group taught by using modeling in improving the phonemic awareness skill. The superiority of modeling due to that it makes students the axis of the educational process, and gives them freedom to express their opinions without fear or hesitation which positively affect their achievement. There were statistically significant differences due to the effect of sex and for females and there were no statistically significant differences due to the effect of interaction between the group and sex. The results also showed there were no differences between the pre and post measurement.

The objective of this study is to examine the connection between self-efficacy, teachers` teaching styles and their sense of burnout at work. The study specifically targets teachers working in primary and secondary schools within the Arab educational system in Israel. 160 teachers from different schools were sampled for the study. 67 of them (41.6%) were men and 93 (58.4%) were women with average teaching seniority of 12 years. The research tool included: background data questionnaire, a teaching efficacy questionnaire, teaching styles questionnaire & burnout in teaching questionnaire. The results showed a positive, strong, statistically significant relationship between self-efficacy in teaching and facilitating and delegating teaching styles. Notably, a negative, moderately significant relationship between these teaching styles and instructors` exhaustion was observed. On the other hand, the results of the study indicate a small but favourable relationship between teachers` burnout and their expert teaching style. The main conclusion of the study is that good teaching avails, facilitates or motivates good learning, and although it is not possible to point out which teaching style is good and which isn`t, it is possible to say that teachers who combine teaching styles with an emphasis on style that invites a process of the student cognitive and emotional involvement, with products of understanding performances, like facilitating or delegating teaching style.

Language is the mode of identity and recognition. Summer learning programs are essential in helping children and young people interact and develop solid ethical bonds in different communities. The study aims to determine the effectiveness and applicability of the teaching model or approach adopted by the schools in Switzerland in teaching and learning German as a foreign language. The study adopts a case study approach to choose a summer language course program under the Swiss boarding School Montana. A qualitative approach has been employed to gauge the effectiveness of teaching German as a foreign language in the Swiss boarding school in Montana. Results: The study reviews Communicative Language Theory (CLT) and explores the designed curriculum for teaching German as a foreign language (GFL). It is revealed that the teachers developed their activities through the communicative activities described by CLT. The study concludes that adopting pre-communicative activities as a part of the teaching method is more effective in learning German as a foreign language.

Procrastination is a widespread problem that is very common among university populations and is associated to negative consequences. The aim of this study is to analyze procrastination in university students and its relationship with sociodemographic and psychological variables. A multicenter study involving 845 university students was conducted, with participants completing several questionnaires, including the Procrastination Assessment Scale-Student (PASS), Academic Time Management (ATM), Brief Symptom Inventory (BSI-18), and Big Five Inventory-10 (BFI-10). The study subsequently examined procrastination patterns among these students, distinguishing between low and high procrastination profiles, and explored demographic and psychological variations using ANOVA, Chi-square analysis, and logistic regression. Results showed that forty-seven percent of students procrastinate, and males procrastinate more than female students (p=.018). Procrastination was related to psychological variables (more anxiety, depression, somatization), personality variables (less conscientiousness and agreeableness), and time management (organization, follow-up, and assignment completion). More responsible students who better plan their time and track their progress procrastinate less. It would be necessary to provide interventions for university students at risk of suffering negative consequences from procrastination.

The purpose of this study (a) to determine the effect of RBL STEM learning material in improving the student metacognitive skill (b) to analyse the student phase portrait of their metacognitive skill in solving the problem of cascara herbal tea making. This type of research is a quasi-experimental group with one group pretest posttest design. The research subjects were 160 students in the 5th semester of the 2021/2022 academic year at the Jember State Polytechnic, Indonesia. The instrument used was a description test which was assessed using the rubric of metacognitive skill and metacognitive awareness inventory. Data were analyzed based on parametric statistical calculations. The indicators of metacognitive skill in problem solving used are planning, monitoring and evaluation. The results showed that RBL with the STEM approach affected metacognitive skill in overcoming the problem of using cascara as an herbal tea. The results of the correlation analysis showed an R of 0.286, so that the acquisition of linear regression Y = 52.135 + 0.286 X. From this equation it can be seen that for every 1-point increase in the item -improvement skills score, there is an increase in metacognitive skill of 52.135.

This study aims to build an employability model on the skills of young Moroccans, their perceptions of the competencies towards the labour market, and enhance the understanding of the employment landscape through an exploratory study based on the Conference Board of Canada (Employability Skills 2000+). Therefore, the competencies and skills under discussion are presented according to the Employability Skills 2000+ model; comprising Fundamental skills (FS), Personal Management Skills (PMS), and Teamwork skills (TWS). Accordingly, the approach used the Confirmatory Factor Analysis (CFA) and the Structural Equation Modeling (SEM) with SmartPLS software. The primary data was collected through a survey of Moroccan engineering students from the ENSAK (National School of Applied Sciences of Kenitra in English) belonging to the Ibn Tofail University of Kenitra. The survey participants included 411 students from six departments, relying on the non-probability and voluntary response sampling methodology. Finally, the results obtained revealed different perceptions regarding the priorities of certain skills in the labor market; where Personal Management Skills (PMS), Teamwork Skills (TWS), and Work Safely (WS) were perceived as highly demanded in the professional context with a medium effect on the model. Otherwise, the remains elements and features have a small effect and impact on the model, especially the fundamental skills and its sub-constructs.

This study aimed to determine the relationship between Teacher Self-Efficacy (TSE) and Teaching Competency (TC) of classroom teachers in drug education in Malaysian secondary schools. This study was a descriptive quantitative survey. The study`s respondents consisted of 491 secondary school teachers selected via stratified random sampling from six states in Malaysia such as Kelantan, Kedah, Selangor, Kuala Lumpur, Sabah and Johor. The instruments of TSE and TC were developed by the researchers and piloted. The data were collected by a hybrid method using online and offline questionnaires. The study used SPSS 25 for statistical measures such as Cronbach`s alpha, means, percentage, and standard deviation to analyse the data. The study revealed that the relationship between TSE and TC in drug education was strong and positively correlated (p= 0.00 and Pearson Correlation value = 0.636**). It can be concluded that teachers` selfefficacy and teaching competency of classroom teachers in drug education had a significant relationship.

The present research broke new ground by investigating the influence of instructing English as a foreign language (EFL) learners in Vietnam to employ analytical rubrics for self-assessment on their writing proficiency. Sixteen students who were English majors were subjected to a 17-week training course on refining their writing abilities via the use of analytical rubrics. The study applied a comprehensive and rigorous experimental mixed-methods approach, consisting of two writing tests and semi-structured interviews. The research findings revealed that the practice of self-assessment utilizing analytical rubrics had a favourable influence on the writing performance of the students. This practice encouraged introspective thinking, reinforced self-regulation and self-monitoring, and improved language competence. The study suggests that EFL teachers in Vietnam and those in other contexts integrate the utilization of analytical rubrics for selfevaluation in their teaching procedures to upgrade their assessment techniques and pedagogical efficiency, which would eventually result in improved language learning outcomes for their students.

To carry out good teacher training, we need professionals capable of teaching from all aspects. To do this, they must be trained in various active methodologies, among which is game-based learning. It is said that it is necessary to break the apparent opposition between play and work, which considers the latter associated with the effort to learn and play as idle fun. The objective of this research is to know the opinion and assessment of teachers on initial training and learning of recreational/didactic tools, and their impact on the teaching/learning process. This research was carried out through semi-structured interviews with 16 Primary Education teachers from different educational centers in Andalusia (Spain). Subsequently, a content analysis was carried out to collect the evaluations provided, extracting the most fundamental characteristics. Data processing was carried out using the QSR Nvivo 12 Plus qualitative program. The results conclude that the initial training of teachers presents deficits in the acquisition of knowledge on the subject. A fact that is supplemented during the training received during the exercise of their professional performance. Likewise, suggestions and elements for improvement of the issue are presented, pointing out the teacher, the study plans and the university institution itself as axes of change

This study looked at the impact of online teaching effectiveness (OTE) and faculty readiness on education students` satisfaction and academic achievement. This study took place on the NEUST Gabaldon campus in the first semester (midterm) of the academic year 2021-2022. The study used descriptive correlational analysis to see if there was a relationship between the effectiveness of online teaching, faculty readiness, student satisfaction and academic achievement. The study included 186 education students and 12 faculty members from the College of Education. The students were picked by stratified sampling, while the 12 faculty members were chosen by intention. The results indicate that students are satisfied with online learning, faculty members are prepared to teach online, and the College of Education`s online teaching is effective. The findings also reveal a relationship between online teaching effectiveness, faculty readiness, student satisfaction with online learning, and academic success. On the other hand, there is no link between the student responders` profiles and the effectiveness of online teaching or learning satisfaction. The theoretical and practical ramifications of the research were also discussed.

The present study aims to identify and describe the components and subcomponents of the slope used by a group of seven high school mathematics teachers to solve tasks involving it. Its importance is due to the unquestionable role of the teacher as promoter of the learning of his students, since he considers and transforms his knowledge about a content to put it into play in his teaching practice. Data were collected through a Task-Based Interview, whose protocol consisted of six tasks (two situations with real-life context and four questions associated with teaching and learning the concept). Data analysis was code-bycode using the statements and procedures used by the teachers and the framework of the components and subcomponents of the slope. The findings of this exploratory study showed that teachers have conceptualized the concept in the Trigonometric Conception and Constant Ratio components, mainly in the visualprocedural and non-visual-procedural approaches. On the other hand, their interpretation of the concept makes it difficult to establish its relationship with real-world situations that allude to variational ideas. These results suggest the implementation of professional development courses to broaden their understanding and interpretation of the slope in authentic and realistic scenarios involving geometric and variational notions.

The impact of covid-19 has called for an urgent need to further understand the relationship between students` motivated behavior and their engagement. This study aimed to investigate the links between adaptive cognition and adaptive behavior and the engagement of college and university students during and after the covid-19 pandemic. The recent study was framed within several relevant theories, namely the self-determination theory, the need achievement theory, and the job demand-resource theoretical model. Structural equation modeling with JASP software version 0.14.1 was employed as a robust method to investigate complex relationships in the proposed research model. Data were collected through an online survey using a structured questionnaire. Respondents comprised 263 students registered at two higher education institutions in Viet Nam. Analysis results yielded the positive and significant influence of adaptive cognition (? = 0.224) and adaptive behavior (? = 0.489) on student engagement. Furthermore, anxiety predicted student engagement in our theoretical model, and the relationship was positive (? = 0.132). We also found a strongly influential relationship between adaptive cognition and adaptive behavior (? = 0.783). These findings proposed a critical implication: to promote student engagement in the context of post-covid, management bodies and leaders in higher education institutions should adopt a comprehensive approach in which the provision of psychological conditions is an integral part.

The purpose of this meta-analysis was to look at the effects of Learning Cycle Models (LCMs) and Online Teaching Strategies (OTSs) on academic achievement of students in chemistry. The study gathered information from 17 published sources, including dissertations and journal papers, and included a total of 2049 students. The findings revealed high heterogeneity among the included research, necessitating the use of a random-effects model. The overall effect size study found that LCMs and OTSs had a relatively large and beneficial influence on students` academic progress, with an effect size of 1.44. The analysis further examined the impact of different factors on the effect sizes, including grade level, learning modality, duration, and subject matter. Elementary and high school students demonstrated very large effect sizes, while college students had a small effect size. In-person classes showed larger effect sizes than online teaching strategies, although both approaches had positive effects. Longer durations of interventions resulted in larger effect sizes, and specific subject matters, such as matter and acids & bases, showed very large effect sizes. The findings suggest that tailored instructional approaches, incorporating a variety of LCMs and OTSs, can enhance students` academic achievement in chemistry education. Recommendations were provided for educators, curriculum designers, and policymakers to guide the implementation of LCMs and OTSs, considering specific grade levels, learning modalities, durations, and subject matters. Continued research is necessary to refine instructional strategies and improve outcomes in chemistry education.

A study was conducted to assess the knowledge and frequency of use of statistics among professional roles from various businesses in different economic sectors in Ecuador. A tool was designed, based on the Guide for Evaluation and Instruction in Statistical Education and the Handbook of Statistical Methods by the National Institute of Standards and Technology, which made it possible to analyze the aptitudes of different professionals in relation to the use of statistics along their enterprises from different economic sectors. The data was collected by interviews and surveys to 246 people working in factories around the country. For instance, the results showed around 75% of the commerce sector requires to be more trained in reliability techniques, unfortunately the expertise of the majority of the sample shows that this part of the statistics it not a strength. The results also showed a lack of knowledge of statistical topics among the different professionals according to their professional roles. This study suggests that there is a need and an opportunity to increase education and training in the use of statistics within professional roles in several businesses around Ecuador

Due to the physical separation of lecturers and learners, many students have expressed dissatisfaction with their online learning experience. The growing prevalence of online education highlights the imperative to explore the factors influencing students’ online experience. This study aims to explore the relationships between undergraduate students’ perception, engagement and experiences in online learning. Employing a quantitative design, a cluster sampling technique was utilised to select a representative sample of 609 undergraduate students from various degree courses across four public and private universities in Malaysia. The survey questionnaires, derived from the Online Learning Perception Scale, Engagement in Online Learning Scale and Community of Inquiry Survey, were administered through internet survey. Structural Equation Modelling (SEM) was used to analyse the data. Findings revealed that students’ perceptions of online learning and online engagements both directly affect their online learning experiences. The results also showed that students’ perception of learning directly contributes to their online learning experience. Students’ online engagement mediates the relationship between students’ perception and their online learning experience. Recommendations for future studies and limitations of the study were also discussed.

This paper intends to estimate a structural equation model that can represent the relationship between latent variables, and the relationship between latent variables and indicator variables. The latent variables studied in this research are Campus Environment (KPS), Family Environment (LK), Community Environment (LM), and Seating (TD) on oneself (DS). The method used to analyze the data is Structural Equation Modeling (SEM) based on Partial Least Square (PLS). The research data was obtained through a survey using a questionnaire of Padjadjaran University students with simple random sampling technique. The research result shows that (1) Campus Environment has a significant positive influence on Oneself by 23.5%. (2) Family Environment has a significant positive influence on Oneself by 30.6%. (3) Community Environment has a significant positive influence on Oneself by 22.8%. (4) Seating has a significant positive influence on Oneself by 20.8%. The SEM model formed has a coefficient of determination (Rsquared) of 0.90. So, SEM-PLS is an analysis that can provide information that can be used as a support for making learning process policies.

The objective of this study is to develop and implement a Project Based Learning (PBL) methodology to improve student comprehension of sustainability topics relating to the concrete industry. A milestone-based PBL methodology was implemented in a concrete technology course that emphasizes the project by creating individual milestones that are due throughout the semester. This intervention took place in an undergraduate program during six semesters, not including the control semester in which a conventional end-of-semester project was used to teach the same topic. The milestone-based PBL methodology was assessed indirectly using pre- and post-questionnaires to the participants and directly using quiz, homework, exam, project, and overall grades. Additionally, the participants provided feedback regarding the methodology. The results show that the students overwhelmingly preferred the milestone-based PBL over the standard project, which is complemented with an average increase of 16, 13, 17, 28, and 14 percentage points for the quiz, homework, exam, project, and overall grades respectively. This amounted to an overall average increase from 74% to 92%. These conclusions not only demonstrate a positive impact of PBL to the students in this course, but also provide further insight and evidence regarding the effectiveness of PBL methodologies for the engineering education community.

Corpus linguistics with its tools has become influential in the area of foreign languages teaching in recent decades; still, the direct use of corpus-driven materials in the classroom seems to be restricted. The present paper deals with the usability of corpus-driven teaching materials oriented on the specific field of articles in the university surroundings. The research will strive to investigate the effectiveness of corpus-driven teaching materials from several points of view. In order to collect data for the research, the researcher utilized a questionnaire consisting of 48 questions that was distributed to 94 university undergraduates. After carrying out the statistical evaluation, the research results show that university students are inclined to assess corpus-driven grammar teaching materials positively mainly because of these aspects: the access to authentic language, the access to information and topic that are relevant to the students, the compatibility with the syllabus. On the other hand, factors like the development of linguistic awareness, the development of critical thinking, the cooperation with other students do not play a substantial role since their statistical significance reaches only a negligible percentage. The study results indicate that it is advisable to include a corpus linguistic course into the training of prospective teachers.

The main objective of our longitudinal study is to analyze the health and risk behaviour and mental health of Hungarian students in different school types (high school, technical school, vocational training and vocational school) before and after a mental health promotion programme. In this study, we aim to provide a picture of the pre-programme situation, focusing on mental indicators. The study was designed using non-random, purposive, group sampling. In the quantitative research, in addition to sociodemographic data, standard questionnaires were used to measure students` subjective well-being (WBI-5), life satisfaction (SWLS-H) and self-esteem (RSES-H). High school students also underperformed compared to the other two types of schools in terms of general well-being and self-evaluation as they had significantly lower well-being (p=0.005), life satisfaction (p=0.022) and self-esteem (p=0.012) compared to technical school students. The mental health of high school students trying to cope with higher expectations shows a less favourable picture than their peers with less or no pressure of good performance at school. It would be crucial to take into account the impact on mental health of the different pressures arising from health education at school and to identify priority areas on this basis, with a focus on self-awareness, coping and stress management.

This study aims to investigate the active tasks incorporated in Arabic language books for primary school students in Jordan. The focus was on the content, questions, and tasks within the books. A rubric consisting of 34 tasks and applications was used for data collection By utilizing a descriptive analytical approach, content analysis was executed using sentences and paragraphs as units of analysis. The results demonstrate that Arabic language books for 4th, 5th, and 6th-grade students contain 28 linguistic tasks and questions. Of these, 14 tasks are found within the paragraphs of the text, with a concentration rate of less than 1%. Meanwhile, 18 tasks are located within the questions, with a concentration rate of less than 3%. Conversation, dialogue, and description were identified as the most common types of tasks. It was also observed that there is a similarity between the paragraphs of the text and its questions concerning the total number of repetitions. The findings of this study bear significant implications for enhancing the development of active tasks in classrooms. They provide valuable insights for educational decision-makers about the quality of tasks within Arabic language books for primary students. Moreover, they pave the way for improving student skills in critical reading, creative writing, dialogue communication, reading, and drawing by promoting interactive teaching strategies that cater to the developmental needs of students. As a result, the study proposes several recommendations for enhancing these active tasks.

Learning media development plays an important role in nursing training. This study aims to: 1) evaluate the feasibility of project-based flipped learning media in nursing training, and 2) analyze differences in critical thinking ability (CTA), creative thinking (CT), and spiritual attitudes (SA) of nurses between those who practice using project-based flipped learning (PjBFL) media and those who practice with conventional online media. This research uses a mixed-method approach. The first phase is developing learning media and conducting interviews with research subjects, then conducting experiments with a quasi-experimental pretest and posttest control group design. The learning media developed are electronic modules and learning videos. Learning media has been validated by 5 learning media experts and 5 learning content experts. The results of the expert validation were then carried out in one-to-one trials involving 3 nurses, small group trials involving 9 nurses, and one-class trials. The results of the implementation showed that the posttest scores for CTA, CT, and SA of nurses were higher than the pretest scores. The results of multivariate testing showed that there were differences in the results of CTA, CT, and SA between those who practiced PjBFL media and conventional online nursing training. As a conclusion, this research has produced learning media products based on PjBFL that are feasible, effective, and have advantages as learning media for use in nursing training. The superiority of PjBFL media is proven by the experimental results that PjBFL media has a higher effect on the CTA, CT, and SA of nurses.

The purpose of this study is to investigate the effectiveness of lyrics training as an alternative learning tool for enhancing English as a Foreign Language (EFL) listening skills. A total of 34 freshman students from a university in Taiwan participated in this study. A mixed research method was employed to collect data from multiple sources including pre- and post-test scores measuring listening and vocabulary proficiency, analysis of students` lyrics training tasks, classroom observations conducted by the researchers, and an end-of-semester course evaluation survey. The quantitative data analysis revealed a statistically significant improvement in students` English listening and vocabulary acquisition skills. Additionally, the qualitative data analysis demonstrated significantly positive perceptions among students regarding the utilization of the LyricsTraining app. Students expressed enthusiasm for this innovative approach to language learning, highlighting the enjoyable and interactive nature of the app. These results indicated that engaging with music and lyrics in a structured manner positively impacted students` learning outcomes. Based on these findings, it can be concluded that the LyricsTraining app serves as an effective medium for enhancing students` EFL listening ability and vocabulary acquisition. The combination of engaging with music, lyrics, and interactive exercises through the app proved beneficial in improving students` language skills.

This study used Schneider`s innovative design methodology and practices related to education to examine the impact of creative pedagogy toward students`learning process improvement and outcomes through a blend of knowledge and practical skills. The research question is centered on whether a blend of knowledge and practical- ability serve as a fundamental resource for improving students` learning outcomes, and a strong catalyst for educational innovation? The study was grounded on the theoretical framework of learning-oriented assessment (LOA), a type of students` learning outcomes (SLO) model. It used assessment data collected from undergraduates registered at Tecnologico de Monterrey Global Business School for the investigation. To this end, we applied the Independentsamples Mann-Whitney U test to determine the mean differences between the students` average grade and evidence 1 (Knowledge) and 2 (Practical- ability) by considering two groups of students (virtual vs in-person). Also, Multiple linear regression (OLS) and Multiple analysis of covariance (MANCOVA) were used to test whether Knowledge- and Practical- ability factors have an impact or are associated with final grades of the students, and whether the impact differs by the two groups. The results show that students require a blend of both knowledge and practicality to obtain quality learning/outcome.

In this study, we qualitatively explore how teachers perceive the usefulness of teacher autonomy support in fostering student motivation and engagement. Seven science and mathematics teachers from Singapore secondary schools were gathered for semi-structured interviews after implementing teacher autonomy support in their respective classrooms. Thematic analysis was used to analyse the interview data using the concepts pre-conceived from literature. The findings herein suggest that teachers perceived the usefulness of teacher autonomy support on student psychological needs satisfaction, and ultimately motivation and engagement (behavioural, emotional, cognitive). The findings have two implications: (1) teachers internalise the value of autonomy support in student motivation and engagement and (2) teachers perceive each autonomy-supportive strategy in a distinct manner, in terms of its contribution to dimensions of student engagement. It is then recommended for future teacher autonomy support workshop not only to teach the strategies, but also to highlight each strategy’s usefulness in different student and classroom situations.

The study is devoted to the establishment of connections between teaching the native language and the emotional intelligence of students. It proved a statistically significant positive effect of the cognitive native (Ukrainian) language teaching on students` emotional awareness, managing one`s emotions, self-motivation, empathy, and recognizing other people`s emotions. The study describes the method of cognitive native (Ukrainian) language teaching that is based on integrating college students` mental and communicative activities. The participants of the pedagogical experiment were 312 students and 16 teachers from various educational institutions in Ukraine. Hall`s method assessed the impact of the cognitive native (Ukrainian) language teaching on students` emotional intelligence. Empirical data were analyzed statistically (significance level 0.05): the Pearson test for confirming the normality of group distributions and the Student`s criterion for estimating averages. Statistical analysis showed statistical uniformity of EG and CG at the beginning of the experiment; the significance of changes for the scales "emotional awareness," "self-motivation, " and "empathy" in the middle of the study; and the statistical significance of changes for all scales after the experiment.

Since there is a lack of information on the level of digital competence of secondary school teachers in the Mayan region of Mexico, a preliminary study was conducted to identify the level of digital competence and whether there are differences in the level of digital competence of teachers with socioeconomic variables. The DigCompEdu Check-In instrument was administered to 462 teachers; global and area competency levels were obtained, as well as analysis of means and standard deviations and comparisons using the t-test for independent samples; the Kruskal-Wallis test was also used to find differences. Among the results it was found that 45.2% of teachers are at intermediate levels of digital competence, also that there are differences in the level of digital competence between teachers in urban and rural areas; in addition, it was found that variables such as level of studies, number of social networks and class hours are related to the level of digital competence. With the information obtained, some actions can be defined to be carried out in the next stages of the research, such as working with more teachers and involving their students. The main contribution of this research is to have information on the digital competencies of teachers in the Mayan area of Mexico.

In the 21st century, there has been an increase in political and academic orientations pointing to the need for school education to follow a transforming pedagogy that will enable it to fulfil its social contract. Along with this idea, there has also been a growing recognition that educational interventions should consider the school as a whole and the different agents that are part of it. With these ideas as a reference, a study was conducted using documentary analysis to identify how a Portuguese school considers these guidelines when planning and evaluating its activities. The school activity plan and the evaluation report were analysed using the whole school approach (WSA) analytical framework. The concepts of transformative pedagogy and the WSA impact how schools organise their activities and involve students in analyzing real-life situations, influencing processes in which students learn to make decisions that can contribute to sustainability.

The Hybrid-Flexible (HyFlex) learning delivery provides a student-directed multimodal learning experience that optimizes students’ engagement and technological competencies needed in the present society. This descriptive-developmental research utilized archival documents and surveys to look into the capacity of the institution’s existing instructional resources as inputs for designing a HyFlex learning scheme. There were a total of 979 student-respondents involved through convenience sampling ensuring representations among the agriculture course offerings of the Sorsogon State University, Philippines. The survey was conducted either face-to-face or online with the use of Google Forms and found that students who utilized technological devices with good internet connection preferred a mixture of online with face-to-face learning (~50%) for the lecture subjects. On the other hand, the agriculture students (>60%) preferred the face-to-face set-up for the major subjects regardless of the type of technological devices and the internet connectivity speed. The upgrading and re-upgrading of the human, physical facilities, and library instructional resources for the HyFlex classes are needed to further comply with the flexible learning scheme requirements in the University’s agriculture programs attuned with the Philippines’ Commission on Higher Education (CHED) Policies, Standards and Guidelines (PSG).

This research was carried out in a public educational institution with the purpose of analysing the association that exists between the attitude towards students with disabilities and school coexistence of students from second to fifth grade of primary school. The research is of a fundamental or pure basic type, with a correlational scope. The sample selected was 215 students. The instruments used to collect the information were the Inventory of Attitudes towards People with Disabilities and the evaluation instrument based on indicators of democratic, inclusive, and peaceful school coexistence. The results obtained confirm that there is a significant relationship between attitudes towards people with disabilities and democratic, inclusive, and peaceful school coexistence, demonstrating that students learn to be critical, reflective, fair, free and responsible in order to live together democratically and in a culture of peace. It is concluded that inclusive education starts with a transformation and change of attitude of the educational community, based on the implementation of an inclusive policy, culture and practice.

Renewal efforts in learning basic electricity and electronics in vocational high schools need to be carried out in order to find the right formula in learning as a new tool to improve students` higher-order thinking skills (HOTS). HOTS are in three dimensions of knowledge, namely conceptual, procedural, and metacognition, which intersect with cognitive levels C4 (analyse), C5 (evaluate), and C6 (create). This research is a quasi-experimental, nonequivalent control group design by applying Matlab application-based learning in the experimental class and comparing it with direct learning in the control class to see differences in students` higher-order thinking skills. In addition, it also looks at the interaction effect between the type of learning applied and the moderator variable, namely the thinking style of students (internal and external), on students` HOTS in three dimensions of knowledge (conceptual, procedural, and metacognition). The participants, or experimental subjects, in this study were class X students with audio-video engineering expertise (TAV). Class X TAV 1 was selected as the experimental class with 34 students, while class X TAV 2 became the control group with 32 students. The results obtained showed the effect of matrix-based learning better than direct learning on students` HOTS in the dimensions of conceptual knowledge, procedural knowledge, and metacognition, and there was no interaction between the type of learning applied and the students` thinking style. Matlab-based learning and thinking styles had a strong influence separately on students` HOTS in the three knowledge dimensions.

The emergence of task-based language teaching (TBLT) and the development of MALL technology have been two of the most significant trends in TESOL. However, investigating how MALL combined with TBLT can promote EFL learners’ writing abilities is still lacking in the literature. In light of this, this study examines the effect of WhatsApp-based tasks on EFL learners’ paragraph writing performance of 66 Moroccan secondary school students. The participants were randomly assigned to the control (n=32) and experimental groups (n=34). While the control group taught writing in the traditional method using the process writing approach, the experimental group were taught writing through tasks in a WhatsApp-based instruction mode where participants chatted, shared and commented on each other tasks for one semester. To collect data, a writing test was used as a pre- and post-test to assess the participants’ performance in both groups. The findings, based on Independent T-Tests (SPSS-26), indicated that the experimental group outperformed the control group in the overall writing performance as well as in the five targeted writing subskills: content and ideas, appropriate organisation, variety of vocabulary, accurate use of language, and accurate use of mechanics (Reid, 1993; Brown, 2006). As a result, this suggested the pedagogical impact of MALL and TBLT, as an innovative mode of delivery challenging traditional structure-based models, on EFL learners’ paragraph writing performance.

The teaching profession seems like a fun if served with interest to interact with learners and to inculcate morals and values in them. A motivated teacher has the capacity to contribute massively towards the development of learners and improved learning. However, many public school teachers in Pakistan want to shift their profession indicating lack of exemplary followership that is a desired quality particularly among the teachers. Therefore, causal comparative survey was arranged using self-developed followership scale to evaluate the situation critically. Conveniently accessible 346 school teachers have provided the data. Findings revealed that 53% teachers joined teaching as first choice while 47% as lateral choices. Moreover, the number of teachers having first choice of teaching profession were increased with the betterment of followership style of the teachers. Hence, preference should be given to candidates having high level of choice to serve in teaching profession. Moreover, professional development programs may be organized for existing teachers having poor followership.