Digital education transformation introduced a new source of stress for higher education teachers (HETs). Research has studied the effects of technostress, or technology-induced stress, focusing on its harmful consequences (techno-distress). Recent literature further suggests that technostress can also benefit individuals and organizations (techno-eustress), contributing to wellbeing, effectiveness, and performance. However, techno-eustress measurements are scarce. This study aimed to adapt and validate the Techno-eustress Scale for HETs. The scale was translated, adapted, and tested in a nationwide sample of 1,107 Portuguese HETs. Both exploratory and confirmatory factor analyses were used. Results led to a brief 5-item Portuguese version of the techno-eustress scale, exhibiting a onedimensional structure and robust psychometric qualities, evidencing reliability, construct validity, and strict measurement invariance. The study provided a parsimonious techno-eustress assessment that assists future research and practice. Our work extended technostress research and crosses scientific domains such as education, psychology, information systems, and management. This brief measurement underpins positive organizational studies as it opposes the eternalization of techno(di)stress measurements, in a technology-based era when wellbeing, notably for HETs, is a precious asset.

This study deals with democracy education in three dimensions. The first of these dimensions is the theory dimension. In this dimension, the pedagogical and theoretical characteristics of the educational activities to be carried out for children, especially in the primary education period, have been tried to be explained. The second part of the study is the presentation of a framework plan to enable the acquisition of democracy consciousness and democratic attitude behaviors by students. The last part of the study consists of activity examples. As a result, this study is designed as an introductory book to be used by teachers and researchers regarding the purpose, content, learning-teaching situations, and evaluation steps related to democracy education, which should be included in the curricula in all countries of the world. It is thought that expanding the proposed activities and implementing them in schools will provide theoretically based democracy education. Switzerland is known for its strong democracy that has been exercised continuously for hundreds of years. Democracy education practices in Switzerland, which stands out as a country with direct democracy practices, are also explained within the conceptual framework.

This study focuses on children s self-regulated learning, which is a crucial aspect of their education. It seeks to enhance the child s capacity for self-control as well as the way he organizes his information, actions, and emotions to achieve his objectives. Access to various pedagogies and studies that addressed his topic were employed to meet the research goal. In the second semester of 2022–2023, a basic sample of thirty-two male and female students between the ages of five and six were selected from the Mohamed Farid School in the Alexandria Governorate. A measure of the skills that a child should learn in kindergarten was prepared and codified, and it was then applied to the intended sample. A curriculum of educational exercises that the research sample s kids participated in was also created, considering the features and attributes of kindergarteners. The results of the analysis of variance show that (T=515.20) Function at the 0.05 significance level, suggesting that pre- and post-measurement variations are fundamental in Self-regulation is favourable to the post-measurement, demonstrating how well the integrated curricular program has helped kindergarteners build their capacity for self-regulation. By computing the value of (µ2), which came to 0.86.the software had a positive effect on the research sample s ability to regulate their behaviours.

This study deals with democracy education in three dimensions. The first of these dimensions is the theory dimension. In this dimension, the pedagogical and theoretical characteristics of the educational activities to be carried out for children, especially in the primary education period, have been tried to be explained. The second part of the study is the presentation of a framework plan to enable the acquisition of democracy consciousness and democratic attitude behaviors by students. The last part of the study consists of activity examples. As a result, this study is designed as an introductory book to be used by teachers and researchers regarding the purpose, content, learning-teaching situations, and evaluation steps related to democracy education, which should be included in the curricula in all countries of the world. It is thought that expanding the proposed activities and implementing them in schools will provide theoretically based democracy education. Switzerland is known for its strong democracy that has been exercised continuously for hundreds of years. Democracy education practices in Switzerland, which stands out as a country with direct democracy practices, are also explained within the conceptual framework.

The present study examined the relationships among perceived teacher’s autonomy support, four motivational regulations (external, introjected, identified, intrinsic), and four social-emotional outcomes (self-efficacy, resilience, test anxiety, and perceived stress). A total of 130 primary students aged between 10 and 11 (M = 10.36; SD = 0.48) were recruited in Singapore. In particular, the mediating effects of four motivational regulations in the relationship between teacher’s autonomy support and social-emotional outcomes were tested using bootstrapping method. Results of the study indicated that external regulation and intrinsic motivation were two mediators between teacher’s autonomy support and test anxiety. Surprisingly, introjected regulation was positively associated with test anxiety and perceived stress and functioned as a significant mediator between teacher’s autonomy support and test anxiety and perceived stress. Teacher’s autonomy support may serve as a potential approach to develop students’ positive social-emotional outcomes such as self-efficacy and resilience while reduce negative social-emotional influences such as test anxiety and stress through activating students’ motivational resources. The present study provides novel insights into the relationships between SDT and four social-emotional outcomes by considering the four types of motivational regulation as mediators to investigate the effects of perceived teacher’s autonomy support on students’ SEL-related outcomes.

In this study employing a qualitative approach, we explore and compare the mathematical reasoning of active primary school teachers and individuals with limited education when tackling problems involving false proportionality and lack of authenticity. The research is justified by the importance of understanding how these issues are addressed in various educational groups and how teaching strategies in this area can be enhanced. An individual questionnaire containing five problems was administered to five participants in each group. The results indicate that teachers tend to more frequently succumb to the illusion of linearity, incorrectly applying linear relationships to non-proportional problems compared to individuals with lower educational attainment. This suggests a greater influence of algorithmic approaches and clauses of the didactic contract on their mathematical reasoning. This tendency could be attributed to a greater exposure to algorithmic approaches during the formative stages, as well as certain clauses in the experimental contract. Conversely, individuals with limited education approached problems with greater flexibility, linking their responses to everyday experiences. The study concludes that it is imperative to implement educational strategies aimed at overcoming limitations such as the illusion of linearity and fostering meaningful problem-solving skills from the early stages. It is recommended to developteacher training programs that promote a more contextualized and flexible approach to mathematics teaching, as well as the include contextualized and meaningful problems in the school curriculum.

The aim of the research was to examine different complications of learning mathematics online and their effects on students’ academic performances. A crosssectional survey design was employed among 2311 students from the school to university levels in Nepal. Hierarchical linear regression and machine learning were major statistical techniques used in the research. The findings indicated that access to and cost of digital devices, training on digital skills, assignment submission skills, digital literacy, and a separate study room at home were major complications for students in learning mathematics online. Additionally, these complications to learning mathematics online negatively affect students’ academic performance. This research gives new insights into the complications of online learning and its effect on learners’ performance in mathematics as well.

The STEM approach is a learning approach that is in line with learning needs to face the challenges of the 21st century. Then, the use of the STEM approach is highly recommended. It is needed an innovation to facilitate the application of the STEM approach such as integrating the STEM approach with the learning model. So, an integration of the PBL model and the STEM approach is created and then arranged which is known as the PLOICE learning model. The PLOICE learning model is a learning model that has the following syntax: Problematize, Learn, Organize, Investigate, Create, and Evaluate. In this research, students will be involved in scientific investigations on the management of shade-grown coffee to increase coffee production. Student participation in determining the management of shade-grown coffee can help develop students science process skills. The research implemented a quasi-experiment where two classes received different treatments, namely the experimental and control classes. The experimental class received treatment using PLOICE and control using conventional treatment. In the results that the application of the PLOICE model had a significant effect on the development of students science process skills. In implementing the PLOICE model, students are more active in discussions and questions and answers.

As a result, mathematics teachers are prompted to focus on the heutagogical approach. However, challenges arise, like inadequate training and support among mathematics teachers. Thus, this study concentrated on formulating a series of teaching activities aligned with the heutagogical approach, specifically tailored to assist mathematics teachers in enhancing their teaching methods. This study was conducted using the Fuzzy Delphi Method (FDM) involving 15 experts with various fields of expertise such as mathematics education, educational technology, heutagogy, pedagogy and the curriculum as well as primary and secondary school mathematics teachers. The data was collected from October 2023 to November 2023 by using a questionnaire as the primary means of collecting data. Findings were analysed using triangular fuzzy number, threshold value, percentage for expert consensus and defuzzification process to determine the acceptance and ranking for each teaching activity. The results indicate that teachers assign projects that require students to explore real-world applications of mathematical concepts, were ranked first, followed by other activities, while teachers arrange virtual sessions with guest speakers from the mathematics field to provide insights to realworld applications were ranked last. In conclusion, this study offers valuable insights for mathematics teachers interested in enhancing student-centered learning within the framework of Education 4.0.

In an English as Foreign Language context like Saudi Arabia, university business students face a difficult challenge to speak in English and to understand what is spoken. The students don’t have the opportunity in their daily life to listen to native speakers in or outside the classroom, but they are expected to listen to the text book audios in the classes spoken by the native speakers of English. Therefore, the difficulty rises in Listening and Speaking Skills Course as the students are not exposed to the British accent. In order to solve this problem, the researcher used YouTube videos spoken by the native speakers in the experimental group, and the control group just had the normal practice of listening to only the textbook audios. The researcher adopted quasi-experimental design with pretest and posttest in both control and experimental groups and analyzed the performance of the students using SPSS and Excel. The study proved that the results of experimental group improved significantly in their listening comprehension skills and performed better in their presentations than the control group. In the English as Foreign Language contexts, where business students fail to have exposure to the native accent of English, YouTube videos can make a great contribution in improving their listening and speaking skills.

The study focuses on analysing internal communication and organizational learning as current constructs in regular basic education in public educational institutions, establishing the correlation of variables and explaining the level of significance of these interactions in some of their most relevant dimensions. A quantitative approach and correlational design were used for the methodology. The sampling was probabilistic, composed of 172 regular elementary school teachers. The data collection technique was the survey. Spearman s Rho statistic was used to process the information. The conclusion of the study showed that there is a significant inverse relationship between internal communication and organizational learning in the teaching staff, explaining that while internal communication obtained 74.4% of satisfactory mastery, organizational learning reached 7.6% at the high level, which reveals the need and urgency for teachers and managers to innovate strategies to achieve organizational learning, taking as a starting point the high levels of internal communication experienced by the teaching staff in the educational institutions investigated.

To improve learning outcomes, evidence-based processes suggest that classroom climate is a means of creating more sustainable schools committed to improving the quality of teaching and learning. Therefore, valid measures of classroom climate are necessary to enable comparative studies focused on teachers perceptions, including important dimensions such as cooperation. As no validated instruments exist for the Portuguese context, we developed and validated the Teachers Perception of Classroom Climate (TPCC), consisting of five dimensions: teacher support, peer support, academic competence, satisfaction with the school, and cooperation. Following a quantitative research approach, the construct validity was analyzed using Confirmatory Factor Analysis, internal consistency was evaluated using Cronbach s Alpha coefficient, and test-retest reliability was assessed using univariate and multivariate General Linear Models and Spearman s rho correlations. The study supported the five-factor structure of the TPCC and demonstrated good psychometric properties. These results support the use of the TPCC to evaluate teacher perceptions of classroom climate.

This meta-analysis aims to investigate the effectiveness of educational escape rooms in improving learning outcomes and fostering positive attitudes. Specifically, it seeks to examine their impact on the acquisition of content knowledge and the development of attitudes. Additionally, the study conduct a moderator analysis to explore how variables such as subject matter, types of escape rooms, and participants age may influence these effects. After systematically screening the literature, 22 studies were deemed eligible for inclusion in the meta-analysis. The findings demonstrated a high effect size in knowledge gains and moderate effect size in attitude change, with 0.86 and 0.63, respectively. Interestingly, the moderator analysis did not uncover any statistically significant distinctions in effect sizes based on the three aforementioned moderators. In conclusion, this study affirms the effectiveness of educational escape rooms across a variety of academic disciplines and offers valuable insights for educators and practitioners interested in employing escape rooms as a means of educational innovation.

The purpose of this research was to investigate the relationships between social influences related to digital transformation adoption and cognitive competency in forming problem-solving skills. A deduction approach associated with the positivist philosophy was employed in order to build up the research model to explain the process of shaping problem-solving skills. By sending questionnaires randomly via Google Forms, a cross-sectional study with 337 respondents aged 17 years and older, including men and women with an education level of high school or higher, was conducted in southern Vietnam. Prior to assessing the measurement and structural models, the reliability and validity of measurement scales were examined by Cronbach s alpha using SPSS software. The SmartPLS software then was utilized to analyze the measurement and structural models and test the hypotheses using partial least squares structural equation modelling. According to research findings, social influences associated with the implementation of digital transformation had a direct positive impact on workers cognitive competency as well as their problem-solving skills. In addition, the research model also demonstrated the effects of cognitive processes when receiving social impacts through direct and indirect mechanisms on problem-solving skills, in which low thinking ability was the foundation for high thinking and creative abilities. Based on these findings, the research opened a novel approach to problem-solving skills through the mechanism of the impacts of stimuli on organisms and organisms on responses that were a premise for managers to provide and orient information to improve employees cognitive abilities and problem-solving skills.

The aim of this article is to analyze the psychometric properties of an abbreviated version of the Teaching Problems Inventory. For this purpose, the scale is subjected to a previous exploratory factor analysis to statistically examine the underlying constructs. Previously, a confirmatory factor analysis was performed and a new grouping into dimensions was generated. To analyze the properties of the items, descriptive statistics were performed: mean, standard deviation and inter-item correlations. To study the psychometric properties of the scale, Cronbach s alpha, Exploratory Factor Analysis (EFA) -to identify the latent structure of the variables-, and Confirmatory Factor Analysis (CFA) were used as a procedure to check the results of the EFA. As recommended, participants were randomly divided into two groups to perform the AFE with one group and the AFC with the other to avoid distortions Participant: the proportion of items, sample size, normality, linearity, and correlation between variables were checked as assumptions for the factor analysis. The sample consisted of 992 undergraduate teacher training and master s degree students from different Spanish regions: Valencia, Andalusia, Catalonia, Madrid, Castilla la Mancha, and Castilla y León. The results of the different reliability and validity analyses showed that the reduced scale has higher reliability values and is still sensitive to capture gender and age scoring difference. As a conclusion, the consistency of the instrument to evaluate the teaching difficulties of students of different degrees and postgraduate degrees in education is highlighted. As for the limitations, the elimination of 2 items relevant at a theoretical level stands out: Motivating students in school tasks and Discipline problems with students/groups of students.

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting studentteachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers’ abilities to cultivate inclusive and effective learning environments.

In today s world, many people who spend more and more time in front of their computer and treat it as something more than a popular pass-time activity are often referred to being game addicted. At the same time, however, many of them, because of being exposed to different forms of dialogic English may be observed to excel the language and react to quite many situations they are exposed to both during the play and out of it. This study is meant to show how gaming addicts shape their bilingualism. Due to our research, it was found that such people who are truly addicted to games often reach a higher level of English much faster when contrasted to average L2 users. The research was based on the surveys filled by 54 carefully selected Internet respondents that fit the definition of a game addicted person (APA, 2022) and a standardized CEFR test they were requested to complete; the same test was also requested to be completed by the people who attend standardized blended L2 classes and who play similar games sporadically for pleasure. Consequently, a correlation between addicted and non-addicted people, and their CEFR test results was carried out. What followed was an analysis of the research results and the their detailed description.

After the breakout of the COVID-19 pandemic our lives have been profoundly changed, including higher education, where a digital form has emerged as a result. This paper presents some of the results of nearly two and a half years of research conducted in two countries. The first objective was to analyse the experience of the transition to digital education, digital competencies and equipment of staff during the COVID-19 pandemic, and the second was to summarise the impact of the alternatives to digital education at universities after the pandemic. It was also aimed at describing how digital education at the universities of these two countries with very different cultures has been tackled and whether the experiences are different. The research was carried out by means of a questionnaire including 592 instructors from Hungary and 111 from Armenia. The researchers analysed the data using SPSS 28 statistical software. Univariate and multivariate analyses were conducted, including frequency, mean and standard deviation tests, crosstabulation analysis, ANOVA, independent samples t-test, and correlation. analyse The current study suggests that the two culturally different countries did not have completely different practices, and also the smoothness of the transition to digital education has a major impact on how digital solutions are integrated into university education in the two countries in the future. To conclude, the pandemic induced the emergence of online education, which is here to stay with us in the future to supplement traditional, offline forms.

The growth of social media has been suggested as a potential tool for teacher training and development. This study aims to identify patterns of SM use in the ongoing education of non-university teachers in Spain from a gender perspective. The research was based on a survey conducted between November 2021 and January 2022 involving 462 male and female non-university teachers. The data presented in this work reveals differences between teachers based on gender and associated patterns. It also highlights variables contributing to a better understanding of SM use and responsible use among female and male teachers. This study emphasizes teachers role in implementing strategies to increase SM use among the studied population in Spain. This role requires promoting the dissemination and access to scientific knowledge from educational centres, training institutions, and university academic institutions. Actions should focus on providing relevant scientific content in appropriate and attractive formats to increase the use of SM as a continuous training resource.

This study aims to analyze the characteristics of good teachers at St. Paul de Chartres parish schools in Thailand including directors, heads of department, and teachers who make up the total population of 2,400 from 24 schools. A sample of 420 people was selected by stratified random sampling. The research tool was the Good Teacher Characteristics Questionnaire and Rating Scale. The statistics used to analyze the data included was exploratory factor analysis. The results were divided into two parts: The General sample data analysis of good teachers at the Sisters of St. Paul de Chartres Schools in Thailand was comprised of good teachers. 361 of the 420 teachers were female, 86.0% were between the ages of 36 and 45, and 111, or 26.4%, were female. When categorized by level of education, it was discovered that 334 teachers, or 79.5%, held the highest level of bachelor s degrees. There were 211 teachers or 50.2% with at least 16 years of experience, and 375 teachers, or 89.3%. were teachers at the school. And the analysis of the data was analyzed with good teacher characteristics component analysis and divided into 6 components as follows: knowledge (well-rounded), interpersonal skills (interpersonal skills), working spirit spirituality, lifelong learner, teacher leadership) and a good role model (role model).

The rapidly changing world of the 21st century is complex and unpredictable. The researcher aimed to study the findings from a meta-analysis of 42 research studies related to the learning management of science that affects problem-solving skills during 2012–2022 from a database in Thailand called ThaiLIS. The findings revealed the variables that cause different mean effect sizes and the influence of research quality on the effect size. The instruments of this research were the research quality assessment form and the research characteristics assessment form. Statistics for data analysis were mean, standard deviation, one-way analysis of variance, and multiple regression analysis. The directional research hypothesis, multi-stage sampling, randomized control group post-test only design, PBL, and Weir s solution theory were discovered in the study to be the variables that caused the mean effect sizes to differ at the statistical significance level of .05. In addition, research quality had a positive influence on the effect size. The findings of this study will be useful to teachers who want to provide learning management of science that helps students develop problem-solving skills. This will develop skills more effective than traditional teaching.

This study to investigate the effect of using transformative learning theory (TLT) -based teaching model on a conceptual change and developing mental motivation in Physics for secondary school students. The study follows the descriptive, analytical, and experimental method with a quasi-experimental design for experimental and control groups. sample consisted of (70) students from 1st-grade secondary school who are divided into two groups: the experimental group (34) students and the control group (36) students. To achieve the objectives of the study, A Conceptual Change Test (CCT) and A Mental Motivation Scale (MMS) were constructed. The results revealed that a TLT-based teaching model has effects on changing concepts and developing mental motivation in Physics. Moreover, there is a statistically significant correlation (r= 0.358) between the growth of mental motivation and the inducing of a conceptual change in physics for secondary school students. In light of the results, the study recommended conducting further studies on transformational learning theory (TLT) and conceptual change and mental motivation in various fields and learning stages.

The identification and characterisation of all course syllabus on research methodologies in education in advanced studies in education allows to present the current Portuguese teaching and learning scenario in this field for the first time. The approach for the development of this empirical work was a national survey of all master s and doctoral programmes in education and in teaching, coding and translating the information. The data collected was validated with the respective higher education institution, the master or doctoral coordinator and the teacher responsible for the research methods teaching. A qualitative based methodology through descriptive statistical analysis enables a presentation of trends in the design and organisation of the course syllabus. The results show a research knowledge that is fragmented and not clear. The descriptions of course syllabus undervalue the epistemological and methodological issues inherent in the construction of scientific knowledge in education. Privilege is given to the operationality of the methodology with a view to developing a scientific project.

Virtual Reality (VR) interfaces are known to provide users with immersive experiences to support tasks such as training or developing an understanding of topics in various domains. However, research relating to using VR to learn about unfamiliar settings and supporting attitudes towards these settings, particularly through lower-cost VR technology is limited in nature. In this article, we describe an exploratory study to investigate low-cost VR technology use on attitudes toward community engagement activities. We selected the issue of homelessness, due to the prevalence of this issue in the city where the study took place. We focused on the experiences of conducting community engagement activities as part of the study. Ten participants experienced becoming homeless through an immersive VR application. In order to investigate the impact on attitudes, a community engagement instrument along with perspective-taking subscale were presented to participants prior to and after the VR experience. Statistical analysis revealed significant differences in both the attitude and behavior subscales, suggesting a positive change in intention to participate in their community and to make a difference based upon the VR experience. Implications from the work relate to the design of a procedure which can be used by educators and researchers alike, to determine the attitudinal impacts of VR environments, along with providing awareness of the benefits and practicalities of utilizing low-cost VR technologies within a classroom environment.

This paper explores the use of gamification in Second Language Acquisition (SLA) within Computer-Assisted Language Learning (CALL). The aim is to investigate the effects of a gamified learning environment, specifically Moodle, on psychobehavioural factors and English learning achievement, and to discuss the affordances of gamification based on empirical findings, contributed both by the present study and previous research. For this purpose, a case study was conducted at the University of Andorra, where a treatment group completed a gamified English course on Moodle, and a control group did the same tasks without gamification. A mixed methodology was used to measure both affective and cognitive variables as well as students’ perceptions on their gamified learning experience. The results show that the treatment group outperformed the control group in Foreign Language Anxiety (FLA) and in Academic Motivation (AM). As for the effects on speaking fluency, they are inconclusive, which is consistent with previous literature. Consequently, the authors advocate for further research to explore the effects of gamification on actual learning in different learning disciplines, beyond students’ mere perceptions.

Although it is not disputed that cognitive training can affect similar domains (near transfer) such as similar working memory tasks, it is still hotly debated whether they advance seemingly different domains (far transfer), such as social skills improvement. This study aimed to investigate the possibility of far transfer in enhancing social-communication and adaptive behavior skills using a computerized cognitive training program (CCTP) in adolescents with intellectual disabilities (ID). The two research participants aged 14 & 16 conducted a 16-week home-based CCTP using CogniFit for 2-4 days a week, at 20 minutes a day. After the 16-week CCTP, an adjusted 4-week CCTP based on CogniFit activities and on added social cues was followed. The participants underwent pre and post assessments for examining far transfer skills using a) the Test of Pragmatic Language-2, b) the Social Skills Improvement System Rating Scale, and c) the Vineland Adaptive Behavior Scales II. The results showed that this intervention program can benefit adolescents with ID in social-communication and adaptive skills, which can function as an important driver of cognitive development and academic outcomes.

Interactive educational videos have grown in popularity in the higher education setting over the last two decades. This exploratory study investigates the mediating and moderating effects of user engagement (UE) on the relationships between the antecedents of UE (i.e., intrinsic load, extraneous load, germane load, and task value) and learning satisfaction. A cross-sectional survey study was conducted in June 2023. We conveniently sampled 49 year-one undergraduate students, who completed a self-report questionnaire consisting of items pertaining to cognitive load, task value, user engagement, and learning satisfaction. Data was analysed using hierarchical linear regression models. Findings revealed that reward fully mediated the relationship between germane load and learning satisfaction. In addition, reward was also found to moderate the relation between (a) germane load and learning satisfaction, and (b) task value and learning satisfaction. These findings highlight the importance of creating rewarding experiences when designing interactive educational videos.

The need for cognitive and leadership skills requires the exploration of creative implementation models that ensure training and emphasise the value of individuals as the main asset within organisations. This research aims to introduce and validate a disruptive didactic innovation, which fosters the development of these skills through experiential communication via “Skills&Art”. The methodology used is Design Research, an emerging approach in educational research that encompasses developing and implementing a new or improved model, validating techniques, tools or models and determining conditions that facilitate successful implementation. The research was conducted in both classroom and museum settings. It consisted of a four-phase activity focused on crafting a speech that linked a skill with an artwork. A qualitative study of the speeches and a Likert self-assessment questionnaire were performed. The results demonstrate that the proposed disruptive didactic innovation Skills&Art is effective and efficient, and its self-assessed learning promotes innovation, creativity, initiative, problemsolving and analytical thinking. The novelty and contribution of this study lie in implementing these thinking skills within a single activity.

This descriptive-predictive study examined the interplay among learning environment factors (school, home, and community), familial factors (socioeconomic status and family relations), and academic achievement of 186 randomly selected Generation Z (Gen Z) learners. Factorial analysis demonstrated significant impacts of school and home learning environments on science academic achievement, while the community environment, in isolation, lacked significant effect. Interaction effects emphasized synergies between school and community, as well as school and home environments. However, there was an absence of a three-way interaction, suggesting limited combined impact. Analysis of data further unveiled a significant, large main effect of family relations on academic achievement, while economic and social status showed no significant impact. The interaction between family relations and social status was statistically significant which indicates a more substantial combined influence on science academic achievement than individual factors. Multiple linear regression analysis identified four significant predictors – positive family relations, higher family social status, and robust home, and community support – contributing to a model explaining 49.4% of variance in their science academic achievement. These results emphasize the importance of nurturing home and community environments, alongside fostering strong family relationships, as pivotal factors in Generation Z learners` academic pursuits.

The application of Critical Pedagogy (CP) based on strengthening and valuing the identity of each person to educate them in diversity and achieve social equity becomes key to helping learners identify themselves as agents of change to contribute to the creation of social solutions. The study reports the experiences of pre-service teachers of the Teaching English as a Foreign Language (TEFL) undergraduate program while implementing CP to teach English to children and teenagers who are beneficiaries of a Charity Foundation in Cuenca, Ecuador. The findings show that pre-service teachers were able to implement the principles of CP not only to teach English but also to foster in students a sense of self-identity and social justice, achieving the goals of using this approach.

Literature has emphasized the value of multidisciplinary learning strategies and the necessity of educating students to solve complex problems. It also pointed out the importance of teacher’s beliefs in their practices. The purpose of this study is to understand how future teachers recognize the board game Caravelas as a didactic tool to help elementary school students develop math skills in History and Geography Portugal (HGP) classes, in a multidisciplinary way. A board game intervention was employed in the study, and both quantitative and qualitative data were gathered from sixteen future teachers enrolled in the Didactic of HGP course during their third year of the Basic Education programme. Two questionnaires were used along with a focus group discussion. The findings indicate that this group of future teachers thinks Caravelas can help students achieve their learning goals in mathematics and HGP, as well as develop their reasoning, problemsolving, and social skills. Future teachers believe Caravelas can be used as a didactic tool to integrate mathematics into HGP subjects and support multidisciplinary learning.

This study aimed to analyze the effectiveness of internship programs in aligning education with industry during the COVID-19 pandemic. This research focuses on the internship outcomes of College of Communication and Media Sciences (CCMS) students in various UAE organizations. This study employs Kirkpatrick`s framework and analyzes 64 student reports over ten weeks to understand the strengths and areas of improvement in aligning academic instruction with realworld applications. The research focuses on the "reaction" and "learning" constructs in the alignment of theoretical teachings with practical experiences based on Kirkpatrick`s framework. The study revealed that internships offer students a chance to gain practical experience in their field of study, and the CCMS internship program helps students gain professional skills that are difficult to teach in a classroom context. The findings of this study could help academic policymakers understand the relative strengths and weaknesses of different learning areas and refine and enhance internship offerings. The study underscores the significance of assessing the practical application of university education in the workplace and the benefits of internship experiences as a mandatory component of CCMS specialization academic programmes. The research demonstrates that the internship program provides students with hands-on experience in the media and communication sectors, enabling them to interact directly with industry professionals. Additionally, this study highlights the common challenges faced by internship students, including communication with supervisors, workload management, handling tasks beyond their current skill set, navigating limited workplace resources, adjusting to unfamiliar work environments, and refining time management skills.

Social-emotional competencies are complex actions that include skills, knowledge and attitudes to maintain effective and satisfactory social interactions. As well as, managing one`s own and other people`s emotions in different environments. They are vital for healthy coexistence in higher education. The purpose of this research was to establish the evidence of validity and reliability for the scale of socioemotional competencies of university teachers. Scale constructed under the pentagonal model approach of Bizquerra and Pérez (2007). The study is crosssectional and instrumental. A non-probabilistic convenience sample of 237 teachers from public and private universities in Lima (Peru), from different professional careers, aged between 24 and 70 years, male and female, was used. Satisfactory evidence of content-based validity was found for the criteria of clarity, pertinence, and relevance for each of the items using Aiken`s V technique. For validity based on the internal structure of the construct, a Penta dimensional model and a bi-factor model were contrasted by confirmatory factor analysis, with better fit values for the second model (CFI and TLI > 0.95, RMSEA and SRMR < 0.07, = ? h = 0.90, ECV and PUC > 0.95), and favorable evidence of convergent and discriminant validity was also found. For both the overall score and the scores for each factor, there were coefficients denoting high reliability (ordinal a and ? > 0.90).

Creating innovative methodologies and interventions in chemistry education is essential to promote positive student transformation outcomes. Although chemistry educators are key in utilizing its potential in the classroom, very little is known about its efficacy in teaching and learning. This study aims to determine the current research trends in chemistry education. It examines the effect of chemistry education research findings included in the meta-analysis on using varied teaching methodologies on student transformation outcomes. A systematic review and meta-analysis of a pool of studies related to chemistry instruction in the Philippines and through on site or online browsing were conducted. Results show that the country`s pedagogical trend in chemistry education centers mainly on cooperative and inquiry-based learning, which aligns with and supports the framework and goals of 21st-century teaching. Results suggested that chemistry teachers can consider employing one of the various pedagogies and methods that effectively improve students` cognitive and affective outcomes. Heterogeneity test warrants that significant differences exist between the grouped features. The effect size data are directly influenced by the significance of the test derived from each study. Studies with significant results tend to have a larger effect size and significantly affect the study variables.

Research Based Learning (RBL) is a learning method that uses contextual learning, authentic learning, problem solving, cooperative learning, hands on and minds on learning and inquiry learning. The STEM approach in learning is expected to provide meaning to students through the systematic integration of research-based knowledge, concepts and skills. STEM design begin with the identification of social problems. The social issue of typhoid fever cases caused by Salmonella enterica Typhi bacteria with a high mortality rate in the world is a public health problem. The existence of Pheretima javanica which is abundant in the environment can be utilized by conducting antibacterial activity testing and analysis of bioactive compounds by students on the form of the extract. This research is a development research carried out with the aim of developing a product and also a qualitative descriptive research which serves to provide an overview of the object. The steps in carrying out these tests were identified as part of learning that hone creative thinking skills. The results of the class experimental research showed that the N-Gain score was 0.8, which is in the high category. These results show that the application of developing problem-based learning tools with a STEM approach is effective. Learning outcomes contribute to the effort to find alternative drugs that are effective and do not cause resistance. In addition, students also produce scientific articles as learning products. This paper has implications for STEM integrated research-based learning.

Cooperative learning is a pedagogical practice widely endorsed in the literature to enhance students’ creative writing skills. This methodology promotes the development of originality, fosters openness to new ideas, provides opportunities for interaction and tossing ideas around, and subsequently contributes to boosting creative textual production. This study aims to assess the impact of incorporating cooperative learning strategies on developing creative writing skills and enhancing self-efficacy among 6th-grade students. Additionally, this study reflects on using cooperative learning methods in the classroom setting, namely the roundtable and the cooperative graffiti. The participants were 34 students from two classes of the 6th grade of the 2nd cycle of basic school: an experimental group, where cooperative learning applies, and a control group, conducted using a traditional lecture. The study used a quasi-experimental design, incorporating pre-test and post-test. The non-parametric Wilcoxon signed-rank test was used to assess within-group changes in pre-test and post-test scores for both the experimental and control groups. The findings from both classes suggest that cooperative learning is more effective than a traditional lecture in building creative writing skills and selfefficacy in Portuguese (first language) and maths.

This study looks into how flipped classrooms affect college students with different kinds of learning styles, attitudes, and academic performance. The purpose of the study is to provide empirical support for the effectiveness of the flipped classroom model in accommodating a variety of learning styles. Survey questionnaires and midterm grades of students were used as instruments for data analysis on 85 participants in a state university in the Philippines. Statistical tools such as frequency counts, percentages, mean, standard deviation, Kruskal-Wallis test, and Kendall`s tau-b were employed for a comprehensive analysis. The data analysis revealed that a majority of respondents identified as auditory learners, expressing agreement with the flipped classroom model and demonstrating excellent performance within this learning environment. Significantly, the positive attitude and excellent performance exhibited no significant differences across various learning styles. Clear evidence emerged indicating that a positive attitude toward the flipped classroom correlated with exceptional academic achievements. Consequently, the study implies that the flipped classroom proves effective in catering to diverse learning styles while maintaining students` excellent academic performance. Furthermore, it could be concluded that their positive attitude in a flipped classroom model have boosted their academic performance in general. Understanding the connection between students` attitudes toward particular pedagogical approaches and their academic performance offers important insights that can greatly enhance the processes of teaching and learning, resulting in better educational outcomes fostering a positive learning environment.

English academic writing is deemed as essential skills to be acquired by students in tertiary education as they are mostly assessed through their proficiency in writing skills. To teach this technical course, ESL lecturers need to possess the required content knowledge and pedagogical skills. However, many ESL/EFL lecturers and students regard academic writing as challenging to teach and learn. This paper aims to discuss the teaching and learning of English academic writing in a public university in Malaysia. Grounded in a small-scale case study, data were collected through semi-structured interviews, focus group discussions (FGD), and classroom observations with one ESL lecturer and four undergraduate students participated in the study. Data were analysed thematically using thematic analysis where themes and codes were used to explain the findings. Findings revealed that teacher-centered approach with heavy-reliance on textbook teaching was used to teach English academic writing and students learned academic writing by engaging in lots of drills and writing practices. The paper suggests ESL lecturer to adopt traditional teaching approach with process-based approach as a dual approach in teaching English academic writing and modifications and changes should be made to the syllabus of academic writing at tertiary education level.

In the present context of artificial intelligence, student-teachers need to understand technological applications in education and incorporate them into their classroom instruction. Technological applications help in connecting and collaborating beyond geographical boundaries. The student-teachers should be equipped with the knowledge and understanding of the benefits of incorporating technology into their teaching practices and it should be the focus of teachertraining to equip them with the necessary skills to utilize these applications in their practice. The ICT in Education course was introduced in one of the University`s pre-service teacher education programs in India to facilitate student-teachers to gain the ICT skills needed to integrate it into teaching. This study demonstrates the effectiveness of the multimedia package on student-teachers at the pre-service level based on empirical evidence. Some of the findings suggest that the use of the multimedia package not only helps student-teachers identify and use resources effectively but also delivers the content meaningfully. The Multimedia packages could serve as a tool for educators to deliver subject content efficiently.

The aim of this research was to determine the influence of family educational styles on the academic achievement motivation of students in an educational centre, using a quantitative descriptive-correlational, cross-sectional, nonexperimental method. To elucidate, academic achievement motivation refers to what a student is willing to do to achieve excellent academic results and reach his or her proposed goals in school. Likewise, 318 students were selected as a sample and the standardised testing technique was applied by means of two data collection instruments, such as a motivation inventory and the Likert-type PSS scale. The results showed that 28.4% of the parents had a disinterested educational style with regard to their children`s academic achievement motivation and 43% of the parents had a more open educational style with a favorable effect on their children`s academic achievement motivation; thus 43.4% revealed a low level of this relationship. In summary, there is a certain degree of both positive and negative family educational styles that affect students` academic achievement motivation.

Many students find learning statistics difficult, especially novice learners. Instructors also struggle to teach statistics due to many challenges, such as students’ misconceptions, lack of math skills, negative attitudes, and deficient instructional methods. A new pedagogical approach called Decision-Based Learning (DBL) has been developed to help instructors and students; however there are limited studies about teachers’ and students’ experiences with this method, particularly in international settings. For this project, a group of Peruvian university professors were trained to use DBL. This qualitative study sought to understand the experiences of one Peruvian statistics instructor and her students implementing DBL pedagogy and software. The DBL software was created to help instructors easily implement DBL. Findings identify specific benefits and challenges participants faced when using DBL. Benefits included the growth of students’ confidence in solving statistical problems and instructor satisfaction. Challenges included time-consuming instructor initial preparation and students’ learning transfer issues.