Keyword: education

ABSTRACT: This study explores how the spectacle of social media and online games shapes children's lived experiences of school life and interpersonal relationships, particularly within the Indonesian cultural framework of Tri Sentra Pendidikan—family, school, and society. Anchored in a qualitative phenomenological approach grounded in Husserlian tradition, the research aims to uncover how digital behaviours are embedded in systems of imitation, symbolic power, and meaning-making. Data were collected through in-depth interviews with 21 adult informants (nine parents, nine teachers, and three principals) from three elementary schools in Yogyakarta, selected purposively for their daily proximity to children. Using epoché, reduction, imaginative variation, and synthesis, the analysis reveals that digital platforms are often perceived by children as more trustworthy than familial or school authorities. Findings highlight three key dynamics: (1) the normalisation of aggression and spectacle in digital spaces, (2) the displacement of educational authority by algorithmic content, and (3) children's shifting moral orientation shaped more by screen-based narratives than by institutional guidance. Rather than offering definitive solutions, this paper foregrounds the voices around the child—listening closely to their meanings of safety, humour, and resistance—and situates them within broader discourses of power, identity, and character education in a spectacle-saturated world.

ABSTRACT: This qualitative study investigates the use of educational technology (EdTech) to reach marginalized populations through non-formal education (NFE) in Zimbabwe. Grounded in Paulo Freire's Critical Pedagogy and employing an interpretive research philosophy, the study collected data from 50 educators using open-ended questionnaires distributed in November 2025. Thematic analysis of responses reveals four key findings. First, the digital divide is fundamentally economic and infrastructural: high data costs and unreliable electricity are critical barriers, necessitating investment in solar-powered community centers and school-based access points. Second, pedagogical relevance requires radical localization—incorporating indigenous languages, real-life examples, and practical, skills-based subjects delivered through low-bandwidth platforms such as WhatsApp and SMS/USSD. Third, sustainability depends on community ownership: projects must transition from foreign funding dependency to locally governed models, with trained community facilitators and traditional leaders ensuring ethical accountability. Fourth, inclusivity demands universal design principles that leverage built-in accessibility features for learners with disabilities, alongside robust data protection frameworks to safeguard against exploitation. The study theorizes a "Freirean EdTech" that positions technology not as a neutral tool but as a site of emancipatory practice, where success is measured by a project's ability to foster critical consciousness, economic agency, and collective self-determination. Implications for policy include regulatory interventions to lower data costs, curriculum reforms prioritizing localization, and governance frameworks that embed community oversight. The study concludes that sustainable EdTech in NFE requires moving beyond technological determinism toward socially embedded, ethically governed, and culturally responsive approaches.

ABSTRACT: Artificial intelligence (AI) has increasingly played an important role in educational development in the digital era. Teachers, therefore, need appropriate knowledge and perceptions regarding the use of such technology in instructional practices. This study aimed to: 1) develop and examine the construct of a scale measuring Thai teachers’ perceptions of the use of artificial intelligence in instructional management, and 2) investigate the level of Thai teachers’ perceptions regarding the use of artificial intelligence in teaching and learning. The research was conducted in two phases. Phase 1 involved instrument validation using Exploratory Factor Analysis with a sample of 353 teachers. Phase 2 examined teachers’ perceptions of the use of artificial intelligence in instructional management with a sample of 298 teachers. Data were analyzed using exploratory factor analysis and descriptive statistics. The findings revealed that teachers’ perceptions of AI in instructional management consisted of several components reflecting different dimensions of technology integration in teaching. Overall, Thai teachers demonstrated a moderate to high level of perception regarding the use of artificial intelligence in instructional practices. The results provide useful implications for promoting the effective integration of artificial intelligence in educational settings.

ABSTRACT: The persistent mismatch between the competencies acquired by graduates of vocational agricultural education and the evolving demands of the labour market has remained a critical concern in developing economies, particularly in Nigeria. Despite the strategic role of vocational agricultural education in promoting employability and self-reliance, evidence suggests that many graduates lack the practical, digital, and entrepreneurial skills required for sustainable engagement in the agricultural sector. This study examined the effectiveness of a heuristic-based instructional intervention in enhancing the employability competencies of university students enrolled in agricultural education programmes. A quasi-experimental research design involving pre-test and post-test measures was adopted. The study was conducted among undergraduate students in selected Nigerian universities, with participants exposed to structured heuristic-based learning modules tailored to agribusiness problem-solving and decision-making. Data were collected using a validated employability competency assessment instrument and analysed using mean, standard deviation, and paired t-test statistics. The findings revealed a significant improvement in students’ employability competencies following the intervention, particularly in areas of problem-solving, innovation, and practical skill application. The results support the argument that context-driven and strategy-oriented instructional approaches can effectively bridge the gap between theoretical knowledge and workplace expectations. The study recommends the integration of heuristic-based instructional models into vocational agricultural education curricula to enhance graduate readiness for the labour market and promote sustainable agricultural development.

ABSTRACT: The integration of digital technologies has enhanced language learning by improving access to resources, interaction, and learner autonomy in Rwanda. National Information and Communication Technology initiatives support competence-based education, yet the use of digital tools in classrooms remains uneven. Despite these efforts, many students are not fully engaged or motivated when using digital language learning tools. This study therefore sought to examine students’ perceptions of digital language learning and their influence on academic engagement and motivation in Rwandan secondary schools. A quantitative approach using a cross-sectional explanatory design was adopted. Data were collected from 200 secondary school students in Kamonyi District through a structured questionnaire based on a five-point Likert scale. Descriptive and inferential statistics, including correlation, regression analysis, and Structural Equation Modelling (SEM), were used to analyze relationships among perception, engagement, and motivation. The results revealed that students have highly positive perceptions of digital language learning tools, particularly in enhancing understanding, confidence, and independent learning. Significant positive relationships were found between perception and engagement (r up to 0.66) and between perception and motivation (r = 0.64). Regression analysis showed that perception (β = 0.49) and engagement (β = 0.37) significantly predict motivation, explaining 54% of its variance. SEM findings further confirmed that engagement partially mediates the relationship between perception and motivation. The study concludes that positive student perceptions significantly enhance engagement and motivation in digital language learning. It implies that improving students’ experiences with digital tools is essential for better learning outcomes. The study recommends increased investment in digital infrastructure, enhanced teacher training, and the integration of interactive, learner-centered digital strategies to optimize language learning in Rwandan secondary schools. 

ABSTRACT: This study aims to examine the views of teachers working at various educational levels in Turkiye regarding AI-supported education, employing a qualitative approach. The study seeks to determine whether teachers perceive artificial intelligence as a tool for pedagogical transformation or as a potential risk leading to a loss of pedagogical control. Conducted within a phenomenological research design, data were collected through semi-structured interviews with 35 teachers working at primary, lower secondary, and upper secondary school levels. The data were analyzed using thematic analysis. The analysis showed that teachers’ views clustered around four main themes: perceived pedagogical opportunities and transformation, concerns about pedagogical control and professional autonomy, ethical and responsibility-related issues, and expectations regarding conditions of use and limitations. The findings indicate that teachers do not view AI-supported education as a one-dimensional technological innovation; rather, they conceptualize it as a multilayered phenomenon encompassing pedagogical, professional, and ethical dimensions. While teachers emphasized the potential of artificial intelligence to support personalized learning and instructional processes, they also expressed significant concerns related to algorithmic guidance, professional autonomy, and ethical responsibility. The results suggest that AI-supported education should be addressed within a framework that is teacher-centered, ethically sensitive, and grounded in pedagogical values.

ABSTRACT: Research on academic dishonesty has predominantly framed misconduct as individual deviation or institutional governance failure. Less attention has been given to how knowledge itself is reorganised within digitally mediated and performance-driven university systems. This article addresses that gap by examining academic dishonesty in Vietnamese higher education as a configuration of knowledge circulation rather than solely as rule violation. The study draws on survey data from 500 undergraduate students across five universities in Hanoi and 20 semi-structured interviews with lecturers and academic administrators. Quantitative analysis maps the distribution of dishonest practices across institutional and disciplinary contexts, while qualitative accounts trace how these practices are rationalised and stabilised within routine academic exchanges. Findings indicate that misconduct concentrates in low-visibility coursework and collaborative settings where grade pressure, relational obligation, and infrastructural accessibility intersect. Rather than conforming to a single ethical model, academic dishonesty emerges through overlapping regimes of valuation in which knowledge is alternately commodified, reciprocated, and institutionally regulated. The analysis reframes academic dishonesty as a patterned reorganisation of knowledge legitimacy under contemporary educational conditions, contributing a structural account that complements existing individual- and governance-centred explanations.

ABSTRACT: Motivation drives students' effort, persistence, and deep learning, while empathy underpins trust, inclusion, and emotional safety in diverse classrooms. In undergraduate physics education, where courses are often perceived as difficult, selective, and abstract, understanding how teachers’ and students’ motivation and empathy are related is crucial for creating supportive learning environments. This study explores how lecturers and students in undergraduate physics make sense of the interrelationships between teachers’ and students’ motivation and empathy. This study employed a qualitative exploratory design. Semi-structured interviews were conducted with physics education lecturers and undergraduate physics students. Lecturers were invited to describe their teaching motivation, their empathy towards students, and how they perceived these qualities as influencing students’ learning and well-being. Students were asked to describe their learning motivation and empathy and to reflect on how they experienced their lecturers’ motivation and empathy in everyday classroom interactions. The interview data were analysed inductively using thematic procedures to identify recurring patterns and relational dynamics between teachers’ and students’ motivation and empathy. The analysis reveals that lecturers who describe themselves as intrinsically motivated and caring tend to recount practices such as adapting explanations, providing emotional support, and giving individual attention, which students experience as motivating and affirming. Students often link their own motivation in physics to whether they perceive their lecturers as enthusiastic, approachable, and empathetic, particularly when facing conceptual difficulties. At the same time, some accounts suggest that tensions can arise when strong academic expectations and performance pressures coexist with limited emotional resources, complicating the enactment and experience of motivation and empathy. Overall, the findings illuminate how lecturers’ motivational and empathic stances are perceived to shape students’ motivation and empathy in undergraduate physics, highlighting the need for pedagogical approaches that intentionally cultivate both.

ABSTRACT: This study examines the relationship between digital learning inclination and lifelong learning participation among Korean adults through generational and educational level analysis. Using data from the Korean Educational Development Institute's 2024 Individual Survey on Lifelong Learning (N = 30,829, ages 25-79), this research analyzed relationships between age, educational attainment, digital learning preferences, and participation rates through an ecological analysis approach using aggregated cross-sectional survey data. Digital learning inclination was operationalized using proxy indicators including learning media preferences, informal digital learning participation patterns, and information access pathways. Korea's overall lifelong learning participation rate was 33.1% in 2024, declining from 44.6% (ages 25-29) to 24.1% (ages 70-79). Educational attainment emerged as a critical moderating variable, with university graduates showing participation rates (40.4%) that were 17.8 percentage points higher than those with middle school education or less (22.6%). The Digital Learning Inclination Index revealed a five-fold difference between the youngest (81.2) and oldest (16.1) age groups, with age 50 emerging as a critical threshold. Statistical analysis revealed significant associations between age and educational level (χ² = 1,847.3, p < .001) and moderate correlations between digital learning inclination and participation rates (r = .52, p < .001). The findings highlight the necessity for digital literacy support policies tailored to specific generational and educational characteristics. This study provides a replicable methodological framework for contexts where comprehensive digital competency assessments are unavailable, offering valuable insights for policymakers and educators in nations facing similar demographic transitions and digital transformation challenges in adult education systems.

ABSTRACT: Students today learn mathematics in a world full of digital tools and instant access to information, yet many still find the subject difficult and overwhelming. This situation raises important questions about how learning is affected when technology becomes both a support and a source of confusion. The study used a structured, quantitative approach to examine how students experience mathematics in a digital learning environment, drawing on responses from first-year college students collected through a validated questionnaire. The study found that students showed strong engagement with technological and AI-based tools. However, their mathematical competence was weakened by high anxiety, low motivation, and limited confidence. Significant differences across eight dimensions revealed that emotional, environmental, and identity-related factors were the most vulnerable areas, compared to cognitive and technological strengths. These results show that improving mathematical readiness requires not only access to digital resources but also stronger support for students’ emotional well-being and learning environments.

ABSTRACT: Despite growing interest in digital learning tools, limited research has examined how educational memes function as meaning-making resources rather than as general engagement devices. Existing studies often treat memes as informal or motivational content, leaving unclear how students themselves interpret their role in learning and where their educational value begins and ends. This study addresses this gap by examining how undergraduate students perceive and experience educational memes within academic settings. Data were collected through in-depth interviews with a purposively selected group of five (5) students enrolled in higher education courses where memes were used as part of instruction. The transcripts were analyzed using a structured thematic analysis to identify patterns in how students described engagement, understanding, emotional support, and perceived limitations. The findings show that students do not view memes as instructional substitutes but as context-dependent supports that aid comprehension, ease academic pressure, and foster connection when clearly aligned with lesson goals. At the same time, students express clear boundaries regarding overuse, misalignment, and loss of academic focus. These results contribute a student-centered account of how memes operate within formal learning, offering guidance for educators and curriculum designers on when and how culturally familiar digital forms can support learning without weakening instructional depth.

ABSTRACT: Enhancing students' academic performance in higher education is a primary goal, necessitating a systematic and adaptable approach. Traditional methods for analyzing student performance data often struggle with complexity and unpredictability, making them inadequate for handling intricate educational patterns. As a result, the development of fuzzy logic-based decision-making systems has become increasingly important. This study aims to design an accurate fuzzy logic system for predicting first-year physics students' academic achievement at Dire Dawa University. The model leverages the fuzzy library, defining membership functions for participation in experiments and discussions (categorized as low, medium, and high). It then establishes rules to map participation levels to predicted grades (poor, average, good, and excellent). The analysis involved applying the fuzzy logic system to a dataset and validating the predictions against actual grades. The findings revealed that the model accurately predicted grades for medium participation (e.g., 50.00 for 50% participation) but tended to overestimate high participation levels (e.g., predicting 85.00 when the actual score was 67.51). This research contributes to educational technology by providing a flexible predictive tool that can be expanded to other STEM disciplines, enhancing data-driven decision-making in academic settings. These results demonstrate the effectiveness of fuzzy logic in managing educational uncertainties, though refinements are needed to address overestimation and incorporate additional variables such as study habits and prior knowledge.

ABSTRACT: This study explores the influence of teacher characteristics on technological self-efficacy within the context of Ghana’s standard-based curriculum. Utilizing an explanatory sequential mixed-method design, surveyed 280 in-service teachers. Quantitatively, the study found teacher-student interaction characteristics and humanistic and justice characteristics as closely dominated teacher characteristics. As well, these dimensions significantly predicted various aspects of teachers’ technological self-efficacy. Qualitatively, the study established how these characteristics are manifested in teachers’ classroom practices, highlighting the importance of interactive methods and empathy in fostering student engagement and technological competence. The findings underscore the need for tailored professional development programs that address varying levels of technological self-efficacy among teachers. The study concludes that enhancing teachers’ technological self-efficacy requires a holistic approach, integrating technical skills with humanistic values to create inclusive and effective learning environments.

ABSTRACT: The rapid rise of generative AI tools such as ChatGPT has introduced new dynamics into higher education, particularly in the domains of academic writing and scholarly communication. This study investigates how ChatGPT influences three interrelated dimensions: productivity, inclusivity, and academic integrity. A qualitative content analysis of forty peer-reviewed articles, conference proceedings, and professional reports published between November 2022 and March 2024 was conducted to synthesize emerging perspectives. The analysis reveals that ChatGPT enhances productivity by streamlining drafting, editing, and citation processes, and it fosters inclusivity by reducing linguistic barriers that often marginalize non-native English speakers in global academic publishing. At the same time, significant concerns arise regarding plagiarism, authorship attribution, and the erosion of critical thinking skills, underscoring the need for clear ethical and institutional guidelines. This paper contributes to the literature by reframing ChatGPT not merely as a technological tool, but as a systemic force reshaping scholarly communication. By highlighting both opportunities and risks, the study underscores the importance of developing balanced strategies—integrating AI literacy, institutional policy frameworks, and responsible usage practices—to ensure that ChatGPT strengthens, rather than undermines, the integrity and equity of higher education.

ABSTRACT: Teacher burnout has become a critical issue in education, threatening the sustainability of schools by diminishing the well-being and effectiveness of educators. This qualitative study explores the causes, consequences, and potential interventions for teacher burnout through in-depth discussions with eleven participants. The study draws on thematic analysis to uncover key stressors, including excessive workload, lack of administrative support, and systemic pressures. Our findings highlight the impact of burnout on classroom management, teacher-student relationships, and institutional cohesion. The discussion underscores the importance of strategic planning by school districts, emphasizing the need for well-paced, teacher-friendly programming to support educators. The study concludes that reducing administrative burdens and fostering a supportive work environment is essential to mitigating burnout and ensuring a sustainable education system.

ABSTRACT: Plant blindness is a concept that has long been ignored by researchers and teachers. It brings integrated overview about “plant blindness” research history and it can serve as a springboard for other researchers. The aim of this study was to identify how research studies represent the concept of "plant blindness." These research studies primarily focus on the education process. The PRISMA model was used for this review study. Data collection took place during spring and summer of 2025, covering studies from 1999 to 2024 related to research on “plant blindness.” Google Scholar was chosen as the information source. Initially, 52 research articles were reviewed; after analysis, 22 studies were selected, while 30 papers were excluded because their main focus was outside the scope of this study. Most of the research studies were published in 2023, the majority of respondents were from the USA, and university students were the most frequent sample group.

ABSTRACT: In Vietnamese public schools serving ethnic minority learners, English language instruction often unfolds in linguistically complex and culturally mismatched classrooms. This narrative case study explores how one Vietnamese English as a foreign language (EFL) teacher responds to the challenges of teaching English to Khmer learners in a rural secondary school in the Mekong Delta. Drawing on a written reflection composed during a professional development course, the study examines how the teacher makes sense of her learners’ persistent grammatical difficulties, rooted in first language (L1) transfer from Khmer, and how she navigates the cultural dissonance between textbook content and learners’ lived experiences. Findings reveal that the teacher reframes language “errors” as patterned responses to structural distance, and that she enacts responsive teaching through chunk-based instruction, visual scaffolding, and culturally localized tasks. Her practice illustrates how small, context-driven adaptations are reconfigured when English is learned through Vietnamese by Khmer-speaking learners, making visible the interpretive work teachers do to turn structural distance into pedagogical resource. By foregrounding the voice of a teacher working in a triadic language environment (Khmer, Vietnamese, and English), the study theorises teacher responsiveness in such settings and offers an empirically grounded account of multilingual pedagogy and teacher agency in under-researched Southeast Asian classrooms.

ABSTRACT: This systematic literature review synthesizes existing research to explore the use of Problem-Based Learning (PBL) as an instructional pedagogy and its impacts on achieving the goals of Environmental Education (EE). A search across Google Scholar, ERIC, and EBSCO Host databases using the Boolean search term (“Problem-Based Learning” AND “Environmental Education”) yielded 12,986 results. After applying rigorous inclusion and exclusion criteria, 52 peer-reviewed, empirical studies published between 2005 and March 2025 were selected for analysis. Findings reveal a steady increase in PBL in EE research over the past two decades, with most studies conducted in Indonesia and Turkey. PBL was found to promote the goals of EE by enhancing students’ environmental literacy, critical thinking, collaboration, and problem-solving skills. Dominant research methodologies were experimental and quasi-experimental and research lines were predominantly intervention- outcome based (46%). While session durations varied, most studies used short- to medium-term interventions with nearly half of the studies neither specifying the duration nor describing their PBL process. Few studies tracked long-term behavioral impacts of PBL on EE goals on participants. Study participants were mostly middle school and college learners. Studies reported the integration of EE in a variety of subject areas, mostly environmental and general science content areas. Notable gaps include a lack of standardized reporting guidelines which limit reproducibility. To address this gap, a framework: PBL Implementation Reporting Protocol for Environmental Education Research is proposed. This review contributes to the discourse on active learning pedagogies in EE towards the achievement of EE goals and offers insights, research and practice recommendations for advancing equitable, context-sensitive PBL integration in EE practice across educational levels.

ABSTRACT: This longitudinal study examines the volatility and crisis resilience of adult lifelong learning participation in South Korea over an 18-year period, elucidating complex dynamics that transcend simple linear growth patterns. Drawing on nationally representative data from the Korean Survey of Lifelong Learning Individual Participation (KEDI, 2007-2024) covering 99,327 adults, this study applied crisis-response analytical frameworks to elucidate participation fluctuations. Empirical analysis revealed significant volatility with participation rates fluctuating from 29.8% (2007) to 33.1% (2024), experiencing peaks of 41.7% (2019) and dramatic declines during the COVID-19 pandemic (40.0% to 28.5%, 2020-2022). While generational and regional disparities demonstrated convergence during stable periods, they exhibited expansion during crises, revealing differential vulnerability patterns. These findings challenge prevailing assumptions about linear progress in lifelong learning development and underscore the critical importance of building crisis-resilient adult education systems.

ABSTRACT: Despite increasing global attention to learner-centered approaches in environmental education (EE), there is limited research on how preservice teachers in Ghana make sense of problem-based learning (PBL), particularly through the lens of their lived experiences and sociocultural contexts. This study addresses that gap by exploring how one Ghanaian preservice teacher constructs his understanding of PBL and environmental education using Bakhtin’s concepts of Ventriloquism and Voice. Through a dialogic analysis of a semi-structured interview, the study uncovers the multiple voices; personal, institutional, and environmental, that shape his evolving teacher identity and pedagogical vision. The findings reveal how narrative becomes a site for negotiating meaning, expressing professional intentions, and imagining education as a vehicle for environmental and social transformation. This research contributes to a growing body of work using dialogic and narrative frameworks to examine teacher development and highlights the need for more contextually grounded studies in EE and PBL within Ghana’s teacher education system.

ABSTRACT: For beginner creators, conceptualizing best-selling packaging designs can serve as efficient design training, yet the practical application remains challenging. To bridge this gap, we considered design education utilizing Kansei Engineering methods. This study aims to enhance beginner creators’ packaging design skills through exercises based on Kansei Engineering and to verify the effectiveness of design education. Participants engaged in exercises that involved visualizing Kansei responses to existing ice cream packages, creating original designs, visualizing Kansei responses to their packages, redesigning, and then reading the portfolios. This process showed positive trends in participants’ quantitative responses to items such as “I am interested in a job related to design (p = .017, d = –1.24),” “I am confident in designing packages (p = .004, d = –1.7),” and “I find designing something enjoyable (p = .004, d = –1.73).” Our findings suggest that integrating Kansei visualization into the design education process can empower beginners by enhancing their skills and engagement in packaging design.

ABSTRACT: Mathematics plays a vital role in nursing practice, as it supports essential tasks such as medication administration, fluid management, and the accurate interpretation of patient data. However, nursing students often struggle to apply mathematical concepts in clinical settings where quick and accurate decisions are crucial. The study explores a heuristic way to help students become more confident and capable in using mathematics to ensure safe and effective patient care. A learning intervention was conducted among nursing students using specially designed packets incorporating heuristic strategies for understanding clinical mathematics. Data collected before and after the intervention were analyzed to identify meaningful improvements in their skills, with results handled under strict ethical and privacy guidelines. The results showed significant improvements in students’ performance in clinical mathematics after using heuristic-based learning materials. These gains were consistent across key areas such as unit conversion, dosage calculation, fluid balance, and data interpretation. The findings confirm that focused and contextual instruction can meaningfully support nursing students in developing the skills necessary for safe and effective patient care.

ABSTRACT: Mathematics plays a crucial role in fostering innovation and addressing societal challenges, making its enhancement essential in the context of Education 4.0. This study addresses a gap in the literature by providing expert-driven recommendations for transforming mathematics education in response to the demands of Education 4.0, which has been underexplored in existing research. Through an iterative consultation process, experts agreed on integrating key 21st-century skills such as critical thinking, creativity, collaboration, and digital literacy. The findings emphasize the importance of innovative teaching methods, ethical use of technology, and global competence in fostering adaptable, problem-solving learners. The study also highlights the need for inclusive and sustainable approaches within mathematics education. The proposed frameworks offer practical strategies for bridging theoretical content with real-world applications.

ABSTRACT: The impact of recent pandemics and natural disasters on societies requires a multidimensional examination. Chaos theory, which posits that small changes in the initial conditions of complex systems can lead to significant and unpredictable outcomes over time, can serve as a framework for this analysis. This study investigates the impact of the COVID-19 pandemic and earthquakes—both of which can be regarded as social problem situations within the framework of chaos theory—on pre-service teachers. This study, conducted during the 2023–2024 academic year, employed an explanatory case study design—a qualitative research approach—to explore the lived experiences of 27 students enrolled at Necmettin Erbakan University. The findings indicate that a considerable majority of participants reported a decline in motivation, encountered psychological difficulties, and recognized a lack of professional development opportunities, all of which were attributed to the inadequacies of distance education. Consequently, many students articulated feelings of insufficient preparation for the teaching profession. Due to the COVID-19 pandemic and the earthquakes of 2023, which are regarded as chaotic events in Türkiye, distance education was implemented. However, the distance education methods used by universities to maintain their educational services were generally found to be inadequate. As a result, students faced several psycho-social challenges during this period. Furthermore, research findings indicate a widespread belief among students that they lack adequate professional competencies.

ABSTRACT: This study compares the preprimary education systems of Singapore and Ethiopia, two nations with contrasting socioeconomic and legislative environments. Using a comparative analysis that integrates both quantitative and qualitative data, the research identifies discrepancies in accessibility, curriculum, teacher training, infrastructure, and policy efficacy. It fills a research gap by comparing ECE in a developed and developing nation, contextualizing global best practices for resource-limited settings. Ethiopia’s gradual progress (20% to 60% coverage, 2016–2025) reflects external collaboration and bottom-up approaches, but it lacks structural changes. The findings reveal significant gaps in essential resources, particularly textbook shortages, which hinder learning outcomes, and concerns about teacher expertise, highlighting the need for improved professional development programs. In contrast, Singapore’s coordinated curricula and nearly universal enrollment demonstrate astute investment and efficient regulation. Key findings reveal divergent long-term effects, values, and resource investments. While Singapore’s model offers insights into standards and technology utilization, recommendations emphasize Ethiopia’s need for additional funding and teacher professional development. The report underscores the importance of policy convergence with Sustainable Development Goal 4 to ensure inclusive early childhood care and education (ECCE) worldwide.

ABSTRACT: Traditional education alone is no longer adequate to prepare students for the challenges of a globalized and diverse society within the context of sustainable development. The European Higher Education Area places a strong emphasis on educational methodologies to achieve its goal of fostering the holistic development of university students as competent professionals and responsible citizens and cooperative learning appears to be a more effective methodological approach to address this evolving reality. This study explores whether a collaborative learning approach promotes meaningful learning and skill development among university students. We compared two groups using different learning strategies: traditional and cooperative. The statistical analysis was conducted in two phases. First, a survey was distributed to students in both groups. A t-test was then applied to examine the differences between the two groups. The findings indicate that the cooperative group outperformed the traditional group in terms of motivation, personal skills, and self-assessment confirming that cooperative learning is more effective in developing the skills necessary for a sustainable society.

ABSTRACT: Currently, the integration of Music and Dance into curricula has become increasingly common due to its clear benefits in developing social communication skills and improving students’ mental and physical well-being. However, effectively addressing the complex relationship between Music and Dance when combining them into a single subject remains a significant challenge for educators. This study aimed to identify the causes of these challenges and propose solutions to overcome them. Through document analysis, a mixed-method approach (qualitative and quantitative), and field observations, the study collected participants’ insights on the impact of separating Music and Dance in teaching. The results showed that, in addition to the benefits of integrating Music and Dance in enhancing student interaction, improving communication skills, and fostering practical learning abilities, the separation of these two elements reduced the educational effectiveness of the subject. Based on the findings, the study proposed key pedagogical principles and specific solutions to address the challenges of integrating Music and Dance. These findings could serve as a theoretical framework for innovating course content and teaching methods, thereby contributing to the overall improvement of educational quality in this subject.

ABSTRACT: This study evaluates the adoption of Moodle learning management system (LMS) for emergency remote teaching during the COVID-19 era by colleges of education (CoE) teachers in Ghana. The research highlights the level of experience of CoE teachers in their use of e-learning applications as well as the factors that influence their acceptance of Moodle LMS within the Unified Theory of Acceptance and Use of Technology framework. Three research questions guided the study: 1. What is the level of experience of CoE teachers in the use of e-learning applications? 2. What is the influence of performance expectancy, effort expectancy, and social influence of teachers on their behavioral intention to use Moodle LMS? 3. What is the influence of Facilitating Conditions, Service Quality, and Behavioral Intentions on teachers’ Use Behavior of Moodle LMS? The study used a descriptive cross-sectional survey approach to assess the experiences of CoE teachers in their use of e-learning applications as well as their behavioral intentions, and actual usage behaviors concerning Moodle. The quantitative approach was used to collect and analyze data. The findings reveal that social influence played the most crucial role in shaping educators’ behavioral intentions towards using Moodle, while performance expectancy and effort expectancy have a lesser impact. The study highlights the need to prioritize the service quality of learning management systems in CoEs. This can include routine system updates, intuitive user interfaces, and effective technical support to provide a smooth experience for educators. Recommendations are provided to enhance the adoption and utilization of Moodle, emphasizing the need for targeted professional development and improved infrastructural support. Implications of the results for understanding Moodle LMS adoption in emergency remote teaching contexts are discussed.

ABSTRACT: The paper explores the factors, observable and non-observable, influential in implementation of continuous assessment learning activities strategy in Zimbabwean education system 5.0. This is an activity-based assessment of learners and was reviewed since its inception. Most qualitative researched found the barriers to implementation of continuous assessment learning activities like resources, preparedness of schools and skill but not the relationship and intensity of the influence. A stratified random sampling method was applied in Zimbabwean education institutions that involved educators, parents and learners from primary, secondary and tertiary institutions. Structural equation modelling was conducted to assess the relationship between continuous assessment learning activities implementation and other latent variables. Prior to structural equation modelling, exploratory factor analysis was done. The results obtained from this statistical evaluation indicated that teacher motivation, parental support and child performance were positively related to continuous assessment learning activities implementation. Child performance had a mediation effect in that the relationship of teacher motivation and parental support increased when child performance was included. Respective influence of teacher motivation and parental support were 0.152 and 0.220. Inclusion of child performance increase influence to 0.493, a more than 100% increase in each case. The study therefore recommends a holistic approach to continuous assessment learning activities implementation but with more emphasis on improving child performance.

ABSTRACT: This study aimed to examine how teachers’ self-efficacy mediates the relationship between realistic mathematics education and learners’ mathematics achievement, which involved 396 junior high school math teachers and a sample of 7621 students. The study employed a quantitative approach with a correlational cross-sectional descriptive survey design. The questionnaires were developed with consideration for the three main constructs that the study identified. The structural equation model was used to analyze the questionnaires. The findings demonstrated that the application of realistic mathematics teaching methods directly improves students’ mathematical achievement. Once more, students’ achievement in mathematics is directly positively impacted by teachers’ self-efficacy. Ultimately, there was a positive and statistically significant mediation effect of teacher self-efficacy on the relationship between learners’ mathematical achievement results and realistic mathematics education.