International Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously. PS: For more information contact: editor.eiji@gmail.com
Basel Private Schools in Switzerland Offer Attractive and Alternative Educational Opportunities
Basel offers a diverse educational landscape, critical for a multinational city like Basel, Switzerland. Following 11 years of compulsory schooling (kindergarten, primary, and secondary), students choose between vocational training or Gymnasium for academic studies. Beyond public options, Basel-Stadt boasts numerous private schools, complementing the state system with varied pedagogical approaches. Many of these international schools adopt curricula like the International Baccalaureate and offer multilingual instruction (English, German, French), catering to families of global employees. These private institutions play a significant role, with some even having transfer agreements with authorities, allowing students to move to state secondary schools without examinations, provided their curriculum is comparable. This ensures comprehensive educational opportunities for all children in Basel.
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University Students and Their Attitudes toward Online Learning of Language for Specific Purposes
This study presents the results of quantitative research conducted among university students of tourism studies regarding their attitudes toward the teaching approaches in their online language courses for special purposes (LSP) during the COVID-19 pandemic. The main goal was to analyse the attitudes of university students from two Slovenian tourism faculties towards online teaching approaches in the LSP courses provided by the Faculty of Tourism at Brežice (FTB), and the Faculty of Tourism Studies-Turistica at Portorož (FTT). Four research hypotheses were put forward aiming at the students' attitudes regarding their gender and affiliation, their self-evaluated technological knowledge, and their attitudes toward the foreign language lecturers' teaching methods and approaches. 468 students completed an anonymous online survey. Respondents evaluated their technological knowledge and lecturers' teaching approaches fairly positively. No statistically significant evidence was found regarding gender, affiliation, or self-evaluated knowledge concerning LSP teaching methods. Findings suggest that LSP teachers might adopt a common strategy for online foreign language teaching nationwide and provide an equally motivating and safe teaching environment.
The Impact of Academic Mobility on English Language Teaching Methods: A Comparative Analysis of Pedagogical Practices
The aim is to determine how academic mobility improves foreign language teaching methods. Methods used included questionnaires, interviews, observations, and educational material analysis. Results showed the positive impact of academic mobility on improving teaching quality, adapting programs, and introducing innovative approaches. The study involved 50 foreign language teachers (25 with mobility experience, 25 without). Data collection used quantitative questionnaires and qualitative interviews. It was found that 78% of teachers with mobility experience regularly implement interactive teaching methods, compared to 52% among those without. Interviews confirmed academic mobility helps adapt new methods. Conclusions emphasize academic mobility's importance in modernizing foreign language teaching, identifying specific changes in methods, and highlighting its role in globalized education for implementing innovative approaches and international best practices.
Enhancing Undergraduates’ Creative Thinking through Mathematics Courses: A Systematic Literature Review
Creative thinking (CT) is recognized as a critical competency for global citizens in the 21st century. This study conducts a systematic literature review, following PRISMA guidelines, examining instructional interventions designed to foster CT in undergraduate mathematics courses. Focusing on articles published between 2019 and 2024 from Web of Science and Scopus databases, 17 relevant studies were identified for in-depth analysis. Both quantitative and qualitative research methodologies were employed to evaluate the characteristics, effectiveness, and assessment tools of these interventions. The study emphasizes the importance of strategic pedagogical practices and rigorous evaluation methods in fostering CT within university-level mathematics education. Findings highlight the need for educators to clearly define CT objectives, including its attributes, criteria, and standards, and utilize varied teaching strategies and assessment tools for effective implementation.
Factorial Validity and Measurement Invariance of the Arabic Version of the Childhood Autism Rating Scale
The aim of this study is to evaluate the psychometric properties and the measurement invariance of the Arabic version of the Childhood Autism Rating Scale- Second Edition (CARS-2). Two hundred Arabic-speaking children, aged 2 to 12 years, who had received an autism spectrum disorder (ASD) diagnosis were recruited to the study. Confirmatory factor analysis (CFA) and Multi-group confirmatory factor analysis (MGCFA) used to evaluate the structure of the scale. McDonald Omega and Cronbach’s alpha total coefficient values were both .88. A three-factor solution was best suited to the data and the third CFA iteration yielded significant improvement, with the RMSEA value indicating a good fit and the CFI and TLI values indicating a suitable fit. For the measurement invariance evaluation, the configural model produced an acceptable match for the age variable only. For the gender variable, we found evidence of configural, metric, scalar, and strict, and measurement invariance was stablished for males and females. CARS-2 is currently accessible for clinical and research use in the Arabic language and has strong psychometric properties.
Blended FORCE Model: Advancing Collaborative, Cloud-Based Learning in System Design Courses
This study introduced the FORCE Learning Model, a blended learning approach for a 'System Analysis and Design' course at a Thai university in 2022, using cloud-based collaborative learning to enhance engagement and outcomes. Employing a mixed-methods research design, the study utilized semi-structured interviews, surveys, and skill assessments, achieving inter-rater reliability of 0.79 and test reliability of 0.74. Data analysis included mean, standard deviations (SD), and t-tests. The results revealed three key findings: (1) identification of six major challenges in course management, including issues with content delivery, student engagement, and assessment methods; (2) development of the FORCE model with five distinct steps—Face-to-face, Online, Rotation activities, Collaborative learning, and Evaluation—demonstrating high process and outcome efficiencies above 81%; and (3) statistically significant improvements in students' team learning skills and academic performance, with gains observed at a 0.01 significance level. These findings emphasize the model’s potential in addressing educational challenges and fostering academic success.
Scientific Problem-Based Creativity Learning Model for Enhancing Students’ Creative Traits and Developing Scientific Creative Process
Scientific creativity in chemistry is unique and differs from that in other sciences. Previous studies have found low levels of students' scientific creativity and limited research on scientific creativity in chemistry education, especially concerning colloid systems, a topic closely related to everyday life. The research used a quasi-experimental design, employing instruments namely the chemistry scientific creativity test and Think Aloud Protocol. Data were analyzed using descriptive statistics and inferential statistics. Qualitative data were analyzed through thematic analysis to explore students’ creative processes. Results showed that SPBCL significantly improved students' creative traits (p < 0.001). Moreover, SPBCL fostered the development of students’ creative processes. This study emphasizes adopting SPBCL to nurture students' scientific creativity. The findings contribute to chemistry education by highlighting scientific creativity and equipping students with the essential skills needed for chemistry and beyond.
Implementing Design Thinking in STEM Education: A Systematic Review of Trends and Challenges
This study presents a systematic review of the literature on the implementation of the Design Thinking (DT) methodology in STEM education. Using the Scopus and Web of Science databases, 54 articles were analyzed after applying inclusion and exclusion criteria, from a total of 358 initial studies. The research focuses on characterizing the scientific production related to DT and STEM, evaluating its results, challenges, and limitations. The bibliometric results highlight a significant increase in publications on DT in STEM since 2018, with the United States, Thailand, and Australia as the main contributors in the field. In addition, a predominant focus is observed on qualitative studies, focused on exploring participants' experiences and perceptions in the application of DT. Despite the significant growth and contributions, challenges such as small sample sizes, time constraints, and the requirement for more teacher training and resources for an effective implementation of DT in STEM education were identified.
The Role of Knowledge Management in Achieving the Sustainability of Universities: A Comparative Study
The objective of this research is to examine the role that knowledge management plays in optimizing the sustainability of Saudi universities. A questionnaire containing 57 sentences was created to accomplish the research purpose, and it was distributed over two axes of establishing university sustainability. A sample consisting of 214 academic and leadership staff members from Saudi Universities was asked to answer the questionnaire. The study employed descriptive and differential approaches to meet its goals, and data was gathered using a survey. The study has two axes; the first axis is knowledge management, which includes thirty-eight phrases covering four different dimensions. The second axis includes nineteen phrases covering the sustainable development domain. The total role of knowledge management received an average score of 2.6, which reflects its great impact on achieving sustainability in Saudi universities.
Analytical Thinking in Mathematics: A Systematic Literature Review on Research Types and Content
Analytical thinking is a crucial cognitive skill in mathematics, enabling learners to effectively decompose complex problems, evaluate relevant evidence, and propose reliable solutions. Despite its significance in mathematical learning, research on analytical thinking in mathematics education remains limited. To address this gap, the present study employs a systematic literature review to comprehensively analyze the current state of research on analytical thinking in the field of mathematics and categorizes the existing literature based on its types and content. Following the PRISMA standards, the study selected 21 relevant articles from major databases such as Web of Science, Scopus, and Google Scholar. The results indicate that the types of research predominantly focus on qualitative studies and quantitative descriptive studies. The content of the research primarily spans five key themes: Instruction and Development of Thinking, Research on Thinking Processes, Assessment and Evaluation of Thinking, Research on Thinking Styles, and Interdisciplinary Research. This study addresses the lack of a systematic synthesis of analytical thinking research in mathematics education. Theoretically, it providing a structured framework for future research. Practically, it identifies effective teaching strategies, guiding educators in fostering analytical thinking and supporting curriculum development.
Exploring Student Teachers’ Competence in Organizing Experiential Activities at High Schools
This study aims to elucidate the current state of student teachers’ competence in organizing experiential activities using participants from selected Vietnamese teacher education universities. The mixed methods approach, using surveys and interviews, was employed to collect relevant data, which was mainly quantitative in nature. The study involved surveying 773 sophomores and juniors as well as 30 lecturers teaching courses in educational studies. In addition, 22 students and eight lecturers from three universities specializing in teacher education - one from each of the three regions of Vietnam (the North, Central, and South) - were interviewed. The findings show that in general, most students demonstrate a good level of competence in organizing experiential activities and perform best in developing plans for such activities according to specific themes. The research also reveals that student teachers’ lowest level of competence involves assessing the results of organizing experiential activities. In addition, statistically significant differences exist between male and female students, those from rural and urban areas, those from various universities, and those with different academic performances. It is hoped that the research results will provide teacher education universities in similar contexts to the ones selected herein with information for improving training activities, ensuring enhanced conditions to develop student teachers’ competence in organizing experiential activities.
Science Teachers’ Dialogic Practices in Senior High School STEM Science Classrooms
The integration of diverse discourse strategies is crucial for fostering learning environments where students actively engage in scientific practices, interact with scientific data, and use the technical language of science. This descriptive quantitative study examines the dialogic practices of science teachers in senior high school STEM science classrooms, focusing on the frequency and nature of these practices as perceived by both teachers and students. Survey data were collected from 310 STEM students and 8 science teachers at a private institution in Cavite City, Philippines. A ten-item survey scale assessed the implementation of productive dialogic practices, with item-level analyses conducted using Mann-Whitney U-tests to examine differences in perceptions. Results revealed that students consistently rated the frequency of all ten dialogic practices higher than teachers, with significant disparities in specific moves, including 'Invite Others to Build on Ideas,' 'Build on Ideas,' 'Make Reasoning Explicit,' and 'Challenge.' Furthermore, teachers' years of experience exhibited a positive monotonic relationship with their perceived frequency of dialogic practices. These findings highlight the importance of critically examining how dialogue is enacted and positioned within Filipino science classrooms, emphasizing the need for enhanced awareness and implementation of effective dialogic strategies.
Balancing Standardized Testing and Holistic Learning: Teacher Educators' Views on Curriculum Priorities in Primary Education
This study addresses the critical tension between standardized testing and holistic learning within Nigeria’s primary education system. The research is motivated by challenges such as inadequate infrastructure, teacher shortages, and outdated curricula that hinder achieving a balanced educational approach. The purpose of this study is to explore the perceptions of 400 Nigerian teacher educators (215 males and 185 females) regarding integrating standardized testing and holistic learning. Employing a descriptive survey research design, data were collected through a structured questionnaire titled "Teacher Educators' Perceptions on Balancing Standardized Testing and Holistic Learning in Primary Education (TEP-BSTHL)," with a reliability coefficient of 0.87. Purposive sampling was used to select participants from various higher education institutions. Data analysis utilized descriptive statistics, revealing that while standardized testing is valued for accountability, it tends to narrow curriculum focus and increase student stress. Holistic learning is highly prioritized but faces significant implementation challenges, including large class sizes and inadequate resources. The novelty of this research lies in its focus on teacher educators’ perspectives, offering practical strategies such as formative assessments and improved teacher training programs. The study concludes with recommendations for systemic reforms, including diversified assessment methods, enhanced teacher training, and more flexible curricula to balance both educational approaches effectively.
The Relationship between Social Competence and Quality of School Life
The aim of the research was to explore the relationship between adolescents' self-perceived social competence and the quality of school life, as well as to examine potential gender and age differences in these perceptions. The research sample consisted of 1,009 students from 14 primary schools in the City of Zagreb and Zagreb County, the Republic of Croatia. The findings revealed that there is a positive relationship between the social competence dimensions and some dimensions of the quality of school life. Gender and age differences were determined in the assessment of social competence and the quality of school life and the findings indicate that female adolescents tend to be more competent in regulating their emotions. However, at the same time they are less integrated, they express more negative feelings about school and believe that their prosocial communication skills are poorer than those of male adolescents. The findings also indicate that sixth-graders assess better their own social competence and positive dimensions of the quality of school life than seventh- and eighth-graders. The final part of the paper presents considerations about theoretical and practical implications.
The Influence of Interest, Motivation, and Learning Style on Grade 6 Pupils’ Mathematics Performance
This study examines the influence of interest, motivation, and learning styles on the mathematics performance of Grade 6 pupils. It specifically explores how these factors—categorized into interest, motivation, and visual, auditory, and tactile learning styles—affect students’ academic outcomes. Conducted in Dingalan, Aurora, during the School Year 2023-2024, the study employed a quantitative descriptive-correlational research design. Data were gathered from 239 purposively selected pupils using survey questionnaires. Statistical analyses, including correlation tests, were performed to determine the relationships between pupils’ learning attitudes and their academic performance in mathematics. The findings reveal a significant positive correlation between pupils’ interest, motivation, and visual learning styles with their mathematics performance. However, auditory and tactile learning styles did not show a significant impact on academic achievement. Additionally, the study highlights a gender difference, with female pupils performing better than their male counterparts. These results underscore the importance of fostering engagement, motivation, and visual learning strategies to enhance mathematics learning outcomes. The study recommends that educators and policymakers implement teaching approaches tailored to students' learning styles to improve engagement and performance. Further research is suggested to explore additional factors, such as parental involvement and classroom environment, that may influence students' mathematics achievement.
Implementation of Artificial Intelligence and the Roles of Educational Leadership: Investigating the Expectations of Kindergartens’ Principals
This study investigates the expectations of kindergartens’ principals regarding the implementation of AI and its effect on educational leadership roles. Employing a cross-sectional qualitative approach, survey research was conducted through interviews via Zoom App. Four key themes emerged from the data: the coexistence of people and AI in various tasks, the influence of personality traits and characteristics, the importance of building a sustainable ecosystem with everyone as part of the team, and the necessity of activating AI's role while setting governing rules. The findings suggest that all school staff have become competent in using AI since the Corona epidemic, recognizing its implications for leadership. The study highlights AI's role in facilitating tasks but emphasizes the enduring need for human interaction, ethical considerations, and a holistic perspective in leadership.
Effect of a Teacher-Focused Intervention on Teacher Self-Efficacy and Students’ Motivational Climate: A Pilot Study in Physical Education
The aim of this pilot study was to explore the effect of a 6-month teacher video-based reflection program on their students perceived motivational climate (MC) in physical education classes, and to examine potential improvements in teachers’ self-efficacy (TSE) and how they link to MC. A pre-post-test design was used to assess the variables at three time points: before and after the intervention, and six months later. A total of 155 students from one elementary school and their teachers filled questionnaires on MC and TSE, respectively. MC did not change at post-test (p = .282). However, after 6 months, it showed significant improvements in all dimensions (p < .001). Average scores of TSE increased at post-test. Our findings support the use of video-based reflections for increasing teachers’ responsiveness to diverse in-class situations, leading to a more positive students’ perception of the in-class climate. More studies are recommended to better examine the interaction between these variables.
Effect of Blended Problem-Based Learning on Students' Academic Performance in College English Cultural Courses
Blended problem-based learning (BPBL) offers advantages through flexible instruction and active learning via real-world problems. Despite this, its use in college English cultural courses for cross-cultural communication is underutilized. This study developed a BPBL model for these courses, using a quasi-experimental design with students in "Society and Culture of English-speaking Countries" (SCESC) and "History of English Literature" (HEL) courses. Results showed a significant positive effect of BPBL on academic performance in both courses, with larger gains in the experimental group. SCESC saw greater improvement due to tangible social issues, while HEL, with its abstract literary-historical integration, showed moderate gains. Qualitative feedback highlighted collaborative activities but also noted challenges like time pressure and cognitive load. The research validates BPBL's positive effect on performance, emphasizing content-specific adjustments. Limitations include a single-institution sample and reliance on short-term, multiple-choice assessments.
The Grammar Gap: Mapping Common Errors in Omani EFL Descriptive Essays
EFL learners at the university foundation level in Oman face persistent challenges, and identifying common errors can enhance teaching strategies and improve students’ writing proficiency. This study aimed to identify and explain the predominant grammatical and mechanical errors found in descriptive writing produced by Foundation Programme students at the University of Buraimi. The study used a quantitative method. Descriptive paragraph scripts produced by 28 EFL students during the FENG002 (Foundation English II) Midterm exam provided the basis for data collection. Errors were classified as spelling, verb tense, singular-plural forms, subject-verb agreement, articles, sentence fragments, word order, prepositions, demonstratives, irregular verbs, and capitalization. Frequency and percentages for each error type were documented. The findings suggest that spelling errors were the most frequent, followed by the verb tense and the subject-action agreement errors. These difficulties are attributed to English orthography, origin language interference and linguistic differences between Arabic and English. The predominance of spelling and grammar errors highlights the need for innovative instructional approaches tailored to Foundation-level learners' needs. Instructors should include self-revision strategies, critical reading methods and various error correction methods. Error visualization techniques, improvement activities and preventive strategies should be explored to increase writing accuracy through future research.
Teacher Training Programs: The Perspectives of Special Educational Needs (SEN) Teachers
This study explores Special Educational Needs (SEN) teachers’ views on the adequacy, relevance, and effectiveness of their training programs, framed through Kolb’s Experiential Learning Theory, which highlights the role of reflective and experiential learning. Using a qualitative design, thirteen SEN teachers from various Malaysian regions participated in semi-structured interviews. Data were analyzed through Braun and Clarke’s six-step thematic analysis. Three core themes emerged: (1) Practical alignment with classroom needs; (2) Systemic challenges like inconsistent mentorship, limited resources, and weak collaboration; and (3) Contextual gaps in training content, particularly in relation to Malaysian cultural and policy contexts. The study highlights the need for training programs that are policy-aligned, context-sensitive, and continuously updated to improve teacher preparedness and support better outcomes for students with disabilities.
The Effect of a Basic Skills Program on Quantitative Reasoning and Mathematical Performance of Preschool Children
Given the cumulative nature of mathematical skills, poor performance in basic skills leads to an inability to acquire more complex skills, and the difference in mathematical ability of individuals, compared to their peers, increases over time. The present study aimed to determine the effect of a basic skills training program on quantitative reasoning and mathematical performance of preschool children exposed to math problems. The present study was a quasi-experimental study with a pre-test-post-test design with a control group and a five-week follow-up. For this purpose, 60 children (40 girls and 20 boys) were assessed in an accessible manner using Raven's Colored Progressive Matrices Test, quantitative reasoning and mathematical performance. Findings confirm that implementing a basic mathematical skills training program for children improved their quantitative reasoning and mathematical performance. Basic mathematical skills in preschool play a decisive role in mathematical progress in later years. The connection of mathematics with life creates interest and motivation in students and better understanding and meaningful learning of mathematics in them.
Audiovisual Media Integration in Oral Communication in Context: A Dual Perspective Study in Philippine Senior High Schools
Audiovisual aids are essential tools in classrooms that enhance the teaching-learning process. In language teaching, their use ensures comprehensible input, maximizes target language exposure, and minimizes direct translation. This study examined the effectiveness of audiovisual media in teaching Oral Communication in Context to Grade 11 students. Using stratified random sampling, 200 students from three public senior high schools in Nueva Ecija participated, along with 15 teacher-respondents selected through total population sampling. A survey questionnaire was administered via Google Forms, and data were analyzed using Microsoft Excel and SPSS Version 21. Findings indicate that learners frequently used audiovisual resources such as short films, television/movie clips, music videos, and vlogs/TikTok, rating them as "effective" in enhancing English learning. Teachers also reported extensive use of these resources, finding them highly beneficial. A significant difference was observed in students' and teachers' responses regarding short films and television/movie clips, while no significant difference was noted for music videos and vlogs/TikTok. The null hypothesis regarding the relationship between respondents' profiles and their use of audiovisual media was accepted. The study recommends continued use of audiovisual media to enrich Oral Communication in Context instruction and suggests further training for teachers in multimedia integration.
Barriers to Learning English as a Foreign Language (EFL) for University Students: A Systematic Review
Language barriers incorporate emotional, psychological, sociocultural, educational, and situational dimensions. This study performed an interdisciplinary systematic review of English as a Foreign Language (EFL) barriers facing university students. A search across Web of Science, EBSCO, and ProQuest yielded 2,773 studies, with 21 meeting inclusion criteria. Most studies were in the Middle East and Asia, with minimal representation in Europe. The analysis identifies three main clusters of EFL barriers: 1) foreign language anxiety (FLA), affecting four language skills, including test anxiety; 2) inhibitory self-beliefs, involving negative and unrealistic self-perceptions, motivational, and personality struggles; and 3) linguistic challenges, due to mother tongue influence (L1). The analysis suggests an overlap between FLA and negative self-beliefs, termed the FLA and Inhibitory Self-Beliefs Spectrum. While linguistic challenges are substantial, nonlinguistic factors are also significant. Positive findings like overcoming anxiety and self-regulation are noted, informing adaptable teaching methods.
Needs Analysis for Developing Critical Reading: Perspectives from EFL Undergraduates and Teachers
Relevant literature revealed that critical reading presents a significant challenge for English as a Foreign Language (EFL) learners, especially non-English major undergraduates in China. Although critical reading is widely acknowledged as essential, its effective integration into EFL instruction remains inadequate. This study is an initial step in exploring strategies to address this gap. It aims to discover the need to develop critical reading skills from the perspectives of Chinese EFL non-English major undergraduates and EFL teachers. A sample of 386 non-English major EFL undergraduates and 82 EFL teachers participated in the study, with a Need Analysis Students’ Questionnaire (NASQ) and a Need Analysis Teachers’ Questionnaire (NATQ) used. Results revealed a congruency between learners and teachers, as both groups reported moderate levels of engagement—learners in their use of critical reading skill (M = 3.151) and teachers in implementation of critical reading instruction (M = 3.045). This study recommends designing modules that align teacher instruction with learner needs, developing critical reading skills from lower-level to progressively higher-level skills, and providing structured tasks within the skills development.
Competence Models as Determinants for Shaping Educational Content for Managers and Employees in the Education Sector
This study explores the role of competence models in determining the focus and content of education for managers and employees within the education sector. Based on a sample of 436 respondents in Slovakia, data were collected using a self-developed questionnaire. The study applied statistical methods to assess differences in the perception of managerial competencies based on gender, position, and work experience. Findings indicate that gender influences perceptions of technical, project, and innovative competencies, while managerial level and experience showed no significant differences. The results inform recommendations for integrating competence-based approaches into professional development programs, with specific emphasis on coaching, creativity development, and personal typology analysis using tools like the Wealth Dynamics model.
Identifying and Supporting Twice-Exceptional Students with Emotional and Behavioral Disorders: Perspectives of Primary School Teachers
This study investigates how primary school teachers recognize and support twice-exceptional students—those who exhibit both high cognitive potential and emotional or behavioral disorders. The objective is to explore the extent to which these students are identified in school settings and to examine professional awareness, attitudes, and practices regarding their needs. Due to the complex and often contradictory nature of their profiles, the giftedness of twice-exceptional students is frequently overlooked, especially when behavioral and emotional difficulties obscure their academic potential. Relying primarily on quantitative descriptive methods, the research surveyed education professionals on their knowledge and recognition of twice-exceptionality. The findings reveal a persistent reliance on traditional markers of giftedness, such as measurable academic performance, with insufficient attention paid to behavioral and emotional indicators. The study emphasizes the need for a multidimensional and holistic approach to giftedness identification, combining academic, psychological, and behavioral assessments. It further calls for systematic professional development and institutional adjustments to ensure these students receive adequate support, preventing their marginalization and enabling the full realization of their potential.
Rural College Students’ Eco-anxiety and Attitude toward Discussing Environmental Sustainability Topics Post-pandemic
This mixed-methods study examines Southwestern U.S. college students’ potential experiencing of eco-anxiety, application of green practices, and attitude toward discussing environmental sustainability issues in the classroom post-pandemic, examining the population by sex, race, age, and income. The study offers faculty recommendations for implementing a sustainability curriculum. Conducted in a rural, marginalized area, it used survey and short-answer questions, an exploratory case-study design, and a convergent parallel strategy, assessing 376 participants (188 women, 188 men), including racial minority and low SES students. The survey adapted questions from four scales: Hogg Eco-Anxiety Scale, Pandemic-related Political Identities Scale, Sustainability Consciousness Questionnaire, and Sustainable University Scale. Data was analyzed using independent samples t-tests and a grounded theory approach for short-answer comments. Women reported statistically significantly higher eco-anxiety levels than men. Native Americans also reported statistically significantly higher eco-anxiety levels than Caucasians, with other minority groups also showing greater rates.
A Bibliometric Analysis of Knowledge Development and Emerging Trends of Critical Thinking in English Education (1995-2024)
Despite the growing emphasis on Critical Thinking (CT) in English education, there remains a lack of comprehensive understanding regarding its development and emerging trends over time. This study aims to bridge this gap by conducting a bibliometric analysis (BA) to map the knowledge development and emerging trends, identify influential contributors, and highlight emerging trends in CT research within the context of English education. A total of 878 articles were retrieved from the Web of Science core collection database from 1995 to 2024. VOSviewer and CiteSpace were employed as analytical instruments. The data collection process involved extracting publication metadata including authorship, institutional affiliations, keywords, citations, and country of origin. The analysis reveals that Hwang Gwo-jen, Stapleton Paul, and Yuan Rui are the most frequently cited authors, while institutions such as The Chinese University of Hong Kong, The University of Hong Kong, and Islamic Azad University have made substantial contributions. China, the United States, and Iran emerged as the leading countries in this research area. Major research themes include higher education, academic writing, 21st-century skills, teacher education, CT, and teacher-student interaction. Additionally, emerging topics such as media education, information literacy, ChatGPT, digital games, educational technology, collaborative learning, and reading comprehension are gaining traction. These findings provide a comprehensive overview of the research landscape and suggest future directions for scholars and educators aiming to integrate CT into English education through innovative and technology-enhanced pedagogies.
Effect of Peer Assessment and Artificial Intelligence Review on English Writing and Evaluation Ability
Peer assessment has been widely adopted in teaching English writing; artificial intelligence (AI) assisted teaching has also been practiced and applied in English writing teaching. Based on an in-class writing practice of 250 Chinese undergraduate students majoring in English and Translation, this study adopts an empirical comparative method and a questionnaire survey to carry out post-writing peer assessment and AI review. By comparing the similarities and differences through the practice of the two different modes, this study tries to explore their value in effectively improving undergraduates’ English writing and evaluation abilities. The questionnaire survey shows that both modes can give constructive evaluations on the content; organization; sentence expression; use of words; grammar, spelling, punctuation and other technical aspects of an essay, with the AI review providing more objective and specific feedback. In addition, in the artificial intelligence era, the use of peer assessment and AI review can optimize English writing teaching and enhance the ability of undergraduates’ English writing and evaluation.
Enhancing Teacher Preparation to Support Students with Autism in Primary Mathematics Education
There is a growing need for preservice primary teachers to be prepared to teach mathematics to students with autism spectrum disorder. Teacher education programs often lack opportunities to develop specialized knowledge for this purpose. This study addressed this gap by designing, implementing and evaluating the impact of an instructional unit for preservice primary teachers, focused on teaching word problem-solving strategies to students with autism. A teaching experiment involving 81 preservice primary teachers was conducted. The instructional unit was designed to improve teachers’ knowledge on mathematics teaching and on features of learning mathematics. The experiment evaluated improvements in those two knowledge subdomains of the Mathematics Teacher’s Specialized Knowledge model. A questionnaire was created to identify the knowledge that preservice teachers were expected to develop upon completing the unit. A list of observable indicators was designed to code the participants’ responses. Results report the number or percentages of participants in whose responses the expected indicators were found. Findings show increased knowledge about representations, task statements, methodologies, common errors and aids adapted to autism. Lower achievement was detected in relating learning characteristics and autism cognitive features. Implications for teacher education are discussed.
Technology Transfer at the Academic Environment from the Perspective of Knowledge Flow within Open Innovation
The development of cooperation among entities, within which resources and knowledge exchange go beyond the boundaries of organizations, creates a more open approach. The academic environment and the university, when cooperating, play an important role in the transfer of technologies for increasing economic growth and sustainable development. For this reason, this contribution focuses on the analysis of selected aspects of technology transfer at the Technical University in Zvolen from the perspective of the flow of knowledge within the framework of open access to innovation. The outputs of the Technical University in Zvolen published in the scientific database Web of Science over the past 10 years were used for the evaluation. The generated data on publications from the database were subsequently analysed and a network map characterizing the transfer of technology and knowledge on the academic campus of the selected university was processed using the VOSviewer program version 1.6.20. Based on the analysis performed, it can be stated that the transfer of technologies and knowledge at the Technical University in Zvolen from the perspective of cooperation with other organizations and universities is global.
Organizational Climate and Its Impact on Teaching Performance: A Study of the Sonko Sua Educational Network in La Oroya, Peru
This study investigates about the dependence of organizational climate and teaching performance at the initial level of the Sonko Sua Educational Network, La Oroya, in Peru, which led to analyze the factors that affect the development of the teachers in their work. This study employs a correlational design involving a survey of 28 teachers to analyze how organizational climate affects teaching performance. For the data collection, it was applied two instruments with validated questionnaires related to three dimensions for each variable: communication, motivation, participation for organizational climate; pedagogical skills, emotionality, interpersonal relationships for teacher performance. This study used the Chi-square statistic (χ2 = 286.370, p < 0.05) and the SPSS statistical program for the data analysis. The findings indicate a significant correlation between organizational climate and teaching performance, also, most of the teachers show a positive response about the interpersonal relationships and participation, which contribute to a favorable environment in schools, achieving academic success, and promote team work. To conclude, there is a positive relationship between organizational climate and teaching performance at the initial level, which is one of the components to improve the educational quality.
Understanding Reflective Practice through Reflective Levels and Training Pathway Characteristics
Reflective practice is widely recognized as a fundamental aspect of teacher development, but its practical implementation often poses challenges for pre-service teachers. Although essential for professional growth, the depth and nature of reflective practice vary considerably among pre-service teachers. This study investigates the reflective practices of Chinese pre-service teachers during their education internships, examining how training pathway characteristics—qualification, teaching grade level, teaching experience, and teaching certification—influence their levels of reflective practice. Grounded in Larrivee’s (2008) framework, this quantitative study surveyed 198 pre-service teachers using a validated instrument for measuring levels of reflective practice. The findings reveal notable patterns: pre-service teachers most frequently engage in critical and pedagogical reflection, while surface and pre-reflection levels are comparatively less common. Specifically, qualification is associated with deeper levels of reflection; teaching grade level affects pre-reflection and surface reflection; and teaching experience significantly shapes critical reflection. Additionally, obtaining a teaching certification is linked to heightened pre-reflection and surface reflection. These results underscore the complexity of reflective practice and its interaction with pre-service teachers’ training pathway characteristics. The study offers insights for teacher educators seeking to understand reflective practice and to design targeted interventions that foster reflective capacity. By clarifying the relationship between levels of reflection and training pathway characteristics, this research contributes to the advancement of teacher preparation in the Chinese context.
Motivational Theories in Action: A Guide for Teaching Artificial Intelligence Prompts to Support Student Learning Motivation
This conceptual study explores how motivational theories can guide the use of generative Artificial Intelligence (AI) tools, such as ChatGPT, to enhance student learning motivation. Drawing on Self-Determination Theory (SDT), ExpectancyValue Theory (EVT), and Mindset Theory (MT), we introduce the Motivation Construction Model (MCM), a theoretical framework consisting of three interrelated phases: contemplation, goal setting & planning, and action. We demonstrate how MCM can be applied in AI-driven learning environments to support personalized prompts, targeted feedback, and adaptive guidance to motivate learning. We propose that MCM is a strategic and holistic approach to equip educators with actionable guidelines to use AI for motivating students while adhering to ethical pedagogical principles. Although the MCM framework is grounded in established motivational theories, its real-world application remains to be explored. Future research should examine the effectiveness of MCM in authentic classroom contexts to better understand its potential for enhancing student motivation and informing evidence-based instructional practices.
An Empirical Study on Basic and Conceptual Knowledge, Procedural Knowledge and Problem Solving among Primary School Students
In this paper, we present the results of an empirical study examining the achievements of Slovenian elementary school students in arithmetic, with a particular focus on decimal numbers at the levels of basic and conceptual, procedural and problem-solving knowledge. The study aimed to determine whether there are differences or correlations between students' achievements in decimal numbers at these levels of knowledge and whether performance at one level can predict performance at another. Based on an empirical non-experimental study involving 100 Slovenian elementary school students, the findings revealed significant correlations and statistically significant differences between students' achievements at the levels of basic, conceptual, procedural and problem-solving knowledge of decimal numbers. Furthermore, performance at the levels of basic and conceptual, and procedural knowledge were found to predict performance in problem-solving tasks, and vice versa. The study's results indicate that gaps in basic and conceptual or procedural knowledge are reflected in difficulties when solving complex problems, where success often depends on the accuracy of intermediate steps within the solution process.
Comparing Critical Thinking Skills of Future Arts and Humanities Teachers in China and Kazakhstan
This study examines the critical thinking abilities of aspiring teachers in the arts and humanities disciplines across two culturally distinct contexts: China and Kazakhstan. The research was conducted in 27 universities in Beijing, China, and 13 universities in Kazakhstan, involving a total of 636 teacher candidates (331 females and 305 males) aged between 20 and 60. A mixed-method research design was adopted, incorporating descriptive, analytical, and correlational approaches. Critical thinking was assessed using a researcher-developed instrument based on seven domains: Sensibility, Consciousness, Empathy, Adoption, Assumptions, Creativity, and Common Sense. The main objectives were to explore differences in critical thinking levels by age, gender, and cultural background; to compare low- and high-critical thinkers; and to identify which cognitive domains are most closely associated with strong critical thinking in each country. The main findings concluded that individual factors, including age, professional knowledge, and experience, were significantly related to critical thinking skills. The older participants scored higher on all domains of critical thinking. There were no statistically significant differences by sex or cultural background, so critical thinking appears to be a skill that any person can cultivate, regardless of demographic variables. These insights underscore the importance of targeted professional development in fostering critical thinking among future educators.
Mapping Research Trends in Experiential Learning and Design Thinking for Science Teacher Education
This study explores research trends in Experiential Learning and Design Thinking for science teacher education through a PRISMA-guided systematic review and bibliometric analysis. A total of 237 Scopus-indexed publications (2020–2025) were analyzed to identify thematic clusters, methodological developments, and scholarly collaboration. The findings highlight growing global interest in AI literacy, experiential pedagogy, and digital instructional innovation. Six thematic clusters emerged: AI education and computational thinking, digital curriculum platforms, experiential learning models, design-based pedagogy, teacher professional development, and AI ethics and digital competence. Bibliometric mapping illustrates a multidisciplinary convergence among education, computer science, and engineering. Furthermore, ethical considerations, platform equity, and empirical validation remain pressing research needs. By integrating qualitative synthesis and quantitative bibliometric insights, this study provides a conceptual foundation for advancing AI-enhanced science teacher education and guiding future research in innovative pedagogy. The thematic findings further offer insights for designing reflective, inclusive, and evidence-based teacher preparation programs.
Exploring In-Service English Teachers’ Reflective Practice for Professional Development in Chinese Higher Education
Reflective practice is widely recognized as an essential component of teacher professional development (TPD), and journal writing is an effective way to enhance teachers’ engagement in it. This study explores how in-service English teachers perceive and implement reflective practice, and how it contributes to their professional growth. Despite its importance, few studies have systematically examined how experienced teachers reflect on their English teaching. Using a mixed-methods approach, this research analysed six weeks of reflective journals written by six in-service English teachers with 7–26 years of experience, employing thematic analysis. It also incorporated open-ended survey responses from over 180 teachers, analysed using multiple response analysis (MRA) to triangulate and complement findings. Five key focusing areas emerged: (1) evaluating teaching, (2) approaches and methods, (3) theories of teaching, (4) self-awareness, and (5) cross-cultural communication. Survey results confirmed the significant role of reflection in TPD, and revealed after-lesson individual reflection was the most common practice. The study offers insights into how experienced English teachers reflect on their teaching practices and how such reflection supports their professional development, providing practical implications for future TPD initiatives.
EFL Pronunciation Instruction: Czech vs Slovak EFL Students’ Perceptions
This study examines the perceptions of Czech and Slovak EFL (English as a Foreign Language) students regarding pronunciation instruction, highlighting its crucial role in effective communication and successful language learning. The primary aim of this paper is to investigate how the research participants, comprising 103 Czech and Slovak university EFL students, perceive EFL pronunciation-related issues and whether there is a statistically significant difference between the perceptions of the two groups. The research indicates that while pronunciation is regarded as essential and participants feel confident in their own pronunciation, it often remains an overlooked area in EFL instruction. Furthermore, eleven independent sample t-tests revealed statistically significant differences in three questionnaire statements: the desire to sound as close to a native speaker as possible, confidence in one’s pronunciation, and the need for more time for pronunciation instruction, indicating distinctions between the Czech and Slovak students. As English continues to serve as a global lingua franca, this research emphasises the need to prioritise pronunciation in EFL curricula to enhance effective communication and comprehensive language proficiency among EFL learners.
Effectiveness and Student Perceptions of Online Research Methodology Intersemester Courses in Engineering
This study aims to evaluate the effectiveness and student perceptions of online intersemester courses in engineering, specifically the Research Methodology course at a Mexican public university. A mixed-methods approach was applied, combining surveys, statistical analysis, and qualitative feedback. Data were collected from 522 students who took the course in either online or face-to-face modalities over five academic terms (2022–2024). Findings reveal statistically significant differences in academic performance between modalities, with greater variability observed among online students. While participants reported enhanced autonomy, adaptability, and time management in the online format, they also experienced reduced interaction and self-regulation challenges. Students preferred synchronous or blended formats, particularly those with visual and multimodal learning styles. The study concludes that online intersemester courses are viable when effective instructional design and equitable technological access are supported. These insights contribute to improving course planning and institutional policies for intersemester online education.
Teachers' Perceptions of the Behavioural Problems among Regular and Disabled Students in inclusive Saudi Schools
Many regular students and students who are diagnosed with disabilities are educated in inclusive schools in Saudi Arabia. These students and their teachers may face some difficulties related to their behavioural problems. The study aims to determine teachers’ perceptions regarding behavioural problems exhibited by regular students and students with disabilities and teachers’ perceptions about their schools’ related problems that they face in inclusive education. The study’s design was a descriptive study. The participants were 124 male and female teachers, who responded to an online survey. The main findings of the study indicated that regular students did not wish to play with students with disabilities, and they exhibit inappropriate verbal behaviours toward students who are diagnosed with disabilities and have behavioural problems. Students with disabilities showed overly sensitive behaviour and withdrawal behaviours in inclusive settings. Teachers referred that the schools may need to provide behavioural specialists. The study’s limitations and recommendations for researchers are mentioned.