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
The Impact of Epistemological Beliefs and Achievement Motivation on Learning Outcomes and Academic Self-Efficacy in Education
Recent advances in educational technology have prompted significant shifts in instructional practices. Among these, the flipped classroom model has gained attention for promoting student engagement and autonomy. When combined with the 5E instructional framework, it has attracted growing interest from educational researchers. This study investigates the effectiveness and feasibility of a 5E-based flipped classroom through a 10-week intervention involving 113 social science majors enrolled in the “Research Methods in Social Science” course at the University of Passau. Based on survey data, we examined the relationships among students’ epistemological beliefs, achievement motivation, learning performance, and academic self-efficacy in this instructional context. The results indicated that epistemological beliefs significantly predicted both learning performance and academic self-efficacy. Furthermore, the fear-of-failure dimension of achievement motivation was a significant negative predictor of academic self-efficacy.
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Enhancing EFL Students’ Analytical Skills in Discourse Analysis: Insights and Perceptions of ChatGPT’s Effect
This study investigated the impact of ChatGPT, an AI-powered conversational tool, on enhancing the analytical skills of EFL students and their perceptions of using AI for discourse analysis. Unlike previous studies that primarily examined AI for language learning in general, this research uniquely explored ChatGPT’s role in developing higher-order analytical skills in discourse analysis within an EFL university context. Participants were students enrolled in a discourse analysis course at the College of Education, English Language Department, Majmaah University. A mixed-methods design was employed, combining pre- and post-tests with surveys and interviews. The tests measured students’ abilities to identify, analyze, and interpret discourse features such as stance, maxims and politeness strategies, coherence and cohesion, online discourse, and pragmatic meanings. Findings first indicated a significant improvement in students’ analytical skills after integrating ChatGPT into classroom activities. In addition, students reported positive perceptions of using ChatGPT, particularly valuing its interactive feedback and support for independent learning, although some noted inconsistencies in its responses. These results suggest that ChatGPT can be an effective tool for promoting analytical skills in discourse analysis while fostering positive attitudes toward AI in educational contexts.
Dual Perspectives on Academic Optimism and Digital Media Literacy Among Pre-Service Teachers
This study examines academic optimism (AO) and digital media literacy (DML) among pre-service teachers (PSTs) in the Computer Education program at Naresuan University, Thailand. Using a needs assessment framework, a cross-sectional survey with a 5-point Likert scale compared student self-assessments and instructor evaluations to identify current versus desired proficiency levels. The research compares self-assessments from students with evaluations from instructors and mentors to identify current versus desired proficiency levels. Using validated instruments (AO: α = .89; DML: α = .76) and the Priority Needs Index (PNImodified), findings from 79 participants reveal consistent gaps across all skill domains, with the most significant needs in applied digital pedagogy, content creation, and technology integration. Deployment-oriented competencies, such as effectively implementing digital tools in instructional contexts, emerged as the most critical area for development. The results highlight persistent structural challenges in teacher preparation programs prioritizing tool literacy over integrating digital pedagogy into authentic learning experiences. These findings inform curriculum design, instructional strategies, and targeted professional development to better prepare future educators for technology-rich educational environments.
Exploring UTAUT Research in Higher Education: A Bibliometric Analysis and Future Directions in the Era of AI and ChatGPT
As emerging technologies evolve rapidly, understanding the determinants and barriers influencing technology use in daily life is essential. The Unified Theory of Acceptance and Use of Technology (UTAUT) model offers a valuable framework for analyzing technology adoption and use. This study examines publication trends, thematic themes, keywords, and the evolution of UTAUT research in higher education, while identifying future research directions. A comprehensive bibliometric analysis was conducted using 836 publications retrieved from Scopus (2005–2024). Employing VOSviewer and Bibliometrix, the analysis explores: (1) annual publication outputs, sources, and keywords; (2) publication trends, highly cited works, and leading researchers; (3) co-occurrence networks of UTAUT scholarship in higher education; and (4) thematic clusters and future research directions. The findings reveal steady growth in UTAUT research, reaching a peak in 2022 with 131 publications. Five major thematic clusters were identified, ranging from classical UTAUT constructs (performance expectancy, effort expectancy, social influence, and facilitating conditions) to emerging themes such as e-learning adoption, digital trust, and AI-driven tools like ChatGPT. This study highlights a critical transition: UTAUT research in higher education is increasingly intersecting with artificial intelligence, reshaping constructs such as student behavior, intention, and satisfaction. This study contributes to the identification of a transition in UTAUT research, from focusing primarily on adoption factors to engaging with the emerging challenges of artificial intelligence in higher education. This shift highlights how AI-driven educational technologies are reshaping constructs such as intention, behavior, and satisfaction. Practical implications include guiding institutions to design AI-enabled learning systems that enhance engagement. Overall, this research consolidates UTAUT scholarship while offering a forward-looking perspective that positions AI and ChatGPT at the center of higher education’s digital transformation.
Enhancing Motivation through Structured Music Activity: A Quasi-Experimental Study
This quasi-experimental study investigated the effects of a 16-week structured music-based physical activity intervention on the exercise motivation of rural high school students in China. Ninety-eight Grade 10 students were assigned to either an experimental group, which participated in culturally relevant and emotionally engaging physical activities including functional music gymnastics, fun snake run, figure skipping rope, and yoga-based relaxation or a control group, which engaged in conventional group running. The intervention was grounded in the ADDIE instructional model, cooperative learning theory, and scaffolding. Motivation was measured before and after the intervention using a validated questionnaire. Results revealed significantly greater improvements in the experimental group across all motivation subdomains, with the largest effects observed in emotional experience and value embodiment. Overall motivation also increased substantially compared to the control group, which showed minimal change. These findings highlight the effectiveness of structured, emotionally resonant, and socially collaborative physical activity in enhancing student motivation. The study contributes to the literature by demonstrating the applicability of a multi-theoretical instructional design in rural educational settings and offers actionable implications for school administrators and physical education teachers seeking low-cost, scalable strategies to improve student engagement and well-being through rhythmically structured, music-enhanced recess programs.
Towards Inclusive Education in Art and Design Programmes: An Enquiry into the Availability of Resources and Support Systems
Inclusive education represents the idea of recognising diverse students with disabilities and special needs who were hitherto traditionally educated through special education systems, the right and privilege to be fully educated in the mainstream schools alongside their regular peers. It also requires that, learners with disability and special-needs be provided with adequate resources and supports to meaningfully access the mainstream schools. This study therefore sought to examine the resources and support systems available for the implementation of inclusive education in one of Ghana’s public universities. The researchers adopted the phenomenological paradigm of the qualitative design and case study approach, which involved the Departments of Graphic Design and Art Education, with the Department of Special Education used to complement data. To gather compelling data in accord with the overarching aim of the study, in-depth interviews and observations were conducted along with simple frequency counts from the students’ questionnaire. The findings from the study suggest that the lecturers and their students with special-needs/disabilities mostly agreed they were under-resourced, and this negatively affected the effective implementation of inclusive education in the University. Amongst the thoughts proffered as a way out was the need for the university authorities to formulate and operationalise a strategic plan toward the provision, regular impact assessment and maintenance of resources and support services for students with special-needs and disabilities.
Students' Views on the Use of Artificial Intelligence in Language for Specific Purposes (LSP) Courses
The study examines how Slovenian students perceive the application of AI tools in Language for Specific Purposes (LSP) courses. It focuses on determining whether the respondents' age, gender, and university of enrolment influence their use of AI tools in their LSP course, and whether the respondents' age, gender, and university enrolment impact their perception of their LSP teachers' influence on learning using AI tools. Conducted across four major Slovenian universities, the research involved 239 students and utilised an anonymous online survey. Findings reveal that students frequently utilize AI tools such as ChatGPT, Grammarly, and AI Writer to prepare assignments, enhance writing quality, and acquire new information. However, concerns about over-reliance, reduced critical thinking, and data accuracy continue. Gender differences were observed, with male students using AI tools more often for peer communication and assessment preparation. Teachers' attitudes varied across institutions, with some encouraging the use of AI for learning and others warning about potential ethical risks. The study highlights the need for structured guidelines on AI integration in language learning curricula, enhanced teacher training, and the promotion of balanced AI use alongside developing critical thinking skills. It also stresses the importance of fostering ethical awareness among students.
Exploring Life Science Teachers’ Views on Integrating Students’ Funds of Knowledge in the Teaching Process
Every learner’s learning is enriched by their cultural practices, lived experiences, and practical skills. This concept, called Funds of Knowledge (FoK), explores how students’ FoK is integrated into the teaching and learning of science concepts by life science teachers. This was examined in this Interpretative Phenomenological Analysis study. The data were obtained from video transcripts of three different focus group discussions (FGDs), which were analyzed using thematic analysis. Students’ Funds of Knowledge (FoK), as perceived by Life Science teachers, can facilitate learning engagement and deepen conceptual understanding, since these teachers believe that students’ FoK are derived from their own experiences and cultural practices. The findings also revealed that certain strategies, such as background checking, home visits, and idea sharing, are key to identifying or capturing students’ FoK. Moreover, integrating FoK into Life Science concepts benefits the teaching and learning process by improving conceptual understanding, enhancing student engagement, and sustaining cultural identity. However, several challenges were also identified, including the time-consuming nature of developing FoK-based teaching methods, the lack of localized instructional materials, and the limited applicability of FoK to certain Life Science topics. Thus, this study recommends a grounded science education that is culturally inclusive and responsive to students’ needs.
Impact of AI-Assisted Peer Feedback on EFL Students’ Self-Regulated Learning, Self-Efficacy, and Motivation in English Academic Writing
Although the demand for English academic writing talents is growing, the teaching of English academic writing in China faces challenges such as students’ lack of self-regulated learning, self-efficacy, and learning motivation. Therefore, this study aims to explore the impact of AI-assisted peer feedback with DeepSeek on Chinese EFL undergraduates’ self-regulated learning, self-efficacy, and learning motivation. The researchers conducted a 16-week experiment on 60 third undergraduates majoring in English at a university in northern China, who were divided into an experimental group (EG, N=30) receiving AI-assisted peer feedback with DeepSeek, and a control group (CG, N=30) receiving teacher feedback. Mixed-design ANOVA results showed that both EG and CG students showed an upward trend in self-regulated learning, self-efficacy, and learning motivation, but EG students made greater progress than CG students. In addition, paired sample t-test results showed that EG students had significant self-regulated learning, self-efficacy, and learning motivation before, during, and after the questionnaire, and the effect size was medium to high. However, a small number of CG students were significant and the overall effect size was small. The results of the semi-structured interviews further verified the quantitative research findings that AI-assisted peer feedback was considered to be more helpful than traditional teacher feedback in improving different levels students’ self-regulated learning, self-efficacy, and learning motivation. Implications and recommendations were proposed of this study.
Core Teaching Functions and University Faculty’s Intention to Use Generative Artificial Intelligence
This study investigates the relationship between the importance that university faculty assign to the pedagogical functions of planning, assessment, and feedback, and their intention to use Generative Artificial Intelligence (GenAI) as a support tool in their teaching practice. Using a non-experimental cross-sectional design, data were collected through a questionnaire administered to 56 faculty members from a School of Education and Humanities at a private university located in the metropolitan area of Monterrey, Mexico. Results showed significant positive correlations between the importance assigned to planning and feedback and the intention to employ GenAI for these tasks, as well as an overall correlation between perceived importance and intention to use GenAI. ANOVA analyses revealed significant differences in intention to use GenAI between departments, with the strongest association found in the Film and Communication department for planning. Additionally, years of teaching experience correlated positively with intention to use GenAI for assessment. These findings highlight the role of disciplinary and experiential factors in shaping faculty adoption of GenAI. The study underscores the need for ongoing professional development and tailored implementation strategies that consider disciplinary contexts to optimize the integration of GenAI in higher education.
Attitudes of Secondary Education Master’s Students Toward Disability
This study examined the attitudes of future secondary education teachers toward people with disabilities, with attention to the role of comfort, reasons for contact, and perceived information. Method: a descriptive, cross-sectional, correlational design was employed. Participants were 251 students enrolled in a Master’s in Secondary Education program in Castilla-La Mancha, Spain (53.8% women; mean age = 27.8 years). Attitudes were measured using the Attitudes toward People with Disabilities Scale, along with items assessing comfort, type of contact, and level of perceived information. Data were analysed using t-tests, ANOVA, Pearson correlations, and linear regression, with adjustments for age and gender. Results: Greater comfort with disability was consistently associated with more positive attitudes across dimensions of social relationships, normalized life, and intervention programs (p < .01). Regression analysis indicated that comfort significantly predicted a proactive attitude toward disability (β = .091, p = .002), whereas contact and perceived information were weaker predictors when controlling for demographic factors. Age showed some association, with students over 27 displaying more favourable attitudes, while gender differences were not significant. Findings suggest that comfort with disability is a stronger correlate of positive attitudes than contact or perceived information among prospective teachers. While the correlational design precludes causal claims, the results highlight the importance of addressing affective dispositions in teacher training programs and the need for longitudinal research to clarify developmental pathways.
Innovating within Constraints: Basic School Teachers’ Experiences with Pedagogical Reform
Ghana’s adoption of a standards-based curriculum grounded in 21st-century pedagogy presents a paradox: while teachers are trained in innovative, learner-centered methods, the classrooms they inhabit remain largely rigid, overcrowded, and under-resourced. This study investigates how basic school teachers navigate these tensions, implementing pedagogical innovations in traditional classroom environments. Using a parallel convergent mixed-methods design, the study engaged 97 basic school teachers through electronic surveys and in-depth interviews. Anchored in Rogers' Diffusion Innovation Theory, the study reveals that while pedagogical innovation is taking root at the cognitive and attitudinal levels, its full realization is obstructed by contextual constraints. The findings underscore the need for systemic reform beyond curriculum change, including infrastructure development and targeted teacher support. The study calls on educational policymakers to align pedagogical reforms with investments in physical learning environments to ensure sustainable and equitable educational transformation.
Framework on Teacher-Student Perspectives on Augmented Reality for Supporting Metacognitive Skills in Mathematics Problem Solving
The Malaysian mathematics curriculum calls for mathematics problems which are advanced where solutions are not always clear. As a result, students tend to feel overwhelmed and have no idea how to begin the problem solving process. One of the reasons for students’ difficulty in mathematics problem solving is their weakness in metacognitive skills characterized by planning, monitoring and evaluating. Augmented Reality (AR) combines real world objects to technological media to bring to life 2D diagrams and texts using hand-held devices. This study explores students and teachers’ perspectives on how augmented reality can assist in supporting students’ metacognitive skills in mathematics problem solving process. Interviews were conducted with three teachers and five students to extract the guidelines needed to be able to solve problems successfully by translating into the AR context. The study found that in the planning process animation and quick revision notes were needed, in the monitoring process animation on how the formula is used to solve the problem and in the evaluation process, image the step-by-step solution is requested. The developed framework was verified by seven experts through Content Validity Index (CVI) with a universal average of 0.96. The framework developed can be used in the future as a guideline for development of a mathematics problem solving module that integrates AR with metacognitive skills.
A Contrastive Error Analysis of English Preposition Acquisition: Investigating Gender and L1 Interference in EFL Context
Mastering English prepositions presents a persistent challenge for Saudi EFL learners, largely due to structural and semantic differences between Arabic and English. Despite formal instruction, learners frequently commit errors in prepositional usage, which can hinder overall language proficiency and academic performance. This study aims to investigate the extent to which first language (L1) interference contributes to these errors and to explore whether gender plays a role in prepositional accuracy. The research involved 40 second-year English major students from Majmaah University, using a two-part test (multiple-choice and short-answer) and semi-structured interviews. Quantitative analysis revealed that many errors stemmed from negative transfer from Arabic, especially in cases where Arabic prepositions appear similar but differ in function. Qualitative data confirmed that learners often rely on direct translation and struggle due to limited exposure and insufficient instruction. The findings highlight the need for contrastive teaching approaches and contextualized practice to reduce L1 interference. Implications include revising curriculum design to emphasize prepositional distinctions and integrating targeted support for learners at lower proficiency levels.
Leveraging Generative AI in Support of Self-Directed Learning: Insights from Student Prompting Practices
This study explores how undergraduate students engage with generative artificial intelligence (AI) tools in structured prompting tasks and how these interactions relate to self-directed learning (SDL) and AI literacy. A total of 57 students participated in a survey-based study that examined their prior experiences with AI, prompting practices, SDL-related behaviours, perceptions of AI usefulness and ethics, and the pedagogical quality of AI-supported outputs. Findings indicate that nearly all students had prior experience with AI tools and actively engaged in prompt formulation, with most demonstrating specificity and contextual awareness but fewer engaging in iterative refinement. Prompting tasks supported SDL skills such as goal setting, evaluation, and task ownership, though personalization and ethical reflection were less common. Students generally perceived AI as useful and time-saving, yet many expressed uncertainty about ethical boundaries and authorship. The pedagogical quality of outputs was often high, showing structured design, age-appropriate examples, and creative elements. These exploratory results suggest that prompting can serve as both a cognitive and pedagogical practice, supporting learner autonomy and creativity, while highlighting the need for explicit scaffolding in iterative prompting, ethical awareness, and responsible AI use in higher education.
Effects of an Integrated ARCS-Flipped Model on Technology-Enhanced Chinese Listening and Motivation
This quasi-experimental study, grounded in the need to explore effective pedagogical models in Teaching Chinese as a Foreign Language (TCFL), examined the impact of integrating the ARCS motivation model with a flipped classroom approach on international students’ Chinese listening proficiency and motivation. 49 undergraduates from a medical program were assigned to either an experimental group (ARCS-flipped model, n = 24) or a control group (traditional instruction, n = 25). Both groups completed HSK Level 3 listening pre- and post-tests and a post-intervention ARCS motivation questionnaire. MANOVA results showed that the experimental group significantly outperformed the control group in listening scores, confirming the effectiveness of the integrated model. Regarding motivation, the experimental group showed slightly higher means in confidence and attention; however, compared to expectations, ARCS overall motivation was not significantly different, possibly due to high initial motivation and ceiling effects. Correlation analyses revealed positive links between motivation and listening performance in both groups, varying by dimension and instructional context. The findings support the value of combining ARCS motivational design with flipped learning in Teaching Chinese as a Foreign Language (TCFL) and emphasize the need for adaptive, learner-centered strategies to sustain motivation.
Impact of an Educational Program Based on the Design Thinking Methodology on English Language Learning in Primary School Students
The objective of this research was to evaluate the impact of an educational program based on the design thinking methodology on English language learning in primary school students at a public educational institution. Using a quantitative approach and experimental design, an official sample test from the Cambridge A1 Movers exam was administered as a pretest and post-test to an experimental group. The study population consisted of regular elementary school students, and the sample consisted of 68 fourth-grade students. Finally, the results after the application of the educational program showed that there is a statistically significant difference in English language learning, improving oral comprehension and production skills, demonstrating a positive impact and suggesting that the design thinking methodology Favor’s more dynamic and effective language learning.
Examining Effects of Environmental Factors on College Students’ Learning and Success
The importance of environmental factors for students’ learning performance is inevitable. As students grow up and go to college, they should have changes in their preferences for how their environment for studying should be. Understanding what visual, structural, and organizational elements of one’s surrounding can help college students concentrate better comes handy to make arrangements for their study environment accordingly. The goal of this research paper is to study what environmental elements can be stimulating or distracting for college students’ learning outcomes when they are studying. Data was collected by surveying students majoring mostly in the sciences using a Likert-type and open-ended questionnaire. Our analysis suggests that a quiet, well-lit, structured, and noise-free study environment is the most ideal for students. Our data further finds out that students prefer accessibility to a table or desk, having note-taking materials (pens, pencils, notebooks, tablets, laptops) well-organized, and having snacks around while studying. Finally, our data suggests that students emphasizing the importance of environmental organization for studying had higher academic performance.
Multivariate Interdependencies of Chinese, Mathematics, and English Performance among High-School Students
This study aimed to examine interdependencies among Chinese, Mathematics and English performance and to test for a unifying proficiency factor. It analysed longitudinal data from 27,750 students over 22 examination sessions in six years, applying Pearson correlations, multivariate general linear models, cross-lagged panel analysis, principal component analysis and confirmatory factor analysis. Results indicated moderate but significant bivariate associations and reciprocal predictive effects, most notably a leading influence of Chinese on subsequent English performance. Factor analyses consistently identified a single latent construct academic proficiency accounting for 62.9 % of score variance. This study is the first to demonstrate a general academic proficiency factor across all three Gaokao subjects using cross-lagged and factor analytic methods on large-scale longitudinal data. These findings indicate that student performance across Chinese, Mathematics, and English is moderately interrelated and can be parsimoniously represented by a single latent academic proficiency factor. While the study does not directly assess underlying cognitive or motivational traits, the consistent factor loadings and strong model fit suggest the presence of a general academic dimension influencing all three subjects. This suggests that instructional designs which foster cross-subject skill transfer, such as embedding reading strategies in Mathematics or reinforcing logical reasoning in language tasks, may enhance overall academic performance. Furthermore, educational interventions aimed at strengthening general learning processes, such as metacognitive regulation and effort management, could offer broad-based support across disciplines. These insights can inform the development of more integrated and efficient curricular strategies under China’s New Gaokao framework and may have relevance for other high-stakes assessment systems.
Enhancing Functional Literacy and Creative Speech Skills in Primary School Students through Digital Technologies
This study explored the impact of digital technologies on functional literacy and creative speech development among primary school students and their teachers in Kazakhstan. Using a convergent mixed-methods design, the 10-week intervention was implemented in four urban schools. In addition to 182 students, eight classroom teachers participated through semi-structured interviews to provide qualitative insights. Experimental classes integrated tools such as Book Creator, ScratchJr, and BalaTili into language lessons, while control groups followed standard instruction. Quantitative analysis showed improvements in functional literacy across narrative comprehension, visual interpretation, and problem-solving. Qualitative results, as indicated by data from the Creative Speech Observation Checklist (CSOC), revealed that students in experimental classrooms employed language more creatively and spoke more spontaneously. Interviews with teachers revealed that digital storytelling and group activities increased students' involvement, confidence, and ability to communicate with one another. The results show that when digital tools are used in strong teaching frameworks, they do more than just deliver information; they also help students think more clearly. Some suggestions include incorporating digital literacy standards into the national curriculum, investing in one-to-one device programs, and providing teachers with additional professional development opportunities.
Rethinking Online Education: A Phenomenological Approach to Understanding Virtual Learning Dynamics though Puzzle Based Instruction
The Coronavirus outbreak led to the suspension of in-person education, prompting a transition to a virtual educational system. Such a paradigm shift caused challenges in teaching and learning. To uncovers the challenges of virtual education and teachers’ perceptions, a qualitative and phenomenological approach was adopted. The data were collected through purposive sampling and semi-structured interviews with 17 high school teachers using the Microsoft Teams platform. The data were analyzed with MAXQDA software, following Colaizzi’s (2002) descriptive phenomenological method, to ensure a thorough examination of teachers’ perceptions. After analyzing open codes, the challenges were categorized into four themes (and 19 sub-themes), including material and technological difficulties, the education governance, the hidden elements of education, and the teacher training system. The findings underscore the importance of virtual education and the challenges it presents, emphasizing the need for education administrators to take proactive steps in addressing these issues. The implications extend to both practice and policy. Educational policymakers should design context-responsive frameworks that strengthen teacher training, digital infrastructure, and parental engagement. Practitioners can then utilize these findings to develop more equitable, resilient, and pedagogically sound online teaching strategies for future blended or emergency learning contexts.
Investigating the Relationship between Self-Efficacy and Success in Chemistry Courses
Self-efficacy is an individual’s belief in their ability to successfully perform a specific task. The purpose of this research project is to examine students’ self- efficacy and its relationship to success and performance in chemistry courses at the college level. The research study took place at the City College of New York, a minority-serving, Commuter College in an urban setting. The research participants were students enrolled in chemistry courses. The research method used in this study consisted of a questionnaire that was made up of Likert-scale and open- ended questions. The Likert-type questions were on a five-point scale that was converted into numerical values, and the averages of the students’ responses were taken. For the open-ended questions, the data was coded and compiled based on categories and similarities, converted into percentages, and used to create bar charts. Our findings show that there is a positive correlation between self-efficacy and GPA, as well as the number of college credits completed. Additionally, the findings suggest that students’ confidence in their skills, which is influenced by characteristics including mastery experiences, structured academic support, and self-regulated learning practices, is strongly associated with their academic achievement. The study underlines the necessity of creating educational environments that promote self-efficacy through focused interventions.
Enhancing Cognitive Skills: The Impact of logic games on Memory and Self-Efficacy in Adults
This study examined the cognitive benefits of regular logical game play by comparing long-term memory performance and self-efficacy levels between experienced players who regularly play logic games and the general population. The research employed a quantitative approach with N = 60 participants, equally divided into a regular playing group (N = 30), who regularly play logic games and a general population comparison group (N = 30). Data collection involved both a production experiment to assess long-term memory capabilities and standardized self-efficacy measurement using the General Self-Efficacy Scale (GSES). Statistical analysis revealed a significant difference (p = 0.000) favoring the logic game players in terms of long-term memory performance, while no significant differences emerged between groups regarding self-efficacy levels. These findings suggest that incorporating logic games into educational frameworks as play-based learning, or utilizing it as a preventive intervention against cognitive impairment in adults, offers measurable cognitive benefits and supports healthy aging initiatives.
Strategy That Suits Students’ Retention in Mathematics Curriculum Concepts: Assessment-Supported or Lecture Method
This study explored the strategy that best suits students’ retention of mathematics curriculum concepts: assessment-supported instructional model (ASIM) or the lecture method. The method adopted for this research is the quasi-experimental non-randomized planned variation pretest, posttest, and control group design. In this method, three research questions and three hypotheses were formulated and tested. The sample consisted of 200 Senior Secondary II mathematics scholars selected public schools were used. A simple random sampling technique was employed to determine the sample. The researcher developed the Mathematics Achievement Test on Indices and Logarithms (MATIL) which was used as the research instrument. The scores obtained were collated and analysed applying mean, standard deviation, t-test, and ANCOVA to answer the research questions and hypotheses. The findings of the research showed that there was a considerable variation in the average retention ratings between mathematics learners tutored using ASIM and those tutored with the lecture methods. While the mean score of students taught using ASIM was 56.28, the mean score of students taught using the lecture method was 47.55. There was also a considerable variation in the average retention ratings between male and female mathematics students tutored using ASIM. The mean retention gain for male students was 5.03 and that of the females was 6.42. There was no considerable interaction effect between instruction-(ASIM and Lecture) and sex on students’ retention in mathematics. It was recommended, amongst others, that teachers should expose the learners to ASIM to promote effective and active learning among them.
Comparing Two Authentic Assessments for Mechanical Engineering Students: Moderating Ill-Structuredness and Transferring Learning
This study examined the efficacy of ill-structured and moderately structured authentic assessment strategies in facilitating the transfer of learning (ToL) among first-year year Mechanical Engineering students. Two student cohorts undertook separate authentic assessments, one ill-structured and the other moderately structured. High-fidelity computer modelling and simulation using Finite Element Analysis (FEA), a common tool widely adopted in engineering education, supported the solving of these complex problem tasks. Analysis of qualitative and quantitative data from junior engineering students revealed no significant effect on moderating the ill-structuredness of authentic assessments on the transfer of learning. Nonetheless, there were notable decreases in students’ barriers to transfer associated with moderately structured assessment without compromising learning quality. The findings suggest that authentic learning experiences generally enhanced learning outcomes and were positively received by students. However, while increased ill-structuredness may foster greater integration of knowledge across modules, educators should exercise caution when reducing the structure of assessments intended to build foundational understanding.
Transformational Leadership and Incentive Strategies for Retaining Young Rural Teachers
Rural schools worldwide are facing persistent challenges in retaining teachers, especially younger ones—an issue that threatens educational equity. This study aims to explore how transformational leadership can enhance motivation and reduce attrition among early-career teachers in under-resourced rural schools. Methodologically, the study is distinctive in focusing on the age-specific needs of young teachers and in combining Three-Factor Theory (Qu & Chen, 2016) with Transformational Leadership to design a rigorously validated survey instrument. Drawing on data from a rural secondary school in China, findings show that while financial rewards remain relevant, age‑specific intrinsic motivators play a more crucial role in sustaining young teachers’ commitment. The results highlight that beyond material incentives, leadership practices fostering trust, growth, and purpose are crucial. These insights provide timely guidance for school leaders and policymakers seeking to improve young teacher retention and advance educational equity in rural communities worldwide.
Predictors of Sustainable Development Outcomes in Learning Spaces of Early Childhood: Slovenian Teachers' Perspectives
This research examined factors associated with sustainable development outcomes (O-SD) in early childhood learning settings, as perceived by preschool teachers, considering environmental, social, and economic aspects along with contextual elements (child age, eco-program affiliation, teacher experience). Data were gathered through an online survey targeting 114 Slovenian preschool teachers in 2024. The reliability of the instrument was high (α = .942), and principal component analysis confirmed its validity. Correlation and stepwise regression analyses identified the key predictors of O-SD. Education focused on economic sustainability and child age emerged as the primary predictors, accounting for approximately 55% of the variance. While social sustainability was frequently observed in practice, it did not prove to be a significant predictor. The findings highlight the importance of developmentally appropriate and age-sensitive strategies, alongside the intentional inclusion of economic considerations. Limitations include a convenience sample and reliance on self-reported data. Future research should aim to replicate these results in diverse settings and consider mixed-method approaches that incorporate children’s perspectives.
Curriculum Development for Competency-Based Training of Scout Leaders in Thailand: A Design and Development Research Study
Scout leader training in Thailand has remained essentially unchanged since the 1960s and continues to fall short of the essential basic leadership competencies required for the 21st Century. In response to this pressing issue, we designed, developed, and evaluated a competency-based curriculum in Basic Scout Programs for Thai teacher leaders based on a Design and Development Research (DDR) framework consisting of iterative phases of analysis, design, development, and evaluation. In Phase I (Analysis), we conducted a large-scale curriculum needs assessment (n = 476) with primary school teachers. Using the Modified Priority Needs Index (PNImodified) to analyze the data, we identified and prioritized the gaps in knowledge, skills, and personal characteristics. In Phase II (Design and Development), experts constructed, validated, and piloted the curriculum with 83 teachers and student teachers, analyzing data using inter-rater reliability, means (M), standard deviations (SDs), PNImodified, and t-tests. The five-step training model that emerged consisted of (1) learning to coach, (2) learning to be happy, (3) learning to act, (4) learning new knowledge, and (5) learning to apply new knowledge. Post-training leadership knowledge was significantly and considerably improved (p < 0.01). At the same time, performance rates for skills and personal characteristics exceeded the 80% cut-off, indicating the model's efficacy and relevance for modernizing scout leadership in Thailand.
Bridging the Gap to Effective Lesson Planning in Grammar and Literature for Pre-Service Teachers
This research promotes Sustainable Development Goal 4 and Code of Ethics for Professional Teachers. This qualitative research examined grammar and literature lesson planning challenges and their causes through content analysis of the lesson plans, semi-structured interviews, and focus group discussions among 43 pre-service teachers in Nueva Vizcaya, Philippines. Confidentiality was guaranteed, informed consent was acquired, and participation was voluntary. The challenges faced are centered on the structures of English, content, form, approaches, integration, and attitude. The causes are the complexity of the language, inadequate understanding of the genres and elements of literature, format, and approaches, few teaching resources, lack of experience and difficulty in recognizing multiple intelligences, and lack of interest in writing. The findings suggest to incorporate emphasis and study on lexicogrammar and law of practice, literary criticism, DepEd format, researches on approaches, differentiated instruction, and demonstration teaching. Future research may address the challenges associated with translating lesson plans into actual instruction.
The Effectiveness of Learning-Oriented Assessment (LOA) on EFL Learners’ Reading Comprehension and Speaking
Although Learning-Oriented Assessment (LOA) can be effective in EFL learning by improving learning effectiveness, and promoting pedagogical practices, few studies have investigated this in the context of Iran. This research was conducted to examine the impact of LOA on the reading comprehension and speaking of EFL learners through a quasi-experimental pre-test post-test control group design. Two intact intermediate classes of female EFL learners (each composed of 30 learners) participated in this study through convenience sampling from a private language school in Tehran. To collect the data, Quick Placement Test (QPT), a sample IELTS speaking test, and the Michigan Test of Reading were used. To analyze the data, an Independent-Samples t-test was applied to compare the two groups, based on the assumptions of normality and homogeneity of variances. According to the results, Iranian EFL learners’ reading comprehension and speaking were significantly affected by LOA, with very large effect sizes for reading (d = 1.26) and speaking (d = 1.49) indicating substantial improvements in both skills. The results have some implications for EFL teachers, learners, and curriculum planners.
Pre-service Teacher Training in Bilingual Education: Analysing Teaching Syllabi in the Degrees of Primary Education
In these last decades, the educational realm has been shaped by new realities, such as the ever-growing bilingual (and plurilingual) contexts, which needs to be accounted in teacher education. Considering that successful initial teacher training is one of the factors which influence students’ language learning experience, this study analyses the teaching syllabi related to Bilingual Education (BE) of the degrees of Primary Education of Italian universities in order to describe the training future Primary Education teachers receive in terms of competences and contents. The sample of documents (N=257) are analysed using the SPSS software for the quantitative analysis and MAXQDA for the qualitative analysis. Results show a predominance toward language proficiency, particularly in English, in both the competences and contents Primary Education pre-service teachers acquire during their university training. Educational competences are not frequently found in the analysed syllabi. As for the contents, apart from the linguistic elements, knowledge of different FLT methods is also present on a modest scale. In conclusion, the analysis of the teaching syllabi emphasises teacher training based on language proficiency concerning the FL in contrast to more pedagogical or didactic-focused competences related to BE.
From Perspective of Self-Determination Theory: Why Do Feedback Styles in Process Assessment Influence Learning Performance?
Process assessment in teaching practice can enhance both student engagement and academic achievement. However, it remains unclear whether different feedback styles within process assessment influence learning performance and, if so, through which underlying mechanisms they operate. To evaluate the impact of different feedback styles in process assessment on learning performance, this study capitalized on the teaching reform of advanced mathematics at a specific engineering college and conducted a field experiment involving 178 undergraduate students. The study examines the effects and mechanisms of process assessment feedback styles (positive feedback vs. negative feedback) on learning performance from perspective of self-determination theory. Results show that positive/negative feedback based on social comparison influences learning performance through competence satisfaction, and one's mastery goal orientation moderates this relationship. These findings clarify the mediating mechanism and boundary conditions under which feedback styles influence learning performance.
A Study of Motivational Strategies in Arts Activities for Preschool Children in Special Education Units
Among preschool children with special educational needs, art can open additional pathways to expression, safe exploration and experimentation, and it can foster motivation for creation. The purpose of the study was to determine which strategies educators in developmental departments use to encourage the active participation of preschool children in artistic activities (RQ1), and how motivation is expressed among these children during artistic creation (RQ2). A qualitative methodology was employed, using semi-structured interviews and observations of preschool children during interdisciplinary artistic activities. The results showed that educators use diverse and tailored strategies, such as linking art with play, taking children’s interests into account, and creating a supportive and safe environment. Musical activities proved particularly effective, as they stimulated intrinsic motivation and acted as a bridge to visual/artistic expression. Children’s motivation manifested itself in active engagement, curiosity and persistence, especially in activities that allowed for choice and sensory-adapted approaches. The findings emphasise the importance of individualisation, a process-oriented approach and interdisciplinarity for fostering intrinsic motivation in children with special needs.The study originally examines the integration of musical and visual activities as a strategy for promoting the motivation of preschool children with special needs in developmental departments. In doing so, it opens up a new research and pedagogical area and offers practical guidelines for encouraging motivation through the effective incorporation of interdisciplinary approaches into special-educational practice.
The Influence of Teachers’ and Students’ Perceptions of Educational Technologies on Lesson Planning and Learning Performance
The research sought to explore teachers' and students’ viewpoints on the implementation of educational technologies in the Junior High Schools (JHS) in the Ejisu-Juaben Municipal District (EJMD) in Ghana. The researcher focused on fifteen (15) Junior High Schools in the district, 225 students and 74 teachers. The study employed a convenient sampling approach to select the participants based on proximity, and the willingness of the school, teacher and student to participate in the study. Two sets of questionnaires were designed, each for the teachers and students. The researcher adopted a two-way approach in the data collection process, thus using online and drop-and-pick-later methods. SPSS was used to run the data analysis. Firstly, the study established that there is a considerable influence of educational technologies on lesson planning, teaching and learning. Most teachers were fully convinced that educational technology integration would improve the overall quality of teaching and learning. The statistical analysis established a positive link between educational technologies and learning performance. In addition, the study discovered that a good lesson plan indirectly improves students' learning performance. The researcher recommended that extensive engagement forums between parents, teachers, school authorities and district educational board members are required to address the challenges of integrating educational technologies in teaching and learning. Also, teachers need support from schools or districts in terms of professional development and resources for integrating educational technology.
Mapping Digital Engagement of English Teachers: A Hybrid Approach
Teachers’ role takes an essential position in determining the success of technology integration. Thus, evaluating teachers’ attitudes and behaviour relating to technology is critical. Typically, researchers use Davis (1989)’s Technology Acceptance Model (TAM) framework for assessing teachers’ technology acceptance, but this model stresses the linear relationship between teachers’ psychological perceptions and their behaviour, and fails to consider the heterogeneity among teachers. This study creates a hybrid framework that combines TAM with typology, which is then applied by examining 33 English teachers in a Chinese, examination-oriented school. After administering structured questionnaires and conducting follow-up interviews, the researchers analysed the data using descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson’s correlation analysis and multiple linear regression. The results showed that among cautious practitioners (n = 21) perceived usefulness (PU) and perceived ease of use (PEOU) had a positive impact on the actual behaviour, with PU being a stronger predictor. However, interactive innovators (n = 12) had higher intrinsic motivation, resulting in an insignificant correlation between PU/PEOU and ATU. Background variables (teaching experience, school stage and prior training) had no significant effect on PU or PEOU in this context. The hybrid model reveals heterogeneity in teachers’ technology integration, providing a basis for differentiated training and policymaking. However, the study is limited by its small sample size and specific context. Future research could expand the sample size, incorporate additional variables for categorising teacher types and further refine the hybrid model to inform digital educational practices.
Mixed-Methods Analysis of Pre-Class Input-Driven Exposure and Linguistically Focused Instruction in Flipped EFL Speaking Instruction
This study compared the efficacy of two flipped classroom models— Linguistically Focused Pre Class Instruction (LFPCI) and Pre-Class Input-Driven Exposure (PCIDE)— versus Traditional Classroom Instruction (TCI) on the speaking proficiency of 73 Iranian EFL learners. A notable contribution of this research was the inclusion of a delayed posttest to assess retention, an aspect neglected in the related literature. Employing a quasi-experimental mixed-methods design, the researcher assessed speaking ability through immediate and delayed posttests, supplemented by qualitative data drawn from classroom observations, rater notes, and focus-group interviews. Quantitatively, the LFPCI group significantly outperformed both other groups on immediate and delayed posttests, demonstrating superior gains and retention. Qualitatively, the LFPCI condition fostered greater engagement, confidence, and accuracy, while reducing native language interference and cognitive demands. Conversely, the other two conditions resulted in lower participation and persistent linguistic challenges. Corroborating Skill Acquisition Theory, these findings underscore the critical role of explicit, linguistically-focused pre-class instruction in achieving durable speaking accuracy in traditional, exposure-limited EFL environments.
Identity, Gender, and Politics: Creating Belonging for Hispanic Women in Literature and Other Courses
To assess the level of belonging that Hispanic women students experienced in a post-pandemic environment during their enrollment in a college literature class and other related courses with readings connected to the topic of gender and the associated politics, the authors created a mixed-methods study using survey and short-answer, question instruments. Participants comprised 74 Hispanic women, college students, with a median age of 20 years. The authors formulated their survey based upon the Sixteen Personality Factor Questionnaire, Pandemic-related Political Identities Scale, Campus Expression Survey, and College Student Views on Free Expression and Campus Speech Survey. They ran paired samples t-tests to report potentially significant differences in the women’s view of their enrollment in a literature class and comparable reading and writing-oriented courses both before and afterwards in terms of their academic and personal outcomes. The authors applied a grounded theory approach to code the students’ short-answer comments about their attitude toward discussing their identity and the concept of gender in their classes, including any benefits in doing so. As findings, many women reported a growth in their appreciation of reading and speaking about literature, including how their lives and careers were linked to Hispanic readings; ability to sustain an interest in theoretical concepts; and capacity to discuss the fraught topics of gender, race, and the linked politics, including the stereotypes some women faced, while also empathizing with their peers’ backgrounds. The study findings also extended to the women’s pattern of growth in other reading and writing-oriented courses. Building upon these results, the article offers recommendations regarding how within the post-pandemic period, faculty can continue to conceive of Hispanic women students positively in terms of the capital they bring to academia rather than as through a deficit mindset.
Artificial Intelligence in Assessment: A Bibliometric Review of Research Development, Thematic Patterns and Research Clusters
This study presents a bibliometric analysis of 68 Scopus-indexed publications from 2011 to July 2025 on artificial intelligence (AI) in assessment. The dataset recorded 1,581 total citations, with an h-index of 22 and g-index of 38, indicating steady growth that intensified after 2021 as AI adoption expanded in post-pandemic education. The United States, Germany, and the United Kingdom emerged as the most productive contributors, supported by high-impact institutions such as Michigan State University, Purdue University, and the IPN Leibniz Institute for Science and Mathematics Education. Influential authors, including Haudek and Zhai (2024), Kubsch et al. (2023), and Wulff (2023), have advanced the field through interdisciplinary research on automated feedback, machine learning, and data-driven evaluation. Keyword co-occurrence analysis revealed three dominant thematic clusters: technology-enhanced learning and automated feedback, machine learning with ethical considerations, and AI-supported formative assessment in science and engineering education. While the findings highlight AI’s transformative potential for adaptive, feedback-oriented learning, challenges persist in ensuring accessibility, curricular integration, teacher readiness, and ethical governance. Overall, this study provides a comprehensive overview of global trends, leading contributors, and emerging themes that inform future research and policy directions in AI-driven educational assessment.
Measuring Teachers’ Self-Efficacy in Implementing Inclusive Practices: Adaptation of the TEIP Scale and Group Comparisons
The aim of the study is to present the results of the adaptation of the TEIP (Teacher Efficacy for Inclusive Practices) research instrument (Sharma et al., 2012) and the analysis of factors potentially influencing teachers’ perceived efficacy in implementing inclusive practices. The research sample included 506 teachers. Through confirmatory factor analysis, it was demonstrated that the modified three-factor model of the TEIP scale best fits the data provided by primary and secondary school teachers in Slovakia. In terms of teacher subsamples, the model showed a better fit with data from primary school teachers compared to secondary school teachers. This may indicate that the nature of inclusive practices in secondary schools is somewhat different, which is subsequently reflected in a less accurate model fit, as evidenced by both the incremental and absolute fit index values. We identified statistically significant differences in teachers’ perceived efficacy in inclusive teaching and in managing student behaviour, based on their achieved career level and leadership roles. Furthermore, significant differences were found in teachers’ perceived efficacy in collaborating with other educational stakeholders, according to gender, the number of specialised activities undertaken, leadership roles, and participation in training aimed at developing competencies for implementing inclusive education. The research indicates that teachers’ self-efficacy in inclusive teaching and managing student behaviour is influenced by their experience and skills, while in collaboration with other school stakeholders it is affected by gender-related specifics, involvement in school life through other pedagogical or professional roles, and the development of inclusive educator competencies. Holding leadership positions significantly contributes to all three components of teacher self-efficacy.
From Prompting to Understanding: Factorial Structure and Network Psychometrics of a Deep-Learning Scale in Generative AI Context
This study aimed to develop and validate a scale for assessing deep learning approaches in their own learning among university students in the context of generative AI tools. Most existing measures were originally designed for traditional educational settings and do not reflect the substantial changes introduced by AI in learning practices. To address this gap, a 16-item scale was designed across four dimensions—search for meaning, relating ideas, analysing evidence, and attention to concepts—after adapting the items to AI-supported environments. The scale was administered to 765 Damanhour University students with prior experience using generative AI. Data were examined through exploratory and confirmatory factor analyses, convergent and discriminant validity tests, and network analysis. Results indicated strong psychometric properties, with validity and reliability at high levels. The network analysis revealed clear interconnections among items and highlighted central nodes representing core aspects of deep learning, which shaped other learning behaviours and reinforced the adoption of deep learning approaches. Overall, findings confirm the scale as a modern, reliable tool for capturing students’ deep learning strategies in AI-enhanced contexts, offering implications for future research and for improving higher education practices in light of ongoing digital transformations.
Cultural Activities: Importance of Extracurricular Learning in Switzerland Basel Schools
Many children and young people have limited access to cultural institutions such as theatres or museums. Therefore, the school plays an important role as a cultural mediator. Attending an event together, seeing one's own performance, or taking part in a workshop not only contributes to cultural education but also promotes class spirit and can greatly support students' personal development. Against this background, the Department of Education supports teachers wishing to establish a cultural project with professional assistance. For example, interested schools may participate in national cultural funding programmes such as MUS-E or Superar Suisse with selected classes free of charge. For larger cultural projects at a school, applications for support (not necessarily only financial) can also be submitted. Funds are available for this purpose in the budget for cultural education within the Culture Department of the Presidential Department, and some resources for local school development may also be used for cultural projects. Schools can benefit from the city's rich cultural offerings. In all cultural sectors, organisers offer discounts for schools or provide special educational programmes. In theatre, collaboration with schools has been institutionalised for years through the “School and Theatre” working group. This committee reviews programmes whose concepts for class attendance are subsidised by the canton and maintains a calendar that teachers can use to view options suitable for their school level. Information on subject-specific extracurricular learning locations is available in the relevant teaching materials. The PDF document “Extracurricular Learning Locations” also contains a collection of extracurricular learning locations for primary schools, which is continually updated. Detailed information and links regarding these services can be found at Extracurricular learning venues. A collection of extracurricular learning locations across northwestern Switzerland is provided on an online platform for the northwestern Switzerland educational area. Detailed information and links regarding these services can be found at https://www.edubs.ch/unterricht/kulturangebote.