This article investigates the adoption, simplification, and usage recommendations of the Indonesian Index of Learning Style Short Form (ILS-SF). The aim is to refine the initial Indonesian ILS, compare the suitability between engineering/non-engineering and high school/university, and assess their learning styles. The participants were 678 students (413 females), with an average age of 19.4±1.92 years. The methods used in this study were adopting the existing Indonesian version of ILS, simplifying–reducing the number of items, empirical verification (validity and reliability), and Indonesia data assessment. The results show that the original ILS could be simplified without sacrificing the quality of the model. On the contrary, validity and reliability measures have increased. Confirmatory Factor Analysis (CFA) supports a reduction from 44 to 15 items. It confirms the validity with favorable indices such as CFI (0.972), TLI (0.966), RMSEA (0.021), SRMR (0.049), and GFI (0.999)—Active-Reflective Cronbach's alpha at 0.507, Sensing-Intuitive at 0.590, and Visual-Verbal at 0.553. Indonesian ILS-SF is faster, simpler, more suitable for engineering than non-engineering, and more ideal for undergraduate than high school students. The analysis revealed that sensory (40.2%), active (18%), and visual (10.2%) preferences dominate among Indonesian students. This study highlights assessment tools tailored to diverse educational contexts.

The process e-portfolio is a type of e-portfolio that helps students construct knowledge and familiarise themselves with their learning process through self-and peer assessment. Lecturers and students experienced difficulties when using the e-portfolio because Mahara 2019 was not updated. This qualitative research study proposes how lecturers should design e-portfolios for learning through formative assessment activities. Interpretivism was the researcher's standpoint, aiming to interpret how the study participants used e-portfolios for teaching and learning through formative assessment activities. This exploratory case study used semi-structured interviews and an e-portfolio checklist for data collection. It explored the use of the e-portfolio for formative assessment through the experiences of ten purposefully sampled lecturers. The findings suggest that an e-portfolio facilitates teaching and learning in open distance e-learning because it enables online delivery of the content and administering of assessments that afford students' learning of the module content through completing formative assessment activities. The e-portfolio facilitates co-teaching and co-learning because students become knowledge creators and active users instead of passive learners. This study recommends the use of process e-portfolios to facilitate assessment and learning in open-distance e-learning institutions.

The objective of this study is to analyze secondary school students' conceptual understanding of integer addition and subtraction. To achieve this, a test based on the multidimensional assessment approach Skills, Properties, Uses, and Representations (SPUR) was administered to 34 secondary school students selected through convenience sampling at a secondary school in Puebla, Mexico. The study employs a qualitative research methodology at a descriptive depth level. The analysis of student responses utilized basic descriptive statistics and the qualitative content analysis technique. Significant differences were found in the accuracy levels across the SPUR dimensions: skills (51.8%), properties (41.9%), uses (60.8%), and representations (20.6%). Students with a solid conceptual understanding of integer addition and subtraction demonstrated high accuracy levels in at least three dimensions. The main difficulties identified were the use of the negative sign and challenges in adding two negative integers. The SPUR approach is a viable alternative for multidimensionally analyzing and assessing conceptual understanding of integer addition and subtraction.

This study examines the impact of digital tools on fraction comprehension among 5th-grade students with learning difficulties in mathematics. It assesses the effectiveness of three teaching methods: educational software, video tutorials, and their combination. The research involved 252 students from 8 state-funded elementary schools, employing a quantitative experimental design with pre- and post-test assessments. Grounded in Constructivist Learning Theory and Technological Pedagogical Content Knowledge (TPACK), this research explored how technology can enhance mathematical understanding. Results indicated that the combined method achieved the highest improvement (58%, p < .001, Cohen’s d = 3.03), significantly outperforming educational software alone (33%, p = .015, Cohen’s d = 2.52) and video tutorials alone (7%, p = .987, Cohen’s d = 0.14). These findings highlight the substantial benefits of integrating diverse digital tools to effectively support mathematics learning among students facing additional educational challenges.

In primary and middle schools in China, banzhuren is the teacher responsible for managing and overseeing a specific class of students. The lower job satisfaction of banzhurens has been a longstanding issue. This study employs a quantitative method to investigate the impact of banzhurens' self-efficacy and burnout on their job satisfaction. A total of 624 primary school banzhurens from G City (in Henan province, China) participated in an online survey assessing their perceived job satisfaction, self-efficacy, and burnout. The data were analysed using structural equation modelling analysis. The results revealed that (a) banzhurens' burnout negatively influenced their self-efficacy and job satisfaction; (b) banzhurens' job satisfaction was positively influenced by self-efficacy; (c) banzhurens' self-efficacy could mediate the adverse effects of burnout on job satisfaction. Therefore, we suggest that banzhurens' job satisfaction can be enhanced by increasing their self-efficacy, particularly in terms of communication with leaders, and by reducing their burnout.

This study examines the transition challenges faced by students with learning disabilities (LD) from primary to secondary school, focusing on emotional, behavioral, and social aspects. Using a sample of 168 special education teachers, the study employs the Strengths and Difficulties Questionnaire (SDQ-Hel) to assess emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship difficulties, and prosocial behavior before and after the COVID-19 pandemic. Statistical analyses, including t-tests and repeated measures ANOVA, reveal significant increases in emotional and behavioral challenges post-pandemic. Effect sizes (Cohen’s d) indicate moderate to strong impacts in key areas, with emotional symptoms (η² = .06) and hyperactivity/inattention (η² = .05) exhibiting notable changes. The findings highlight the necessity for targeted interventions, such as teacher training on emotional regulation strategies and structured transition programs. Implications for educators and policymakers include the implementation of inclusive practices and specialized transition support structures to mitigate these challenges and enhance the overall well-being of students with LD.

This PRISMA-based systematic review analyzes how artificial intelligence (AI) and Machine Learning (ML) are integrated into educational institutions, examining the challenges and opportunities associated with their adoption. Through a structured selection process, 27 relevant studies published between 2019 and 2023 were analyzed. The results indicate that AI adoption in education remains uneven, with significant barriers such as limited teacher training, technological accessibility gaps, and ethical concerns. However, findings also highlight promising applications, including AI-driven adaptive learning systems, intelligent tutoring, and automated assessment tools that enhance personalized education. The geographical analysis reveals that most research on AI in education originates from North America, Europe, and East Asia, while developing regions remain underrepresented. Without strategic integration, the uneven implementation of AI in education may widen social inequalities, limiting access to innovative learning opportunities for disadvantaged populations. Consequently, this study underscores the urgent need for policies and teacher training programs to ensure equitable AI adoption in education, fostering an inclusive and technologically prepared learning environment.

Student dropouts led to a squandering of the education budget. The education system and society are significantly affected, particularly in terms of potential development. To ensure vocational students graduate and secure satisfactory employment in line with the field of study. Implementing a comprehensive system that encompasses promoting, supporting, preventing, and resolving various student issues is essential. This system includes close, meticulous care and support, timely and appropriate interventions, enhancement of life skills, guidance, and holistic student development. This research found that the risk factors in the teaching and learning process account for 90.78 percent of the reasons scholarship students drop out of the education system; there are instances of absenteeism, inappropriate behavior, and a dislike for the teacher and the subject they are teaching. Additionally, the care and support system for vocational students at risk of dropping out consists of four components: Component 1: living care; Component 2: dropout protection; Component 3: counseling and advising; and Component 4: transfer to support. The empirical evaluation of the care and support system for students concluded that the overall assessment was highly suitable. The information should be utilized for planning and policymaking in educational institutions.

This study delved into Terry Borton’s reflective model and 7E instructional model to produce comprehensive and guided tools that fit as observation and reflective tools for enhancing learners’ engagement and outcomes in Mathematics lessons. The aim was to gather insights that can inform strategies to adapt Borton’s model to produce tools to be used to observe and analyse 7E model-based Mathematics lessons to contribute to improved student outcomes. Literature information was used to explore, analyse, and synthesise the study’s related existing theories and models to provide a deeper understanding of constraints and prompt question descriptors to produce 21st-century tools to observe and reflect on a Mathematics lesson. After comparing different prompt question descriptors from different literature and Borton’s model, concise descriptors were retained for educational purposes to be analysed, considering the 7E model phases, to produce the guided tools. As a result, two products. “Classroom Observation-Guided Tool”, which includes a guided tool table with a last column for the observer to write comments during class. This column is used to identify gaps in student engagement and learning practices across the 7E phases, which may have been misused. The “Post-Lesson Discussion Guided Tool”, to make a positive post-lesson discussion session, enabling teachers to identify areas for improvement in student engagement to achieve better outcomes next time. Other researchers can study the applicability of 21st-century observation and reflection-guided tools to other subjects, exploring their long-term impact on teacher professional development to improve overall student achievement across all school subjects.

Teachers’ self-efficacy in classroom management is essential to their professional identity and teaching quality. While contextual factors shape these beliefs, the role of pre-service teachers’ perceptions of teacher education courses in influencing self-efficacy through their classroom management beliefs remains underexplored. This study expands self-efficacy theory by proposing an integrated model in which beliefs serve as both a mediator and a moderator between course perceptions and classroom management self-efficacy, particularly in inclusive classrooms. It builds on previous evidence that pre-service teachers’ beliefs about proactive strategies partially mediate the relationship between their course perceptions and capability beliefs in proactive management practices. This leads to the proposal of a moderated mediation model to explore a more nuanced relationship by investigating whether pre-service teachers’ punishment-oriented classroom management beliefs alter the strength and direction of this partial mediation effect. Data collected online from 480 pre-service teachers enrolled in State University and National Colleges of Education in Sri Lanka, which were used in the previous study, were analyzed using SmartPLS4 structural equation modeling. The findings indicate that punishment-based beliefs negatively moderated the indirect partial effect of pre-service teachers’ perceptions of classroom management training on their self-efficacy for inclusive classroom management, mediated by preventative beliefs. This positive indirect effect was significant only when reactive punishment-based beliefs were at low to moderate levels. These findings suggest that an overreliance on reactive strategies diminishes the beneficial influence of teacher education on self-efficacy in implementing preventive measures for inclusive classroom management. The results emphasize the importance of fostering proactive beliefs through targeted training within initial teacher education programs, supported by dedicated engagement from teacher educators and policymakers.  

Analysis of student grades and demographic data to understand the effects of modality and Covid-19 on academic performance is important for universities to understand the impact these factors may have on course grades. This study analyzes all the 615,964 complete undergraduate student-course records from Kennesaw State University (KSU) spanning from 2015 to 2024 to examine the impact of course modality and the Covid-19 pandemic on academic performance. The population dataset includes student demographics (e.g., sex, age, ethnicity), prior GPA, and course characteristics (e.g., department, modality). Descriptive statistics and trend analyses were employed to evaluate grade outcomes across in-person, online, and hybrid modalities over the 9-year period. Results indicate a temporary increase in mean course grades during the Covid-19 period, followed by a return to the pre-pandemic upward trend. Hybrid courses consistently exhibited the highest mean grades throughout the study period. However, consistent patterns across modalities, demographics, and academic units suggest that these factors have limited influence on grade outcomes. These findings raise questions about the reliability of GPA and course grades as indicators of learning success across different instructional contexts and student populations.

Vocational education plays a pivotal role in nurturing talent and supporting national development. However, challenges such as outdated talent development concepts, insufficient teacher training, and a lack of attention to soft skills cultivation from both schools and students have hindered the comprehensive development of secondary vocational students. This study aims to explore the direct effect of perceived teachers’ transformational leadership on the soft skills of 324 secondary vocational students in China and to examine the mediating role of students’ self-efficacy in this relationship. Using Structural Equation Modeling (SEM), the results show that teachers’ transformational leadership has a significant positive effect on students’ soft skills (β = 0.33, p < .01). Moreover, self-efficacy partially mediates this relationship (indirect effect β = 0.07, p < .05), accounting for 22.6% of the total effect. These findings suggest that teachers’ inspirational motivation, individualized consideration, and intellectual stimulation directly foster students’ communication, teamwork, and problem-solving skills, while also indirectly strengthening them by enhancing students’ confidence. Practically, the study underscores the need for teacher training in transformational leadership and for policy initiatives that integrate soft skills into vocational curricula.