Although research on ethnomathematics has been widely carried out, there is still little empirical evidence reporting the mapping and trends of ethnomathematical research in Scopus-indexed journals. The purpose of writing this article is to map trends in ethnomathematical research in Scopus-indexed journals in the range from 1986 to 2022. The fundamental tenet of ethnomathematics is to study, appreciate, and exclusively take into account the application of mathematics by ethnic groups. In other words, in understanding mathematics to look attractive, it is necessary to make a connection between everyday life and the realm of abstract mathematics. Scopus is a resource for further research, identifying scientific uniqueness and gaps. This study uses bibliometric analysis methods using VOSviewer, article searches using Publish or Perish (version 8), and SEforRA applications. Bibliometric research provides a reliable and impartial way to gauge the contribution of an article to knowledge advancement and is a tool that is often used to analyze trends and performance on certain subjects. These findings reveal an increasing trend in ethnomathematical research and identify some topics or keywords that could form the basis for additional studies. In conclusion, for future studies, bibliometric analysis will provide information and knowledge about the evolution of ethnomathematical research.

The main purpose of this study is to present the practice, opportunities, and challenges of fine art education activities in a prison setting. Prison is primarily a form of punishment, a place where prisoners are disempowered and excluded from the outside world. Art is, therefore, extremely useful as it empowers prisoners and brings them contentedness and relaxation. In this research, we present a case study of Hungary and Slovenia. Through meaningful fine art education support activities, we can impact the awareness of the personal situation of prisoners and empower them to cope with various emotional and social challenges. By systematically incorporating fine art concepts, diverse and user-friendly fine art techniques, and content that can engage users where emotional and social skills are identified, strengthened, and indirectly reinforced, it is easier and better to endure the daily challenges of the prison environment. The presented fine art activities in prisons show that it would be useful to think in the direction of systematic involvement of artist teachers or students of fine art education within practical training to create a stimulating environment that helps to strengthen the affective, psychomotor, and cognitive development of juvenile and adult prisoners.

The research on the pedagogical knowledge of teachers in technological education arises from the need to address the problem of pedagogical practices, which are traditional. The classes are at the graduate level, focusing on lecturing the student while the student remains with a passive attitude. It is believed that making explicit that teachers' pedagogical knowledge will allow reflection and awareness, thereby transforming pedagogical practices. Therefore, the objective is to understand the teachers’ constructions on pedagogical knowledge in technology programs in Plant Operations and Industrial Instrumentation of the Faculty of Engineering in order to reconstruct it theoretically, as well as identify its characteristics and trace action routes for teacher training. In this way, it allows education to be accessible to low-income and resource-poor populations, whose purpose is to strengthen the productivity and competitiveness of the economy through the training of human talent according to the needs of the working sector in a unique context. This research uses grounded theory as a methodological tool for data processing. In this sense, data collection procedures such as in-depth interviews were conducted with 16 teachers and seven of them were related to the industry. Whereas, 9 were linked to the teaching(educational) sector including elementary, high school and college level. The results showed differentiated, and socially constructed pedagogical knowledge that responds to teachers’ nature in a particular context. These results contribute to consolidate a broad vision about the pedagogical knowledge’s characteristics that the teacher builds.

This article is aimed at integrating the Technological Pedagogical Content Knowledge (TPACK) system with the Didactic Suitability Criteria (DSC) of the Didactic-Mathematical Knowledge and Competences (DMKC) system to improve the reflection of prospective mathematics teachers on online classes. Thirteen prospective teachers, divided into two subgroups, participated in a training cycle that addressed both models. Each participant used and created indicators of reflection of the assigned model to analyze an online class on functions, and subgroups exchanged reflections to examine the class from the other model’s perspective. It was noted that the DMKC model allows for a broad analysis of the class but has limitations in assessing technology and the teacher's technological knowledge, while TPACK’s emphasis is on technology and teacher knowledge but does not explicitly address mathematical interaction or affective aspects. It is concluded that combining the TPACK model and the DSC of the DMKC model can generate more complete tools to reflect on online math classes and consequently allow for a comprehensive evaluation that covers both the mathematical content and the technological and pedagogical skills of the teacher.

Certain demographics of students may prefer certain modalities, and certain demographics may achieve higher mean grades in some teaching modalities than others. This study used student-section data from five years of all the undergraduate courses at Kennesaw State University (KSU) from 2015 to 2019. This data set with individual student course outcomes included full student demographics and course types, including previous university grade point average (GPA), sex, age, ethnicity, course department, modality, etc. The study only used data from those instructors who taught hybrid sections, as well as in-person and online sections, to avoid the effect of instructor bias. Previous research found that instructors who taught hybrid sections gave higher grades for their online and F2F sections compared to those instructors who had not taught hybrid sections. The results showed that that hybrid-teaching instructors gave higher mean course grades for their hybrid sections than their online or F2F sections and higher mean course grades than non-hybrid teaching instructors in all modalities. This effect held for all demographics.

Writing is a complex activity. If a child’s preparation for writing, which begins to develop in the preschool years, is poor, this can inhibit writing and cause problems. Because children are expected to know how to hold a pencil correctly, how to sit correctly while writing, and how to prepare and adjust the writing surface without planning, this study seeks to determine how first graders are prepared for writing in terms of selected biomechanical and ergonomic factors at the beginning of the school year. The goal was to determine whether there are any differences between students according to sex and handedness and if there is any connection between basic pre-writing skills and the ergonomic suitability of furniture (table and chair size). An empirical study was conducted involving 246 first graders from randomly selected public primary schools in Ljubljana, Slovenia, and fifteen of their female teachers. The results of the research showed that inadequate furniture size affects how students sit and that there are statistically significant differences between the positions of the writing surface for right-handers and left-handers. The research did not show a correlation between posture and pencil grip, but it is very likely that it would have been demonstrated in a larger sample. No sex differences were found between pencil grip, writing surface position, and posture; no connection between handedness, pencil grip, and posture; no connection between pencil grip, poor posture, and writing surface position; and no connection between posture and ergonomically appropriate school desks and chairs.

The main thrust of the study was to explore the third-year English student’s sentiments on the application of the artificial intelligence (AI)-integrated paraphrasing tools. Specifically, it aimed to investigate the benefits and drawbacks brought by AI paraphrasing tools towards the writing skills of the students. The investigation utilized a semi-structured interviews with an open-ended questionnaire using an audio-video recorder. The data gathered were interpreted using the Thematic Analysis of Braun and Clarke. The study was carried out at one of the campuses of a state university located at Candijay, Bohol, Philippines. Using the Purposive sampling technique, twelve (12) respondents provided information on the research endeavor. The findings revealed that students had a positive opinion of AI-integrated paraphrase tools: they saw them as helpful resources that significantly improve their academic writing process; it includes plagiarism reduction, efficiency, and timesaving, and aids in rephrasing text. The findings also revealed the risks and issues of using AI-integrated paraphrasing tools, such as Prone to plagiarism, automated suggestions dependency, and loss of original meaning and context. With that, the students showed how they deal with those risks and issues, including as responsible users and thorough editing and reviewing. In accordance with the study, students are encouraged not to rely excessively on AI-integrated paraphrase tools, even though they can improve their writing abilities. This research emphasizes that students play a pivotal role in ensuring the appropriateness of texts generated by AI-integrated paraphrasing tools by mastering the art of proper paraphrasing.

This study evaluates the effectiveness of a twelve-week Inquiry-Based Science (IBS) program on enhancing science process skills and scientific knowledge among preschool children in Morocco. Conducted in a quasi-experimental setting, it involved 105 children (M = 60.46 months, SD = 4.32), with 37 in the IBS group and 68 in the control group. The program utilized the 5Es instructional model and the Engineering Design Process (EDP) to engage children in active, hands-on learning experiences. Statistical analysis demonstrated that the IBS group achieved substantial improvements in both science process skills and scientific knowledge relative to the control group, with between-group effect sizes (Cohen’s d) ranging from 1.02 and 2.31. These findings highlight the significant impact of structured inquiry-based approaches in early childhood education. The study underscores the need for integrating such methods into the preschool curriculum to foster scientific understanding and skills from a young age, thereby better preparing Moroccan children for future academic and professional challenges. The results advocate for educational stakeholders to consider adopting inquiry-based learning frameworks to enhance the overall quality of early childhood education in Morocco.

Teachers’ access to technology in this day and age could have a positive effect on the teaching and learning of English first additional language (EFAL). This qualitative interpretive case study explored how limited access to technology resources affects the teaching practices of Intermediate Phase EFAL teachers in rural schools in Limpopo, South Africa. This study, underpinned by the Technology Acceptance Model (TAM), conducted semi-structured interviews to collect data from ten EFAL teachers who were purposively sampled. Thematic analysis was used to analyse the data. The study revealed that three of the ten EFAL teachers sampled integrated technology into their teaching despite challenges such as insufficient projectors, lack of learners’ smartphones and data bundles, and Internet connectivity. However, the other seven sampled participants did not use technology, citing a lack of digital tools and knowledge as a contributing factor. The study concludes that the lack of resources contributed to limited or no use of technology and the motivation to integrate technology into their lessons. Based on these findings, it is recommended that technological resources that can help EFAL teachers with digital teaching be made available so that they can integrate them to assist learners in developing language skills. Furthermore, in-service training and ongoing support should be provided to EFAL teachers to give them knowledge and skill to use available technology resources effectively.

The study investigated the effects of utilising English as the primary teaching language on the academic development of Grade 4 (Gr4) learners, specifically focusing on the Life and Living (L&L) component of Natural Sciences (NS). Gr4 learners commonly transition to English as the Language of Learning and Teaching (LoLT), relegating native languages such as Sesotho to mere study subjects. This shift often results in comprehension and retention challenges, hindering students' academic achievements. By employing a quasi-experimental research design, the study used a purposefully selected sample of 80 Gr4 students from two primary schools. The control group (45 learners) received English instruction from Grade R to Grade 7, while the experimental group (35 learners) switched from Sesotho to English in Gr4. Both groups underwent pre-tests and post-tests, revealing statistically significant differences favouring the experimental group. These findings support the research hypothesis that introducing English as the LoLT as early as Grade R has a significant impact on learners' performance, particularly in NS. It is recommended that English be adopted as a medium of instruction for NS, as this better prepares students for future academic challenges.

This pilot study is part of a larger “Decolonization of Digital Learning Spaces” project, which aims to develop research tools for communities that are remote and/or excluded geographically, politically, economically, socially, culturally, and linguistically. The project’s ultimate goal is to work alongside these communities to design their own digital learning tools, networks, and online educational environments by accessing and leveraging their knowledge and skills. Testing the single-criterion card sorting method is the first step toward this goal. Card sorting is an easy, enjoyable, and cost-effective method for data collection and analysis, particularly for researchers working in remote areas with limited access to electricity or the Internet. The pilot explored single-criterion card sorting as a method to elicit knowledge from two diverse cultural and linguistic groups engaged in learning activities within their communities. These groups were from a Deaf and Hard of Hearing (DHH) community in Canada (engaged in a bow-making workshop) and a rural Kabyle community in Algeria (engaged in a traditional cooking lesson). Despite low participant numbers, distinct patterns emerged, indicating the method's effectiveness. The results, though anticipated, were non-random, demonstrating the potential of card sorting in producing patterns indicative of how individuals and/or communities categorize their world(s). Kabyle sortings focused on ingredients, highlighting older individuals as teachers passing along knowledge, while the DHH sortings emphasized face-to-face contact and hand movements in communication. The findings, though modest, established relationships, provided insights into the research context and offered logistical understanding, paving the way for further work with DHH and Kabyle communities towards the design of digital learning spaces.

The global COVID-19 pandemic has changed human lives in myriad ways and one of its impacts has been the significant transition to distance learning that has occurred at all levels of education around the world. In this emerging system, teachers and parents have proved ill-equipped for the sudden changes involved, and a number of critical difficulties and issues pertaining to increased parental involvement have been exposed. Parents have been called upon to engage more effectively with the education of their children and to support them in various types and levels of distance learning. Parents have always formed a critical link between children and schools; however, alongside teachers, they have recently been required to assume new and unfamiliar roles and responsibilities, working together within an online educational environment. This study investigates the extent to which the transition to distance learning has affected the partnership between schools and families of students with disabilities. A qualitative research approach has been adopted, using semi-structured interviews with special education teachers. The findings are predominantly positive, with teachers believing that distance learning creates opportunities for developing stronger connections between schools and families, enabling more personalised communication, greater capacity and confidence within families, as well as opportunities for enhancing connections with the wider community.

This study explores the relationship between language competence and intercultural communicative competence (ICC) among English as a Foreign Language (EFL) learners through a mixed-methods approach. A sample of 196 Chinese EFL learners was divided into three proficiency groups (low, intermediate, and high), with data collected through Likert-scale questionnaires and semi-structured interviews involving 16 participants. Quantitative analysis revealed that higher language proficiency is linked to improved overall ICC scores and its specific dimensions. The Kruskal-Wallis H test confirmed significant differences in overall ICC, attitude, and skill across proficiency levels, with attitude showing the strongest effect. Spearman's correlation analysis demonstrated small but significant positive correlations between English proficiency and overall ICC, attitude, and skill. Qualitative findings further enriched the quantitative results, emphasizing the foundational and catalytic role of language competence in enhancing ICC and its dimensions. However, participants acknowledged that language competence alone is insufficient for fully successful intercultural interactions. This study expands Byram’s model by offering detailed insights into the intricate relationship between language competence and various ICC dimensions. The study recommends that to fully cultivate ICC, it is essential to integrate the development of language competence into instructional practices.

The concept of sustainability in visual arts education is a relatively new way of looking at content. Therefore, it is important that the contents of sustainability are systematically integrated into the educational process at all levels of education. In this research, special attention was paid to the specifics of understanding the complexity of the term “sustainability" of pre-service teachers who come from a different educational background and who will also carry out visual arts activities with different aged students in their future work. A free association method with online interviews and artwork analysis was used in this study, with 5 female pre-service teachers from four different European countries. The study revealed that pre-service teachers recognize examples of good practice in architecture, the cultural landscape, and various other visual arts messages - they know what good sustainable practice in the environment and the arts is and what is not. However, they show less understanding of the specifics of materials as carriers of material cultural heritage or of the artworks themselves, as well as of contemporary artistic practices that emphasize themes related to sustainable issues or development. It can be concluded that further interdisciplinary approaches should be used in reaching sustainability goals in visual arts education and wider.

Although regression to the mean is pervasive in data analysis, educational researchers often misconstrue it as evidence of genuine change and mistakenly attribute random changes to treatment effects. A statistical phenomenon where extreme values naturally move closer to the average after repeated treatment, regression to the mean is especially susceptible to misinterpretations in educational studies with pretest-posttest or longitudinal designs. In such studies, observed changes are frequently assumed to be the effects of treatment, even in cases where the changes are statistical artifacts. Using a hypothetical case and two real-world studies, this paper investigates the technical challenges that regression to the mean poses and introduces a hybrid Bayesian model that mitigates its effects more effectively than conventional approaches, such as multiple baseline adjustments and formulaic corrections. In particular, the hybrid Bayesian model relies on multiple baseline measurements to minimize distortions associated with regression to the mean during the pretest phase and leverages prior knowledge—such as standard deviations and population means—to refine post-test data adjustments. It follows that the model provides educational researchers with an innovative tool for accurately evaluating interventions and enhancing the effectiveness of various research-driven educational policies and practices.

Formal publications in the area of educational leadership and management (EDLM) can be traced back more than a century. The 1950s saw the emergence of reviews of these EDLM works. Unfortunately, these reviews were limited because they were not systematic. Sometime after the establishment of the Campbell Collaboration as the standard for systematic reviews in the social sciences in 2000, scholars began conducting systematic reviews of the EDLM literature, including the African EDLM literature. However, little is known about the quality of this latter corpus of systematic reviews. Therefore, in this article, a systematic review of systematic reviews — a meta-systematic review — was conducted on the African EDLM literature. This meta-systematic review revealed 42 systematic reviews. The quality of these reviews was assessed using Hallinger’s analytical rubric for conducting systematic reviews, which led to the identification of strengths and weaknesses of these reviews, as well as a set of exemplary reviews. These findings offer actionable insights for policymakers and practitioners by highlighting the need for targeted training and resources to improve systematic reviews' conceptual, methodological, and reporting quality, thereby enhancing their utility for evidence-based decision-making and educational policy development.

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.

This scoping review comprehensively explores how artificial intelligence (AI) is being incorporated into accounting education, examining the evolving educational setting and its potentially transformative impact on the development of future accounting professionals. Following the Arksey and O'Malley (2005) methodology and PRISMA-ScR guidelines (Tricco et al., 2018), this review synthesizes systematically a diverse set of academic literature to determine major trends, new opportunities, and long-standing challenges of integrating AI into accounting pedagogical practices. Key findings demonstrate AI's transformative potential in enhancing student engagement, fostering deeper learning, aligning educational curricula with contemporary industry demands, and improving teaching efficiency through innovative tools and techniques. However, substantial challenges persist, including faculty preparedness, the complexity of curriculum redesign, resistance to change, and critical ethical considerations surrounding the use of AI in education. These findings emphasize the multifaceted nature of integrating AI into accounting pedagogy. The review emphasizes the need for cooperation between academia, industry practitioners, and policymakers to develop adaptive, forward-thinking pedagogical strategies and establish robust ethical frameworks. These efforts are essential to improve learners with the skills and competencies required to thrive in a dynamic, technology-driven professional environment.

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.