This study aims to develop a schoolpreneur model appropriate for Malaysia's secondary school environment. The current study surveyed students participating in the Program Tunas Commerce (PROTUNe) and the Young Entrepreneurs Association (PUM) in the states of Perak, Selangor, and Negeri Sembilan to accomplish these purposes. A survey-based technique was used to collect data, and 400 students participated. With a cross-sectional research design, this research uses a quantitative research methodology. This research employed exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM) for statistical analysis. The study's findings show that six highlighted factors can be incorporated to develop a schoolpreneur model. These factors all significantly affect the schoolpreneur model. A significant correlation of the schoolpreneur model of more than 60% indicates the significance of talent skills, mentors, incubators, individual personality, role models, and family background in the development of the schoolpreneur model. As a result, secondary schools can conduct entrepreneurial activities better due to the development of the schoolpreneur model.

This study aims to investigate the perceptions of Generation Z students about ideal learning after the pandemic in Indonesia. This research uses a qualitative design with a phenomenological approach. There were 30 students from 6 different campuses in Serang City, Banten, Indonesia, who used a purposive sampling technique as research participants. Data collection was carried out using semi-structured interviews, which were then analyzed using thematic analysis techniques. The findings of this study state that there are four main themes regarding ideal post-pandemic learning, namely: (a) learning that is not monotonous, (b) equal portions of theory and practice, (c) ideal learning managed by an ideal lecturer, and (d) the need for the application of blended learning. This research contributes to the current literature on designing ideal learning on campus after the COVID-19 pandemic.

Private universities in Indonesia need to urgently enhance the lecturers' organizational citizenship behavior (OCB), especially in overcoming a transition period of learning patterns after the COVID-19 pandemic from online to offline. Therefore, this research explores employability, personality, and talent management affect OCB and proves job involvement mediates employability, personality, and talent management influences OCB. It was conducted through a survey using a Likert scale questionnaire with 230 participants of lecturers from Indonesian private universities. Path analysis supplemented by descriptive and correlational analysis was used as a data analysis technique. The results showed that employability, personality, talent management, and job involvement significantly affect OCB. In addition, job involvement mediates employability, personality, talent management influences OCB. Therefore, a new empirical model regarding employability, personality, and talent management affect OCB with job involvement mediation was developed. Accordingly, researchers and practitioners can utilize for the model in their future activities.

Social identity is an important social determinant of student outcomes such as mental health and well-being. Currently, no validated social identity measures exist for adolescents in secondary school settings. A new ‘Adolescent Social Identity’ measure was developed by adapting two social identity dimensions from a validated reputation enhancement scale. The Social Identity Measure comprises two scales of 10 items each to measure how adolescents think their peers view them (e.g., reputational status) in terms of their conforming and nonconforming behaviour (Self-perception of Public Self) and how adolescents would ideally like to be viewed (Ideal Public Self) by peers. Exploratory and confirmatory factor analyses were conducted along with assessments of reliability, validity, and measurement invariance. Conforming and Nonconforming subscales for both scales were shown to be reliable, valid, and invariant across age and gender groupings. There were significant but small differences in the latent means for gender.

This research article focuses on the design and validation of a questionnaire to analyse future teachers' perceptions of professional skills through the use of Augmented Reality (AR) in higher education, specifically for students in the field of Educational Sciences. The sample consisted of 575 students of Early Childhood Education, Primary Education and Pedagogy during the academic year (2021/2022). The focus of this study is to authenticate a questionnaire that measures the influence of Augmented Reality (AR) on aspects such as situated learning, motivation, and the necessary instructional preparations for the successful integration of AR within classroom educational encounters. The questionnaire is an online Likert-type scale developed based on three dimensions: situated learning, motivation and training. The data were analysed using the Statistical Package for the Social Sciences (SPSS) version 25 and JASP 0.17.1. The questionnaire met the standards recommended for validation. However, improvements to the instrument are suggested. In conclusion, validation of instruments is necessary to gain a rigorous understanding of the impact of new learning environments.

The purpose of this study was to classify the active job behaviors of Generation Z (Gen Z, born after 1995) elementary school teachers and investigate relevant variables that significantly affect such a classification. A total of 375 Gen Z elementary school teachers who passed the National Elementary Teacher Qualification Test and had worked in elementary schools in South Korea participated in this study. The data collected identified the types of active job behaviors among Gen Z elementary school teachers using cross-tabulation through Latent Profile Analysis (LPA). A multinomial logistic regression analysis was conducted to identify the predictors that influence the types of active job behaviors of Gen Z elementary school teachers. The results were as follows: First, there are four types of active job behaviors of Gen Z elementary school teachers: Ideal, relational, non-participatory, and passive job performance types. Second, teacher efficacy, learning agility, organizational commitment, and principals’ transformational leadership influenced the types of active job behaviors of Gen Z elementary school teachers. The results offer insights into the human resource management of Gen Z elementary school teachers and have significant implications for improving the active job behavior of Gen Z elementary school teachers.

This study sought to examine the influence of transcription skills, evaluated using graphonomic measures, on the proficiency of text generation in students attending primary schools in Spain. A longitudinal design was employed involving 278 Spanish students distributed across three cohorts (cohort 1: 1st-2nd-4th grade; cohort 2: 2nd-3rd-5th grade; and cohort 3: 3rd-4th-6th grade). Two data collection points were used to administer the graphonomic measures, and a composition letter task was conducted at the conclusion of the study. Four multigroup structural equation models were employed, examining the direct pathways from graphonomic measures (i.e., pressure, speed, pauses, and road length) on text generation (i.e., length, fluency, planning, revision, and organization). The models demonstrated a good fit to the data. The findings from the four models, analyzed within the three cohorts, indicated that the significant effect of transcription (i.e., handwriting) on text production was primarily observed in Cohort 1 (early grades), while no significant effects were found in Cohort 2 (intermediate grades). This suggests that the importance of handwriting in text production in a transparent orthography may be more pronounced during the initial stages of writing development when students are acquiring foundational writing skills.

The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.

This study aims to explore the relationship between proactive behaviors, teaching performance, and organizational support among vocational college teachers. Based on the theory of organizational support, we conducted a survey of 373 teachers from four vocational colleges in Shanxi Province, using scales for proactive behaviors, organizational support, and teaching performance. The results indicate that: (a) There is a significant correlation between teachers' proactive behaviors and teaching performance; (b) There is a significant correlation between teachers' proactive behaviors and organizational support; (c) Organizational support plays a significant mediating role in the relationship between teachers' proactive behaviors and teaching performance. This study enriches the application of organizational support in vocational colleges, providing empirical evidence for improving teachers' proactive behaviors in higher education institutions, which could be useful for central or local education policy decision-makers and implementing units. Additionally, this model could be further applied beyond vocational education to other contexts or policies, demonstrating both theoretical and practical significance.

In the context of Vietnam's primary schools undergoing a digital transformation, this research investigates the relationship between organizational culture (OC), digital capabilities (DC), and organizational readiness (OR) for change. This survey, which employs a quantitative methodology, includes 892 teachers and school managers from different elementary schools. Analyses were conducted using SPSS Statistics 26.0. The study shows a favorable relationship between digital skills and organizational readiness, suggesting that more digitally capable institutions are better equipped to handle change. Furthermore, a significant correlation exists between corporate culture, digital skills, and organizational readiness, indicating that schools with a creative and supportive culture are more prone to embrace digital change. These results advance knowledge of the variables affecting organizational change-readiness in Vietnam's primary school digital transformation. These results also have significant implications for educational policymakers, school administrators, and other stakeholders facilitating digital transformation in primary schools. By recognizing the benefits of digital capabilities and organizational culture for organizational change readiness, decision-makers can implement strategies to foster a supportive culture and enhance digital capabilities within educational institutions, ultimately leading to more successful and effective digital transformation initiatives.

This study is designed to illuminate the role of four key constructs—teacher-student relationships, peer networks, satisfaction with support services, and employability trust—in shaping the social capital within universities. Utilising a sample of 1902 working students derived from the Eurostudent VII survey data, this research applies both exploratory and confirmatory factor analysis to validate the proposed model. The findings indicate that all four constructs demonstrate statistically significant and positive associations with university social capital. Crucially, the measures of reliability and validity are within an acceptable range, lending credibility to the findings. The teacher-student relationship was found to be the most influential factor, highlighting its crucial value in the functioning of social capital inside universities. Along with providing a framework for future studies on the ever-changing nature of social capital in universities, the results highlight the significance of cultivating an interconnected academic community, which enriches the educational organisation as a whole.

This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19 pandemics. Peer mentoring is an in-service teacher training strategy that includes mutual collaboration, learning and monitoring. In this systematic review, we retrieved 24 articles since 2020 from Scopus (8), Web of Science (8), Dialnet (5), Google Scholar (2) and SciELO (1) to find out about the benefits of peer mentoring. Our review was guided by the PRISMA criteria. We found that educational companionship has a positive impact on reducing knowledge gaps regarding new technologies through the exchange of experiences, promotes openness to criticism, as well as the interest in learning and unlearning, supporting learning self-regulation, and guarantees consultation, reflection, and agreement between members of the teaching communities. We conclude that peer mentoring fulfilled, to a large extent, its purpose of improving teacher performance as one of the keys to educational quality.

The 21st century marks a world where scientific, humanistic, technological, and societal issues are integrated. The complexity caused by the reciprocal effects among technology, engineering, cultural, and social values raises new ethical problems. This study addresses recent increased attention to the relationship between ethical awareness and engineering identity factors. Participants in this study were 246 undergraduate engineering students enrolled in a research university located in the northeast U.S. Bivariate correlation and ordinary least squares regression were conducted. Bivariate correlations showed that ethical awareness was positively correlated to engineering interest, engineering recognition, and engineering performance/competence, which are the three factors of engineering identity. The OLS regression showed the r2 value for the computed regression equation indicated that there was a non-zero relationship between the set of all independent variables (engineering identity factors, gender, ethnicity, years in school, and first-generation status) and the dependent (ethical awareness) and that the final set of independent variables accounted for approximately 22% of the variation in the dependent variable, Ethical Awareness. Undergraduate engineering education is a key to ensuring engineers will uphold the ethical values of the profession. This study contributes to the practical value of engineering ethics awareness by affirming that engineering identity is sound and should be applied in practice.

The computing and creative skills of students in Indonesia are still low since the government has not focused on student creativity and computational empowerment programs. This research aims to develop a science, technology, engineering, art, mathematics, and reflection (STEAMER) hybrid learning project model for teachers' creative and computational thinking abilities, as well as analyze elementary school teacher candidates' perceptions of the use of STEAMER hybrid learning model to improve teachers' creative and computational thinking abilities. This research is development research with an analysis, design, development, implementation, and evaluation (ADDIE) model. The instruments used in this study were questionnaires and interviews with experts, lecturers, and elementary school teacher candidates. The research was conducted at eight universities in Indonesia with a total sample of 100 elementary school teacher candidates. Through quantitative and qualitative data analysis, the research results have developed the STEAMER hybrid learning project model based on learning theory, syntax, social systems, support systems, and the instructional impact of learning models. The results of the validation show that the developed learning model is feasible in terms of model, material, media, and language experts. The model is suitable for elementary school teacher education. Furthermore, based on the perceptions of the teacher candidates, it is stated that the STEAMER hybrid learning project can develop the ability of the teacher candidates to think creatively and computationally.

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.

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.

Dimensionalizing has been discussed in the Grounded Theory Methodology (GTM) literature primarily as a component that informs the later stages of GTM coding (Strauss) or as a property and variety of human thinking (Schatzman). In this context, dimensional analysis is understood as an approach to concept formation, focusing on identifying the properties and empirical instances of a concept. Through this process, the scope conditions of a theory are clarified and explicitly defined. However, this perspective often overlooks how dimensionalizing contributes not only to concept formation but also to theory building. Specifically, the transition from dimensional analysis to theory development is seldom articulated. This article addresses this gap by using interview data from the substantive field of disability studies — specifically, parents raising a person with a disability (PwD). We demonstrate how dimensional analysis can be effectively applied at the conclusion of open coding, rather than solely at the final stages of GTM analysis, and how it can serve as a methodological tool for connecting categories, rather than for identifying the core category.

In recent decades, the work of teachers has been carried out in classrooms characterised by a high degree of diversity, necessitating the provision of pedagogical responses that promote the inclusion of students. This article is derived from the research, development and innovation (R+D+I) project 'Intergenerational Professional Development in Education Implications for the Professional Initiation of Teachers (DePrInED) and aims to analyse how teachers at compulsory education recognise, characterise and conceptualise the diversity and needs of students. A mixed methodological approach was employed, with information collected through focus groups and interviews with a total sample of 147 teachers from different educational levels (young, senior and retired). Thematic analysis, combined with a comparative analysis, was employed to analyse the data using ATLAS.ti software. The main categories analysed dealt with students' needs and their own diversity. The study's primary findings suggest that, in comparison to their retired counterparts, both young and veteran teachers make greater reference to the diversity and needs of students, and emphasise the scarcity of resources and support to effectively address the diversity of students in the classroom. Experienced teachers are found to make more frequent references to diversity and students' needs, while retired teachers make these references less often. This finding assumes particular significance in light of the paucity of studies that adopt a generational perspective to analyse how teachers perceive diversity.

Ensuring the trustworthiness of qualitative research remains a critical challenge in educational research. However, early career researchers often lack structured guidance on enhancing the credibility of qualitative data analysis. A key issue is the limited discussion on inductive approaches that support systematic theme generation and theory development. To address this gap, this study examines how two early-career researchers employed a three-level inductive methodology during their PhD studies to strengthen the trustworthiness of their findings. Using an autoethnographic approach, the study finds that this methodology deepened their understanding of participants’ experiences, facilitated the emergence of valid themes, and reinforced credibility, transferability, dependability, and confirmability. These findings offer concrete strategies for researchers undertaking similar approaches to ensure trustworthiness in their qualitative inquiry. This study also highlights the importance of equipping PhD researchers in education with strategies to navigate qualitative research rigorously, ultimately enhancing the quality of their studies.