This paper explores the potential of Eye Movement Miscue Analysis (EMMA) as a method to evaluate the complexity of picturebooks as reading material for primary school children. While EMMA has been applied to examine reading processes and strategies, this paper reports on the first study using EMMA to examine classroom picturebook complexity and its implications for developing readers. This research found EMMA method revealed specific nuances for understanding children’s reading practices in response to the complexity of the text at hand. Drawing together an internationally established reading teaching resource, the text complexity guide (Pinnell & Fountas, 2007) with miscue analysis reading assessment and eye movement technology, this research sought to gain insights into potential areas of complexity or challenge in picturebooks commonly available in Australian school libraries and classrooms. The method shared here examines text complexity ratings, children’s reading performance, and eye movements, as they read in natural classroom settings. Analysis of children’s reading miscues revealed that readers encountered challenges not anticipated through the use of the text complexity guide. Argued in this paper is that EMMA methodologies could extend understandings about text complexity beyond established frameworks and hence guide future assessments.

This study aimed to develop and validate a comprehensive core competency assessment instrument specifically designed for undergraduate students at a research-focused university. Despite growing emphasis on competency-based education (CBE), there are limited psychometrically sound tools tailored to evaluate students’ level of core competencies in research-intensive universities. The current study proceeded in three phases: (a) development of a conceptual framework comprising six core competencies: Integrated Thinking, Knowledge Inquiry, Creative Integration, Global Citizenship, Communication & Collaboration, and Self-Management; (b) item generation and expert validation; and (c) validation through exploratory and confirmatory factor analyses. The final instrument included 77 items across the six competencies. CFA confirmed adequate model fit (CFI = .934–.957; RMSEA = .057–.088). The results showed that the validated instrument can provide a reliable and comprehensive assessment for students' core competencies in research-oriented university settings. This instrument can provide guidelines for developing competency-based education (CBE) curricula in higher education, as well as criteria for evaluating and refining existing CBE programs. This instrument functions as both a psychometrically robust assessment tool and a practical guide for institutional enhancement. It enables precise measurement of students’ core competencies, offering evidence that can inform curriculum design, academic advising, and policy development. In addition, the validated framework lays a strong groundwork for future research to investigate the long-term effects of competency-based education on student achievement, career readiness, and personal development across various higher education settings.

Within the context of investigating belief systems, this work exemplifies a mixed-method approach. Two approaches are utilized to explore the philosophical, ontological, and epistemological assumptions that university students foster regarding the relationships between knowledge and reality. In the first step, written materials that elaborated on the matter at hand were subjected to content analysis with the assistance of Leximancer, a software that recognizes themes and concepts and turns textual data into concept maps that express networks of meaning. The second step involved conducting a cluster analysis on the data obtained from the questionnaire to identify distinct groups of participants who shared consistent epistemological viewpoints. The results obtained from the two approaches are in agreement and shed light on the prevalent epistemic inclination that favors a constructivist viewpoint. Discussion on the ramifications of the findings, as well as the methodological issues that are pertinent to the present illustration, is provided.

This study aimed to examine the impact of self-organization and self-efficacy in predicting attitudes toward cheating in online exams among undergraduate students. Drawing on the self-regulated learning framework, a cross-sectional survey design was employed to collect data from 153 students at a Saudi university using three validated scales. The findings revealed that self-organization and self-efficacy were significant negative predictors of attitudes toward cheating, with higher levels of these attributes associated with less favorable attitudes toward cheating. Furthermore, moderation analysis showed that self-efficacy significantly moderated the relationship between self-organization and cheating attitudes, suggesting a complex interplay between the two constructs. The findings highlight the importance of fostering self-regulated learning skills to enhance academic integrity in online assessment contexts.  

The introduction of evolution in post-apartheid South Africa in 2008 presented significant challenges for teachers, due to both their own and their students' faith-based biases. This study investigates South African teachers' attitudes and understanding of evolution, utilizing Lemkian sociocultural theory and Vygotskian ZPD scaffolding. A mixed-methods approach was employed, including a Likert-scale questionnaire from 91 life science teachers and qualitative insights from open-ended questions. Results reveal a lack of enthusiasm for teaching evolution, influenced by personal religious beliefs and doubts about its scientific validity. Teachers often call for equal representation of evolution and creationism in classrooms. The preparation of teachers must address the stagnant discussion of evolution, while the life sciences curriculum emphasizes the Nature of Science, scientific literacy, and connections between science and society is compromised.

University teaching staff are increasingly engaged in innovative sustainability-related initiatives aimed at improving teaching-learning processes while fostering their own academic development. However, the literature has only tentatively explored the impact of this participation on academic development. This work, therefore, aims to analyse the dimensions of the sustainability-oriented learning environment known as Ocean i3 that influence the academic development of university teaching staff. It is based on a case study approach that enables an in-depth and contextualised analysis of this complex phenomenon in a real-world setting. Interviews and a focus group were used as data-collection instruments while inductive content analysis guided the interpretation and discussion of the findings. The results suggest that the complexity of the educational choreography—including project design, institutional context, the teaching team, and the active involvement of staff and students— plays a key role in the academic development of university teaching staff. The study concludes that these dimensions should be strengthened in innovative sustainability-oriented learning environments in order to promote teachers’ academic development.