This study aims to determine the expectations of university students on the part of the Higher Education System and to what extent these expectations are met. Phenomenological approach, which is counted among qualitative research models, was utilized as the research model. The data obtained from student interviews were analyzed by content analysis. Findings were presented as themes and categories. The research participants consist of 21 students studying at different universities and programs in the 2020-2021 academic year. This study ascertained that the opinions of participating students in terms of themes, categories and codes and their satisfaction levels vary depending on the university they attend. Students expect from the Higher Education System that it enables them to get to their dream job, curricula and materials based on their needs, qualified lecturers, a foreign language education, academic freedom, a democratic environment, equal opportunities in education, an substructure, socio-cultural and physical-material opportunities, international interaction, practice-oriented opportunities for training/internship and participation in administration. The faculty or program choice is highly determined by the condition of a country, the gained scores in the central examination system, surroundings, offered orientation assistances in secondary education, the quality-perceptions of students related to universities, acquisition of employment and the sufficiency of universities to acquire a profession. Findings of this research made clear, that the level of The Higher Education System responding to the expectations of the students differs according to the possibilities of universities.

This study examined the effect of Yunnan’s ethnic minority college students’ acculturation on their academic achievement under the risk of the Matthew effect. Additionally, the role played by learning motivation in the relationship between ethnic minority college students’ acculturation and academic achievement was explored. A total of 403 valid questionnaires were collected from four areas in Yunnan province, China. Consequently, the Acculturation Scale, Academic Achievement Scale, and Learning Motivation Scale were used for measurement materials. These items of scales were evaluated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). SPSS (statistical package for the social sciences) and AMOS (analysis of a moment structures) softwares were used for data analyses. In addition, items were analyzed through item analysis, confirmatory factor analysis, reliability analysis and regression analysis. These results indicated that ethnic minority college students with low acculturation and learning motivation or high acculturation and low learning motivation can become objects of the Matthew effect. However, this study also observed that in certain students, high acculturation and high learning motivation can prevent the Matthew effect. Thus, high acculturation is crucial for improving academic achievement in ethnic minority college students. A level of high learning motivation is a powerful moderator promoting the academic achievement of students with high acculturation.

Students' intercultural competence and reading ability are an essential aspect of their education. Intercultural competence, defined as respect for the cultural views, beliefs, and traditions of others, is a necessary skill for effective and appropriate communication. Using a multidimensional model, this study investigated the effect of intercultural competence among Thai junior high school students on their resilience, well-being, and attitudes toward reading. A 2018 Program for International Student Assessment data set relating to 7,411 students from 289 schools in Thailand was analyzed using structural equation modeling. The research findings suggest that improved intercultural competence strengthens resilience, well-being, and attitudes toward reading.

Taiwan has been promoting its national health insurance (NHI), which provides people with appropriate medical resources; however, health insurance education is missing from schools, and teachers lack relevant teaching abilities. This study describes the development of the health insurance education empowerment program (HIEEP) to promote effective teaching on educators. A two-group parallel-controlled trial was conducted with health education teachers, in which participants learned to discuss its importance through demonstration and practice. The questionnaire measured their teaching effectiveness in HIEEP using a baseline measurement and a one-week follow-up measurement. Of 196 people that started the trial, 186 completed it. The intervention effects were evaluated using the Johnson-Neyman method. The results showed that in the experimental group, the program raised all teachers’ variable scores, which evaluated health insurance meaning, teaching competence, self-determination, and impact. The empowerment program can provide teachers will allow for more effective health insurance education.

The purpose of the study was to identify how the designed instructional model moderated the vocabulary-related anxieties in students when they communicated in the media internationally. The methodological approach used in the study was aimed at controlling and manipulating variables which were as follows: The level of vocabulary anxiety related to communication in the media, cultural intelligence, and English vocabulary level. The study relied on quantitative and qualitative methods to gather the experimental data and answer the research questions. Insufficient vocabulary was found to be one of the key factors of anxieties in students when they communicated in the media internationally. The major sub-factors of the vocabulary-related anxieties in the students when they communicated in the media internationally (as perceived by the respondents) were spontaneous interaction with the native speakers, guessing the meaning of the words from the context, and paraphrasing ideas using synonyms. The instructional-purpose use of the predesigned vocabulary lists, learning them using the Telegram bot, talking to the foreign speakers in the media, self-analysis, and analysis by peers were proven to be capable to moderate the vocabulary-related anxieties in students when they communicate in the media with the foreign speakers.

A transition from pre-service training programs to teaching is a dramatic and somehow painful experience for novice teachers. The question is what difficulties novice teachers face and how they negotiate their professional identity to cope with difficulties and find joys in their career. This study is aimed to investigate novice teachers’ professional identity reconstruction, from their imaged-identities to their practiced identities. The use of semi-structured interviews collected data from four Vietnamese English as a foreign language (EFL) novice teachers. According to the data, cue-based was the most common type of novice teachers’ imagined identity. Regarding the practiced identities, the interviewees reported different professional identity reconstructions in the first five years of teaching practice. The participants’ excerpts enlisted some challenges that the novices faced such as students’ learning attitudes, working environments, or unorganized colleagues. Based on the research findings, some solutions were proposed in order to help novice teachers get through their difficult times at the very beginning of their career.

This study aims to develop a learning model based on 4C skills to improve high school students’ mathematical critical thinking skills. Research & development is the design used in this research by applying Plomp’s development theory which consists of three phases, namely needs analysis, design and implementation, and evaluation. This research was conducted at Madrasah Aliyah Negeri 2 Parepare, South Sulawesi, Indonesia involving five experts, four teachers, and 20 students. Data collection and analysis were carried out qualitatively and quantitatively. Analysis of interviews’ data and observations qualitatively with the thematic analysis technique. We also analyse data from validation sheets, questionnaires, and mathematical essay tests with the help of SPSS 20.00. The results show that students and lecturers need a learning model to improve mathematical critical thinking skills. In addition, other findings stated that the learning model developed was proven to be valid, practical, and effective to be used in general. Developing your learning model can further improve students' learning outcomes and mathematical critical thinking skills because they are designed based on the actual needs and problems. For this reason, a teacher must be able to design his learning model.

The purpose of the study was to identify and categorise the criteria-specified instructional approaches to fostering undergraduates’ cross-cultural skills involving training them in foreign languages and to evaluate their effectiveness and feasibility. It was a systemic review of the effectiveness type. The descriptive content analysis was used as a methodology within the study to analyse the relevant short-listed sources. The triangular assessment method (TAM) was applied by instructors from Ukraine to rate each approach’s/programme/course’s potential effectiveness and/or feasibility for the context of higher education in Ukraine. This review identified potentially effective and feasible approaches/programmes/courses that can be converged to produce more efficient instructional models for fostering undergraduates’ cross-cultural skills. The selected approaches or courses or programmes could be categorised as technology-driven approaches, approaches based on classroom activities or using specific instruction models, psychological effect-driven approaches, and combined or converged approaches. The use of technology-driven approaches seems to be the emerging instructional trend specifically in training students’ cross-cultural skills.

The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.

The field of studies in metacognition points to some limitations in the way the construct has traditionally been measured and shows a near absence of performance-based tests. The Meta-Text is a performance-based test recently created to assess components of cognition regulation: planning, monitoring, and judgment. This study presents the first evidence on the structural validity of the Meta-Text, by analyzing its dimensionality and reliability in a sample of 655 Honduran university students. Different models were tested, via item confirmatory factor analysis. The results indicated that the specific factors of planning and monitoring do not hold empirically. The bifactor model containing the general cognition regulation factor and the judgment-specific factor was evaluated as the best model (CFI = .992; NFI = .963; TLI = .991; RMSEA = .021). The reliability of the factors in this model proved to be acceptable (Ω = .701 & .699). The judgment items were well loaded only by the judgment factor, suggesting that the judgment construct may actually be another component of the metacognitive knowledge dimension but having little role in cognition regulation. The results show initial evidence on the structural validity of the Meta-Text and give rise to information previously unidentified by the field which has conceptual implications for theorizing metacognitive components.

This study explores Korean pre-service teachers' perceptions, attitudes, and satisfaction with flipped learning courses in a teacher education program. A mixed research method was used to collect the end-of-semester survey (n=62) and individual interview data (n=4). Guided by the four pillars of flipped learning (FL), study results are followed. First, Korean pre-service teachers believed that flipped learning format provided a flexible learning environment where pre-service teachers (PSTs) learn course materials in their own space. This result indicated that their learning happened without the limits of time and space. Second, pre-service teachers showed that their self-directed learning could be enhanced while watching pre-recorded videos before attending the class. Most PSTs agreed that their self-directed learning could be enhanced after participating in the flipped learning courses. Third, pre-service teachers evaluated that the FL course instructor was a professional educator who conveyed the intentional content effectively. Fourth, pre-service teachers were generally satisfied with the FL courses and were willing to take the FL courses again in the future.

This study aimed to analyze the effect of game-based learning (GBL) through the use of Genially in English as a foreign language (EFL) online instruction. The participants were 61 EFL undergraduate students, who were distributed into an experimental group (32 students), and a control group (29 students). Their ages ranged from 22 to 56 years old, and their English proficiency level was B1, according to the Common European Framework of References (CEFR). The students were enrolled in two pre-intermediate courses that are part of an EFL Teaching program at a private university in southern Ecuador. The courses were delivered in an online remote learning environment due to the COVID-19 pandemic. The study followed a quasi-experimental approach and it took place over a sixteen-week period. The instruments included a diagnostic survey, a pre-test, a post-test, a students’ perceptions survey, and a semi-structured interview. The main findings revealed that Genially games have the potential to enhance EFL learners’ academic performance in online instruction, particularly in aspects related to students’ knowledge of grammar and vocabulary in context. Besides, it was found that according to students’ perceptions, the implementation of games based on their real learning needs increases their motivation, especially when feedback is effectively provided.  

In some places of the world, disasters occur virtually every day. If disasters are not properly foreseen, they may result in many fatalities. This research aims to examine the growth and pattern of literature on natural disaster education in schools. This analytical strategy combines quantitative and statistical methods to discover trends, assess quality, and track development. A total of 216 documents were chosen from the 403 documents collected. Following 2015, there was a considerable increase in four-year publications. Authors from the United States contributed to 45 papers with 37% citations and ranked first, followed by authors from Japan (31 documents; 15% citations) and Indonesia (31 documents) with rankings citations below the top 10. Most publications were published in the International Journal of Disaster Risk Reduction (12 docs; Q1 Scimago Journal Rank 1.1 (SJR 1.1)). The Journal of Child Psychology and Psychiatry and Allied Disciplines had the most citations (100; Q1 SJR 3.6) and was ranked first in its discipline. The existing core literature on school education on natural disasters demonstrates that this topic is developing rapidly, but with insufficient international research collaboration. Research cooperation in this area must be strengthened to better the global response to natural disaster mitigation, which should begin in schools worldwide. There is a need to widen the scope of study in this field to include natural disaster preparedness education in the school curriculum, assessments, learning media, disaster response education, and instructional designs. Finally, disaster education in schools must be addressed as soon as possible to contribute to disaster preparedness.

The purpose of the study was to identify the - interventions that can be adopted for teaching chemistry disciplines to the graduates majoring in Pharmacy (Mpharm) in Ukraine. The study employed a systematic review methodology and a qualitative approach to synthesising the sources. The triangular assessment method was used to rate the short-listed instructional interventions for feasibility, transferability, and duplicability in the settings of teaching chemistry disciplines to pharmacy graduates in Ukraine. The review found seven eligible publications for the analysis. It was identified that the shortlisted instructional models were technology-mediated and positively affected students’ skills and occupational knowledge. Three out of seven instructional models used chatbots and AI to automate the process of management of students learning activity which suggested that automation of the process of educational content delivery was becoming an emerging trend in instructional design. Having performed the triangular assessment method (TAM) analysis, three instructional models were given preference in terms of their use in medical education settings in Ukraine. These models were as follows: a) PhET simulations-based model, b) the model based on automated delivery of the course using the Smart Sender platform and c) the model based on automation of the Moodle-driven e-course using Dialogflow chatbot.

This research analyzed the involvement of teachers, parents, and school committees in improving scientific attitudes in science learning using Rasch model analysis. A survey method was used in this quantitative study. Participants in the study were selected using a purposive sample of 174 teachers, parents, and school committees in Sleman and Kebumen Regencies, Indonesia. A questionnaire was used in data collection to determine the involvement of teachers, parents, and school committees in improving scientific attitudes toward science learning. The questionnaires were completed using a Likert scale of 1-4, and the data were then analyzed using the Rasch model. The result showed that all participants were the average logit items (+1.03 logit). The reliability was 0.89, indicating a positive response to improving students' scientific attitudes. The results of the Rasch model analysis suggested that the involvement of parents, teachers, and school committees in improving scientific attitudes differed according to their roles. Each instrument element was analyzed in more detail in the Rasch model. Participants' roles were reflected in the specific involvements of teachers in learning, parents at home with children, and school committees participating in school policy-making.

Anger is a topic that requires intervention from teachers, counsellors, psychologists, parents, and all communities. The expressions of anger are subjective and sometimes hard to identify. Thus, anger should be measured more objectively, while the expressions need to be examined closely. The purpose of this study is to provide valid confirmation for development of an online instrument to measure the types of anger expression among adolescents. Data were collected from 935 adolescents from nine schools in northern Malaysia and the theoretical literature search. The data were analysed to provide evidence of construct validity in terms of item factor analysis, reliability estimates, and correlation between the types of anger expressions. Findings were used to develop an online Adolescent Anger Instrument. It measures five types of anger expressions, namely, physical, verbal, intrinsic, extrinsic, and passive. The results showed that the instrument is internally consistent with high evidence of construct validity. Exploratory factor analysis, with varimax rotation, suggested the existence of five distinct types of anger as conceptualised. Meanwhile, the correlation between types of anger expressions indicates the strength of the relationship between them. Discussions on the findings are provided, while suggestions for future research are also described.

Mathematics learning is essential for children with special needs (CSN). The process of learning mathematics at the CSN can be started from concrete to abstract. During the math learning process, many gestures are produced by CSN. Gestures can direct the individual to take and understand the implied meaning of any movement or facial expression. The problem formulated in this study is how the CSN gesture in learning mathematics and aims to describe the gesture produced by CSN during the mathematics study. The subject in this study was the CSN with an autistic category. Research is conducted by observing the mathematical learning process. This research uses a qualitative approach. Data is collected with an observation technique using an audio-visual camera and is subsequently analyzed qualitatively. The results showed that the fundamental characteristics of CSN in math learning could be seen from the gesture. Each gesture contains verbal meaning and can represent how they think they are in understanding mathematical problems. Another characteristic is indicated by repeated actions (gesture pointing repeatedly). This condition indicates the special attention and confidence of CSN toward the object being observed.

Online game addiction and psychological distress are two continuously developing problems in the Philippines, with Filipinos aged 18 to 24 being the second largest age group to overuse interactive online-related games. This sequential explanatory mixed method study aimed to assess the young adults’ gaming addiction and perceived psychological distress during the COVID-19 pandemic and identify the other factors contributing to the respondents’ frequent engagement in online interactive games, which served as a basis for a preventive intervention program. The researcher administered the survey questionnaires of the Gaming Addiction Scale and Depression Anxiety Stress Scale-21 to 399 young adults aged 18–24 and a semi-structured interview guide to 20 addicted and non-addicted gamers. Key results showed that a small percentage of the respondents experienced polythetic and serious monothetic addiction to interactive online games. In contrast, half of the respondents manifested mild to moderate symptoms of depression and anxiety during the COVID-19 pandemic. Major findings also found no significant gender differences in the level of online game addiction and psychological distress during the COVID-19 pandemic, and a moderate level of relationship substantiated the association. Further results revealed that the negative compensatory factors were associated with addicted gamers’ frequent engagement with online games, whereas non-addicted gamers were associated with positive, beneficial factors. This phenomenon has hardly ever been the focus of in-depth research, and the results of this study can be used to further refine the conceptualization of “internet gaming disorder” as a mental disorder and develop a more comprehensive treatment method.

This study focused on teachers' awareness of students' learning situations during distance learning. It took place at the Nueva Ecija University of Science and Technology (NEUST) - Gabaldon Campus during the academic year 2021-2022. The study employed descriptive-comparative and descriptive-correlational designs. The 249 students were selected using a stratified sampling technique, whereas the 25 teachers were selected using a purposive sampling technique. Findings revealed that teachers are aware of their students' situations. The students believe that they faced learning challenges during distance learning. There is a significant difference between male and female teachers in terms of student learning environment awareness, but no statistically significant difference in the teacher's awareness of the student's learning situation across age groups, service years, and academic rank. There is a significant difference in the learning anxiety of male and female students but not in the learning environment and blended learning readiness. The learning environment and readiness for blended learning do not differ significantly across age groups of students, but anxiety does. A statistically significant difference in student readiness in blended learning was observed based on students' courses but not on the learning environment or anxiety. There is no significant difference in students' learning situations based on family income or parental educational attainment. There was no significant difference in student achievement based on the teachers' level of awareness. Achievement is positively correlated with learning environment and readiness but negatively associated with anxiety. In addition, the study discussed its theoretical and practical implications.  

Internal and external assessment instruments, such as the Vanuatu Standard Test of Achievements (VANSTA) and the Pacific Island Literacy and Numeracy Assessment (PILNA), reveal that mathematics achievements in the Republic of Vanuatu remain below the minimum standard. This study drew on the constructivist grounded theory approach to explore teachers' perspectives of the learning and teaching processes in mathematics education in the Republic of Vanuatu. Specifically, the focus was on the ‘I do-we do-you do’ approach of teaching, which is common in mathematics education in the country. Teachers' opinions about the current situation of mathematics education and possibilities for improving it were extracted using semi-structured interviews with 22 teachers from two randomly selected urban schools. Based on the constructivist grounded theory analysis, four major interlink themes were found. Overall, the findings show that mathematics achievements in the country can be improved through proven discovery-learning strategies for stimulating students' mathematical thinking in the 21st century, such as the ‘try-understand-apply-mastered’ (TUAM) discovery learning process.