The objective of this research was to assess the efficacy of project-based learning in enhancing the analysis of student worksheets in the domains of Science, Technology, Engineering, Arts, and Mathematics (STEAM) with the integration of the ecoprint technique, focusing on its influence on student motivation and creativity. This investigation was conducted as a quasi-experiment involving a sample size of 150 students selected through cluster sampling. Data collection was executed using standardized tests, with instrument validity ascertained through the Aiken index and instrument reliability determined via Cronbach's alpha coefficient. Data analysis was performed using multivariate analysis (MANOVA) and descriptive quantitative methods. The study's findings reveal a significant disparity in the mean scores of both learning motivation and student creativity. In conclusion, the implementation of project-based learning coupled with STEAM-based student worksheet analysis utilizing the ecoprint technique yields a substantial enhancement in learning motivation and student creativity. These findings underscore the success of employing STEAM-based worksheets in conjunction with the ecoprint method to foster students' motivation and creativity, as ecoprint inherently encompasses all STEAM components within the manufacturing process.

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.

The role of artificial intelligence (AI) in education remains incompletely understood, demanding further evaluation and the creation of robust assessment tools. Despite previous attempts to measure AI's impact in education, existing studies have limitations. This research aimed to develop and validate an assessment instrument for gauging AI effects in higher education. Employing various analytical methods, including Exploratory Factor Analysis, Confirmatory Factor Analysis, and Rasch Analysis, the initial 70-item instrument covered seven constructs. Administered to 635 students at Nueva Ecija University of Science and Technology – Gabaldon campus, content validity was assessed using the Lawshe method. After eliminating 19 items through EFA and CFA, Rasch analysis confirmed the construct validity and led to the removal of three more items. The final 48-item instrument, categorized into learning experiences, academic performance, career guidance, motivation, self-reliance, social interactions, and AI dependency, emerged as a valid and reliable tool for assessing AI's impact on higher education, especially among college students.

Teachers' classroom practice encompasses diverse facets of teacher behavior. Understanding teachers’ classroom practice is important as the literature has been well documented its association with student, teacher, and classroom outcomes. Positive teacher-student relationships and proper classroom management, both are important aspects of teachers’ classroom practices, have been empirically linked to increasing student academic performance and reducing problem behaviors. This study explored patterns of teacher classroom practices across teacher-student relationships and classroom management and validated them using a person-oriented approach, k-means clustering, on three sets of data with over 600 participants. Using indicators of classroom assessment scoring system (CLASS), three distinct teacher profiles were identified: supportive, intermediate, and detached. Supportive teachers demonstrated high levels of teacher-student relationships and classroom management, while detached teachers showed low levels of both. Intermediate teachers fell between these two groups. The study also compared these profiles based on teacher self-efficacy, work stress, and classroom climate. Supportive teachers had the highest classroom climate scores, followed by intermediate and detached. Work stress was comparable for intermediate and supportive teachers, but both were lower than detached. No group differences were found for self-efficacy. This study contributes to the understanding of teacher behaviors with students in the lower grades.

Mathematical modeling offers a promising approach to improving mathematics education. This study aims to determine if the concept of metacognitive awareness in the learning process is associated with mathematical modeling. This study also considers the interaction effect of sex and academic year level on both variables. Focusing the study on preservice elementary teachers might address potential issues and targeted intervention in their preparation program concerning their ability to teach and guide young learners in modeling activities. The research sample includes 140 preservice elementary teachers at Central Luzon State University, Philippines. Data collection used an adapted metacognitive awareness inventory and a validated researcher-made mathematical modeling competency test aligned with the K-12 mathematics curriculum in the Philippines. Results revealed that the preservice elementary teachers had a high metacognitive awareness and mathematical modeling competency, ranging from 22 to 31 out of 36 points. Besides, Factorial ANOVA indicates that academic year level positively affects both variables regardless of sex, and stepwise regression analysis unveiled that information management, declarative knowledge, and planning significantly predict 41.4% of the mathematical modeling competency variance. This suggests that developing metacognitive awareness supports preservice elementary teachers in performing modeling tasks that improve their competency level in mathematics.

This paper explores information related to misconceptions and conceptual change during the last thirty years 1992-2022 to be used as a preliminary study in science education. This study used bibliometric analysis with the help of the Scopus database. This paper used a bibliometric analysis study with the Scopus database and the help of MS Excel, VosViewer, and Rpackage software to visualize the data obtained. The results of this research found that Indonesian researchers have contributed the most in terms of the number of documents published in Australia and the United States. Additionally, research on these two topics has decreased since 2019 due to the Covid-19 pandemic. In addition, these findings present trends in the areas of misconceptions and conceptual change that can be used as baseline data for future research. Studies related to misconceptions will continue to develop because they cannot be separated from the inside of education, whether at any level of elementary school, middle school, or college. This is an opportunity that must be taken advantage of by institutions and policies in an effort to improve and create quality of education, teacher resources, and students.

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.

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.

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.

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 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.

Students are among the most vulnerable populations during periods of crisis, including war, economic collapse, and pandemics. These events extend beyond academic disruption, significantly affecting students' emotional and social well-being. Mental health challenges such as anxiety, depression, and behavioural changes are commonly reported, particularly among youth living in conflict-affected areas or economically disadvantaged households. This review examines the consequences of crises on school-aged students across both local and global contexts. A structured search strategy was employed to retrieve peer-reviewed articles published between 2005 and 2024 from databases including PubMed, ERIC, Scopus, and Google Scholar. The selected studies were thematically categorized into three primary domains: pandemics, economic hardship, and war-related trauma. The review emphasizes the identification of common psychological outcomes, contributing factors, and resilience strategies implemented at the school and community levels. The findings highlight the urgent need for early interventions, trauma-informed pedagogical approaches, mental health support programs, coping strategies, and emotional regulation skills. By examining the interplay between crisis-induced stress and student support mechanisms, this review seeks to inform educators, policymakers, and practitioners in their efforts to foster resilience and promote academic recovery.

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.

The personalization of learning and teaching processes represents an advanced approach to education that adapts content, pace, and teaching methods to the individual needs and preferences of students. This approach relies on analyzing diverse student characteristics, such as their knowledge level, progress, learning style, and interests. Achieving these goals is significantly supported by the use of information and communication technology, which facilitates and enhances the implementation of personalization in technology-enhanced learning (TEL). The primary objective of personalization is to increase student engagement, motivation, and support in achieving learning outcomes through individualized learning paths, real-time progress tracking, and feedback. This systematic literature review examines existing personalization approaches in secondary and higher education, supported by technology. The study investigates their effectiveness and provides recommendations for future research. Results reveal that personalized teaching methods—primarily through recommender systems, adaptive learning platforms, and algorithm-driven models—are effective in tailoring educational experiences by leveraging diverse student data, such as demographics, prior achievements, learning styles, and digital engagement. The review shows a predominant focus on higher education, particularly in subjects related to computer science and digital technologies. Quantitative evaluations complemented by qualitative insights, consistently indicate that personalization enhances content mastery, motivation, and overall satisfaction, with no significant negative effects identified.

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.

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.

In recent years, significant developments have occurred in AI-based chatbots that have been effectively deployed in the educational field. However, given the novelty of this technology, descriptive analyses remain scarce. Although many review studies have focused on the effectiveness of chatbots, they generally present broad results, and only a few have addressed the impact of this technology on learning outcomes. The present study examines the educational implications of AI chatbots on various learning outcomes through a post hoc analysis conducted in accordance with PRISMA principles. It aims to aggregate and analyze findings from studies that examined the use of chatbots and their impact on specific learning outcomes. A total of 26 studies were selected from a pool of 6,721 published between 2021 and 2024 and indexed in the Scopus and Web of Science databases. Data analysis was conducted using the Newcastle-Ottawa Scale (NOS) for Education. The results revealed that AI-chatbot technology has a positive influence on several learning outcomes, including academic achievement, motivation, self-assessment, engagement in learning, self-efficacy, and language learning, among others. The studies also detailed the methodologies and tools employed in these investigations. The study also offers insights into how intelligent chatbots can be leveraged to enhance various learning outcomes.

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.

This study aims to address students' low mathematical problem-solving skills and self-regulated learning by developing website-based mathematics learning media using the problem-based learning model. Learning that integrates website-based media allows for more independent learning activities in solving mathematical problems. This study uses the ADDIE model to test the validity, practicality, and effectiveness of the product. Website-based media met the validity criteria based on expert assessments with an average score of 137 from subject matter experts and 78.5 from media experts, and the research instruments were declared valid with an Aiken index ranging from 0.9 to 0.99. Website-based media meet the criteria for practicality based on an average teacher assessment of 90.5, an average student assessment of 50.1, and a learning implementation rate of 93%. Website-based media are proven to be effective through four indicators: (1) students who pass exceed the threshold of 80%. (2) One sample t-test results p-value <.05 and t-value >1.69, so that H_0 is rejected. This proves that website-based mathematics learning media are effective in improving students' mathematical problem-solving skills and self-regulated learning. (3) The results of the paired sample t-test show p-value <.05 and t-value >1.69, so that H_0 is rejected. This proves that there is a significant improvement in students' mathematical problem-solving and self-regulated learning abilities after using website-based mathematical learning media. This study is able to facilitate students' problem-solving and self-regulated learning abilities simultaneously in mathematics education.

Team-based learning (TBL) is a popular form of collaborative learning designed to increase student engagement and motivate students to learn. A growing body of research, particularly in the health sciences, has demonstrated that TBL has positive impacts on student performance and classroom dynamics. However, much less is known about the student outcomes associated with TBL courses in undergraduate science, technology, engineering, and mathematics (STEM) education, fields in which active learning is especially important for student success and retention. To address this gap, we conducted a systematic review of the student outcomes associated with TBL in undergraduate STEM education. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method, we identified 55 empirical and qualitative research articles published between 2005 and 2024 that reported on TBL implementation practices and student outcomes. Importantly, we found that most studies described increased student performance and improved measures of classroom dynamics when TBL was compared to lecture-based teaching approaches. These findings provide further evidence that TBL is an effective instructional method and suggest that TBL can be implemented successfully across a wide range of student populations and undergraduate STEM disciplines.