Many education and learning experts currently recommend the flipped classroom model as an alternative to learning after the COVID-19 pandemic. This study aims to explore the impact of the flipped classroom model on social skills and problem-solving skills for cadets. This research used a sequential mix method involving 50 maritime students in semester 7 of the Engineering Study Program at the Maritime Sciences Polytechnic Makassar, South Sulawesi, Indonesia. Researchers used two main instruments, namely problem-solving skill tests and interviews. Furthermore, in the quantitative analysis, the researcher ran paired sample t-tests and one-way Multivariate Analysis of Covariance (MANCOVA) using the SPSS 25.00 program. In addition, researchers also analysed qualitative data from interviews using thematic analysis techniques. The results showed that the flipped classroom model proved to have a positive effect on the problem-solving skills of maritime students. Other findings state that the cadets also respond positively to the flipped classroom model. Researchers recommend that teachers use the flipped classroom model, especially in dealing with learning in the post-pandemic era, like today.

Interculturality, inclusion, and diversity are generally associated with bilingualism in countries with different socio-cultural identities, but rarely with school coexistence among students hailing from different backgrounds. The present systematic review is framed in a descriptive-qualitative approach since its main objective is to provide an account of the relationship between welcoming, school coexistence, and the integration and inclusion processes in schools in countries receiving foreign migrant families. For this purpose, Web of Science, SCOPUS, EBSCO, and SCiELO databases were searched using a reference chain, and according to search results, 26 empirical studies retrieved from those databases published between 2010 and 2020 were analyzed. The main findings indicate that the inclusion process is developed through the acculturation and disciplining devices of foreign children to the dominant national logic, which marks a hierarchical difference between nationalities. They also highlight the recognition of cultural diversity under the logic of folklorization and a vision that focuses on academic achievement rather than on the particularities that cultural diversity can contribute to social relations and learning within the school.

Multicultural education is expected to improve the frameworks of educational institutions so that students from various ethnic, racial, cultural, and linguistic groups have equal academic accomplishment possibilities. It is essential for English as a foreign language (EFL) learners and teachers in Indonesia since English has its own culture. This research aims to comprehend the practices of multiliteracies in incorporating multicultural education in extensive reading classes. This investigation used a qualitative case study using observation and in-depth interviews to collect data from the lecturer. The results showed that the lecturer incorporated all aspects of multicultural education in multiliteracies practices using a novel. While generating cultural value from students’ life experiences, the researchers discovered content integration, knowledge scaffolding, equity pedagogy, bias degradation, and empowerment of school culture. Multiliteracies practices can serve as an innovative teaching technique to promote multicultural education. Additionally, EFL lecturers need multicultural learning materials to support this and to encourage students to think critically.

This qualitative study explored the possibility of implementing the happy school model (HSM) in the context of Vietnamese higher education, with a focus on the socio-cultural perspectives of nine tertiary English as a foreign language (EFL) teachers at different career stages. Through semi-structured interviews, thematic analysis, and theoretical underpinning by constructivist paradigm and humanistic education theory, the study illuminated multifaceted insights. Key themes emerged, including aligning the HSM with holistic student development, recognizing challenges and potential benefits, balancing traditional Confucian values, and adapting the model to Vietnam’s unique socio-cultural and economic landscape. The findings provide valuable guidance for educational innovation in Vietnam, highlighting complexities of aligning a new educational paradigm with existing practices and cultural norms. While the study’s focus on a specific cultural context and limited participant pool presents certain limitations, the insights offer rich contributions to the broader global dialogue on education and human development. Future research directions and practical implications are also discussed, making this study a valuable resource for educators, policymakers, and researchers interested in the intersection of universal educational principles and specific cultural contexts like Vietnam.

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 incorporation of Computer Science teaching in educational systems has increased in recent years. Given international interest, Chile has promoted projects to promote the development of students' digital skills. Focusing on this new educational context, this research reports the results regarding the identification of computational concepts and practices that can be articulated with the contents and skills of the curriculum. of Chilean mathematics. for first grade of primary school based on the use of the Bee-Bot robot. For this, the study followed a qualitative approach, developing a case study of the Chilean study program with the content analysis technique and using, as analysis categories, computational concepts and practices from the field of educational computing. In total, 30 learning objectives of the study program were analyzed. The results indicate that, although there is little articulation between computational concepts and first grade content proposed in the curriculum, there is greater articulation between computational practices and mathematical skills suggested in the Chilean curriculum. It is concluded that Computational Thinking can be developed from the earliest school levels using the Bee-Bot robot (or similar), and this is demonstrated by the structure of the Chilean primary mathematics curricular program.

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.

The field of English as a Foreign Language (EFL) instruction has gained recognition worldwide, particularly in non-native English-speaking countries. However, traditional teaching methods fall short of meeting the needs of today's EFL learners. In response, the Production-Oriented Approach (POA) has emerged as a new pedagogical approach to address these challenges. Despite its significant impact on EFL education, there is a lack of reviews on the POA. This study conducted a systematic review to explore the POA's effectiveness, challenges, and future trends. Using the PRISMA framework, 31 articles from reputable databases (Web of Science, Education Resources Information Center, Scopus, and Google Scholar) were analyzed, covering the years 2018 to 2023. The study's comprehensive analysis, employing Nvivo, revealed that the POA has immense potential for enhancing English learners' language skills, particularly in reading, speaking, writing, and translating. Moreover, the study highlighted the POA's positive influence on learners' affective factors, including motivation, confidence, critical thinking, and self-directed learning abilities. Nonetheless, the POA faces challenges for both teachers and learners, particularly during the transition from traditional methods and the associated increase in workload. Despite these challenges, this study unequivocally establishes the POA as an effective pedagogical approach for teaching EFL. Additionally, it identifies research gaps that must be addressed to sustain and improve EFL education in the future through further development of the POA.

Information and Communication Technology (ICT) brings modern learning approaches, forms and methods to education, and with them new opportunities for learning and teaching. The use of ICT in the classroom motivates students, enables them to participate, provides individualisation and differentiation, interactivity, and encourages creativity and critical thinking. Teachers play a very important role in this, as they are the ones who can provide students with a stimulating learning environment, including through the use of ICT. As Slovene (first language) is the subject with the most teaching hours in public primary schools in the Republic of Slovenia, we conducted an empirical study on the views of general and subject teachers of Slovene (N = 190) on the integration of information and communication technology in teaching. Teachers’ opinions were investigated through quantitative research. We found that teachers frequently use ICT in Slovene lessons, namely for repeating and consolidating learning material and for presenting new learning material, and that ICT is used most often in frontal forms of learning. Teachers mostly use LCD projectors, computers, interactive whiteboards, e-workbooks, audio recordings and videos. We also found that teachers are moderately satisfied with the available ICT equipment and e-materials, and that they feel moderately competent when it comes to using ICT in Slovene lessons. Teachers also used ICT during the COVID-19 epidemic. We also found that there are no statistically significant differences in the use of ICT between teachers teaching Slovene according to their teaching level, age and years of service.

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.

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.

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 viva examination or ‘defence’ is a pivotal moment in a student’s or researcher’s career. It marks the conclusion of one stage and the beginning of another, whether during the study period or when competing for research funding. Unlike many other formal assessments, the viva is an oral performance. Its form may strongly depend on the domain of science or knowledge sector, on the university or even on faculty. The rituals of interaction between jurors and candidates may differ in many cultural contexts. Yet, the core elements of the defence are the debate, the use of evidence, and the justification for a statement or opinion delivered orally, are common to all. Accordingly, although a successful defence is about content, it is also about language and attitude. In academic education, there is insufficient preparation for this moment when one is in front of jurors, a commission, and even a wider audience. We draw on our combined experience in our own careers and in their coaching of students to present an analysis of the ‘viva’ process. Our findings may help candidates position themselves in the viva context and offer practical advice on how to prepare, define an attitude, and structure answers and responses in general.

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.

In primary and middle schools in China, banzhuren is the teacher responsible for managing and overseeing a specific class of students. The lower job satisfaction of banzhurens has been a longstanding issue. This study employs a quantitative method to investigate the impact of banzhurens' self-efficacy and burnout on their job satisfaction. A total of 624 primary school banzhurens from G City (in Henan province, China) participated in an online survey assessing their perceived job satisfaction, self-efficacy, and burnout. The data were analysed using structural equation modelling analysis. The results revealed that (a) banzhurens' burnout negatively influenced their self-efficacy and job satisfaction; (b) banzhurens' job satisfaction was positively influenced by self-efficacy; (c) banzhurens' self-efficacy could mediate the adverse effects of burnout on job satisfaction. Therefore, we suggest that banzhurens' job satisfaction can be enhanced by increasing their self-efficacy, particularly in terms of communication with leaders, and by reducing their burnout.

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.