Active learning (AL) techniques invite students to participate actively, either physically or mentally, in the learning process so that they can change their behavior efficiently to achieve great achievement. Still, there is insufficient knowledge concerning the dimensions of AL techniques for business subjects of secondary school students in Malaysia. Thus, the research’s goal is to assist in the determination of the instruments’ reliability to measure the AL techniques measurement scale for business subjects’ students using exploratory factor analysis (EFA) as well as reliability analysis. Moreover, this research conducted a self-administered survey among secondary school students who have taken business subjects as their elective subjects. From secondary schools in Negeri Sembilan, Malaysia, 123 respondents were randomly chosen for the sample. To measure the AL constructs, the study retained 30 items developed because no items have been omitted since the factor loading turned out higher than the 0.50 cut-off point and was used as a tool for data collection. Essentially, this research empirically validates the dimension which helps lead to AL techniques in business subjects that are improved, and the findings are particularly beneficial to secondary school students in Malaysia.

This descriptive phenomenological study looks into the lived experiences of teacher education college students on what it is like to learn math online during the COVID-19 pandemic. Due to the pandemic, online math learning may pose even more significant challenges. Hence, the researchers conducted the study to better understand and support the students in these challenging times. They interviewed 16 college student participants, who consented to participate in the study, to share their actual experiences - the challenges, struggles, and opportunities – in learning math online during the pandemic. The interview transcripts were analyzed following Colaizzi's method. Results revealed the following themes: (a) The hurdles: poor internet connection, unconducive learning space, difficulty in understanding the topics, financial problems, and health problems; (b) The upper hands: ease of access to varied resources, staying at home, and flexibility of the teaching and learning process; (c) The key takeaways: improved time management, self-discipline, resourcefulness, and growth mindset. The researchers recommend that the management of educational institutions consider the students' demographic data, financial level, available resources, and mental and emotional health while designing and implementing online programs. Further, future research may be conducted on the teachers' concerns that may influence students' online learning experiences with Math and other disciplines.

This study explores the impact of gender on the preferred English language learning strategies of self-perceived introverted students in Vietnam, given the burgeoning role of English as an international lingua franca. A mixed-methods approach, involving survey questionnaires and follow-up interviews, was utilized to gather both quantitative and qualitative data from a cohort of 68 English major undergraduates, 29 of whom self-identified as introverted via the Myers-Briggs Type Indicator (MBTI). The investigation provides a comprehensive understanding of the preferred language learning strategies among introverted learners, and specifically examines how gender influences these strategic choices. The results reveal that gender does not present significant differences in the preferred English language learning strategies of self-perceived introverted individuals. Regardless of gender, introverted language learners demonstrate a tendency towards compensation learning strategies, with specific strategies such as deductive reasoning, organizing physical environs, and error rectification receiving almost identical responses from both male and female participants. These findings suggest that the role of personality traits, such as introversion, should be considered in tailoring pedagogical approaches to meet individual learning preferences and needs. Further research is needed to explore this area in greater depth and to examine its broader implications for English language teaching pedagogy.

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.

Based on institutional theory, this study explores the causal relationship between teacher professional identity, perceived institutional norms, and teachers’ conformity behavior in colleges and universities in Hunan Province. A questionnaire survey was conducted on 500 teachers from two universities in Hunan Province. The reliability and validity test results and structural equation modeling analysis show that the professional identity of college teachers positively affects their conformity behavior, and that perceived institutional norms partially mediate the relationship between teacher professional identity and teacher conformity behavior. The research enriches the application of institutional theory in university organization and provides an empirical basis for universities to improve teachers’ conformity behavior.

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.

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.

Education systems worldwide have been significantly disrupted due to the COVID-19 pandemic, creating an immediate need for a revamp of conventional teaching and learning techniques. To explore how this has affected the educational landscape, a scoping review was conducted. This scoping review aimed to examine the changes that occurred in the education field and to explore how it has transformed the educational landscape review. Using Arksey and O'Malley's methodology, 51 articles were selected for analysis from two leading databases: Scopus and Web of Science. All chosen articles were then subjected to thematic analysis. Three main aspects impacted by this global event were uncovered, which are technological advancements and digital transformation, changes in pedagogy and teaching methods, and mental health and well-being issues. This scoping review provides valuable insights into one of the most critical sectors affected by COVID-19, which can assist with planning future strategies for similar crises.

Pre-service science teachers need to be aware of eco-literacy and biotechnology as they will teach science subjects to students from the perspectives of 21st-century skills. This study aimed to develop a web-based module on biotechnology and examine preservice science teachers’ eco-literacy skills after using the developed module. The study used a research and development design adopting Molenda’s product development model (Analysis, Design, Development, Implementation, and Evaluation/ADDIE). There were 60 students majoring in science education as the research participants. The data were collected using a needs analysis questionnaire, a curriculum analysis form, a validation sheet, tests, and a response questionnaire. The obtained quantitative data were analyzed using IBM SPSS 25 with descriptive statistical tests with Swanson’s quantifications. Results showed that the web-based module on biotechnology could be developed through ADDIE stages with experts’ high validity results (M = 4.59, valid with revision). The module significantly improved the teachers’ eco-literacy skills on biotechnology topics (F = 14.053, p = .000, N = 60). This result implies that the web-based module on biotechnology can assist preservice science teachers in improving their eco-literacy skills.

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.

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.

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.

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 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 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 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.

Although research on ethnomathematics has been widely carried out, there is still little empirical evidence reporting the mapping and trends of ethnomathematical research in Scopus-indexed journals. The purpose of writing this article is to map trends in ethnomathematical research in Scopus-indexed journals in the range from 1986 to 2022. The fundamental tenet of ethnomathematics is to study, appreciate, and exclusively take into account the application of mathematics by ethnic groups. In other words, in understanding mathematics to look attractive, it is necessary to make a connection between everyday life and the realm of abstract mathematics. Scopus is a resource for further research, identifying scientific uniqueness and gaps. This study uses bibliometric analysis methods using VOSviewer, article searches using Publish or Perish (version 8), and SEforRA applications. Bibliometric research provides a reliable and impartial way to gauge the contribution of an article to knowledge advancement and is a tool that is often used to analyze trends and performance on certain subjects. These findings reveal an increasing trend in ethnomathematical research and identify some topics or keywords that could form the basis for additional studies. In conclusion, for future studies, bibliometric analysis will provide information and knowledge about the evolution of ethnomathematical research.

The research on the pedagogical knowledge of teachers in technological education arises from the need to address the problem of pedagogical practices, which are traditional. The classes are at the graduate level, focusing on lecturing the student while the student remains with a passive attitude. It is believed that making explicit that teachers' pedagogical knowledge will allow reflection and awareness, thereby transforming pedagogical practices. Therefore, the objective is to understand the teachers’ constructions on pedagogical knowledge in technology programs in Plant Operations and Industrial Instrumentation of the Faculty of Engineering in order to reconstruct it theoretically, as well as identify its characteristics and trace action routes for teacher training. In this way, it allows education to be accessible to low-income and resource-poor populations, whose purpose is to strengthen the productivity and competitiveness of the economy through the training of human talent according to the needs of the working sector in a unique context. This research uses grounded theory as a methodological tool for data processing. In this sense, data collection procedures such as in-depth interviews were conducted with 16 teachers and seven of them were related to the industry. Whereas, 9 were linked to the teaching(educational) sector including elementary, high school and college level. The results showed differentiated, and socially constructed pedagogical knowledge that responds to teachers’ nature in a particular context. These results contribute to consolidate a broad vision about the pedagogical knowledge’s characteristics that the teacher builds.

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.