This study examines how visual thinking may affect Jordanian female ninth-graders reading abilities. The design had an experimental feel about it. The study included 66 ninth-grade female students who were studying English as a foreign language (EFL). An instructional program was created and put into place, and a pre-post reading exam was created to help the study reach its objective. The results were examined using SPSS. The findings show that there are statistically significant changes in the steps of the visual thinking strategy (VTS) modality between the two groups, with the experimental group benefiting more. VTS has been proven to be a successful strategy for greatly enhancing student attainment of good marks and having an impact on student achievement of course learning outcomes. This study triggered the following reading sub-skills: vocabulary acquisition, imaging, building and activating schema, identifying the main idea and details, questioning, inferring, communicating through oral language, and comprehension. VTS has a real impact on teaching reading sub-skills, which is important for both teachers and curriculum designers. Longitudinal research data is required to further analyze and refine this teaching strategy.

This research aims to prove the influence of teacher efficacy on learning quality with quantitative meta-analysis. The eligibility criteria in this study include: (a) The publication can be searched in Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publication is indexed in Scopus, WoS, SINTA (a portal indexing journal managed by the Ministry of Education and Culture of the Republic of Indonesia, equivalent to DOAJ and Index Copernicus), DOAJ, Index Copernicus, and at least they must be indexed in Google Scholar; (c) The topic of the studies must be relevant; (d) The studies must be carried out in the 2014-2023 year range; (e) The publication must have a value of (r), (t) or (F); (f) The studies have a magnitude of N ≥ 20. This study used the JASP application for data analysis. The results showed that: (a) the 40 studies analyzed were heterogeneous and normally distributed; (b) the influence of teacher efficacy on education quality is classified as strong (p < 0.05; rRE = 0.800); (c) publication bias was not detected. This study concluded that teacher efficacy has a strong influence on education quality.

Researchers have recognized the need for updates of test anxiety scales for more measurement accuracy. However, studies that investigated the measurement invariance of the Test Anxiety Inventory (TAI), and identified the latent profiles remain scare not withstanding its wide usage in Nigeria. This might have an impact on how generalizability and reliance on outcomes from such an instrument are handled. We investigated the measurement invariance of TAI and the latent profiles among Nigerian adolescents. Gender constituted our focus in the measurement invariance given its significance in test anxiety research. Adolescent students (n=539) formed the sample of our study. We employed the confirmatory factor analysis (CFA) and the latent profile analysis (LPA) to measure the invariance and identify the class profiles. We found evidence of a measurement invariance across gender in both competing models given that we obtained strict measurement invariance. We also identified a four-class profile model for both male and female students: low (17.50%; 19.00%), moderate (17.50%; 34.40%), high (36.80 %; 32.80%), and very high (12.60%; 13.80%) test anxiety profiles respectively. We concluded that while the composed factors are equivalently scaled across gender that test anxious students were not monolithic given the identified profiles.

Private universities in Indonesia need to urgently enhance the lecturers' organizational citizenship behavior (OCB), especially in overcoming a transition period of learning patterns after the COVID-19 pandemic from online to offline. Therefore, this research explores employability, personality, and talent management affect OCB and proves job involvement mediates employability, personality, and talent management influences OCB. It was conducted through a survey using a Likert scale questionnaire with 230 participants of lecturers from Indonesian private universities. Path analysis supplemented by descriptive and correlational analysis was used as a data analysis technique. The results showed that employability, personality, talent management, and job involvement significantly affect OCB. In addition, job involvement mediates employability, personality, talent management influences OCB. Therefore, a new empirical model regarding employability, personality, and talent management affect OCB with job involvement mediation was developed. Accordingly, researchers and practitioners can utilize for the model in their future activities.

This article aims to identify the psychological factors of students that correlate with the smart risk-taking behavior of high school students in Indonesia. The data in this study were distributed to 227 students from 3 (three) regions in Indonesia and evaluated using the Partial Least Square Structural Equation Modeling (PLS-SEM) analysis technique. This study found that students' self-confidence was the biggest factor influencing the increase in smart risk-taking behavior, followed by the intention to learn chemistry and teacher support responses. These three factors were found to positively and significantly influence smart risk-taking behavior. However, we found that the smart risk-taking behavior of high school students in Indonesia is still poor. Therefore, it is necessary to have a learning strategy to utilize information technology in chemistry learning. We made several contributions, such as (a) developing a conceptual framework of psychological factors that can increase students' smart risk-taking behavior in chemistry learning that has not been extensively researched and developed by previous researchers; and (b) mapping out how the three psychological factors of students can be maximized to increase smart risk-taking behavior. For this reason, this research is expected to provide practical and academic contributions that can be used as a reference for bank management and further research.

Pedagogical content knowledge (PCK) consists of a set of understandings, knowledge, skills, and dispositions necessary for effective performance in specific teaching and learning situations. Using Scopus, EBSCO, and Web of Science databases, the study examines the progress of the PCK in science teacher education between 2011 and 2021. In total, 59 articles were reviewed, and 13 were selected according to the inclusion criteria. Among the findings, it stands out that the articles emphasize a series of tools used when teaching applied sciences, such as the use of educational technologies beyond the textbook or the integration of students' thinking. The articles state that PCK transcends subject knowledge and leads to subject knowledge for teaching. Finally, the literature has tried to answer how science teachers use PCK in the classroom, demonstrating strategies and practical value, both of which are vital for the functioning and application of their educational work.

Social identity is an important social determinant of student outcomes such as mental health and well-being. Currently, no validated social identity measures exist for adolescents in secondary school settings. A new ‘Adolescent Social Identity’ measure was developed by adapting two social identity dimensions from a validated reputation enhancement scale. The Social Identity Measure comprises two scales of 10 items each to measure how adolescents think their peers view them (e.g., reputational status) in terms of their conforming and nonconforming behaviour (Self-perception of Public Self) and how adolescents would ideally like to be viewed (Ideal Public Self) by peers. Exploratory and confirmatory factor analyses were conducted along with assessments of reliability, validity, and measurement invariance. Conforming and Nonconforming subscales for both scales were shown to be reliable, valid, and invariant across age and gender groupings. There were significant but small differences in the latent means for gender.

As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in e-portfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.

The aim of this study was to investigate the effect of collaborative learning on learners’ communicative strategies in English for specific purpose (ESP) tour guide training course. The 12-week study was conducted using a quasi-experimental design with a pre-test and post-test, following the instruction of twelve topics in the ESP language training course. A total of 60 ESP language learners participated in the study. The experimental group was instructed using collaborative learning in the ESP tour guide language training and the control group was taught using a lecture-based approach. Data from the communicative strategies questionnaire were collected to assess the effectiveness of collaborative learning on learning communicative strategies in the ESP context. The results of the study showed that the experimental group was significantly higher than the control group on both the oral problem coping strategy scale and the listening problem coping strategy scale of the communicative strategies scale in the ESP environment. Based on the findings of the study, collaborative learning is effective in enhancing the language learners' communicative strategies in tour guide training course. Moreover, the study suggests that there should be a critical reflection on the ESP training course currently offered for tour guide language learners.

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.

Knowledge-based economy is an economic model students need to be prepared for a future economic model that uses knowledge as its main resource. Therefore, this study developed and validated instruments for constructing knowledge-based economy readiness among undergraduate students. This study used an online questionnaire with 120 respondents of economic education students in educational universities in East Java, Indonesia, for exploratory factor analysis and 417 respondents for confirmatory factor analysis. Then, statistical analysis was conducted using exploratory factor analysis in SPSS and confirmatory factor analysis in AMOS. This study first developed five factors of knowledge of economics, readiness for economic challenges, readiness for education, readiness for infrastructure, and readiness for innovation, consisting of 27 items. However, one item was removed because the loading factor was below .50. Consequently, 26 items were retained because the loading factor was significantly greater than .50. The Cronbach's alpha value for each item of the knowledge-based economy readiness construct was >.60 and met all goodness of fit index criteria, which means that it meets the requirements and can measure the construct of knowledge-based economy readiness. Since this study meets the validity and reliability requirements of the constructs leading to knowledge-based economy readiness, these results will help students prepare for the current and future knowledge-based economy. They can be used in developing economic education curricula in higher education.

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.

This study investigated the influence of CThink4CS² Module on computational thinking (CT) skills of form four chemistry students. The CThink4CS² Module integrated CT with the Engineering Design Process (EDP) in chemistry class. This study utilized quantitative research methods and quasi-experimental design. Quantitative data were collected using the Computational Thinking Skill Test (CTST) which consisted of algorithmic reasoning, abstraction, decomposition, and pattern recognition constructs. A total of 73 students were in the treatment group (n=39) and control group (n=34). Experimental data were described by means of descriptive analysis and inferential analysis employing two-way MANOVA analysis. The results of the analysis indicated significant differences in CT skills between groups; students in the treatment group demonstrated better results compared to those in the control group. The paper provides insight into the integration of CT and EDP as effective pedagogical strategies for inculcating CT skills.

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.

The objective of this study was to develop a measure that possesses both reliability and validity in order to evaluate innovative thinking within the realm of education. To achieve this, the instrument's validity and reliability were evaluated through quantitative methods in two distinct phases. A team of educational experts conducted the process of establishing content validity and ensuring that the items on the instrument accurately reflected the intended constructs of creative thinking. Following that, the assessment of concept validity was conducted using confirmatory factor analyses. The aforementioned investigations resulted in the discovery of a five-factor solution consisting of 25 elements, all of which demonstrated scores beyond the crucial threshold. This successful outcome confirmed the presence of distinct factors representing different dimensions of innovative thinking. The study enrolled 1250 students from vocational education institutions as participants. The data obtained from the participants was subjected to principal component analysis and confirmatory factor analysis, leading to the development of a model that exhibited a good match with the empirical data. This indicated the effectiveness of the developed instrument in measuring innovative thinking capacity. In conclusion, the research effectively developed an accurate and dependable tool for evaluating innovative thinking in the realm of education. The gathering of positive data from the participants and meticulous quantitative analyses were responsible for this.

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 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 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.