EDUCACIONXX1 is a peer-reviewed, international academic journal dedicated to advancing the field of education through innovative research, theoretical studies, and practical applications. The journal focuses on modern educational challenges and opportunities in the 21st century, providing a platform for the exchange of ideas, methodologies, and findings that contribute to the improvement of teaching and learning practices worldwide.
Validating a Measure of Formative Assessment Practices in University English as a Foreign Language Classrooms
While formative assessment has been greatly promoted worldwide, a lack of a valid and reliable instrument for gauging learner-perceived teacher formative assessment practices in subject-specific classrooms may hinder formative assessment research. This study presents the development and validation of the Teacher Formative Assessment Practices Scale (TFAPS) in a College English course context through a series of rigorous validation procedures. Data were collected from 737 non-English major undergraduate students enrolled in a College English course. Confirmatory factor analysis and multi-group confirmatory factor analysis supported a 22-item five-factor structure of the TFAPS: 1) Sharing learning objectives and assessment criteria; 2) Engaging students in questioning and discussion; 3) Providing feedback; 4) Activating students as instructional resources for one another; and 5) Activating students as the owner of their learning. In addition, correlations between the five TFAPS factors and autonomous motivation,reading engagement, and willingness to communicate supported the concurrent validity of the TFAPS. Measurement invariance analysis further showed that the five-factor structure of the TFAPS remained invariant across gender. These results suggest that the TFAPS is a valid and reliable measure of student perceived formative assessment practices in the College English teaching context. Pedagogically, teachers can use the TFAPS to survey students’ satisfaction with these assessment practices while researchers can employ the TFAPS to examine the relationship between formative assessment practices and student academic outcomes.
English as a foreign language (EFL) teaching
multi-group confirmatory factor analysis
Copyright (c) 2025 Zhengdong Gan (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Development of an AI-Based Digital Textbook Prototype for Students with Physical Disabilities
This study aimed to present a concrete development model of an AI-based digital textbook for students with physical disabilities, grounded in special education teachers’ needs and design principles derived from prior research. A Design-Based Research (DBR) methodology was employed, and prototypes were developed and evaluated through two iterative cycles. At each stage, the process of design, expert review, and evaluation was conducted to derive the final version. In the first cycle, an initial prototype was created that incorporated pre-diagnostic assessment, level-differentiated learning activities, real-time feedback, and evaluation functions, and was revised based on expert feedback. In the second cycle, improvements were made by refining diagnostic functions and adjusting task difficulty. The final prototype integrated pre-, in-, and post-class learning functions, providing personalized pathways, adaptive content delivery, and real-time analytics dashboards. These findings demonstrate the potential of AI-based digital textbooks to support customized learning tailored to students with physical disabilities. Unlike existing assistive digital materials, this study presents an empirically validated design model that connects AI-driven adaptivity with Universal Design for Learning (UDL) principles, offering practical implications for inclusive education. The originality of this work lies in bridging AI-based personalization with special education contexts, establishing foundational design principles for future development across diverse disability types.
Copyright (c) 2025 Seolhee Lee, Kyoeun Myung (Author); Gayoung Lee (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Hypothetical trajectory of learning (THA) for the notion of probability in students of sixth grade
The purpose of this qualitative study was to improve classroom practices through a learning trajectory focused on the conceptualization and understanding of probabilities in sixth-grade students. This was achieved through a set of instructional activities or mathematical tasks. In this case, the tasks were designed to develop random thinking skills that allow them to understand phenomena involving chance and uncertainty. Although the tasks were developed with all students, three performance levels with differentiated abilities were chosen to analyze the students' progression in constructing and understanding the concepts. Thus, when addressing the topic with the proposed strategy, the students reached different levels of competency, such as reasoning, communication, and problem-solving. This work also highlights the achievements of a student with Special Educational Needs (SEN) and his significant progress in these competencies.
Copyright (c) 2025 Jhon Darwin Erazo Hurtado (Author); Francisco Gutiérrez Cardona (Corresponding Author); Eliécer Aldana Bermúdez (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Reading Characteristics of College Students in Public Higher Educational Institution: Basis for Computer Based Reading App
Despite the recognized importance of reading for academic success in higher education, college students continue to face persistent reading challenges. This preliminary descriptive study investigated specific reading difficulties among 61 first-year students aged 16 to 28, using surveys and open-ended questionnaires. Results revealed that the most prevalent general difficulties included errors in writing lists (80.3%), preference to be understood rather than encouraged (70.0%), difficulty sequencing sounds in long words (68.9%), challenges in mental computation (62.3%), and map reading. Specifically, the top reading-related issues were difficulty reading unfamiliar words (32.78%), trouble with pronunciation (32.78%), and limited word comprehension (11.47%). These findings provide empirical grounding for the development of a customized, computer-based interactive reading application aimed at improving phonological processing, enhancing visual-spatial reasoning, and strengthening comprehension strategies, while fostering inclusive and supportive learning environments tailored to the diverse cognitive needs of college students.
Copyright (c) 2025 Ariel San Jose, Maria Gregoria R. Concepcion, PhD (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Exploring the Awareness and Challenges Faced by Basic Stage Teachers in Integrating Nanotechnology into Education
This study examined the level of knowledge basic stage teachers possess regarding the use of nanotechnology in education and the challenges they face in integrating it into classroom practices. A descriptive design was employed, and data were collected from a reliable online questionnaire administered to a simple random sample of 100 teachers in basic stage schools in Amman, Jordan. The study focused on two main questions: (1) the extent of teachers’ awareness of nanotechnology tools, and (2) the challenges encountered in their application. The findings showed that teachers in private schools demonstrated relatively higher awareness of nanotechnology tools compared to those in public schools and expressed greater willingness to incorporate these tools into their teaching practices. However, several obstacles were identified, including limited resources, lack of hands-on training, and practical constraints within classrooms, which were the main barriers to effective integration of nanotechnology. Based on the results, the study recommends organizing targeted workshops and training programs to equip teachers with practical skills for using nanotechnology tools in classroom settings. Furthermore, allocating sufficient resources is essential to address the identified challenges and support the effective integration of nanotechnology in basic stage education.
Copyright (c) 2025 Fadi Bani Ahmad (Corresponding Author); Sabah Al-Nawaiseh, Asmaa Al-Nawaiseh , Heba Alqawasmeh (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The Actor-Partner Interdependence Model Analysis of Attachment Anxiety and Intimacy Relationship Satisfaction among Highly Educated Couples: The Mediating Effect of Cognitive Emotion Regulation Strategies
To investigate the actor-partner effects of attachment anxiety in highly educated couples on intimacy relationship satisfaction and the mediating effect of cognitive emotion regulation strategies, this study surveyed 204 highly educated couples using the intimate relationship experience scale, the cognitive emotion regulation questionnaire, and the intimate relationship satisfaction Scale. Data analysis was conducted using the actor-partner interdependence model (APIM) and the actor-partner interdependence mediation model (APIMeM). The results showed: (1) Both men's and women's attachment anxiety significantly negatively predicted their own relationship satisfaction; men's attachment anxiety negatively predicted women's relationship satisfaction, while women's attachment anxiety did not significantly predict men's relationship satisfaction; (2) Adaptive emotional regulation strategies in both men and women mediated the relationship between their own attachment anxiety and relationship satisfaction; adaptive emotional regulation strategies in women mediated the relationship between men's attachment anxiety and women's relationship satisfaction; (3) Non-adaptive emotional regulation strategies in both men and women mediated the relationship between men's attachment anxiety and their own relationship satisfaction. Men's non-adaptive emotional regulation strategies mediate the effect of men's attachment anxiety on women's relationship satisfaction. Women's non-adaptive emotional regulation strategies exert a suppressor effect on the impact of women's attachment anxiety on men's relationship satisfaction. The study provides practical guidance for intimate relationship interventions, namely, by enhancing individuals' emotional regulation abilities and establishing emotional coordination mechanisms between partners to achieve targeted and systematic interventions.
Copyright (c) 2025 Zihan Li, liwei Wu (Corresponding Author); Meng Su, Xintian Du, Shuang Cao, Xiaohong Tan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The Effectiveness of Using Podcasts in Social Studies to Develop Eighth-Grade Female Students’ Knowledge and Attitudes Toward the Purple Economy
This quasi-experimental study explores the effectiveness of podcast-based instruction in enhancing knowledge and attitudes among eighth-grade female students in Oman toward the Purple Economy (integrating cultural heritage with sustainable development). The experimental group (n = 40) received podcast-enriched lessons, while the control group (n = 38) received traditional instruction. Outcome assessment used three instruments developed by the researchers: the Purple Economy Knowledge Assessment Test, the Purple Economy Attitude Scale, and the Podcast Perception Scale. The results revealed statistically significant gains in the experimental group’s knowledge and attitudes across all measured domains. Students also reported high levels of engagement with the podcast format, appreciating its clarity, narrative structure, and cultural relevance. These findings underscore the value of podcasts as innovative, learner-centered tools that facilitate deeper cognitive engagement and emotional resonance. This study’s limitations include its small sample (n = 78), being specifically focused on female students, and the short duration of the intervention (three podcast episodes within a four-week program). Large-scale and longitudinal studies could strengthen and generalize these findings. Based on this study, culturally contextualized digital audio resources are recommended for formal education integration, particularly in alignment with Oman Vision 2040’s goals of sustainability, innovation, and cultural preservation.
Copyright (c) 2025 Ahmed Al Rabaani (Corresponding Author); Reem Al-Yaaribi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing Conceptual Understanding in Mathematics: The Effectiveness of the Square Method for Computing Areas of Irregular Shapes Among Secondary School Students in Tanzania
This quantitative study investigates the effectiveness of the square method for teaching secondary school students to compute the area of irregular shapes, integrating mathematics and geography within the context of the school environment. Conducted at KIHONDA and MAFIGA Secondary Schools, the research involved 200 Form Four students selected through simple random sampling. Utilizing a pre-test and post-test design, data were collected to evaluate students’ understanding before and after engaging in practical learning activities. The intervention required students to identify irregular shapes, such as broken windows and cracked tiles, within their school environment, and to compute their area using the square method by counting full and partial squares on a grid overlay. The findings reveal significant improvements in students’ skills: recognition of irregular shapes increased from 22% in the pre-test to 86% in the post-test, indicating enhanced engagement with the material. Furthermore, students demonstrated a marked improvement in selecting appropriate measuring tools and applying estimation techniques. The use of visual aids and hands-on activities facilitated the development of spatial reasoning and provided students with a better grasp of geometric concepts in practical contexts. Group-based exercises further encouraged collaborative learning and problem-solving. Despite these positive outcomes, challenges were noted, including the time-consuming nature of the method when applied to large or complex shapes and a recognized need for additional training and resources among teachers. Overall, the study concludes that the square method is an effective pedagogical strategy for improving students’ understanding of irregular area computation, advocating for its integration across subjects to foster interdisciplinary learning. Future research is encouraged to explore the incorporation of digital tools to complement this method and assess long-term retention of concepts acquired through this approach.
Copyright (c) 2025 Emmanuel Deogratias (Corresponding Author); Eliasifiwe Sarakikya, Ernest Kira, Tabitha Lupeja, Geoffrey Karugila (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Solving the Teaching Difficulties and Pain Points of Auxiliary Production Cost Allocation Methods with Interdisciplinary Thinking
The methods for allocating auxiliary production expenses are a significant challenge in teaching cost accounting courses. The principal allocation methods comprise direct allocation, reciprocal allocation, sequential allocation, planned allocation, and algebraic allocation. Both educators and learners frequently experience confusion regarding the multitude of approaches and their interrelations. This study seeks to resolve these inquiries by employing multidisciplinary approaches and methodology from economics, management, political science, and mathematics. It aims to improve the efficacy of classroom instruction regarding auxiliary production cost allocation methods and investigate the significance of interdisciplinary thinking in accounting education. The study asserts that the direct allocation method exemplifies the rational-agent paradigm from economics, the reciprocal allocation method embodies egalitarian principles from management studies, the sequential allocation method integrates an efficiency-driven perspective from political science, the planned allocation method corresponds with performance-oriented reasoning from political science, and the algebraic allocation method employs identity-based logic from mathematics. This research contributes by integrating interdisciplinary thinking into accounting education. Educators and learners not only investigate the profound implications of diverse methodologies and their interrelations but also expand and refine their interdisciplinary viewpoints. This improves instructional efficacy—facilitating instruction for educators and enhancing enjoyment for learners—while fostering the sophisticated, inventive, and rigorous character of university courses4.
Copyright (c) 2025 Hongwei Zhao, Jingyi Guo (Author); Xiaolan Qu (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
E-Portfolio as a Means of Developing Learner’s Engagement and Autonomy at Secondary Schools
There has been a growing emphasis on engagement and autonomy in education, particularly with an increasing focus on learner autonomy. Until recently, relatively little attention has been paid to fostering autonomy at the secondary school level, including through the use of portfolios. The principal aim of this study was to examine the impact of using an electronic portfolio on learner engagement and autonomy among secondary school students. The Student Course Engagement Questionnaire was employed to collect quantitative data from 31 participants in Slovakia. The findings revealed no statistically significant differences in course engagement across four defined factors (skills, emotional engagement, participation/interaction, and performance engagement) before and after using the portfolio over a nine-month period. However, participants’ responses to open-ended questions, along with five questionnaire items, indicated generally positive attitudes toward the Mahara portfolio. Based on these findings, the study outlines suggestions for future research that could further explore the role of electronic portfolios in promoting learner engagement, autonomy and responsibility.
Copyright (c) 2025 Ivana Cimermanova (Corresponding Author); Zuzana Bebcakova (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Study on the Perception of Elementary School Principals Regarding Art Education
This study investigated the level of elementary school principals’ awareness of art subjects by conducting in-depth interviews with five current principals and analyzing the data using Giorgi's phenomenological research method. By classifying and categorizing the interview results, the current elementary school principals' awareness of art subjects was derived through 10 sub-components and 3 super-components. The components of their experiences are categorized into ‘Understanding the importance of art classes,’ ‘Disparity with reality when applying the curriculum,’ and ‘Securing art and resources for better art education’. The findings show that elementary school principals fully recognize the importance of art subjects and are aware of the current state of art education in elementary schools. However, they experience a disconnect between theory and the application of the actual curriculum. In practice, it is often difficult to effectively implement art education as outlined in textbooks or guidelines due to budget constraints or limited educational resources. It was found that while the principals are aware of various practical constraints, they actively seek alternative approaches at the school level and express their commitment to improving art education. This study is significant in that it provides empirical insight into elementary school principals’ perceptions of art education, which has not been studied before. While the practical implications for policy and teacher training remain underdeveloped, the findings of this study may contribute to curriculum development and teacher training programs to strengthen elementary school art education.
Copyright (c) 2025 Dameun Song (Author); Yoonjung Huh (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
An Integrated TAM–UTAUT–ECM Model for Understanding User Willingness and Satisfaction with Digital Teaching Platforms in Chinese Applied Universities
This study developed and validated an integrated framework combining the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Expectation–Confirmation Model (ECM) to examine user willingness and satisfaction with digital teaching platforms in Chinese applied universities. Survey data from 405 faculty and students were analyzed using partial least squares structural equation modeling (PLS-SEM) to assess direct, indirect, and mediating relationships. Findings showed that perceived usefulness, effort expectancy, and satisfaction were the most significant predictors of user willingness and continuance intention, while behavioral intention had limited explanatory power. Satisfaction emerged as a key mediator, highlighting the role of emotional evaluation in sustaining engagement. The model showed strong predictive capacity, with R² values exceeding 0.60. Practical implications include improving platform usability through targeted training, incorporating emotionally intuitive design features, and establishing feedback-driven interface enhancements to support long-term adoption in applied university settings.
Continuance Intention of Digital Teaching Platforms
Partial Least Squares Structural Equation Modeling (PLS-SEM)
Copyright (c) 2025 Fan Zhang (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Senior High School Teachers' Perception and Use of Learners' Everyday Mathematical Representations in Teaching Geometry
This study investigated Senior High School (SHS) mathematics teachers’ perceptions of learners’ everyday mathematical representations in geometry and how these perceptions shape instructional strategies. Grounded in Realistic Mathematics Education (RME), the study employed a cross-sectional survey design within an explanatory sequential mixed methods approach. A total of 320 SHS mathematics teachers from four districts in Central Region of Ghana were selected through multistage sampling to complete questionnaires, followed by in-depth interviews with 15 purposively chosen teachers. Quantitative data were analysed using means and standard deviations, while qualitative data were examined thematically and presented narratively. Findings showed that although teachers acknowledged the pedagogical value of learners’ everyday experiences, these were rarely incorporated into geometry instruction. Teaching experience significantly influenced both teachers’ perceptions and classroom practices. However, constraints such as limited instructional time, inadequate resources, institutional demands, and assessment pressures restricted meaningful integration of learners’ real-world experiences into mathematics lessons. The study highlights the importance of professional development and supportive policies to empower teachers to connect classroom mathematics with everyday realities of learners. These insights have implications for strengthening mathematics teaching and enhancing its relevance in Ghanaian Senior High Schools.
Teacher Education and Professional Development
Copyright (c) 2025 Daniel Gbormittah (Author); Christopher Yarkwah (Corresponding Author); George Adom, Japhet Kwasi Osiakwan, Mary Donkor (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Peer Feedback with ChatGPT: A Case Study on the Customization of Feedback in Higher Education
Despite the pedagogical benefits of peer feedback, challenges remain in consolidating diverse comments and providing customized feedback to each student or group. Generative AI (GenAI), such as ChatGPT, offers a promising solution to these limitations by leveraging its LLM capabilities to process, restructure, and consolidate the peer feedback. This study examined the effectiveness and usability of AI-supported customized feedback derived from peer evaluation data. 30 pre-service teachers at a South Korean university developed technology-integrated teaching-learning scenarios and exchanged peer feedback using detailed rubrics. ChatGPT was employed to process and restructure the feedback into more coherent and tailored reports. Data were collected through surveys and interviews, which revealed that learners perceived the AI-generated feedback as effective, usable, and supportive of their revision processes. The findings highlight the potential of GenAI within the framework of AI-Mediated Assessment, serving as a mediator that restructures and customizes peer feedback into a more effective form of personalized feedback for learners.
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
What Does it Mean to Learn in the 21st Century? Philosophical Considerations from an Ontological Perspective on Education
This study reconstructs the meaning of learning in the 21st century from an ontological perspective, responding to the dominance of technology-driven, performance-oriented education. Drawing on the philosophical frameworks of Heidegger, Dewey, Levinas, Biesta, and Deleuze, it critically examines how contemporary educational discourse—shaped by artificial intelligence, big data, and competency-based curricula—tends to instrumentalize learning and marginalize its existential, ethical, and democratic dimensions. Using a systematic literature review of 45 recent Korean studies on AI education, metaverse learning, digital literacy, and learning analytics, the research applies topic-oriented analysis to identify prevailing themes and then interprets them ontologically. Findings reveal a strong emphasis on efficiency, measurability, and predictability, often at the expense of learners’ autonomy, ethical responsiveness, and generative subjectivity. The paper proposes philosophical and practical shifts in curriculum design, technology integration, teacher roles, and education policy to re-center learning as a process of becoming—where learners transform their existence, encounter otherness, and create new possibilities. The study underscores that genuine education must link internal transformation to the public purpose of democratic citizenship formation.
Digitization of Five Educational Figures at the Indonesian Education Museum
This study aims to develop the digitization of five prominent educational figures at the Indonesian Education Museum. The chosen form of digitization is Augmented Reality (AR) technology. By utilizing AR, the collections of educational figures such as Ki Hajar Dewantara, KH Ahmad Dahlan, Sri Sultan HB IX, Ki Ageng Suryomentaram, and Dr. Wahidin Soedirohoesodo are packaged into interactive media to enhance the museum’s appeal as both an educational and recreational facility. The method employed is Research and Development (R&D) using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The research process began with a needs analysis of users and collections, followed by the design of AR display and interactivity, the development of AR-based media, its implementation within the museum environment, and finally, the evaluation of product effectiveness in improving visitors’ engagement and understanding of the educational figures. The findings indicate that the application of Augmented Reality (AR) to the collections of five educational figures at the Indonesian Education Museum (MPI) UNY successfully enhanced visitors’ understanding, as evidenced by an increase in students’ pre-test to post-test scores from 55 to 80, along with high satisfaction scores (SUS ranging from 78–88). Qualitatively, visitors reported feeling more engaged, interactive, and motivated. Thus, AR not only increases the attractiveness of the museum but also strengthens its role as a modern learning medium and as a means of cultural preservation in the digital era.
Copyright (c) 2025 Joko Pamungkas (Corresponding Author); Amir Syamsudin, Erina Putri Anggraeni, Septika Cahya Rahmawati (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Social Media Use and Cultural Identity among Roma Secondary School Students
This study explores the relationship between digital inequalities and cultural participation among Roma secondary school students in Hungary and in Hungarian-speaking communities in Romania. It examines how access to, and use of, digital technologies shape social participation and the preservation of cultural heritage. Using a mixed-methods approach—literature review, interviews, and comparative analysis—the research highlights that digital technologies can strengthen access to cultural heritage and social integration. However, socio-economic disadvantage remains the key factor limiting internet access and digital engagement, thereby reinforcing existing inequalities (Matache & Bhabha, 2020). The study concludes that promoting inclusion requires targeted educational programmes to build digital competences among Roma youth, as limited digital literacy significantly restricts opportunities for participation. It also recommends the development of school- and community-based support systems, since local institutions often represent the first and most trusted points of access to technology. Furthermore, cooperation with NGOs that create authentic Roma cultural content is essential, as such initiatives can counter stereotypes and provide positive role models. Finally, cross-country initiatives within Central and Eastern Europe are needed to exchange effective strategies and integrate Roma perspectives into national digital inclusion policies, ensuring that successful approaches are transferable beyond local contexts.
Copyright (c) 2025 Emese K. Nagy (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Research Impacts and Trends of Digital Literacy in Higher Education: A Biliometric Analysis based on VOSviewer
Digital literacy has attracted significant scholarly interest, with research exploring both its concept and practical applications in education. However, systematic reviews of digital literacy remain limited. To address this gap, this study conducted a comprehensive bibliometric analysis of 1,526 publications from Web of Science database, examining the evolution of digital literacy research in higher education between 2006 and June 2024. Using VOSviewer-based performance analysis and science mapping, this study revealed Spain’s dominant contribution—led by institutions such as University of Seville—and prominent scholars including Guillén-Gámez and Palacios-Rodriguez. It also highlighted the influential role of journals such as International Journal of Educational Technology in Higher Education in this field. The science mapping analysis further identified a significant thematic shift from early conceptual debates around digital literacy to a contemporary emphasis on digital competence and its practical applications in educational settings. This bibliometric study aims to clarify the current state of digital literacy research and offers actionable insights for policymakers and practitioners in education.
Copyright (c) 2025 Wen Liu (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The Role of Education in Advancing Sustainable Practices in the Palm Oil Industry: A Review
The palm oil industry continues to face global scrutiny due to its environmental and social impacts. In response, education has emerged as a strategic pathway to promote sustainable practices across all levels of the industry. This study aims to explore how educational interventions influence the adoption and implementation of sustainability within the palm oil sector, and to identify factors that mediate their effectiveness. A qualitative systematic literature review (SLR) methodology was employed, following PRISMA guidelines. Data were collected from the ScienceDirect database using specific keyword combinations and inclusion criteria, resulting in 38 research articles published between 2022 and 2025 that met the eligibility standards. Data analysis involved thematic coding and synthesis of patterns emerging from peer-reviewed literature. The findings indicate that formal education, technical training, non-formal community-based learning, and digital platforms significantly shape sustainability awareness, behaviours, and institutional practices in the palm oil industry. Key mediating factors include cultural relevance, continuity of learning, stakeholder inclusion, and policy alignment. Education initiatives tailored to women and youth also contribute to broader sustainability adoption at the grassroots level. This review concludes that education is a critical driver of change, capable of fostering environmentally responsible practices across the palm oil value chain. Future research is recommended to evaluate the long-term impact of blended learning models and to strengthen digital equity in education delivery for remote agricultural communities. Keywords: sustainability education, palm oil industry, systematic literature review, sustainable practices, environmental training
Copyright (c) 2025 Loso Judijanto (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Coping Strategies and Behavioral Responses as Predictors of Stress Management: A Correlational Study with Policy Implications for Higher Education Leadership
Academic heads in State Universities and Colleges (SUCs) face complex stressors that require effective coping strategies and adaptive behavioral responses to maintain leadership well-being and institutional performance. This study assessed the level of coping strategies, behavioral responses, and stress management practices of academic heads in CALABARZON SUCs, and examined the relationships among these factors. Using a descriptive-correlational design with a validated survey questionnaire was used to collect data from 115 academic heads across five SUCs. Descriptive statistics and Pearson correlations determined the extent of coping strategies, behavioral responses, and their relationship to stress management. Results showed that respondents demonstrated high levels of coping strategies, notably in delegating tasks, time management, and setting clear goals. Behavioral responses reflected both positive adaptations, such as increased focus and help-seeking, and less adaptive reactions like withdrawal and irritability. Stress management practices were consistently high, highlighting strengths in mindfulness, cognitive strategies, and resilience-building. Correlational analyses confirmed significant relationships between coping strategies and stress management, and between behavioral responses and stress management. These findings affirm that coping strategies and behavioral responses are key predictors of effective stress management for academic leaders. The study recommends structured policies on wellness programs, counselling services, professional development, and leadership mentoring to strengthen resilience and support a healthy leadership culture in higher education
Copyright (c) 2025 Dr. John Michael Aquino, Dr. Jeffrey Garcia, Engr. Manuel Luis Alvarez, Dr. Maria Rossa Agatha Medel, Dr. Maria Rellie Kalacas, Dr. Merly Arjona, Mr. Bernardo Lirio II (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
ChatGPT in AI-Assisted Learning: Enhancing Academic Writing and Autonomy for Thai EFL Learners
This study investigates the efficacy of ChatGPT as an English as a Foreign Language (EFL) writing aid among Thai students by probing factors of use, learner attitudes, and teachers' recommendations. Over 15 weeks of the 2024 second semester, it was conducted among 43 third-year undergraduate students and 10 instructors at three Thai universities, who were selected via purposive sampling. It employed a mixed-methods approach that utilized IELTS-based pre- and post-tests, surveys, focus groups, interviews, and observations. Outcomes showed significant improvement in writing, with mean IELTS scores rising from 10.86 (Fair) to 16.86 (Excellent) in task achievement, coherence, lexical resource, and grammar. The most compelling adoption drivers were motivation, technological accessibility, teacher support, and task variety. Students rated ChatGPT highly on usefulness (M=4.45), learning support (M=4.44), impact (M=4.46), and autonomy (M=4.55), but reported limitations like AI errors and potential over-reliance. Teachers recommended ethical deployment through the ADDIE model, emphasizing training and pedagogical fit. The findings highlight ChatGPT's potential to enhance writing ability and learner autonomy in Thai EFL contexts. Nevertheless, technological infrastructure, cultural differences, and AI constraint obstacles must be mitigated through greater access, teacher training, and multiple task development. The current study highlights the need for strategic integration to maximize the benefits of ChatGPT while mitigating its limitations in EFL instructional academic writing.
Copyright (c) 2025 Pongpatchara Kawinkoonlasate (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Reflection on Gaslighting Discourse from a Bullshit Perspective
Background This study critically reflects on gaslighting discourse in contemporary society through the conceptual lens of bullshit, as defined by Frankfurt and Ball. In this context, bullshit refers to a form of fictional discourse that is indifferent to truth or falsehood, yet often believed and perpetuated by its originators. When combined with gaslighting—a tactic of psychological manipulation that distorts others’ perception of reality—such discourse can serve as a potent tool for social control. Methods The study employed a qualitative methodology comprising literature review and discourse analysis. A total of 33 scholarly sources, including 5 books and 28 journal articles, were selected from both domestic and international databases using keywords such as “gaslighting” and “discourse.” These sources were critically analyzed to explore the intersections between gaslighting and bullshit across various sociocultural domains. Results The analysis identifies five domains in which gaslighting operates as bullshit discourse: (1) education that enforces conformity under the guise of development, (2) political rhetoric aimed at emotional manipulation, (3) media that distorts or selectively frames information, (4) religious teachings used to psychologically control followers, and (5) close personal relationships where asymmetrical power dynamics exist. The study further proposes six strategies to resist such discourse: cultivating critical thinking, political literacy, dialogic competence, media literacy, balanced religious education, and healthy interpersonal communication. Conclusions This study contributes to expanding the critical understanding of gaslighting as not merely a psychological tactic but a discursive and sociopolitical phenomenon. By introducing the concept of bullshit as an analytical tool, the study offers a novel framework for diagnosing manipulative communication in the post-truth era and provides practical guidelines for fostering democratic resilience and intellectual autonomy.
Sustainable Future of Higher Education Internationalization in China: An Analysis of Research Trends Before and After the Pandemic
This study investigated the changes in the internationalization of Chinese higher education before and after the COVID-19 pandemic. The pandemic significantly disrupted physical mobility and caused a decline in international student numbers, yet it accelerated the adoption of virtual exchange programs and online collaborations. China’s internationalization policies, particularly those linked to the Belt and Road initiative and Education Modernization 2035, were influenced by these shifts. This study utilized data from the China National Knowledge Infrastructure (CNKI) covering the period from 2017 to 2022 and employed bibliometric analysis methods to examine the research literature. CiteSpace software was applied to visualize the structure of scientific knowledge and generate various knowledge graphs for data analysis and visualization. The results revealed that prior to the pandemic, internationalization efforts emphasized China-centric policies, global competitiveness, and Western partnerships, while post-pandemic research highlighted a shift towards globalization, regional (Asian) collaboration, and quality enhancement through digital and hybrid learning modalities. This study provides implications for developing sustainable higher education internationalization policies in post-pandemic China.
Copyright (c) 2025 Jihoe Park, Jang Wan Ko, Ting Liu, Xiwen Xu, Seon-Joo Kim (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Prediction of Admission Decisions using Machine Learning Models: An Analysis of the Holistic Undergraduate Admissions Review Process in Korea
This study aimed to improve the prediction accuracy of the holistic undergraduate admissions review process by applying machine learning models. In Korea, the holistic undergraduate admissions review process, which is widely adopted, relies entirely on human evaluators. In contrast, the present study employed and compared five machine learning algorithms ‒ Gradient Boosting, Random Forest, Support Vector Regression, Logistic Regression, and XGBoost ‒ to identify the most effective predictive model. The analysis utilized a dataset consisting of 1,554 application records from the 2024 application cycle. To improve model performance, Latent Dirichlet Allocation (LDA) was applied to extract meaningful features from unstructured text data. The findings revealed that among the models, the XGBoost model performed best in predicting admission outcomes. Major factors influencing admission decisions included interview scores (overall scores, academic competency, suitability for the major), application type (e.g., general student admission), and document evaluation scores emerged as dominant predictors in the model, supporting the effectiveness of the XGBoost model. The study’s findings provide not only practical recommendations for improving prediction accuracy in the holistic undergraduate admissions but also directions for future research in data-driven educational assessment.
holistic undergraduate admissions review process
Copyright (c) 2025 Yousun Shin (Corresponding Author); Hee-sun Kang, So Yun Park (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Meaning Analysis of Multicultural Education Support Plan (2021–2023)
This study examines the meaning and direction of policies by focusing on the Multicultural Education Support Plan implemented from 2021 to 2023, and explores future developmental directions for multicultural education. To achieve this, we reviewed policy documents from the Ministry of Education and related ministries, analyzed previous research and statistical data, and tracked changes by comparing them with earlier initiatives (2006–2008). Our analysis revealed that recent multicultural education policies are shifting from welfare-oriented support for multicultural students toward comprehensive and universal education for all students. These policies also seek to bridge educational gaps and enhance cultural sensitivity through various initiatives, including support for entry into public education, customized language instruction, school adjustment programs, and teacher training. However, we identified several challenges: regional disparities, an overreliance on quantitative evaluations, limited access for young children and parents, and a lack of user-centered perspectives. In response, this study proposes policy alternatives such as redefining multicultural education, strengthening community-based governance, establishing a mixed qualitative–quantitative evaluation system, providing age-specific customized education, and building inter-ministerial cooperation systems. This study makes a significant contribution by systematically tracing the historical development and practical directions of multicultural education policies and by providing basic data for future policy design and academic research.
Copyright (c) 2025 Yoon Okhan (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Twelve Tips for Teaching Medical Communication skills in a Second Language
Introduction As healthcare becomes increasingly globalized, language barriers between international medical professionals and local patients pose significant threats to patient safety and care quality. Most medical curricula lack structured approaches to developing second language (L2) communication competencies. Purpose & Relevance This article provides 12 practical tips for integrating medical L2 communication teaching in health professions education. Combining experiential learning theory with evidence-based strategies, these tips address a critical gap and are essential for educators teaching international medical students or healthcare workforce. Key Tips The tips are organized into three key phases: Course Design (Tips 1-3) focuses on incorporating whole-task learning to replicate real-world medical interactions, establishing patient-centered intended learning outcomes (ILOs), and designing performance assessments that include self-assessment tools. Course Delivery (Tips 4-8) emphasizes interactive teaching strategies such as simulation-based learning, role-playing exercises, collaborative learning, and integrating multiple feedback sources including peer, instructor, and simulated patient feedback. Steering Learning and Continuous Improvement (Tips 9-12) targets fostering a positive learning environment through reflection and feedback, balancing student confidence with stress management, and facilitating the transfer of learning from simulated tasks to real-world practice. Impact Implementing these 12 practical tips can help educators take steps toward addressing the needs in second language (L2) medical communication training. By integrating experiential learning and evidence-based strategies into health professions education, these tips provide a structured approach to developing the communication skills of international medical students. This can lead to more effective patient-doctor interactions in multilingual medical settings, contributing to improved patient safety and care quality.
Copyright (c) 2025 Hao Yu, Colin Joseph, S. Eleonore Köhler, Jeroen J. G. van Merriënboer, Maryam Asoodar (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Exploring Effects of AWE-supported Teacher Feedback in Chinese EFL Writing Classes
Despite the increased studies on teacher feedback and Automated Writing Evaluation (AWE) systems, research on the combined effect of AWE and teacher feedback on EFL students’ writing performance and their engagement is scarce. To address this gap, a quasi-experimental study was conducted using two parallel classes at a Chinese university, applying convenience sampling. 38 student in the experimental group received AWE-teacher feedback, while 36 students in the control group received teacher-only feedback. Data from students’ initial drafts, revised writings, reflective journals, and semi-structured interviews were analyzed to compare the features of teacher feedback, students’ engagement, and their writing performance between AWE-teacher and teacher-only feedback modes. Findings indicated that teacher feedback in AWE-teacher feedback mode focused more on higher-order writing issues, while teacher-only feedback focused more on lower-order issues. Students in the experimental group showed deeper behavioral and cognitive engagement compared to the control group, although affective engagement was similar across both groups. Moreover, the experimental group demonstrated significant improvements in writing performance, outperforming the control group. This study provides pedagogical implications for the integration of automated and teacher feedback in EFL writing instruction.
Automated Analysis of Preschoolers' Play and Social Behaviors Using Multi-Object Tracking Technology: An Exploratory Approach
Recently, increasing interest has emerged in developing automated systems to analyze young children's behaviors in early childhood classrooms. This exploratory study utilized multi-object tracking (MOT), a relatively underused technology in early childhood education research, to unobtrusively capture precise positional data on preschool children's movements and interactions within classroom spaces. Unlike previous MOT-based research typically limited to single observation sessions, this study analyzed repeated MOT data collected over six sessions, enabling longitudinal tracking of children's play behaviors and social interactions. Analyses at the individual level revealed play preferences and wandering patterns, while group-level analyses—including cluster analysis and social network graphs—clearly illustrated collective play trends and peer relationships. Overlapping movement trajectories provided nuanced insights into children's social interactions, complementing conventional proximity measures. However, limitations included exclusive reliance on positional data, which may overlook subtle qualitative behaviors. Practically, this suggests that future studies should integrate complementary data sources (e.g., speech or emotional indicators) to provide more comprehensive insights for educators. Despite these limitations, the findings underscore MOT's potential to deliver objective, actionable insights into children's play and social behaviors, significantly supporting educational practice in early childhood settings.
Copyright (c) 2025 Kijoo Cha (Author); Jinyoung Park (Corresponding Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Exploring Factors Influencing ChatGPT-Supported Critical Thinking Skill Cultivation in English-as-a-Foreign-Language Classrooms
In the artificial intelligence (AI) era, critical thinking encompasses the capacity to scrutinise data, assess diverse viewpoints, and construct logical arguments, all within the context of AI-driven platforms. This competency is becoming increasingly important as AI technology becomes more pervasive in various spheres of life and work. The wide application of ChatGPT, a state-of-the-art AI chatbot, has given rise to heated discussions on its effect on students’ critical thinking. However, little is known about the factors influencing ChatGPT-supported critical thinking skill cultivation. To fill this research gap, the present study aims to explore the factors influencing a teaching programme designed to leverage ChatGPT for critical thinking skill cultivation among English-as-a-foreign-language (EFL) learners at a university in Macau. Based on thematic analysis of 55 student reflection journals, along with the teaching materials used in the teaching programme, this study identified four factors: the ChatGPT-supported critical thinking activity, the reading topic, the SMART group discussion, and the way of posing questions to ChatGPT. The findings shed light on the refinement of the framework for fostering critical thinking through educational technology. They also yielded significant implications for the instruction of critical thinking skills and for future research directions.
Copyright (c) 2025 Weijun Liang (Corresponding Author); Yanjun Wu (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing Critical Thinking in Chinese Undergraduates’ College English Courses: A Community of Inquiry-Driven Blended Learning Environment
Critical thinking is vital for academic and societal success, yet fostering it remains challenging in Chinese higher education, particularly within College English Courses (CEC). While blended learning is increasingly used to boost achievement and advanced thinking skills, existing approaches often lack a strong theoretical base, overlook learners' attitudes toward critical thinking, and struggle to guide learning activities or support judgment. To address these gaps, this study developed a blended learning environment using the Community of Inquiry (CoI) framework. The goal was to enhance both the critical thinking skills and dispositions of first-year CEC students over a 14-week intervention. Results demonstrated that this CoI-driven approach significantly outperformed conventional blended learning. It led to substantial gains in students' critical thinking skills while successfully maintaining their existing positive dispositions. Strong positive connections were found between teaching presence, social presence, and cognitive presence, creating an effective learning system. Learners' critical thinking dispositions were directly linked to cognitive and social presence, while well-structured teaching presence enhanced their engagement and development. This study confirms the effectiveness of CoI-driven blended learning for fostering critical thinking and offers practical guidance for curriculum development.
Copyright (c) 2025 Li Li (Corresponding Author); Yihuan Yuan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0