Docens Series in Education Docens Series in Education is a monographic series that provides fast and flexible publication of Edited Volumes and Conference Proceedings in the various areas of Teaching and Education. We publish online, peer-reviewed and open-access articles. Aims and Scope: The journal aims to publish interdisciplinary articles on Teaching, Education, and Learning. Frequency: As this serial is a 'Monographic Series', books are released in successive volumes, each structured as a separate book or scholarly monograph. Language: English Starting Year: 2021 Format: Online ISSN: 2583-1054 Editor-In-Chief Prof. Lynne M. Celli, Higher Education Executive (retired) Adjunct Professor, Boston College, Chestnut Hill, MA, USA Previous Editor-In-Chief Dr. Solomon Arulraj David (2021-2026) Associate Professor, Faculty of Education, The British University in Dubai, UAE Copyright of Published Articles Author(s) retain the article copyright and publishing rights without any restrictions. All published work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Open Access Statement This is an open-access journal, which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access. Peer Review Process This journal follows a peer-review process. 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Teaching & Education Research Association
KNOWLEDGE GRAPH EMPOWERS THE TEACHING REFORM OF PROGRAMMING COURSES
Against the limitations of traditional C language programming teaching—such as fragmented learning (failing to connect old and new knowledge), restricted teaching depth/breadth (insufficient in-depth analysis of knowledge points due to class time limits), and students’ over-reliance on textbook examples—and MOOCs’ inability to meet personalized needs (lacking tutor guidance), this study aims to improve teaching quality and students’ abilities (independent learning, problem-solving, innovation) by integrating knowledge graph and AI. First, a C language course knowledge graph was constructed via six steps: knowledge modeling (sorting core elements like data types and pointers), data preparation (collecting materials including 295 videos and 842 PPTs), information extraction (identifying relationships like inclusion and sequence), knowledge integration (hierarchical structure), storage (in graph database), and graphical display. Then, the knowledge graph was applied to teaching: enabling AI-assisted intelligent teaching (pre-class task design, in-class knowledge visualization, hierarchical after-class exercises), building a comprehensive evaluation system (learning trajectory analysis, knowledge mastery evaluation, resource recommendation), and planning personalized learning paths. Two semesters of practice showed the knowledge graph significantly boosted students’ learning interest and key abilities. Futurely, with tech innovation and expanded scenarios, knowledge graph will have broader prospects in education to advance programming course teaching reform.
Copyright (c) 2026 https://creativecommons.org/licenses/by-nc/4.0
ARTIFICIAL INTELLIGENCE PEDAGOGICAL APPROACH FOR FOSTERING CONCEPTUAL UNDERSTANDING IN COLLEGE MATHEMATICS
In this paper, we studied the implications of Artificial Intelligence (AI) in mathematics courses at the college level, with a concentration on its impact on students’ conceptual understanding. AI offers a wide range of innovative tools and adaptive platforms that enable instructors to explain math concepts in inventive and engaging ways. Our study examines how these tools can improve students' understanding, as these platforms facilitate individualized learning experiences, represent concepts in various ways, and offer immediate feedback. Our goal is to evaluate the success of AI-driven techniques in supporting different learning methodologies and improving student engagement in the mathematical classroom. The findings shall assist us in recognizing the power of AI in transferring teaching approaches in college education to enhance conceptual learning.
THE USE OF VOCABULARY NOTEBOOKS AND ITS EFFECT ON WORD RETENTION
This study explores the impact of vocabulary notebooks on word retention among Thai university students enrolled in an English for Specific Purposes (ESP) course. It aims to: 1. Investigate the effectiveness of vocabulary notebook use and its vocabulary retention; 2. Compare the results of vocabulary notebook use among different groups of language proficiency level; and 3. Study students’ attitudes towards their use of vocabulary notebook to help on word retention. Twenty-four participants were divided into a control group and an experimental group, categorized into three sub-groups based on English proficiency – low, proficient, and high. The research employed a mixed-methods design, utilizing pretest-posttest assessments, questionnaires, and a semi-structured interview. Quantitative data were analyzed using descriptive statistics, including percentages, and frequency counts. Results showed that 60% ( 0.6) of students using notebooks improved posttest scores, compared to 44.44% ( 0.44) of those who did not. High-proficient learners showed the most consistent gains, with all participants improving. Notebook use varied by proficiency in format, color, and content. Qualitative data (analyzed by coding) indicated generally positive attitudes, though some students considered it outdated and preferred digital alternatives. Findings suggest vocabulary notebooks can effectively enhance retention, especially when adapted to learners’ proficiency and preferences, offering pedagogical implications for ESP instruction.
BAYESIAN MODELING OF STUDENT ACADEMIC PERFORMANCE: EVALUATING MOTIVATIONAL FACTORS
Over the past 10 years, according to source [1], most of the supplementary education in the CIS countries and around the world has been moving to online platforms. Many private schools and public institutions are interested in creating a tool that not only tracks student satisfaction and progress but also predicts their academic performance and success in completing courses. In this regard, they collect information about students, their academic and non-academic activities, assessment results, teacher activity, and the performance of other staff. This paper proposes a method based on working with students of various ages studying Chinese, using Bayesian modeling to analyze their productivity and success during the learning process. The main attempt of this paper is to analyze and predict learners’ performance through online conferences to better understand their marks and predict students’ success. The results of this study are going to be presented for international language school and adopted through the usage of methodology.
DIGITAL TRANSFORMATION OF EDUCATION: INTERNATIONAL, EUROPEAN & NATIONAL REFORM FRAMEWORKS FOR REBUILDING SECONDARY EDUCATION IN UKRAINE
This article aims to analyse the multi-level policy architecture guiding the digital transformation of general secondary education in Ukraine as a strategic mechanism for educational reconstruction in the context of war-related disruption. The research employs a qualitative comparative policy analysis methodology, examining international (UNESCO, OECD, World Bank), European (EU Digital Education Action Plan 2021–2027, DigComp, DigCompEdu), and national reform frameworks (New Ukrainian School, National Recovery Plan, Digital Agenda Ukraine 2030). The methodological approach also integrates comparative case analysis of post-crisis digital education reforms in selected European countries. The findings reveal substantial convergence between European and Ukrainian digital education strategies, particularly in teacher competence development, curriculum modernisation, and governance alignment. However, critical implementation gaps persist in digital infrastructure, connectivity equity, and national learning data governance. The study also identifies five strategic pillars—digital infrastructure, teacher competence, curriculum integration, learning analytics, and policy coherence—as essential foundations for systemic transformation. The conclusions emphasise that digital transformation should be understood not merely as technological modernisation but as a comprehensive reform framework essential for rebuilding a resilient, equitable, and future-ready secondary education system in Ukraine. Sustained multi-level governance coordination, targeted investment, and alignment with European digital competence frameworks are identified as decisive conditions for successful long-term educational recovery.
FUTURES LITERACY: CONNECTIONS BETWEEN DIGITALITY AND SUSTAINABILITY IN EDUCATIONAL CONTEXTS
Futures Literacy is defined as the ability to imagine, understand, and prepare for possible futures, empowering individuals and organizations to act proactively in the present, specifically aiming at shaping preferable futures. This competence is regarded as one of the key qualifications of the 21st century, fostering both individual agency in managing uncertainty and collective engagement for societal transformation. This contribution explores the connection between Futures Literacy and education within a culture of Digitality, particularly against the backdrop of the VUCA world (Volatility, Uncertainty, Complexity, Ambiguity). The transformation towards a transformative education is essential to equip learners for the challenges of rapid technological change and complex societal demands. The integration of Digitality and Futures Literacy necessitates a systematic anchoring in teacher education, a critical digital professionalization, and a shift towards a participatory and collaborative teaching culture. Future research should focus on the epistemological foundations, empirical application in digital contexts, and the ethical implications of technological components like Artificial Intelligence and Big Data in anticipation processes. The overarching goal of futures education is to question and disrupt the way we anticipate the future, making the verification of paradigms a key strategy for overcoming the crises of the Anthropocene.
WRITTEN IMAGES: STUDENT-GENERATED DRAWING FOR EXPERIENTIAL LEARNING IN A TRANSNATIONAL EDUCATION PARTNERSHIP
Purpose: Research suggests drawing to be a valuable learning strategy. However, most adults claim they “can’t draw.” This article advances ways of navigating this challenge in the context of a transnational UK-China university partnership. Approach: An action research, autoethnographic case study into the planning and implementation of accessible drawing strategies featuring observation and reflection on the development and evaluation of an experiential, identity-focused drawing initiative. Findings: Overcoming anxieties among “non-artists” confirms drawing to be a popular and effective means of exploring identities, especially when combined with a formative, spoken presentation. Originality: Observational findings demonstrate that “drawing to learn” has broad applicability for “problem-posing education” (Freire). The ability to visualise direct personal experiences enhances a sense of selfhood and an appreciation of the identities of others. The account of this is original in being a research-informed, experience-based enquiry that features student feedback and reflection.
SYSTEMATIC LITERATURE REVIEW: WHAT DO THE STUDIES REVEAL ABOUT PROBLEM-BASED LEARNING IN PHYSICS EDUCATION?
Twenty-first century education demands the development of higher-order thinking skills (HOTS) such as critical thinking, creative thinking, and problem-solving. However, physics education often faces challenges due to its abstract nature and lack of visualization, which are worsened by the continued dominance of conventional teaching methods. Problem-Based Learning (PBL) emerges as a potential solution, especially when integrated with technology. This study is a Systematic Literature Review (SLR) of 57 selected articles from Scopus, Web of Science, and Google Scholar, aiming to analyze trends, effectiveness, challenges, and recommendations for the implementation of PBL in physics education. The findings reveal that PBL consistently enhances students’ HOTS, with technological support such as Augmented Reality (AR), digital simulations, and e-scaffolding strengthening the understanding of abstract concepts. However, the implementation of PBL faces pedagogical challenges (lack of teacher training), technological challenges (limited infrastructure), and institutional challenges (rigid curricula). Practical recommendations include the development of interactive digital teaching materials, teacher training, the combination of PBL with STEM or blended learning approaches, and the use of performance-based authentic assessments. These findings underscore the need for a holistic approach to optimizing technology-enhanced PBL in preparing students for 21st-century challenges.
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
FACTORS CAUSING AVERSION TO MATHEMATICS AMONG GRADE 12 STUDENTS IN PRIVATE SCHOOL IN THE MUNICIPALITY OF TAMPARAN PROVINCE OF LANAO DEL SUR, PHILIPPINES
This study investigated the factors causing aversion to mathematics among grade 12 students of a private school in the municipality of Tamparan, Lanao del Sur, Philippines, enrolled in the school year 2023-2024. One hundred fifty (n=150) grade 12 students were surveyed using the Causes of Students’ Aversion in Mathematics Questionnaire (CSAMQ) developed by the authors. The following two questions guide the investigation: 1) what are the causes of students’ aversion to mathematics? 2) What are the students’ levels of aversion to mathematics? Students’ aversion to learning mathematics was hypothesized as caused by the nature of mathematics, the teacher, and student factors. On the causes of aversion, students declared that of mathematics factors (40.65%) and the teacher factors (56.3%) do not cause aversion, while the student factors (39.26%) cause aversion among them. On the level of aversion, students have a low level of aversion in mathematics due to the nature of mathematics factors (40.65 %) and teacher factors (56.3%), while having a high level due to student factors (39.26%). The results underscore the need to reduce the causes of aversion among students due to teachers’ teaching practices and students’ learning attitude, study practices, and personality characteristics of both teachers and students.
USING CHATGPT IN ENGLISH LANGUAGE LEARNING: HOW MALAYSIAN POLYTECHNIC STUDENTS VIEW IT
The study explores Malaysian polytechnic students’ perceptions on using the increasingly popular ChatGPT (a large language model chatbot created by OpenAI) in their English language learning. The objectives of the study include determining to what extent ChatGPT is used in students’ English language learning, and how students perceive about using ChatGPT in helping them learn English language. The research design employed in this study is a survey study, and specifically a cross-sectional survey. For this purpose, a set of questionnaire adapted from relevant studies was distributed to diploma-level students in a Malaysian polytechnic. The results of this preliminary study will provide useful insight into how ChatGPT can benefit both formal and informal English language learning.
CHATGPT AS A SOCRATIC ASSISTANT: DEVELOPING STUDENTS’ REFLECTIVE AND CRITICAL THINKING
The introduction of ChatGPT and its use in the education sector has received varying responses. Termed as ‘apocalyptic’, ChatGPT presents an ethical dilemma with the possibility of leading students towards plagiarism, lack of criticality and passivity. However, if used properly, this tool, similar to other technological pedagogical tools that have initially been feared or criticised, may contribute to the development of STEM skills such as critical analysis, communication, independent thinking and reflection. Within this perspective and building on the principles of the Socratic Method with an emphasis on critical thinking, intellectual engagement and reflection, this paper explores the use of ChatGPT as a Socratic assistant. ChatGPT is, therefore, presented as a collaborative tool that enriches the learning environment whereby students can develop their critical skills, question assumptions, develop intellectual curiosity through prompting and eventually produce reflective and critical responses. This research adopts a posthumanist innovative methodology where data is produced through the intra-action between the researcher (human) and ChatGPT (non-human). The chosen methodology reflects the entanglement of the human (students, teachers) and non-human (AI) in an educational space dominated by chatbots and other technological assistance. Through generated examples, this paper shows how ChatGPT can be integrated into teaching and learning contexts, fostering deeper inquiry and self-reflection aligning with the Socratic Method. This research contributes to discourses on AI and its ethical use in transforming teaching and learning through innovative methods and may assist teachers in the development of innovative teaching practices assisted by AI.
STUDY HABITS OF THE STUDENTS IN THE UNIVERSITY OF PRISHTINA ‘’HASAN PRISHTINA’’
Students cannot use the study skills effectively, until they are not having good habits (Bajwa, Gujjar, Shaheen &Ramzan, 2009). This survey report identifies the main study habits of the Students of the University of Prishtina (UP), and their impact on students` learning process. 100 undergraduate students of the UP were participants in this study; they were supposed to fill in a questionnaire of 25 questions. This paper outlines the most common study habits of the students of UP. Findings suggested that students possess effective study habits, and that they are aware of the impact that their study habits have in their learning achievement. The results show that students do a study schedule for each semester, and that students feel quite confident with their study habits. However, significant differences are found between the results, and what was expected. Nevertheless, further work is suggested in order to make adjustments in students` learning process.
ADAPTING THE REGGIO EMILIA APPROACH IN SINGAPORE: ADDRESSING PROFESSIONAL DEVELOPMENT AND TRAINING NEEDS OF PRESCHOOL TEACHERS
With the ongoing reform of early childhood education in Singapore, the Reggio Emilia Approach (REA) has attracted more attention in the field. This qualitative study explores the practical challenges and professional development needs of preschool teachers in Singapore in implementing the REA. Despite the increasing popularity of the REA, which emphasizes child-centered pedagogy. Research findings from semi-structured interviews with three preschool teachers indicate that teachers face barriers. Challenges include inadequate resources, insufficient training, and cultural differences between the REA philosophy and the prevailing parental expectations of education (focus on academic achievement). This study highlights the need for professional development that not only deepen teachers' understanding of REA, but also equip them with practical skills to adapt to the cultural expectations of Singaporean education. This study contributes to the discourse on adapting Western educational models in Asian settings and emphasizes the importance of aligning educational innovations with local cultural and educational norms.
ARCHITECTURAL INNOVATION AND EDUCATIONAL PHILOSOPHY IN EARLY CHILDHOOD EDUCATION AND CARE: THE CASE OF FUJI KINDERGARTEN IN JAPAN
This case study explores Fuji Kindergarten, located in Tachikawa City, Tokyo, Japan, renowned for its innovative architecture and design. Rooted in Montessori philosophy, the kindergarten emphasizes free play, children's connection with nature, and autonomy. Designed by architects Takaharu and Yui Tezuka, the building features a distinctive circular layout, offering a 360-degree experience when standing at the center of the grassy playground. This paper examines Fuji Kindergarten's unique architectural features, its educational principles in alignment with Montessori education, and its broader implications for early childhood education. The success of Fuji Kindergarten not only challenges traditional educational practices but also introduces a new paradigm for integrating architectural innovation with child-centered pedagogies. By blending traditional Japanese architecture with contemporary educational philosophies, it demonstrates how thoughtful design can significantly impact young children's developmental outcomes and educational experiences. This study highlights the importance of creating educational environments that align with pedagogical goals, fostering spaces that support the holistic development of children.
STRATEGIES TO IMPROVE CHILDREN’S ENGLISH SPEECH PRODUCTION IN KINDERGARTEN IMMERSION SETTINGS
This study examines the strategies teachers employ to enhance children’s English speech production in kindergarten immersion settings in Japan. Reflecting global trends in early English education, many Japanese pre-primary institutions have incorporated English into their curricula. At this developmental stage, a primary learning objective is increased English verbal output, yet this goal remains challenging, particularly when this is instructed as a foreign language. Therefore, understanding the methods teachers use to stimulate verbal engagement among young learners is crucial. For this research, teachers of immersion classes for children aged three to five were interviewed. Interview data were transcribed and analyzed using Braun and Clarke’s (2022) reflexive thematic analysis approach. Findings indicated that teachers focus on creating a positive and supportive environment for English learning. In doing so, they consider the roles of four primary stakeholders in the learning process: children, parents, colleagues, and themselves. To support children, teachers employ strategies such as choosing topics that match children’s interests, systematically introducing new vocabulary, and building trusting relationships. In their interactions with parents, teachers prioritize frequent and transparent communication, fostering a collaborative approach to language learning. For their colleagues, teachers utilize cooperative techniques to promote teamwork and maintain a cohesive learning environment. Concerning their own practices, teachers engage in regular reflection, account for individual differences among children, and maintain realistic expectations regarding children’s English retention at this stage. In summary, this study suggests that teachers take a comprehensive approach to meet the needs of all stakeholders, ultimately centering their practices around the best interests of the children. These findings imply that teachers in English immersion programs implement child-centered strategies, even within educational frameworks that prioritize target language acquisition.
UNLOCKING COGNITIVE ENGAGEMENT IN LEARNING OF UNIVERSITY STUDENTS: DYNAMICS AND DRIVERS
This research paper explores the multi-dimensional factors influencing cognitive engagement among university students in Shanghai, integrating individual, familial, and institutional dynamics. Utilizing a mixed-methods approach, the study draws on data from the "China College Student Survey (CCSS)" to measure cognitive engagement through a specifically designed Likert scale. The study sample consists of 1,452 valid responses from 1,600 distributed questionnaires across six universities. Through descriptive statistics, correlation, and regression analyses, the research identifies significant determinants of cognitive engagement. Key findings indicate that cognitive engagement is profoundly influenced not only by individual characteristics—such as holding leadership positions—but also by familial factors like parental education and social networks, as well as comprehensive institutional factors including teaching quality and university infrastructure. Notably, urban-rural backgrounds and family economic conditions emerge as significant moderators, affecting how institutional and familial inputs influence students’ cognitive engagement. Results underscore the critical role of tailored educational strategies and supportive familial and institutional environments in enhancing cognitive engagement. The research contributes to educational theory by providing empirical support for the integration of multi-dimensional factors in understanding student engagement, offering actionable insights for educational policy makers and institution administrators aiming to foster enriched learning environments.
Copyright (c) 2024 https://creativecommons.org/licenses/by-nc/4.0
DESIGN OF A WEBSITE TO SUPPORT THE TEACHING-LEARNING PROCESS OF GENETICS
Genetics is a science whose teaching-learning process is complex, mainly because it involves abstract concepts about objects invisible to human eyes, such as cells, genes, molecules. The aim of this work was the design of a website for the teaching-learning of genetics by undergraduate \ two aspects: content and user interface. The contents were defined based on an analysis of the skills and knowledge necessary for life sciences professionals. The user interface was designed based on the concept of usability, taking “simplicity” as a guiding criterion. The Genetics website (genetica.abaco2.org) contains resources and tools: infographics, short tests on specific topics, and a simple simulator of the Hardy-Weinberg Law, among others. In addition, short educational texts were designed whereby the student can be introduced to specific topics. The efficiency in learning to read two texts was evaluated in ten groups of undergraduate students (5 of them experimental) by applying a ten-question questionnaire. The experimental groups, which previously read the two educational texts, had 19.8% and 32.2 % more correct answers than the control groups (P<0.01). The Genética website designed is a resource that supports the teaching-learning of specific topics in Genetics that has proven to be useful to undergraduate students and their professors.
CONTENT SLICING: LOW-CODE MANAGEMENT OF VIDEO, GRAPHICS AND MORE FOR ENGAGING CLASSROOMS
Modern educators have access to ever-growing options for the creation of learning resources to foster engagement and comprehension. This paper describes an implemented low-code platform tailored to the needs of visualising resource deployment and development. The metaphor of horizontal and vertical “slicing” is adopted from the field of software development to motivate the use of interfaces for managing diverse content, including video, banner graphics for delivering “Q&A” responses to student feedback, and a database of classroom activities. The effective marshalling of resources can help with enhancing interactivity and responsiveness in classrooms, and efficacy of the system is discussed through evaluation results showing that classes delivered via the system are at the very top of university-wide evaluation criteria
PERCEIVED COGNITIVE LOAD OF EXTENDED REALITY SERIOUS EDUCATIONAL GAMES ABOUT CLIMATE CHANGE
Integrating extended reality (XR) into undergraduate classrooms is not a new concept. However, comparing identical content in subdomains of XR is unique. This study compared two undergraduate courses with objectives about climate change on the Outer Banks of North Carolina coast at a large university in the Mid-Atlantic region of the United States. The purpose of these courses was to examine human and environmental impacts of global climate change in a local context. Investigating the challenges facing North Carolina barrier islands, the class took a 5-day field trip to the Outer Banks of North Carolina and visited four sites where they used augmented reality (MR) to learn about the impact on climate change at those respected locations. The comparison class immersed in virtual reality (iVR) of the four sites using the same information provided in the MR. 24 (6 MR and 18 iVR) participants completed the National Aeronautics and Space Agency Task Load Index (TLX) immediately after completion of either the respective MR or iVR based game. Independent samples Mann-Whitney U testing rejected the null hypotheses for temporal, effort, and performance only. An explanation for possible reasons for these results are discussed.
THE RESEARCH ON ANXIETY EVALUATION OF FOREIGN STUDENTS
Studying a foreign language is not a piece of cake and it demands a lot of time and effort from the learners. According to the technological development, studying a foreign language is becoming more leisurely day by day, since speaking is the most crucial skill of the basic four skills for everyone.. Every learner desires to speak fluently by learning a language, but anxiety wholly hinders their attempts. The anxiety is one of the main three psychological factors such as anxiety, self-esteem, and motivation that can affect the students' troubles, especially speaking in Mongolian. In this paper, our study aimed to analyze students' speaking anxiety in the Mongolian Language Preparatory Program at the National University of Mongolia and the Mongolian National University of Medical Science. We tried to find out the foreign students' anxiety ranks and causes of speaking the Mongolian language. The survey participants of the research were foreign students at the National University of Mongolia and the Mongolian National University of Medical Science in the 2022-2023 academic year. We used a questionnaire to carry out a survey. As a result of the study, students' anxiety in speaking Mongolian was defined and classified by several indicators of speaking.
METHODOLOGY FOR RESEARCH-INFORMED TEACHING AND LEARNING IN ELECTRONICS ENGINEERING
In the fast-growing era of Engineering and Technology, in particular, the Electronics Engineering modules/subjects have become a challenging area nowadays to educate the students in this COVID- 19 scenario. This present research proposes a methodology to help the students improve their learning by including practical laboratory and research. This proposed methodology will assist students in developing creative concepts and electronic devices for advanced device applications related to Electronics Engineering. The main emphasis is Research Informed Teaching (RIT) and learning with design projects centered on the Bachelors, Masters, and Doctorate students. In addition, this work discusses the research projects, teaching methodology, etc., which can be helpful for academicians and students.
PERCEIVED SELF-EFFICACY AND ACADEMIC PERFORMANCE OF STEM SENIOR HIGH SCHOOL STUDENTS
The manner schools taught changed from face-to-face to online delivery due to the Covid-19 pandemic. But learners perceived online lessons burdened mental and psychological health, ability to learn, and literacy in reading, writing and arithmetic. Conversely, local studies deemed learners’ ability to succeed in classes improved from moderate pre-pandemic to high during. This study described the sources of self-efficacy, which are mastery experiences, vicarious experiences, verbal persuasion, and physiological feedback of STEM students at NU Fairview Incorporated, were utilized as respondents. As a result of the study, it is showed that the source of their self-efficacy were their mastery experiences which are attributed to frequent engagement in activities and success experiences. It is also found out that there is no significant difference between the sources of self-efficacy and STEM students’ GWA. On the other hand, perceived self-efficacy vary between male and female. Also, vicarious experiences appear to vary on perceived self-efficacy across different specialization within STEM. Findings call for improving teachers’ practices in giving positive feedback on the learners’ output and performance in class. In addition, the need to improve on constructing written works, and activities which are time-bound, and meaningful which intends to encourage and not to exhaust students.
CHALLENGES IN THE IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT OF DEVELOPING SCHOOLS: BASIS FOR A COMPLIANCE FRAMEWORK
This study is qualitative research that employs a descriptive design. It aimed to determine the challenges encountered by the Level 1 (Developing) schools in the District Schools, Division of Bulacan, Philippines, in the implementation of School-Based Management (SBM) as a basis for the proposal of a Compliance Framework. This study describes the compliance level of participant schools in SBM implementation and how they addressed the challenges encountered that led to the development of a Compliance Framework. The researchers gathered data from the SBM validation results of each school and survey interviews with the school heads and SBM coordinators. Results showed that the actual performance of the schools studied was significantly below the required criteria for achieving an advanced level of School-Based Management and that there is a need for improvement in these schools' application of all the SBM principles. Results also revealed that participant schools encountered several challenges in the implementation of school-based management. It was recommended that schools undertake comprehensive training on the administration of the School-Based Management system. The adoption of the proposed Compliance Framework developed in this study is highly recommended to intensify SBM implementation in schools, which can contribute to improving their overall level and general status.
SCRIPT RELATIVITY IN PSYCHOLINGUISTICS AND SOCIOLINGUISTICS: WRITING SYSTEMS AS A CATALYST FOR COGNITION AND CULTURE
Script relativity posits that the writing system in which we read affects our thinking, information processing, cognitive mapping, and thought patterns. Given that script effects have been investigated primarily in psycholinguistics, this paper discusses the potential to extend the scope and sequence of research to a broader level of sociolinguistics. As the microscopic psycholinguistic analysis can be complemented by a macroscopic sociolinguistic view, the interplay among cognitive, linguocultural, and sociocultural variables can facilitate our holistic understanding of script effects. To this end, this paper provides an account of writing systems as a catalyst for building cognition and culture. The dynamic interaction between individual language processing (psycholinguistics) and language use in social and cultural contexts (sociolinguistics) is discussed, which has both theoretical and methodological implications for future research, policy, and practice.
TEACHER EDUCATORS’ PERCEPTIONS OF UTILIZING MOBILE APPS FOR ENGLISH LEARNING IN SECONDARY EDUCATION
Mobile apps have gained significant popularity due to their myriad advantages, rendering them valuable educational tools. In Indonesia, English is a mandatory subject in secondary education, which refers to both junior and senior high schools. The research explores teacher educators' perspectives at the State Islamic Institute of Kediri regarding using mobile apps for English learning in Indonesian secondary education. With English being mandatory in secondary schools, teacher educators play a crucial role in preparing teacher candidates for the challenges of the modern era. Through semi-structured interviews with eight teacher educators and using thematic analysis, the research reveals varied perceptions: three teacher educators express positive views on the contribution of mobile apps, three hold negative perceptions suggesting potential disruptions to student focus, and two remain neutral. These differences are due to teaching experience, app usage, exploration experiences, app variety, school settings, and the success of teacher candidates during internships. The findings provide insights for academics, educators, and policymakers, offering a foundation for future research in different settings and exploring the impact of teacher educators' perceptions on English teachers' practices.
EFL SCHOOLTEACHERS’ LANGUAGE PROFICIENCY AS A KEY FACTOR IN THE LANGUAGE EDUCATIONAL ENVIRONMENT
This research investigates the significance of schoolteachers’ English Language (EFL) proficiency as a crucial factor for developing the language educational environment in Kazakhstan. The study explores the theoretical aspects of the language educational environment. It focuses on the strategies EFL schoolteachers employ to enhance their English language proficiency and their perceived additional support needs. 525 EFL teachers, including 301 from urban schools and 224 from rural schools, participated in the study. The findings from the questionnaire revealed that urban teachers display a more substantial commitment to consistent language skill enhancement, actively participating in language courses, and engaging in communication with native speakers. In contrast, rural teachers experience language barriers in communicating with native speakers due to limited interaction opportunities. Addressing the diverse needs of EFL schoolteachers holds paramount importance for the effective development of the language educational environment, particularly across rural contexts. The identified support needs emphasize technical assistance, interaction with native speakers, availability of language courses, and access to educational materials. This study contributes valuable insights into language proficiency enhancement strategies and support requirements across urban and rural educational landscapes.
METHODS OF TEACHING THE WORKS OF M. AUEZOV IN HIGHER EDUCATIONAL INSTITUTIONS
The article discusses the creative skills and writing talent of M. Auezov, who has become an honorary name in the world. The works of the writer M. Auezov, who rose to the world level with his first stories in the twenties, raise a problem common to all mankind. The first stories, which raised the issues not only of one nation but of all mankind, were distinguished by the artistic and ideological basis of the issues raised. From this point of view, the ways of teaching the artistic and ideological features of the first stories and short stories of the writer in higher education are considered. It collects literary analysis and methods based on best practices and offers effective methods. Demonstrates the effectiveness of the widespread use of the "anthropocentric" paradigm in the study of M. Auezov's fiction. Analyzes the importance of using the writer's method of realistic description when teaching the story "An Orphan’s Lot" based on paradigms in different ways used in modern education. Analyzes the experience of M. Auezov's large-scale and artistically ideologically large-scale story "The story of Karash-Karash" in the use of expressive reading, role-playing, problem situations, question-answer, dialogue platform, research conversation, etc. The author emphasizes the importance of M. Auezov's works in the upbringing of children in modern education system.
A CRITICAL EXAMINATION ON IMPLEMENTING AND ESTABLISHING A PLC USING AFFECTIVE MANAGEMENT
This research examined the outcomes of implementing professional learning community (PLC) at an international school in the UAE, focusing on affective management. Exploration examining affective impacts is suited for a school as they are social environments with emotions impacting interactions and outcomes. A literature review on affective management is used to develop criteria for PLCs. Teacher recollection and school documents were used to evidence the PLC and compare to the model. Affective management of change is important in innovation because emotion influences teacher responses and outcomes. Implementation of innovations can contribute to feelings of vulnerability, discomfort and anxiety. Distributed leadership provides an opportunity for successful innovations but can result in conflict and resistance. Success is based on the shared goals of managers and subordinates. The establishment of the PLC was unsuccessful as there was no articulation of goals and lack of consistency in practice, which ultimately undermined teachers’ identities. Consequently, the requirements for affective containment were not in place and mangers and teachers conflicted with each other. Ineffective management led to teachers using emotional capacity to withstand stresses rather than forming a functional PLC. However, failure may also have resulted from anxiety stemming from the context of the school.
MATHEMATICS TEACHERS’ PERSONALITY AND INTELLIGENCE POTENTIAL PREDICTING THEIR TEACHING STYLE
The long term goal of this study was to investigate the common profile of Math teachers with three factors: personality, cognition and communication and then analyze their teaching style predicted by this profile. The research process lasted two academic semesters and involved 40 Bachelor Math pre-service teachers studying self-knowledge courses and 40 Master Math in-service teachers studying psychology of management. Both groups completed a teacher test portfolio with 15 psychology tests measuring various aspects of their personalities, intelligence, motivation, and communication. Interestingly, only five of those questionnaires revealed a lot of similarities and allowed us to compose a common profile of math teachers. Two personality typology tests such as the MBTI and the Big Five Test, were found to be reliable in identifying common personality traits for math teachers. Multiple intelligence and brain dominance questionnaires brought out specific cognitive abilities, and the Value Communication Test detected similar preferences in math teachers. After compiling a professional portrait of math teachers, the second stream of our research was to predict their teaching approaches and practices they can use in the math classroom. Overall, the findings of this research suggest that personality, communication preferences, and intelligence characteristics can play a role in determining teaching style in the math classroom.
Copyright (c) 2023 Svetlana Lukashova, Dayana Kadyr https://creativecommons.org/licenses/by-nc/4.0
USING COLLABORATIVE ONLINE INTERNATIONAL LEARNING (COIL) AS MEANS FOR INTERNATIONALIZATION: REFLECTIONS FROM ACADEMICS
Collaborative Online International Learning (COIL) is an educational strategy that promotes international learning through online cooperation between academics and students from various countries or regions within the context of a course. The purpose of this research is to uncover the function of COIL projects in the context of higher education institutions (HEIs) worldwide. Reflections from two Central University of Technology, Free State academics who collaborated with international partners to teach courses in different locations and co-facilitated online collaborative activities are shared. The study is qualitative in nature and a case study research design was adopted. Results revealed that a greater international awareness in curriculum design solutions and an appreciation for innovative teaching solutions is needed. The recommendations in this paper are to develop COIL initiatives at Universities of Technology (UoTs) in order to aid in the development of global-minded students and curricular internationalization.
Copyright (c) 2023 Nomfundo Gladys Khoza, Nolwazi Qumbisa https://creativecommons.org/licenses/by-nc/4.0