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Learning loss pertains to the decline or regression in knowledge and abilities, as well as setbacks in academic advancement. This phenomenon typically arises from prolonged interruptions or gaps in the pupil's educational journey. Learning loss can be observed in diverse manifestations due to many factors. One example that can be illustrated is the disruption of formal education due to the COVID-19 pandemic that struck the world in 2019. As a result, this phenomenon has impacted students' academics, whether at the school level or higher education institutions, especially primary school students, thus causing learning poverty. This scoping review aims to identify the degree of reading literacy among primary school students and to investigate the factors that contribute to the learning losses of primary school students from the reading aspect. Four databases, including Scopus, Education Resources Information Center (ERIC), Bielefeld Academic Search Engine (BASE), and Directory of Open Access Journals (DOAJ), were used in this research, which found 40 articles for eligibility. Only 20 articles are eligible for analysis and reference after the exclusion and inclusion process for data collection. The findings show that learning losses have impacted the education sector, leading to poverty, especially among primary school children.

Artificial intelligence (AI) has contributed to various facets of human lives for decades. Teachers and students must have competency in AI and AI-empowered applications, particularly when using online electronic platforms such as learning management systems (LMS). This study investigates the structural relationship between AI literacy, academic well-being, and educational attainment of Iranian undergraduate students. Using a convenience sampling approach, we selected 400 undergraduate students from virtual universities equipped with LMS platforms and facilities. We collected data using three instruments--an AI literacy scale, an academic well-being scale, and educational attainment scale--and analyzed the data using Smart-PLS3 software. Results showed that the hypothetical model had acceptable psychometrics (divergent and convergent validity, internal consistency, and composite reliability). Results also showed that the general model had goodness of fit. The study thus confirms the direct effect of AI on academic well-being and educational attainment. By measuring variables of academic well-being, we also show that AI literacy in China and Iran significantly affects educational attainment. These findings have implications for students, teachers, and educational administrators of universities and higher education institutes, providing knowledge about the educational uses of AI applications.

Further analysis of the effectiveness of integrating project-based learning (PjBL) in Invertebrate Zoology courses to improve students' science process skills and conceptual understanding needs to be carried out. This research was aimed to analyze the integration of PjBL in the Invertebrate Zoology course on scientific process skills and conceptual understanding of student. As for seeing the effect of each indicator from each predictor, a qualitative descriptive analysis was carried out. Respondents in this study were students of the Biology Education Study Program FTTE Universitas Bengkulu. A sample of 30 respondents was taken by random sampling technique. The research instrument is a questionnaire for scientific process skills and tests for understanding concepts. The hypothesis is tested using Analysis of Variance (ANOVA). The integration of PjBL has a significant influence on the scientific skills process of 0.038 with an F value of 4.524 and also has a significant influence on concept understanding at 0.018 with an F value of 0.018. It was concluded that there was an effect of the integration of PjBL on scientific process skills and conceptual understanding of Invertebrate Zoology, with a significance level of 0.05, so that it can be taken into consideration in developing learning in the Invertebrate Zoology course.

This research examines the effects of technostress on educators' productivity within Jordan's higher education sector, highlighting gender differences. Technostress, characterized by techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty, adversely affects productivity. The study gathered data from 500 educators through a structured online survey, achieving a 73% response rate. Analysis revealed that technostress generally decreases productivity, with a more pronounced negative impact on male educators than females. The findings underscore the necessity for targeted interventions to mitigate technostress, particularly among male educators. Strategies recommended include training programs, policy adjustments, and organizational support to enhance the digital teaching environment. This study contributes to the understanding of technostress in Jordanian educational settings. It offers practical recommendations for enhancing e-learning practices and improving the overall educational experience and productivity in Jordan's higher education sector.

COVID-19 pandemic has forced educational institutions to use e-learning systems. Bangladesh is no exception; many students come from underprivileged families who are not well-off. This study aimed to explore the antecedents to the underprivileged undergraduate students' intention to participate in online classes in Bangladesh through the integration of the Technology Acceptance Model, Information Systems Success Model, and Theory of Planned Behaviour. We used confirmatory factor analysis (CFA) to test the hypotheses. The non-probability sampling method was used to select 394 respondents by dint of the subjective judgment of the researchers. Using smart PLS software, the data were analyzed with Structural Equation Modeling (SEM). It was divulged that e-Learning usage intention (BI) is influenced by attitude (ATT), perceived usefulness (PU), students' online learning satisfaction (SOS) and subjective norms (SN). But perceived ease of use (PEU) and system quality (SQ), internet service quality (ISQ) and perceived behavioral control (PBC) do not influence BI. Even ISQ does not influence SOS. It was also revealed that PEU mediated attitude and PU, and PEU and SQ also influenced SOS. The study contributes to e-Learning literature by incorporating three models which may guide policymakers in understanding how to integrate students from all social classes into e-learning systems to eliminate academic digital discrimination.

The present research was carried out to explore the relationship between academic procrastination and academic performance among virtual and conventional university students. The role of the demographic characteristics of the participants was also explored. Nonprobability convenience sampling technique was used to select a sample of 200 students. Academic procrastination scale (McCloskey, 2011) and students' CGPA were used to measure variables. Pearson product-moment correlation, multiple linear regression, and independent sample t-test were used to test study hypotheses. Among the demographic characteristics, level of education, living status, and mode of education were positively related to academic procrastination. Gender negatively predicted academic procrastination. Living status, mode of education, and job status positively predicted academic procrastination. Level of education and mode of education positively predicted academic performance. Academic procrastination negatively predicted academic performance. Men showed more academic procrastination than women. Graduate-level students had higher academic performance than undergraduate students. Students belonging to rural areas had significantly higher academic procrastination than urban students. Conventional university students showed less academic procrastination than virtual students. Working students had higher academic procrastination than nonworking students. The findings of the study can be used to provide pertinent recommendations to institutes and parents to overcome academic procrastination and enhance academic performance.

The present study examined students' perception of using Artificial intelligence-powered text-to-speech apps (AI TTS Apps) to learn aspects of English language pronunciation. This investigation was conducted considering the extended Unified Theory of Acceptance and Use of Technology (UTAUT2). To ensure participants had prior experience using AI TTS for pronunciation, they engaged in five sessions focused on learning both segmental and suprasegmental aspects of pronunciation through a text-to-speech app. This research employed a mixed-method approach. A questionnaire was used to examine participants' perceptions of AI TTS Apps, while interviews were conducted to gain deeper insights into their experiences with AI TTS Apps. According to the results, participants positively perceived the use of AI TTS Apps in learning pronunciation. It is recommended to utilize AI Text-to-Speech Apps both within and outside pronunciation classes, due to their positive pedagogical effects.

Bodily engagement with the material and sociocultural world is ubiquitous in doing and learning science. However, science education researchers have often tended to emphasize the disembodied and nonmaterial aspects of science learning, thereby overlooking the crucial role of the body in meaning-making processes. While in recent years we have seen a turn towards embracing embodied perspectives, there persist considerable theoretical and methodological differences within research on embodiment in science education that hamper productive discourse. What is needed is a careful examination of how different traditions and disciplines, among them philosophy, social semiotics, and cognitive science, bear on embodiment in science education research. This paper aims to explore and articulate the differences and convergences of embodied perspectives in science education research in the form of a dialogue between three fictitious personas that stand for the cognitive, social-interactionist, and phenomenological research traditions. By bringing these traditions into dialogue, we aim to better position the role of the body in the science education research landscape. In doing so, we take essential steps towards unifying terminology across different research traditions and further exploring the implications of embodiment for science education research.

Islamic university students in Indonesia must improve disaster literacy by developing science-Islamic integrated disaster geography textbooks. This study aims to determine the appropriateness of science-Islamic integrated disaster geography textbooks and the effect of using them on students' learning outcomes. The Dick and Carey model was used in this development. The product was validated by experts in material, design, and the integration of Islamic science and tested on students and lecturers on a limited basis. The experiment subjects were 27 Social Science Education students from Universitas Islam Negeri Maulana Malik Ibrahim Malang. Instruments are in the form of a questionnaire to determine the appropriateness of the book and test questions to determine the effect of book products on learning outcomes. Data were analyzed descriptively and using an independent sample t-test. The results showed that science-Islamic integrated disaster geography textbooks were appropriate for use in learning with an effective category (appropriateness score = 81.08%). The use of science-Islamic integrated disaster geography textbooks affected students' learning outcomes (p=0.000) < [alpha]=0.05). Further research suggests developing digital books on other materials because the Islamic science integration curriculum has been proven to improve students' learning.

Scholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers' reflective practice and insufficient support of teacher educators have been noted in the literature. Against these backdrops, the present study attempted to demonstrate how reflecting on reflections, a form of reflective practice, of Critical Incidents (CIs) contributes to building pre-service TESOL teachers' professional awareness. The study involved ten pre-service teachers (PSTs) in reflecting on reflections of CIs during the teaching practicum. Following the interpretive phenomenological approach, the study unfolded the CIs associated with pedagogical factors, including passive participation of the students, students' late arrival in the classroom, disobedience to teachers' instructions, the chaotic environment in the classroom, students' rude behavior, and disruption caused by technical glitches, and CIs associated with intrapersonal and interpersonal factors, comprising students' emotional exhaustion and unprofessional behaviors by senior teachers. Subsequently, it illustrated how PSTs cultivated their professional awareness through reflecting on reflections of CIs. The study presented a reflective practice framework applicable to pre-service and in-service teacher education programs. It also provided practical suggestions for pre-service and novice teachers to address and overcome the CIs. Teacher educators and trainers can harness the findings to prepare PSTs to conduct interactive and productive English language classes.

Schools are a critical setting to promote healthy youth development through the provision of evidence-based programs (EBPs), yet preventive EBPs in schools are underutilized. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework highlights numerous factors that may influence program adoption during the Exploration phase and progress monitoring during the Implementation phase. However, no research has systematically and simultaneously identified the factors that influence school administrators' decision-making during these important processes. We conducted semi-structured interviews with 24 school administrators in the Midwestern region of the U.S. to understand how they weigh various considerations that inform their adoption and progress monitoring of prevention programs. Results indicated that school administrators consider five separate factors during the adoption decision, prioritized in the following order: (1) need for the program; (2) school community buy-in; (3) contextual fit; (4) resources; and (5) program characteristics (including the evidence-base). Further, administrators consider five indicators to monitor program performance, prioritized as follows: (1) intervention fidelity; (2) quantitative and qualitative data that determine if the identified need was met; (3) school community buy-in; (4) resource consumption; and (5) program characteristics. Implications for prevention scientists and suggestions for future research are discussed.

Previous studies on lexical focus on form (FonF) have mostly centred on FonF in reading with a few pre-selected lexical items. This study investigated the contribution of oral incidental FonF to developing learners' lexical knowledge in a free discussion EFL class. Incidental FonF was provided to 15 upper-intermediate learners who participated in 10 sessions of a meaning-oriented class. To gauge the retention rate of the lexical focus on form episodes (FFEs), two individualized multiple-choice achievement tests based on the lexical FFEs the learners reported to have no previous knowledge of in their uptake sheets were administered every five sessions, and two delayed posttests were given five weeks following each immediate posttest. Moreover, the participants were asked to compose two prompt-based writings on topics selected out of the covered themes in the posttests. Thematically relevant lexical FFEs extracted from each learner's uptake sheets made up the tailored prompts per learner. Results indicated rather high effectiveness of oral incidental FonF in developing learners' receptive and productive lexical knowledge in both short and long terms. The findings also revealed that learners fail to develop knowledge of the grammatical aspects of some lexical FFEs if their attention is merely drawn to their meaning aspects.

This research aims to investigate social science education students' preparedness before they attend problem-based hybrid learning (PBHL). This research is quantitative research with an explorative survey method conducted on college students taking Social Science Education Program in Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. The participant of this study were 118 students, subsisting of 32 male and 86 female students. This research used a questionnaire with a 1-4 Likert scale as an instrument to measure students' readiness, weighted from their motivation, prospective behavior, and information and communication technology (ICT) skills. The data collection process was carried out through Google Form in April 2020. This research used descriptive quantitative analysis to discover students' preparedness and one-way ANOVA to identify the effect of gender type to the students' preparation in PBHL. The results of this research show that social science education students' preparedness (motivation, prospective behavior, and ICT skills) in PBHL is classified high, namely in the B+ category. Furthermore, the gender type has no significant effect on students' preparedness for PBHL (p>0.05). Recommendation based on the research result is the university has to facilitate easy internet access, such as by accelerating the bandwidth, internet connection, and promote other policies that support PBHL.

This study aimed to examine authentic models of science assessment in assessing the competence of senior high school students who met the criteria of validity, practicality, and effectiveness. The methodology applied was an evaluation and developmental research. Research was conducted in senior high school in accordance with the needs of the development of authentic Statistical Analysis System (SAS) models. The participants were students of class X senior high school Gowa in South Sulawesi academic year 2020/2021. The instruments comprised (1) SAS model validation sheet; (2) science achievement test; (3) questionnaires; and (4) observation sheet. The findings of the quality authentic science assessment model met the validity and effectiveness criteria for high category learning outcomes with positive student responses. The practicality implications of the SAS model were also very worthy of applied science in teaching science for assessing the competence of senior high school students.

In the era of globalization, digital literacy has become one of the competencies that students must possess. Rarely can one find research that examines the effect of the WE-ARe model on digital literacy in biology education. WE-ARe is a constructivist-based active learning model consisting of Warm-up, Exploring, Argumentation, and Resume phases that emphasize students' collaborative and elaborative qualities. The objective of the study was to determine the impact of the WE-ARe model on the digital literacy of future biology teacher candidates. This is a quasi-experimental study using the Pretest-Posttest Control Group Design. The research population comprised all Tadris Biology students from IAIN Ternate and STKIP Kie Raha in the City of Ternate, North Maluku, Indonesia. The research sample contained 60 fourth-semester students from the Department of Tadris Biology. The validity score for the literacy digital instrument was 3.89 (very valid), while the correlation value (r-calculated) was 0.585. The Cronbach-Alpha analysis showed a score of 0.939, indicating that the literacy digital instrument was valid and reliable for use in data collection. This study was conducted during the even semester of the 2021/2022 academic year. The data were analyzed through ANACOVA using 5% level of significance. The results demonstrated that the WE-ARe model had an impact on the preservice biology teachers' digital literacy. The findings of this study provide an insight on the use of a new learning model that can be used to enhance students' 21st century skills.

The purpose of this study was to evaluate the quality of research-based learning conducted remotely through the use of the Moodle learning management system using the Context, Input, Process, and Product (CIPP) evaluation model. Data sources include lecturers, students, faculty documents, study program materials, and Moodle learning management systems (LMS) used in lectures. Data were gathered using the CIPP evaluation checklist (2002), semi-structured interviews, document analysis, and observation. The data were analyzed using content analysis. The findings indicate that learning occurs entirely within the Moodle LMS, which includes lecture tools, is guided by lecturers with subject-specific expertise, is collaborative within the lecture system, and is conducted using appropriate and effective virtual synchronous and self-directed asynchronous learning approaches. Additionally, employing various approaches and learning strategies has a major influence on students' abilities, attitudes, behaviors, and values when it comes to developing educational research and writing a quantitative research proposal. However, because proposal assignments are often assigned towards the program's ending, the time necessary to complete them is typically quick. This looks to be an omission of certain students' abilities. Slow learners will fall behind on these assignments.

Although international students represent around 5% of the higher education population in the United States, research on psychological factors that result in this segment's academic success remains limited. This study sought to help fill this knowledge gap by exploring success factors that affect international students' academic progress. Specifically, we examined psychological characteristics and learning strategies influencing these students' achievement. Quantitative data were collected from 85 international students in the United States. Using a survey grounded in positive psychology and learning theories, we studied correlations between their character strengths, learning strategies, and academic performance. A linear regression model was used to determine the predictability of these students' academic performance. Character strength variables correlated with academic performance and learning strategies. In addition, learning strategies correlated positively with academic performance. Multiple regression analysis revealed that both character strengths and learning strategies predicted academic performance whereas demographics did not.

Differentiated classrooms accommodate students' diverse needs, however, tailoring learning to meet students' individual needs is challenging for teachers. This study explores students' diversity in an English as a foreign language (EFL) classroom setting, especially students' needs in differentiated English language tasks and assessments through a quantitative survey. The survey consists of a questionnaire investigating students' different needs in a differentiated English classroom. The data were gathered through an online survey for junior high school grade 8 students in Yogyakarta Province, Indonesia. Eight hundred and eighty-five students aged between 12 to 15 years participated in this study. The survey data were analyzed using descriptive statistics. Additionally, 102 students voluntarily joined a semi-structured interview session. The results of the interview were then analyzed using thematic analysis. This study revealed that students have various needs regarding their English learning goals, as well as the assessment of the four language skills activities and products, media preferences, favorite topics, task setting, and teacher's role preferences. Implications of the results for accommodating students' diverse needs in the EFL classroom are discussed.

Dyslexia is the most common learning disability. Knowledge about dyslexia is thus essential for its prevention and early identification. Despite recent advances in dyslexia grounded in the science of reading and the science of teaching reading, it remains unclear the extent to which different professionals who work with children diagnosed with dyslexia actually know about the disorder. This study examines the knowledge of professionals working with children with dyslexia in Lebanon. We administered a 29-item online Qualtrics survey to 175 professionals including speech-language pathologists, special educators, and psychologists. Using exploratory factor analysis in the exploratory structural equation modeling framework, we compared one-, two-, and three-factor models and selected the one factor solution as optimal. Results indicate that the instrument is valid as a measure of dyslexia knowledge in this population. Furthermore, participants held both correct knowledge and misconceptions about dyslexia. We conclude with limitations, recommendations for future research and practice. [Note: The page range (39-74) shown on the PDF is incorrect. The correct page range is 38-74.]

Recent studies indicate that academic performance is a complex phenomenon that can be influenced by various factors. Previous studies have also demonstrated a positive and significant relationship between academic performance, academic self-efficacy, and readiness to take advantage of mobile learning tools. The mediating role of mobile learning readiness in the relationship between academic self-efficacy and academic performance has received scant attention from researchers. The current study has investigated the potential relationship between academic self-efficacy, mobile learning readiness, and academic performance. The study sample comprises 326 students from … University. Data were analyzed by means of structural equation modeling employing AMOS software. Results demonstrated a positive and significant relationship between mobile learning readiness and students' academic performance. Furthermore, the findings revealed that increased academic self-efficacy was not significantly associated with improved academic performance. Eventually, mobile learning readiness positively mediated the relationship between academic self-efficacy and the students' academic performance. Considering the key findings of the present study, we suggest implications for developing students' mobile learning readiness in the mobile learning context.

This article reports data from a qualitative study conducted within the elitist English-medium schools in three cities of Pakistan to claim that theory building, and English teaching practices are still modeled on monolingual biases inherent in the orthodox notions of linguistic purism and Anglo-normative traditions of the 1990s. Orthodoxy is manifest in schools' strong emphasis on direct method and communicative language teaching, and essentialist language management where English is enforced as the sole legitimate language of academic and non-academic transactions. Native language use is attached a stigma and viewed as deficiency in the English language. Such Anglo-normative culture invokes guilty conscience in teachers and students as they disapprove native languages even when they know that they can serve as useful meditating tools for effective content transfer. Crucially, amid English gatekeepers' celebratory attitudes toward English as the sole legitimate language, some teachers still demonstrate deviation from the pervasive linguistic norms. Showing reflexivity and agency, these teachers ideologically oppose the official policy. They discursively generate spaces for negotiating and appropriating the official policies, which signifies that language policy can be a complex multi-layered process rather than a linear, discrete, or top-down phenomenon. Teachers' agency is interpreted as 'decolonial performativity'.

STEM (Science, Mathematics, Engineering and Technology) education has widely been considered to have the potential to prepare students with 21st-century skills. Though the Government of Bangladesh (GoB) is concerned with developing human resources for the 21st-century, STEM education has not yet achieved a strong position in the national curriculum system. This study aims to provide a guideline to the GoB to take necessary steps to integrate STEM initiatives aligned with the current science and mathematics curriculum. Adopting a literature survey on the integrated STEM approach, document analysis (primary math and science curriculum, textbook, and teachers' guide of grade 3, 4, and 5) and semi-structured interviews of the primary mathematics teachers, head teachers, STEM experts and curriculum developers of Bangladesh, a framework of integrated STEM approach for primary level has been developed. Besides, the study identified some chapters from science and mathematics textbooks where there are some scopes to integrate the STEM approach and also developed some STEM activities for grade 3, 4, and 5 as future guidelines to the practitioners. This study contributes to the field of STEM-focused primary education in the context of Bangladesh by offering practical guidelines for academic institutions, curriculum developers, teachers' trainers, and policy makers of the country.

In this research we attempt to empirically validate a model - using signalling theory - that explains important antecedents and consequences of students' attitude towards internationally accredited business schools. Using a quasi-experimental design, we collected data from undergraduate students of eight countries across four scenarios. The results of our overall model suggest that students' concern for achievement is strongly correlated with their attitude towards international accredited schools. Students' attitude towards accredited business school is a strong predictor of school reputation and legitimacy and both influence their support intentions. The study also indicates that multiple accreditations do not moderate the relationships in our proposed model.

There is an emerging need for redefining religious literacy for teachers in mainstream secondary schools in the United Kingdom (UK) where Religious Studies is part of the core curriculum. The research study draws upon careful observation and analysis of UK mainstream secondary school curricula about Islam and on the qualitative pieces of evidence from teaching the Institute of Ismaili Studies' (IIS) secondary curriculum in religious education classes for learners within the Shi'a Imami Ismaili Muslim community. A novel three-dimensional pyramid approach is proposed for those who teach Islam in UK secondary mainstream schools that aims to provide a holistic understanding of Islam using inclusivist and multifaceted perspectives. The dimensions of the approach include religious situatedness, social connection, and chronological evolution. The findings from implementing this approach show that situating religion within a humanistic realm helps learners gain insights into the nuances of dynamic forces that are at play.

This paper explains how to prepare students to learn faster, as learning is not directly connected to classroom teaching. Learning can happen in various forms, and hence, experiential teaching connects students well. The learning could be faster and far greater than expected. This study follows a process incorporated for betterment and advancement for growth. Students do come with a learning attitude, and they expect the class to be filled with easy learning and faster understanding. Students also understand subjects based on experiential learning. This experiential learning is a seven-step process that includes an introduction to the topic, recollecting what was taught the other day, a PowerPoint presentation for seventeen minutes, a dictation for 3 to 4 minutes on important points for the day, a video presentation of five minutes, a live video from a Google search for five minutes, or a showing of the relevancy of the current topic, removing the screen, 'Chalk and Talk' and making them do it, and a heuristic ideation file, collage, or management game that engages them for the full 60 minutes and closes the topic by discussing what will be taught the next day. Every time the 5WH principle, which stands for Why, What, Where, When, Which, and How, is followed, a specific notion, construct, or theory about management-related topics and practice is designed and developed for betterment, making this original academic study an empirical paper.

Purpose: This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings. Design/methodology/approach: This research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas. Findings: The study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement. Originality/value: This research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.

This study aims to conduct a comparative analysis of diverse moral and value-based frameworks within the context of peace education. The selected schools represent three distinct ideological orientations: secular and faith-neutral (Roots Millennium School System/RMS), faith-inspired (International Islamic University School-IIUI School System), and faith-based Deobandi Madrassa (Jamia' Faridiyya Islamabad). Employing a comparative case study approach, the research endeavors to address several key research questions: What religious or moral-ethical philosophies underlie the distinct moral frameworks of each school system? How have these schools developed formal and informal strategies to translate these philosophies into practical implementation? To what extent are these frameworks influenced by specific religious worldviews and responsive to challenges in political, economic, or cultural spheres? What dimensions of peace education are encompassed within these values-based frameworks? The findings of the study reveal that all three types of schools possess the potential to foster peace education. However, each school employs a unique approach based on its underlying ethical framework. This study underscores the importance of considering the ethical frameworks of educational institutions when devising peace education programs and policies. Furthermore, it emphasizes the significance of cultivating an inclusive and diverse learning environment that nurtures respect for varying moral frameworks and cultivates critical thinking concerning ethical dilemmas.

Special education teachers' attitudes to teaching students with disabilities in the regular classroom were investigated alongside demographic characteristics. They had positive attitudes to inclusive teaching, with males, expatriates and Cycle. Two teachers being more positive. Attitudes towards inclusion were not, however, significantly correlated with age, place of residence, education, teaching experience or specialty. These findings offer the Ministry of Education important evidence on teacher attitudes to inclusive education, for the promotion of collaboration, respect and equality. Through inclusion, students with disabilities can form positive relationships with peers and grow to become fully participating members of the learning community.

The COVID-19 pandemic caused significant educational disruption globally. When the pandemic forced schools to switch to emergency home-schooling, parental engagement in education became more critical. Some parents found home-schooling as an opportunity to form stronger relationships with their children. Others acquired an enhanced insight into their children's schoolwork. However, the emerging literature shows that, as not all parents were equally positioned to support their children's learning at home, emergency home-schooling has resulted in a significant learning loss. Guided by the concept of capital interaction, this article reports on a qualitative case study that investigated the experiences of 20 migrant parents in Victoria, Australia. A thematic analysis of the data reveals challenges associated with parental self-efficacy, financial hardship, language and technological barriers, time constraints, and disengagement and exhaustion. Remote learning may return in the future, and we must prepare for such disruption by improving equitable access to education delivered online and at home. To this end, the paper outlines some policy ideas.

This paper investigates readers' recognition of unsourced evidentials in texts in association with critical reading. To this end, we involved four Iranian postgraduate students at an Australian university in a collective case study where each student read four Persian texts and participated in in-depth interviews and focus group discussions. Data analysis employed critical discourse analysis and discursive power relations to examine participants' positionalities and subjectivities. Our findings in general confirm the students' recognition of unsourced evidential in texts as an indication of critical reading. More specifically, it was revealed that linguistic sources (e.g. Persian indefinite suffix '-i'), as well as socio-cultural factors such as normalization embedded within the Persian oral narrative and discourse, play significantly in identifying unsourced evidentials. Pedagogical implications for critical reflection on texts containing instances of unsourced evidentials are suggested.

Qatar's transition from a hydrocarbon-based to a knowledge-based economy spurred the development of Education City, which houses several International Branch Campuses and one home-grown university, Hamad bin Khalifa University. Through the case study of EC, this paper seeks to improve our understanding of higher education policy borrowing and the complex process of indigenisation. Using secondary data from prior studies, it offers a discussion on the key stages and challenges in Qatar's effort to indigenise higher education and outlines areas for further research. This paper uses Phillips and Ochs four-stage Model of Policy Borrowing in Education, as a guiding conceptual model. The paper is constructed as follows: first, a discussion on international branch campuses in Education City; second, outlining the conceptual model; third, a discussion on Education City through the conceptual model; and finally, the case of the home-grown university, Hamad bin Khalifa University.

Aim/Purpose: This research aims to empirically investigate and answer the following research questions: Do students' self-control and smartphone e-learning readiness influence smartphone-cyberloafing, and does gender play a role in this relationship? Background: Research indicates that many students' learning time is wasted due to cyberloafing, which involves non-course-related activities on their digital devices. Smartphones present a more significant potential for distracting learners than other technological instruments because of their availability, ease of access, and user-friendly interface. The issue of cyberloafing presents a notable challenge in both traditional (in-person) learning environments and online e-learning settings. However, insufficient relevant contributions have been made. Methodology: An online survey strategy was applied using a self-administered questionnaire technique for data collection. The investigation involved 477 students participated from four universities in Jordan. The partial least squares structural equation modelling (PLS-SEM) method was used to validate the research model and test relationships. Contribution: This study is considered one of the first studies concerned with cyberloafing in e-learning environments; it could be the first one in the Arab world. It provides empirical evidence that supports relevant literature and contributes to the problem-solving of cyberloafing. Also, it provides an excellent direction for future empirical contributions. Findings: The findings reveal that students' self-control and smartphone e-learning readiness could significantly reduce smartphone-cyberloafing activities of higher education students. However, no significant influence was found on gender in smartphone-cyberloafing. This study offers significant contributions to both theory and practice in education. Theoretically, it advances the understanding of self-control in mitigating smartphone-cyberloafing and highlights the importance of e-learning readiness, enriching the framework for digital student behaviour. It provides actionable insights for educational institutions, policymakers, and educators to address smartphone-cyberloafing by developing interventions that enhance self-control and e-learning readiness. Recommendations include workshops, engaging online activities, learning analytics, faculty training, collaboration with stakeholders, and policies promoting responsible smartphone use. These measures aim to create a productive e-learning environment and improve the overall academic experience. Recommendations for Practitioners: Relevant institutions can develop targeted interventions and support mechanisms to mitigate smartphone-cyberloafing and enhance students' engagement in e-learning. These may include workshops or resources aimed at improving self-control and e-learning readiness, equipping students with the skills needed to manage their digital learning environments effectively. Educational policies should promote responsible smartphone use as a part of e-learning, encouraging schools and educators to incorporate smartphone-based learning strategies into their curricula and create guidelines for responsible use. Recommendation for Researchers: It is possible to replicate the model while conducting multiple group analyses based on these individual differences Impact on Society: The findings of this research may create a more conducive and productive e-learning environment, ultimately improving the academic experience for all students. Such a study could substantially contribute to the sustainability of the education system and society as a whole. Future Research: Future works could prioritize examining cyberloafing behaviours occurring within asynchronous learning settings. Furthermore, future studies could incorporate variables about learners' differences into the model. Finally, it is essential to note that the results are restricted to a single country. Conducting investigations across multiple countries in future endeavours could yield more precise and accurate outcomes.

This article was written as part of a bigger research project on developing a Graduate Employability (GE) Teaching Model which received university funding. Recent years have seen a growing literature on GE. The need for soft skills training is seen as parallel with the need to enhance employability skills. The changing work landscape due to the VUCA (volatile, uncertainty, complex and ambiguous) world suggests a higher demand for the concerns on graduate employability and employability skills to be addressed. Needless to say, the pandemic brought with it a force that challenged the norm in how higher education is provided and brought an amplified concern on how GE is addressed during the pandemic. As part of the bigger data collection procedure, a focus group interview based on a semi-structured interview protocol was conducted as an attempt to uncover how academics train their students' GE skills. The investigation rested on several key issues; their approach in developing GE skills, the critical issues faced while developing the GE skills and the support they require in developing GE skills among their students. At the onset of the study, the context of the pandemic guided the direction of the data collection and analysis. The report from this small-scale study provided initial findings that could be referred to as the research progressed into further data collection via the mixed method research design. The qualitative data from the interview was analysed based on themes and sub-themes as guided by the research questions and the interpretations were supported by relevant literature. Interesting findings were yielded from the the analysis suggesting potential preliminary findings that could be referred to in an attempt to develop a teaching model for GE. Besides the policy makers and curriculum developers, future researchers may find this article as an important reference in their work.

This study aims to find out: How the community's efforts to maintain Syarafal Anam's local wisdom, Why the application of Syarafal Anam can prevent radicalism, and how to prevent radicalism. This research uses qualitative and quantitative research studies together, namely mixed methods. Data were analyzed by inferential statistics (quantitative data) and Miles & Huberman (qualitative data), data reduction, data presentation, and drawing conclusions. The results obtained in the form of quantitative and qualitative results, as for the quantitative results, namely the influence between tolerant attitudes towards radicalism at the Madrasah Tsanawiyah 1 Bengkulu city school of 65.9 percent and the influence of the Madrasah Tsanawiyah 2 Bengkulu city school of 62.3 percent. Qualitative data also shows that Syarafal Anam has several functions, namely education, gratitude, and prevention of radical culture with a safe and peaceful life in the community. The conclusion of this study shows that Syarafal Anam's local wisdom has an influence on student tolerance, with this tolerance attitude, it can certainly foster anti-radical attitudes from outside students.

Metacognitive skills are one of the abilities required in the twenty-first century, to achieve independent learning. However, these skills still need to review whether these skills have been empowered by educators, particularly in universities. This research was aimed at determining the metacognitive skill profile of Biology Education students at the Institute of Teachers' Education in South Sulawesi, Indonesia. This research used a descriptive quantitative method. The population of this research was all the students of the Biology Education Study Program at the non-state Institute of Teachers' Education in South Sulawesi. The samples of this research were 356 Biology Education students in the second semester who programmed the Environmental Science course in the 2020/2021 academic year. The instrument used in this research was an essay test to measure students' metacognitive skills in the Environmental Science course. The results of the data analysis indicate that the students' metacognitive skills are in the category of undeveloped as much as 89.27%. Therefore, some efforts to improve students' metacognitive skills are required by those institutes through the implementation of a learning model which can empower the metacognitive skills of the prospective Biology teacher students.

A preliminary study showed that Biology learning in the classroom could not encourage the integration of science concepts and Islamic values. The aims of this study are to (1) develop a new learning model that integrates scientific principles and Islamic values, and (2) characterize the RQANI model's validity, practicability, and effectiveness. This study belonged to the research and development study. The learning model was developed in four stages, including (1) preliminary investigation, (2) design, (3) realization/implementation, and (4) test, evaluation, and revision. The study population included all biology education students at IAIN Ternate, STKIP KIE Raha Ternate, and UIN Alauddin Makassar in Indonesia. The study enrolled 120 fourth semester biology education students from IAIN Ternate, STKIP KIE Raha Ternate, and UIN Alauddin Makassar, Indonesia. The research instruments employed in this study are validation sheets for learning models, observation sheets for learning implementation, learning achievement tests, and response questionnaires for the learning model. The results of this study include: (1) a new learning model, namely RQANI, that consists of five learning stages (Reading, Questioning, Answering, Elaboration, Integration); (2) The validity of the RQANI prototype was very high with an average value of 3.74. The RQANI learning model was considered fairly practical and effective in improving student learning outcomes and positive responses. Therefore, it can be concluded that RQANI has met the requirements for a valid, practical and effective learning model.

In meeting the needs of the new generation of learners, the idea of implementing the use of new technology such as Augmented Reality (AR) in English as a Second Language (ESL) classrooms can be a step toward in refining the teaching and learning atmosphere. Nevertheless, the use of this technology relies heavily on the teacher's level of acceptance and skills for it to be successful in classrooms. TESL Programme is one of the popular programmes in higher education institutions. In line with the advancement of technology in education and current transformation happening at schools, it is essential for the TESL curriculum at higher education institutions be revised according to the current training needs of the in-service teachers. Thus, this study intended to determine the English language teachers' perceptions towards the use of AR by applying the Technology Acceptance Model (TAM) as the base of the research model. A survey was conducted on 180 English teachers from 20 schools in the district of Petaling Perdana. The items in the questionnaire elicited information on the levels of AR acceptance of the respondents based on the four variables of TAM, that are perceived usefulness (PU), perceived ease of use (PEoU), attitude towards use (ATT) and behavioural intention (BI) to use AR in ESL classroom. Findings indicate that the levels of AR acceptance of the English teachers are relatively high, as the respondents recorded a high level of PU, ATT and BI towards the use of AR while PEoU was at moderate level. The results from multiple regression analysis indicate that PU and ATT of the English teachers directly influence their BI to use AR in ESL classroom. The findings suggest that English teachers are acceptive and ready for the implementation of AR technology. These finding provide the much needed information for the TESL curriculum review in ensuring the higher education institutions provide programmes fulfil the demand of the technology transformation taking place at schools. Several implications derived from the salient findings were presented for curriculum developers and TESL instructors to consider in revising the curriculum and programme delivery strategies.

This study aimed to investigate the effects of audio podcast retelling vs. corpus-based vocabulary learning on vocabulary knowledge development of Iranian English language learners. To conduct the study, 60 homogenous students were selected as the participants. They were divided randomly into three groups, two experimental groups and one control group, each consisted of 20 students. The participants then took part in the pretest. The first experimental group was treated via teaching vocabulary through podcasts, and the second one was treated via teaching vocabulary through corpus examples. Finally, all the participants took part in the posttest. The results of the data analysis showed that the participants in the corpus-based learning group significantly outperformed the participants in the podcast group. The results of this study could be

This study investigates the attitudes of parents of typically developing students towards teaching students with disabilities in the mainstream classrooms, in relation to various family characteristics. This quantitative research employed a descriptive questionnaire survey to investigate the attitudes of parents of typically developing students towards teaching learners with disabilities in regular classrooms. A total of 419 parents of students from Cycle 1 and 2 classrooms in the United Arab Emirates completed the questionnaire. Parents showed positive attitudes towards teaching students with disabilities in the mainstream classrooms. Respondents who had no schooling were found to express more positive attitudes than those who had a college or university education, as were those with a 'schooling' level of education. The results revealed no significant relationship between respondents' attitudes towards inclusion and their gender, age, place of residence or the number of children in the family. The UAE Ministry of Education should recognize the importance of this study's findings when implementing the ministerial resolution regarding the philosophy of educational inclusion in all mainstream schools in the UAE. This can be seen as a measure to improve the quality of life and education of all marginalized students, especially those with disabilities.

Learners need to possess scientific literacy in order to be able to analyze and explain scientific concepts and solve daily life problems. The current study aimed to analyze the potential of the Socio-Science Spirituality learning model to improve the scientific literacy of students at the junior high school level. The sample of this research contained eight-grade students from an Islamic based school in Surabaya. A quasi-experimental design was used in this study involving the Socio-Science Spirituality class as the experimental group and the conventional class as the control group. Data were collected using multiple choice tests where the questions were developed based on 37 scientific literacy indicators. The data were analyzed using ANCOVA. The results showed that the application of the learning model influenced students' scientific literacy, where the Socio-Science Spirituality group increased their scientific literacy 28.37% higher than the conventional group. In short, the Socio-Science Spirituality learning model has a higher potential to increase students' scientific literacy, so that it can be used as a new reference to empower students' scientific literacy.

This study aimed to see how students' motivation and understanding of the concept of Islamic religion in students in rural and urban areas. This research uses mixed-method research. Qualitative data will be supporting data for quantitative data. The sample of this study consisted of 87 students and eight teachers in urban and 99 students and eight teacher rural Islamic elementary school students with random sampling technique. Instrument in the study used a questionnaire for motivation with a Likert scale of 4 and a test for understanding the concept of Islam. In this study, there are two types of data analysis used, namely quantitative analysis using descriptive statistics (mean, standard deviation, and category), and inferential statistics (independent sample t-test) using the SPSS 21 application, for qualitative using reducing analysis, analyzing, and interpreting findings from Miles and Huberman. The findings of this study illustrated that motivation was good (M=2.88, SD=0.78) and understanding of student concepts (M=81, SD=0.77) was good too, but in rural areas are better than in urban areas. This finding has implications that the challenges of Islamic religion in urban areas are greater for students. The novelty in this study is the implicit finding of this study that external factors (school social environment, community social environment, family environment) have a major influence on motivation and understanding of Islamic religious concepts.

Today the world of social media has immersed in the world of education and influencing the world of the students' activities. It is inevitable that students in many levels of education have been using social media in their life either as students or as interactants in the certain community. Therefore, it is interesting to see the existence of social media among the students. In this study, the researchers highlight the use of social media among the students in the university. This research applied a qualitative research design taking 60 students of English in the universities in Makassar. The data of this research were collected by employing a survey of Google Form and analyzed descriptively and qualitatively. The result of the research shows that the English students in the universities in Makassar gave their positive perceptions about the use of social media. The informants have been using social media in their daily life and also nowadays has applied the social media as a tool of learning English. Some advantages and strategies in using social media in learning English were displayed in this study. Findings from this study will become important input for students themselves in the university context and also as beneficial information among the university practitioners in order to make use the social media in the university not only as communication tool but also as learning and teaching tools.

Character education gets a lot of attention from stakeholders and educators to be developed; hence, many models have been created to develop the affective domain. This study aimed to analyze the relationship and contribution of critical thinking skills and social skills with students' character through the application of discovery models. The population of this study were high school students in Situbondo. The research sample was chosen from SMA Negeri 1 Besuki with the purposive sampling method. The research instrument to measure critical thinking skills was an essay test developed from Facione's critical thinking skills rubric. Social skills were measured using instruments adopted from Social Skills inventory. To examine students' character, observation sheets were developed from six pillars of character element of the Josephson Institute. The validity and reliability of the instruments were performed before using them. The results of the validity calculation with product-moment correlation analysis and the reliability calculation with Cronbach's alpha analysis showed that the instrument was valid and reliable so that it could be used in this study. Data were analyzed using multiple regression. The results showed critical thinking skills and social thinking skills together had a contribution to the development of students' character in the application of discovery learning models. This research can be a reference for readers about the contribution of students' critical thinking skills and social skills to developing students' character. Further research is needed to find out other impacts that affect students' character.

The Praxis Project, established at University College Cork (UCC), Ireland, in 2018, seeks to assess possible models of best practice with regard to the integration of global citizenship and development education (GCDE) into a cross-disciplinary, cross-campus, interwoven set of subject area pedagogies, policies and practices. This study--the first part of an eventual three-part framework--asserts that the themes, theories, values, skills, approaches and methodologies relevant to transformative pedagogical work are best underpinned by ongoing staff dialogue in order to build communities of support around such systemic pedagogical change. This article is based on a collaborative study with the first cohort of UCC staff (2020-1), which demonstrates many ways in which staff and students realised that smaller actions and carefully directed attention to specific issues opened doors to transformative thinking and action in surprising ways. From this viewpoint, the striking need emerged for taking a strategic approach to how GCDE is, and should be, integrated into learning across subject areas.

This is the first study to use discrete choice experiment in exploring the stated choice preference of blended learning preference among the university students in the context of Bangladesh. As a prerequisite in developing student engagement learning strategies, we investigate the choice preference of university students towards different types of blended learning to explore relevant concerns and challenges in order to plan for successful implementation of this option. Around 306 responses from the students belonging to Bangladesh University of Professionals (BUP) and North South University (NSU) are considered representing both public and private universities in Bangladesh. Conditional logit model is used to explore the choice preference of the respondents based on the attributes. We find that university students explicitly dislike recorded videos as the primary mode of instruction as there is minimum human interaction using this method. Students with mobile internet also prefer offline classes to online classes, whereas students with broadband internet prefer the opposite choices. The policy implications of these findings hold global relevance in devising student engagement strategies towards blended learning such as for other developing economies in South Asia which were forced to transition to online learning as an adaptation response to the COVID-19 pandemic.

How dyslexia students solve number operations is still challenging to unravel. This study aimed at revealing the types of errors conveyed by a dyslexic student in performing fractional operations on mathematical tasks that combined non-verbal text (symbols and pictures) and verbal text. The data were collected using a task-based interview with a 13- year-old dyslexic student that was recorded and focused on the types of errors on fractional operations (addition, subtraction, multiplication, and division). Results depicted that the student overgeneralized whole number operations when adding two fractions with different denominators although she successfully converted the area model of fraction into a correct fraction operation, identified a common denominator but failed to change the fractions into equivalent form when subtracting two mixed fractions, failed to interpret a multiplication word problem into subtraction operation, and applied only part of the "invert and multiply" algorithm on a word problem. The assumption of the phonological disturbances that was found in the student participant's performance was not found consistently in all the given word problem.

This study aims to compare the role of practicum in teacher education policy documents in Ethiopia, Myanmar, Kazakhstan, and Iran to propose a better way to improve the practicum system The term practicum in pre-service teacher education allows student teachers to integrate their knowledge from the university courses and experiences from the practicing school (Kopp & Kálmán, 2015). The increasing importance of practice in teacher education is a global educational policy trend, but the national context necessarily influences implementation. However, few studies researched comparing teacher education in developing countries, although the national context is essential to understand the organization and operation of teacher education systems (Tatto, 2021) where the main obstacle is the linguistic diversity of different countries. This study referred to Weidman et al. (2014) conceptual framework for comparative and international teacher education. The qualitative document analysis method with MAXQDA software is used to analyze teacher education policy documents, mainly focusing on the aim, structure, and student activities. Researchers developed a common codebook, imported it into the software, and analyzed 39 documents. The results revealed that the aim and definition of the practicum are similar, but the learning outcomes of student teachers' practice related to practicum are a little different between the four countries. Student teachers are required to complete the practicum as part of their preservice teacher education program in four countries. Teacher education policy documents in four countries have addressed all the elements and requirements related to teacher education contexts, however, the implementation level of the practicum in each country may differ significantly. Nevertheless, this study compares the practicum in teacher education document, highlights similarities and differences, and shares the best practices from four countries.

This study investigates the conflict between the demand for communicative English language skills in employment and education and the lack of effective resources to develop such skills in Bangladesh. It offers a discursive analysis of vital issues in implementing effective communicative language teaching (CLT) by surveying 216 teachers about their views on the current English curriculum, their classroom practices, and the barriers they encountered in teaching. A significant gap was revealed between participants' understanding of curriculum expectations and their actual practice. An extended qualitative investigation followed and it was found that there is a demand for acquiring English language competency both within the country and for the purposes of trade, work, and study overseas. Unfortunately, teachers face a shortage in training courses in CLT. Furthermore, implementation of the curriculum in classrooms is affected by the availability of resources for creating communicative and real-life English language contexts, qualifications, knowledge, and experience of teachers, and especially, by the way learning is examined. The study concludes that a full range of inhibiting factors needs to be addressed to improve English language teaching (ELT). It further recommends the development of local and thorough theorisations of ELT rather than undue reliance on overseas trends and experts.