Journal of Curriculum and Teaching (JCT) is a peer-reviewed journal, published by Sciedu Press. It is devoted to publishing manuscripts in curriculum and instruction, learning and teaching, and related disciplines at global and local levels. The journal is published quarterly (February, May, August and November) in both online and printed versions. Areas include but not limited to: Curriculum theory Teaching methodology Program innovation Policy development Professional ethics Assessment in education To facilitate rapid publication and to minimize administrative costs, contributions to Journal of Curriculum and Teaching (JCT) can be submitted via the journal’s online submission system Online Submission or email to jct@sciedupress.com. For online submission, please register first and then follow the instructions given on the screen. Questions may be addressed to the editorial assistant: jct@sciedupress.com JCT's Sections: Original Research, Review Articles, and Case Studies
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication. Copyrights for articles published in our journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
English for Teacher Trainees: Increasing Motivation and Preparedness Through an ESP Workshop Design
Many pre-service English as a Foreign Language (EFL) and Content and Language Integrated Learning (CLIL) teachers struggle with motivation and self-efficacy due to a lack of alignment between the English instruction they have received as learners and the specific linguistic and pedagogical demands of teaching EFL and CLIL. To address this, an Action Research (AR) project was conducted to redesign the English for Education II course at a Spanish university, shifting it from a General English to an English for Specific Purposes (ESP) approach with a workshop-centered methodology. Over four years, iterative cycles of planning, intervention, and evaluation guided the development of targeted workshops and reflective journal writing. Data from student surveys, focus groups, and instructor interviews indicate increased motivation, stronger perceived utility, and greater preparedness for pedagogical coursework and teaching practice. Findings highlight the benefits of ESP-based instruction for pre-service teachers and the role of collaborative AR in higher education curriculum innovation. This study underscores the need for English-for-Teaching courses in initial teacher education to bridge the gap between general language proficiency and professional language needs.
Copyright (c) 2025 Alfonso Lopez-Hernandez, Lyndsay R Buckingham http://creativecommons.org/licenses/by/4.0
Competency-Based Learning for Future-Ready Governance: Functional and Behavioural Skills in Sarawak Local Councils
The purpose of this study is to examine workforce competencies within Sarawak’s local councils and to explore how competency assessment can serve as an educational tool for Human Resource Development (HRD). Guided by Human Capital Theory, Strategic HRD, and Adult Learning principles, a mixed-methods design was employed combining survey data from 208 officers with four focus-group discussions and twelve semi-structured interviews. The principal results revealed a clear competency duality: behavioural competencies such as teamwork, cultural sensitivity, and communication scored higher (mean = 77.1%) than functional competencies (mean = 65.8%), where gaps were most pronounced in digital governance, crisis management, sustainability, and innovation. Qualitative findings elaborated on this disparity, identifying three recurring themes uneven digital and strategic proficiency, systemic barriers to continuous learning, and cautious optimism regarding future readiness and adaptability. The study concludes that integrating competency-based learning (CBL) within HRD frameworks is vital to cultivating a digitally literate, ethical, and future-ready workforce. Embedding CBL into HRD policy aligned with Malaysia’s Twelfth Plan (2021–2025), Sarawak’s PCDS 2030, and OECD’s Future-Ready Workforce recommendations can transform local councils into learning organisations capable of sustaining innovation and effective governance.
Copyright (c) 2025 Lee Jun Choi, Sopian bin Bujang, Nadri Aetis Heromi bin Basmawi, Ade Syaheda Wani Marzuki, Syahrul Nizam Junaini http://creativecommons.org/licenses/by/4.0
Building Problem-based Learning English Curriculum to Enhance Chinese College Students’ English Reading, Writing Proficiency and Sustainability Awareness
Amid accelerating globalisation, English has become the default medium for cross-border collaboration, yet Chinese undergraduates continue to underperform in reading and writing. Anchored in Problem-Based Learning theory, this study embedded United Nations Sustainable Development Goals within a five-unit, eight-step reading-and-writing curriculum to lift both language proficiency and sustainability literacy. A five-member expert panel validated the syllabus, confirming that authentic socio-environmental problems, scaffolded inquiry cycles and peer-review protocols create a secure, student-centred milieu which markedly heightens engagement, argumentative accuracy and critical awareness of global-local sustainability challenges.
Copyright (c) 2025 Ziwei Luo, Peng-Fei Chen http://creativecommons.org/licenses/by/4.0
Lessons Learnt from Teaching Counselling and Ethics Online
Various global crises have intensified interest in online learning in higher education and prompted institutions to adopt innovative teaching approaches. However, the effectiveness of these online methods, particularly in disciplines such as Counselling and Ethics, remains insufficiently investigated. This reflective, evaluative study aims to examine key lessons learned from teaching Counselling and Ethics online to 60 postgraduate social work students at the University of Western Australia. The unit was designed using a blended approach that combined synchronous and asynchronous teaching methods, including pre-recorded lectures, discussion boards, and reflective journaling. This study is qualitatively informed by a social constructivist framework. A central component of this study is an evaluative inquiry addressing the research question: “How do social work students in the Counselling and Ethics unit perceive their experience of studying online at the University of Western Australia?” The 60 students enrolled in the unit were invited to evaluate the effectiveness of the pedagogical approaches employed in the module. A combination of open- and closed-ended questions was used to gather students’ perceptions. Additional sources, including performance statistics from the learning management system (LMS), reflective notes, and both formal and informal feedback, were also incorporated into the evaluative process. Most responses were positive, indicating that students were generally satisfied with the teaching quality and overall learning experience. The findings highlighted the value of peer review activities, the flexibility provided by pre-recorded lectures, and the positive impact of reflective journals on learning. These findings contribute to the existing literature on students’ perspectives of online learning, offering fresh insights for the academic community. The study also provides practical guidance for designing and delivering online or hybrid curriculum programs in counselling and ethics.
Copyright (c) 2025 Nada Eltaiba http://creativecommons.org/licenses/by/4.0
Future Officers’ Military Management Competence Development in Higher Military Educational Institutions
The article reveals the specific pedagogical conditions essential for developing the management competence of future officers during their studies at higher military educational institutions in Ukraine. The research has clarified the optimal pedagogical essence, identified the required components of management competence for future officers, and determined its criteria, levels, and indicators. The management competence of future officers has been defined as an individual, integral, relatively stable, dynamically changing characteristic of the personality of cadets, which is the result of their continuous professional and personal development, manifested in the independent and responsible solution of the tasks of ensuring optimal relations between servicemen, their associations, groups, which carry out joint activities following the commanders’ orders, service duties and norms of military routine and combat activity. The structure of the management competence of future officers reflects the unity of its critical components: value-motivational, cognitive-communicative, practical-activity, and personal-reflective. A criterion-assessment apparatus has been developed and substantiated, which allows for the clear determination of the levels (high, sufficient, satisfactory, low) of managerial competence according to axiomatic, informational, communicative, and praxeoactivity criteria, with specifically identified indicators. The authors argue that with the purpose to enhance the quality of professional training of cadets in higher military educational institutions, the necessary pedagogical conditions for the development of management competence of future officers have to be designed and theoretically substantiated, such as: enrichment of the educational process in higher military educational institutions with managerial and dialogical interaction of teachers and cadets; problematic nature of cadet training in the context of modeling military management activities; ensuring real powers and responsibilities of cadets during training practice as a unit commander (by specialty); providing pedagogical support while developing professional and management qualities of future officers. To demonstrate that the pedagogical conditions for developing the managerial competence of future officers are effective, an experimental study was conducted. Comparative data on the stages of the pedagogical experiment (declarative and formative) indicate positive dynamics regarding the defined levels of formation of all components of management competence of future officers. The reliability of the obtained results was verified by methods of mathematical statistics.
Copyright (c) 2025 Pavlenko Oleh, Yurii Tarasyuk, Pavlo Biriukov, Olha Ziborieva, Oleksandr Andrushko, Yurii Kuz http://creativecommons.org/licenses/by/4.0
Staying Insecure or Adapting? Career Adaptability and Insecurity on Self-Efficacy in Final-Year Students in University
Purpose – This study aims to examine the effects of career adaptability and career insecurity on self-efficacy among final-year students in university, focusing on the mediating role of career self-management. Methodology – A correlational multifactor model was used with a sample of 416 students from the academic year 2022/2023 in South Sulawesi, Central Sulawesi, and West Sulawesi Provinces, Indonesia. Data were collected using the Career Self-Management Inventory, Career Decision Self-Efficacy (CDSE), Career-Related Adaptability and Optimism (CFI), and Career Insecurity Scale. Data were analyzed using path analysis with the JASP application. Findings – The findings revealed that career insecurity does not directly or indirectly affect self-efficacy, while career adaptability and optimism directly influence self-efficacy. Career insecurity showed no effect on adaptability, whereas optimism indirectly increased self-efficacy through career self-management. The career self-efficacy of final-year students is influenced by internal individual factors such as adaptability and career self-management, while career insecurity is an external factor that, although it affects students' feelings, does not diminish their confidence in achieving career success in the future. Novelty – The study uniquely explores the relationship between career insecurity, career adaptability, and self-efficacy during the career transition period among final-year students at the University. Significance – The findings can aid universities in developing curricula that not only prepare students in their fields of study but also enhance student’s career adaptability and self-management to the working world.
Copyright (c) 2025 Nur Fadhilah Umar, Abdullah Pandang, Muhammad Hasim, Aminuddin Aminuddin, St Kasmawati http://creativecommons.org/licenses/by/4.0
The Effects of Game-based Learning Combined with Situational Language Teaching on Chinese Character Literacy of Kindergarteners
This study investigated the effects of an integrated pedagogical model, combining game-based learning (GBL) with situational language teaching (SLT), on early childhood Chinese language acquisition. The study aimed to 1) compare learning achievement in Chinese character literacy before and after learning through an integrated pedagogical model and 2) assess the learning motivation of kindergarteners. The study involved 20 children (K2) in Chonburi, Thailand, within a one-group pretest-posttest design. Data were collected using an achievement test and a motivation questionnaire and were analyzed using descriptive statistics and a dependent samples t-test. The results showed the learning achievement in Chinese character literacy was improved at a statistically significant level of 0.05, marked by a very large effect size (Cohen's d = 3.72) and a medium learning gain (N-Gain = 0.55). The learning motivation of kindergarteners was at a high level (Mean = 2.66, S.D. = 0.45), suggesting the integrated approach holds potential as a promising strategy for enhancing both literacy and engagement in young learners.
Copyright (c) 2025 hongTao Deng http://creativecommons.org/licenses/by/4.0
Eco–Realistic Mathematics Education (Eco–RME) Module for Students with Special Needs in Inclusive Primary Schools in Aceh Province
This study develops an Eco–Realistic Mathematics Education (Eco–RME) learning module for students with special needs in inclusive primary schools in Aceh Province. The research addresses children with dyslexia, attention deficit hyperactivity disorder, and slow learning difficulties. The module combines principles of Realistic Mathematics Education, eco-literacy, and Universal Design for Learning to ensure contextual, differentiated, and environmentally grounded instruction. A multi-case exploratory design was implemented in two inclusive schools in Aceh, using classroom observations, teacher and parent interviews, and focus group discussions. Findings show that students with dyslexia struggle to recognize number symbols, students with attention difficulties benefit from engaging and game-like tasks, and slow learners require repeated scaffolding. The module incorporates eco-based activities such as shopping simulations, measuring with recycled objects, and classifying waste materials. The initial prototype includes structured lesson scenarios, inclusive worksheets, and alternative assessments. This study contributes to inclusive mathematics pedagogy by integrating environmental awareness with mathematical competence.
Copyright (c) 2026 Murni Murni, Fadhillah Fadhillah, Anzora Anzora, Mira Pasca Tiara, Manovri Yeni http://creativecommons.org/licenses/by/4.0
Generative Artificial Intelligence in Education From 2021 to 2025: A Scientometric Review
This study presents a bibliometric analysis of 965 peer-reviewed articles on generative artificial intelligence (GenAI) in education published from 2021 to 2025 in the Web of Science Core Collection. Through keyword co-occurrence, co-citation, and collaboration network analyses, it identifies core research themes, intellectual structures, and developmental trends. Findings reveal an exponential rise in GenAI-related publications, with dominant themes centred on technological applications of GenAI in teaching and assessment—especially ChatGPT—alongside technology acceptance mechanisms and learner outcomes such as motivation and self-efficacy. Three major thematic clusters emerge: GenAI educational applications, user adoption theories, and learning impacts. Co-citation patterns show strong reliance on traditional acceptance models like TAM, indicating limited development of GenAI-specific theoretical frameworks. Collaboration analyses reveal fragmented author networks and uneven global participation, concentrated mainly in North America and East Asia. The study highlights research gaps, including ethical governance, creativity development, interdisciplinary applications, and insufficient qualitative or mixed-method studies. It recommends developing theoretical models tailored to GenAI’s interactive and multimodal characteristics, strengthening ethical and cross-cultural frameworks, expanding interdisciplinary innovation, and enhancing global research cooperation to support the sustainable and responsible integration of GenAI in education.
Copyright (c) 2025 JUNMIN GUO, Enio Kang Mohd. Sufian Kang, Norliza Ghazali http://creativecommons.org/licenses/by/4.0
Building an AI-Driven Spanish Curriculum to Enhance Reading, Writing Proficiency, and Critical Thinking Ability of Chinese University Students
This study develops and validates an AI-driven Spanish reading and writing curriculum aimed at enhancing Chinese university students’ linguistic proficiency and critical thinking ability. Guided by the AI-Driven Learning (AIDL) model established in this research, the curriculum systematically integrates AI into pre-class, in-class, and post-class stages to promote personalized learning, multimodal engagement, and continuous feedback. The development of the curriculum involves expert review and content validation to ensure theoretical consistency and pedagogical feasibility. Five experts in Spanish language education and curriculum design evaluate the course objectives, content, methods, activities, and assessments. The results yield a high content validity index (S-CVI = .96), confirming the curriculum’s coherence, clarity, and alignment with CEFR B1-level descriptors. The study demonstrates how AI can function as an instructional facilitator at the curriculum level, providing a structured framework for the integration of artificial intelligence in Spanish language education. These findings offer practical guidance for future curriculum innovation and AI-driven language pedagogy in higher education.
Copyright (c) 2025 Xuan Niu http://creativecommons.org/licenses/by/4.0
Narrative and Mathematics: A Dialogic Analysis of Children's Stories in the Understanding of Classification, Serialization and Comparison
The study analysed the role of children's stories as cognitive mediators in the construction of logical thinking in early education. It was based on the premise that stories, by integrating language, emotion and experience, enable symbolic understanding and the organisation of reasoning. This research responded to the need to establish a theoretical framework that links children's literature with early mathematical learning processes. The objective was to identify how children's narratives affect the development of classification, seriation and comparison skills in early childhood, interpreting the results from a hermeneutic and bibliometric approach. The study was developed with a qualitative approach, using a documentary and interpretative design. A total of 392 articles indexed in Scopus were analysed using VOSviewer, and semi-structured interviews were conducted with 30 teachers from the National University of Education (UNAE). The data were triangulated in Atlas.ti version 25 software, generating three emerging categories: narrative mediation, cognitive interaction and discursive comprehension. The findings showed that narrative acted as symbolic mediation between experience and abstraction. The sequences of the story promoted attention, memory, and inductive reasoning. The teaching discourse, by guiding the interpretation of the stories, consolidated the understanding of basic mathematical concepts within a linguistic and cultural framework. Children's narrative was consolidated as an epistemic system that unites cognition, discourse and culture. The story not only stimulates the imagination, but also organizes the logic of children's thinking, demonstrating its effectiveness as a pedagogical tool in early education.
Copyright (c) 2025 Margarita Narváez Rios, Daniela Benalcázar Chicaiza, Derling Jose Mendoza Velazco, Paola Andrea Pérez Bravo http://creativecommons.org/licenses/by/4.0
Effectiveness of Multi-Faceted Tutorial Approach on Basic Literacy and Numeracy Among Struggling Learners and Insights from Pre-service Elementary Teacher-Tutors
The persistence of learning deficits in foundational literacy and numeracy among learners in public elementary schools underscores the urgent need to strengthen focused interventions. This study introduced a multi-faceted tutorial approach implemented by pre-service elementary teachers to provide targeted remediation for struggling learners while offering authentic, practice-based learning in initial teacher education. Designed as participatory educational research, the study employed a one-group pretest–posttest design replicated in six grade levels to determine the effectiveness of the intervention on learners’ basic skills, and a descriptive qualitative approach to explore pre-service teacher-tutors’ experiences and professional learning. Quantitative results showed significant improvements in reading fluency and basic numeracy, with vast majority of learners progressing from frustration to instructional or independent proficiency levels. Qualitative findings revealed that the pre-service teacher-tutors developed deeper pedagogical awareness, learning to differentiate instruction, scaffold tasks, and provide continuous feedback responsive to learners’ needs. Their reflections indicated emerging professional identity characterized by empathy, patience, and learner-centered practice. Despite challenges such as variable learner engagement and limited home support, tutors demonstrated adaptive instructional decision-making. The findings highlight the dual value of school-based remediation programs: closing foundational learning gaps and strengthening teacher preparation through meaningful, situated teaching experiences. The study recommends sustained implementation of structured tutoring and expanded integration of field-based mentoring in initial teacher education programs.
Copyright (c) 2025 Mary Ann Legaspi Decrepito http://creativecommons.org/licenses/by/4.0
Ethno-Pedagogy Learning Management Innovation Through Indigenous Herbal Knowledge to Promote Green Citizenship of Students in the Greater Mekong Subregion Area
This research project aimed to: 1) study the process of transferring indigenous herbal knowledge in the Greater Mekong Subregion area; 2) design and develop an ethno-pedagogy learning management innovation through indigenous herbal knowledge to promote green citizenship of students in the Greater Mekong Subregion area; and 3) investigate the results of using the ethno-pedagogy learning management innovation through indigenous herbal knowledge to promote green citizenship of students in the Greater Mekong Subregion area. This study employed a Participatory Action Research (PAR) approach. The research sample comprised three groups, totaling 127 participants: 1) 20 individuals who provided data on the process of transferring indigenous herbal knowledge, selected using Snowball Sampling; 2) 7 evaluators for the suitability of the learning management innovation, selected using Purposive Sampling; and 3) 100 students for the experimental use of the learning management innovation, also selected using Purposive Sampling. The research instruments included: 1) in-depth interview forms; 2) an evaluation form for the suitability of the learning management innovation; 3) a green citizenship assessment form; and 4) group discussion record forms. Qualitative data were analyzed using Content Analysis, while quantitative data were analyzed using statistical software to determine means and standard deviations. The results of the analysis are presented in a descriptive format. 1) The study of the process of transferring indigenous herbal knowledge in the Greater Mekong Subregion area can be categorized into three approaches: 1) the process of transferring indigenous herbal knowledge utilized for medicinal purposes, 2) the process of transferring indigenous herbal knowledge utilized for culinary purposes, and 3) the process of transferring indigenous herbal knowledge utilized for cosmetic purposes. 2) In designing and developing the ethno-pedagogy learning management innovation through indigenous herbal knowledge to promote green citizenship of students in the Greater Mekong Subregion area, it was found that the research team designed a learning management innovation called CMIL of learning management approach through indigenous herbal knowledge, which was deemed to be at the highest level of appropriateness. 3) The study of the results of using the ethno-pedagogy learning management innovation through indigenous herbal knowledge to promote green citizenship of students in the Greater Mekong Subregion area revealed that students exhibited a high level of green citizenship.
Copyright (c) 2026 Thongchai Phuwanatwichit, Atchara Sarobol, Bounxom Syharath http://creativecommons.org/licenses/by/4.0
Transforming Engineering Drawings Curriculum: The Integration of 3D Printing Competencies
This study investigates the integration of 3D printing competencies into the undergraduate Engineering Drawing curriculum at a private Institution in Jeddah, Saudi Arabia. Despite the widespread use of computer-aided design in engineering education, many engineering drawing curriculums remain largely theoretical, offering limited opportunities for students to translate digital designs into physical prototypes and develop applied, industry-relevant competencies. The initiative aimed to bridge the gap between computer-aided design (CAD) skills and practical prototyping, addressing student concerns about the real-world applicability of engineering drawing. A mixed-method, longitudinal research design was adopted, combining pre- and post-intervention surveys with descriptive and inferential statistical analysis, as well as comparative analysis of performance metrics, to evaluate short-term learning gains and longer-term skill transfer across academic levels. A two-phase survey methodology was employed: the first phase was administered to 86 freshman students enrolled in MEN100 before and after a two-week 3D printing module, and the second phase was distributed to 83 sophomore students and four faculty members in design courses (IEN201/202) one year later. The key Results indicate that prior to training, fewer than 2% of students had any knowledge of 3D printing, with 91% perceiving it as difficult to use. Post-training, over 80% demonstrated awareness, 91% agreed that 3D printing supported engineering applications, and 95% confirmed substantial hands-on learning. In sophomore design courses, 90% of students reported that the skills gained in MEN100 directly supported prototyping and problem-solving, while instructors highlighted enhanced independence, creativity, and design confidence. Quantitative comparisons revealed a 28% improvement in spatial visualization and a 34% increase in drawing accuracy among students exposed to 3D printing versus traditional CAD-only instruction. These findings confirm that early exposure to 3D printing raises deeper comprehension, creativity, and applied engineering competencies, aligning curricula with Industry 4.0 demands. This study recommends that future research explore the systematic integration of foundational 3D printing modules into early engineering drawing curriculums to further align engineering education with Industry 4.0 demands.
Copyright (c) 2025 May Alashwal http://creativecommons.org/licenses/by/4.0
Exploring Learning Effectiveness in Education for Sustainable Development (ESD): Identifying Emerging Sustainability Competencies- A Case Study
This study aims to investigate students’ learning effectiveness by identifying the emergence of Rounder Sense of Purpose (RSP) sustainability competencies in the curriculum of a 3rd year B.Ed. course in Thailand titled Literary Works for English Language Teaching. This research adopts the New World Kirkpatrick Model (NWKM) as a framework to evaluate students’ learning using the RSP competency-based approach. The research proposes a competency-based framework of assessment, which adopts the RSP framework and adapts NWKM, to identify and evaluate salient ESD competencies in pre-service teacher education. The empirical findings can be applied to evaluate ESD competencies in Educational Studies curricula. Due to the lack of research regarding competency evaluation frameworks, it could be an effective assessment tool for evaluating ESD competency attainment in Tertiary Education for pre-service teachers.
Copyright (c) 2025 Konstantinos Balis, Sompatu Vungthong http://creativecommons.org/licenses/by/4.0
Digital Competence Formation in Teacher Education Programs: A Study from Northern Mountainous Vietnam
In the context of the Fourth Industrial Revolution and digital transformation in education, developing digital competence among pre-service teachers has become essential to meet the requirements of modern teaching and the labor market. This study aims to assess the current status, identify influencing factors, and propose solutions for developing digital competence among students in teacher education institutions in the northern mountainous region of Vietnam. Using a mixed-methods approach that combined surveys and semi-structured interviews, data were collected from 600 students and 300 lecturers across four universities. The study assessed six key digital competence domains—information literacy, critical thinking and problem-solving with technology, digital communication and collaboration, digital content creation, digital ethics and safety, and the use of artificial intelligence. The findings show that students’ digital competence levels are moderate, with mean scores ranging from 2.71 to 3.17. While students are proficient in basic technology use, their creative and pedagogical digital skills remain limited. Factors influencing digital competence development include institutional policies, lecturer competence, technological infrastructure, and the national digital transformation context. Survey results indicate that activities integrating digital competence into teaching, extracurricular programs, and Youth Union initiatives are being implemented but vary in effectiveness. The study recommends systematically embedding digital competence into teacher education curricula, enhancing lecturers’ digital capacity, and improving digital infrastructure to foster a comprehensive digital learning ecosystem. These findings provide empirical evidence to support universities in developing strategies for strengthening digital competence among future teachers in the digital era.
Copyright (c) 2025 Linh Thi Kim Ha, Thu Thi Kim Dam, Huyen Thi Thanh Nguyen, Nga Thi Duong http://creativecommons.org/licenses/by/4.0
Unpacking Learner Agency and Epistemic Justice in AI-Augmented Open and Distance Learning for Marginalised Students
Intelligent learning technologies are reshaping university-based Open and Distance Learning (ODL), raising questions about how digitally mediated pedagogies redistribute knowledge, power, and participation for students from structurally marginalised contexts. Moving beyond issues of access, efficiency, and automation, this paper examines the epistemological implications of AI-augmented ODL by analysing learner agency and epistemic justice. Drawing on critical pedagogy and theories of epistemic injustice, we employ a theory-synthesis design to integrate conceptual and empirical work on ODL, learning analytics, and algorithmic personalisation. The analysis demonstrates how predictive models, recommendation engines, and automated moderation can both scaffold and constrain autonomy, participation, and recognition; it identifies pathways of testimonial and hermeneutical injustice when systems misinterpret non-dominant discourse, proxy sensitive attributes, or inhibit contestation. In response, we propose a critical framework that redefines learner agency as relational and contextually situated, organised around three dimensions—recognition, voice, and power—and operationalised through three design checkpoints—credibility, comprehensibility, and control (CCC). We outline practical applications for course and assessment design, analytics pipelines, student data rights, and continuous improvement, while specifying policy requirements for participatory governance, impact assessment, and repair. The framework is intended to be applicable across regions globally where similar platform logics circulate, while remaining adaptable to local conditions. Ultimately, the paper offers a justice-oriented lens for reimagining ODL as a space where student dignity, cultural relevance, and equitable participation in knowledge construction are central. The study contributes to knowledge by delivering a coherent, testable model and CCC criteria that translate epistemic justice theory into actionable design and governance for AI-mediated ODL.
Copyright (c) 2025 Bunmi Isaiah Omodan, Sindile Ngubane http://creativecommons.org/licenses/by/4.0
Design and Development Research (DDR) Approach in STEM Project: Augmented Reality Module to Improve the Quality of Education for Rural Students in Malaysia
This article describes the development of a STEM project, namely the Augmented Reality module, aimed at improving the quality of Science education for rural students in Malaysia. This study employs the Design and Development Research (DDR) method consisting of three phases: needs analysis, development and design, and evaluation. Each phase follows a systematic process, including the need analysis process, the Fuzzy Delphi Technique, expert validation, and evaluation through the effectiveness of the module on rural students in Malaysia. This study adopts a quantitative development approach. With a focus on applying STEM education through Augmented Reality (AR) to improve achievement in the subject of science, this study also seeks to improve the quality of education and reduce inequalities for rural students in Malaysia. The findings demonstrate that this AR module allows students to directly view interactive 3D models through mobile devices or tablets, allowing science concepts that are difficult to understand theoretically to be comprehended more easily through visual and contextual means. Technological learning through AR provides a fun and interactive learning experience compared to traditional methods for rural students in Malaysia. Rural students who may have limited exposure to advanced technology are likely to be more excited and motivated to learn through AR, thereby improving their achievement and understanding in Science. This project aligns with Sustainable Development Goal (SDG) 4: Quality Education and SDG 10: Reduced Inequalities for rural students.
Copyright (c) 2025 Wan Ab Kadir Wan Nurul Huda http://creativecommons.org/licenses/by/4.0
Establishing A Community of Practice for Academic Faculty in Higher Education: A Framework for Collaboration and Professional Growth
The objective of this research is to study the factors affecting the creation of a Community of Practice (CoP) to promote research conducting among novice lecturers. The participants consist of three novice lecturers from Faculty of Education. The research employed semistructured interviews and focus group discussion as research instruments. The findings reveal that the challenges faced by novice lecturers in research, including limited exposure to advanced methodologies, time constraints from teaching and administrative duties, and difficulties in academic writing and publishing in English. Resource limitations, such as insufficient funding and restricted access to analytical tools, further hinder progress. Despite these obstacles, lecturers remain motivated by professional growth and the desire to contribute to knowledge. The findings emphasize the need for institutional support through mentorship, training workshops, flexible workloads, and collaborative networks to enhance research capacity and productivity.
Copyright (c) 2025 Kanyarat Sonsupap http://creativecommons.org/licenses/by/4.0
Leveraging AI Tools to Improve Saudi EFL Students’ Academic Writing Skills: Instructor Perceptions
This study explores instructors’ perceptions about integrating AI-driven tools into the curriculum in order to improve the academic writing skills of English as a foreign language (EFL) students in Saudi Arabia. A mixed-methods approach was adopted, implementing a 16-item online survey based on four primary themes: learner familiarity with AI tools, teacher familiarity with AI tools, learning materials, and assessment practices. The results showed that an instructor’s years of experience teaching played a major role in their acceptance of AI-driven tools. Instructors with more experience reported a more positive perception of the impact of AI on Saudi EFL learners’ writing. Based on the findings, this study recommends providing interactive professional training for both instructors and learners, ensuring availability of the proper tools, and interactive evaluation.
Copyright (c) 2026 Hammad Alshammari http://creativecommons.org/licenses/by/4.0
Teachers Communicate Values to Preschool Children: A Systematic Review
Values education in preschool is a formative activity that significantly impacts children's moral development. This study analyses scientific production from 2014 to 2024 on how preschool teachers communicate values and the values they prioritise in educating children. The methodological design consists of a systematic literature review, adopting the preferred data elements for PRISMA systematic reviews in the EBSCO, Web of Science, and Scopus databases. The sample considers 19 articles reviewed through thematic content analysis. The results show that preschool teachers communicate values through didactic activities included in curricular plans and in everyday teaching practices. The values they most frequently communicate are democracy, morality, and society. Preschool teachers communicate values in line with the political, social, and cultural context in which children live.
Copyright (c) 2025 Rodrigo Arellano Saavedra, Andrew Philominraj, Ranjeeva Ranjan, Valentin Diaz Montecino http://creativecommons.org/licenses/by/4.0
A Multi-Stakeholder Needs Assessment for the Curriculum Development of a Graduate Diploma Program in Teaching Profession
The periodic revision of teacher education curricula is essential for ensuring alignment with contemporary educational standards and societal needs. This study aimed to conduct a comprehensive needs assessment to guide the development of the Graduate Diploma Program in Teaching Profession. The research employed a needs assessment design, gathering data from 579 participants across five key stakeholder groups: administrators, instructors, students, graduates, and employers. Data were collected via custom-developed questionnaires and structured interviews, with analysis conducted using descriptive statistics and the Modified Priority Needs Index (PNImodified) to identify and rank the gaps between the current and desired states of the program across four domains: Context, Input, Process, and Product. The findings revealed a significant perceptual gap between stakeholder groups. Instructors reported the highest overall need for development (PNImodified = 0.11), primarily concentrated in the Input domain (resources and facilities). In contrast, employers uniquely prioritized the Character of graduates (PNImodified = 0.08), while students expressed the highest level of satisfaction with the current program (PNImodified = 0.02). The study concludes that a holistic strategy is essential for curriculum enhancement. Key recommendations include prioritizing investment in educational resources, realigning the curriculum to foster holistic attributes such as character, and establishing a continuous development cycle informed by ongoing stakeholder feedback.
Copyright (c) 2025 Kanyarat Chootinan http://creativecommons.org/licenses/by/4.0
Measuring Inclusivity in Mathematics Learning Evaluation: Instrument Development Using a Design for Change Approach
This research is motivated by the need for a more inclusive and adaptive mathematics learning evaluation system in inclusive schools at the vocational education level. So far, conventional evaluations have not fully been able to capture the diversity of learning experiences as well in terms of how teachers and students perceive it, thus requiring instruments that align with the principles of Design for Change. The purpose of this study is to develop and test an instrument to measure students' and teachers' perceptions of mathematics evaluation on the basis of Design for Change in inclusive schools at the vocational education level in Bali Province. Through research involving 1,254 respondents consisting of 114 teachers and 1,140 students, the instrument was tested in terms of usability, flexibility, challenges, feedback, engagement, relevance, and critical thinking using exploratory factor analysis and confirmatory factor analysis. The data were analyzed using SPSS 26.0 to support the statistical procedures involved in the validation process. The content validity index value was above 0.8, while the Kaiser–Meyer–Olkin index showed results of 0.922 for teachers and 0.936 for students, indicating sample adequacy. The analysis identified four factors that demonstrated validity and reliability for both teachers and students, with a high level of construct validity and model fit. This finding confirms that Design for Change is capable of supporting inclusive education by accommodating diverse learning needs and providing meaningful feedback, despite challenges such as the complexity of assessment design, the need for training, and time limitations. This validated instrument can serve as a reference for educators and policymakers in strengthening a fair and inclusive evaluation system.
Copyright (c) 2025 I Putu Pasek Suryawan, I Gusti Ngurah Pujawan, Gusti Ayu Mahayukti, Padrul Jana, Mohamed Nor Azhari Azman http://creativecommons.org/licenses/by/4.0
Cracking the Code of Business Student Learning: Through the Lens of Fink’s Taxonomy
Business education has increasingly emphasized learning outcomes and assessment, highlighting the need to understand how students achieve program-level competencies across diverse educational backgrounds. This study examines the multiple factors underlying program learning outcomes, guided by Fink’s Taxonomy, to classify students into meaningful clusters and reveal patterns of achievement. Data were collected from a census of secondary sources in the Business program of an international institution, totaling 383 cases. The findings identify four distinct factors of program learning outcomes: Collaborative Intelligence, Adaptive Business Thinking, Holistic Decision Making, and Analytical Acumen. T-tests and ANOVA reveal differences in program learning outcomes performance by gender, entrance mode, school type, and chosen major. Cluster analysis further identifies two distinct student groups—Pathbreakers and Pathfinders—who differ in their achievement on program learning outcomes and associated characteristics. This study proposes Fink’s Taxonomy as an alternative approach to curriculum assessment.
Copyright (c) 2025 lokweetpun suprawan, thanyawee pratoomsuwan http://creativecommons.org/licenses/by/4.0
Foundation Phase Teachers’ Perceptions of Implementing Formative Assessments in Teaching Reading: A Systematic Review
Reading is a foundational skill that supports learning across all subjects and is particularly critical in the early years of schooling. In South Africa, English is taught as a First Additional Language in many primary schools, yet it also functions as the medium of instruction in higher education. This dual role emphasizes the need to develop strong reading skills from the Foundation Phase to ensure long-term academic success. Within this context, formative assessment is a key tool for supporting reading development, especially in classrooms where learners face systemic challenges. However, despite its recognized value, limited research has examined Foundation Phase teachers’ perceptions and practices in implementing formative assessment for reading instruction. This study presents a systematic review of literature examining teachers’ perceptions, experiences, and challenges in applying formative assessment to reading. Drawing on Vygotsky’s socio-cultural learning theory, the review synthesized qualitative data from peer-reviewed studies and employed thematic analysis to identify key patterns and insights. The study was guided by the following research questions: a) What does existing literature reveal about Foundation Phase teachers’ perceptions the role and implementation of formative assessment in teaching reading? (b) What challenges and barriers do teachers encounter when implementing formative assessment in reading instruction? Findings reveal that teachers value formative assessment for its potential to enhance reading outcomes and learner engagement. However, their effective use of these strategies is constrained by systemic barriers including large class sizes, limited resources, inadequate training, time constraints, and curriculum demands. These barriers are further intensified by challenging socio-economic conditions that shape classroom realities. This study contributes to the growing body of knowledge on formative assessment in early literacy by highlighting both its pedagogical promise and its practical challenges. It offers recommendations for teacher professional development, policy support, and classroom practice to promote sustainable formative assessment approaches that strengthen reading instruction and improve learner outcomes in South African Foundation Phase classrooms.
Copyright (c) 2026 Welile N. Msimango, Maria S. Mabusela http://creativecommons.org/licenses/by/4.0
Assessing Digital Competencies and Readiness Among Vietnamese Educators: A Cross-Sectional Study
Digital transformation in education is an important process that requires educators to develop new knowledge, skills, and attitudes. This study aimed to assess the current awareness, digital competence, training practices, and implementation of digital transformation tasks among managers, teachers, and lecturers in Binh Dinh Province, Vietnam. A descriptive research design with a quantitative approach was used. The sample included 290 educators selected through purposive sampling. Data were collected with a structured questionnaire and analyzed using descriptive statistics. The results showed that awareness of the concept of digital transformation was moderate, with 48.28% of participants reporting a moderate level of understanding and a mean score of 3.24. However, understanding of the practical application and impact was lower, with a mean of 2.07 for understanding and applying digital technologies. Regarding digital competence, educators demonstrated higher skills in using computers and technological devices (M = 3.01) and educational software (M = 2.93). Skills in information security and data safety were weaker, with the lowest mean score of 2.51. Training activities were implemented at a moderate level, with organizing workshops and training sessions receiving the highest mean score (M = 2.52), while providing regular support and materials had a lower mean (M = 2.04). The study also found that developing programs to guide learners had the highest implementation (M = 2.87), but guiding students on information safety and digital ethics was less developed (M = 2.40). These findings suggest that while efforts to support digital transformation have started, more actions are needed to improve digital skills, awareness, and institutional support. The study offers important insights for policymakers and educators to design effective training and strategies for digital transformation.
Copyright (c) 2026 Ha Le Nguyen, Loan Thi Bui, Hang Thi Thuy Vu, Cuong Van Trinh http://creativecommons.org/licenses/by/4.0
Effectiveness of VR Technology Integrated with Flipped Classroom Teaching Model for College Students’ Psychological Health Education
Although both virtual reality (VR) technology and the flipped classroom teaching model have shown individual promise in educational settings, there is limited empirical research evaluating their combined effectiveness for enhancing college students’ psychological health education. This is especially important as depression and anxiety are increasingly prevalent among Chinese college students. To fill this gap, this study aimed to investigate the effectiveness of VR technology integrated with the flipped classroom teaching model on reducing students’ depression and anxiety levels and enhancing student learning achievement. The researcher used a two-group pretest and posttest experimental design to conduct the experiment, while Zung’s self-rating depression and anxiety scales were used to test participants’ depression and anxiety levels, and learning achievement was tested by the standardized test of psychological health education in Anhui University of Science and Technology. The screening sampling method has been used in the participant selection process to select those who were on a mild depression and anxiety level. 80 participants from Anhui University of Science and Technology were involved in a 10-week experiment. MANOVA has been used to analyze the obtained data. The research findings showed all of the P-values <0.001, indicating that there was a positive influence of VR technology integrated with the flipped classroom teaching model on student depression status, anxiety status, and learning achievement. This study suggested that adopting VR-enhanced flipped classroom practices in psychological health education holds promise for improving both student mental health and academic outcomes, with important implications for curriculum development and educational policy in higher education settings.
Copyright (c) 2025 Di Wu, Jirarat Sitthiworachart, Thanin Ratanaolarn http://creativecommons.org/licenses/by/4.0
Integrating Affective, Cognitive, and Experiential Learning in Agent-Based Simulation: Effects on Students’ Motivation and Science Achievement
Purpose: This study examines how affective, cognitive, and experiential learning influence students’ motivation and science achievement within agent-based simulation environments, and investigates the mediating role of engagement in linking learning dimensions to educational outcomes. The study aimed to provide a comprehensive understanding of how emotional, intellectual, and hands-on learning processes work together in technology-enhanced science education. Method: A quantitative, explanatory research design with a cross-sectional survey was used. Data were collected from 245 university science students in China through validated scales measuring affective, cognitive, and experiential learning, engagement in agent-based simulation, motivation, and science achievement. Data were analysed using ADANCO to assess the measurement and structural models, including mediation effects. Findings: Results showed that affective, cognitive, and experiential learning each had significant positive effects on students’ motivation and science achievement. Engagement in agent-based simulation significantly mediated the relationships between all three learning dimensions and the two educational outcomes, highlighting engagement as a key mechanism for translating learning experiences into academic and motivational gains. Originality/Implications: The findings of this study contribute a unified framework demonstrating that meaningful science learning emerges through the integrated functioning of emotional involvement, cognitive processing, and experiential participation, with engagement serving as the central catalyst. The findings guide educators in designing interactive and engaging simulation-based learning environments.
Copyright (c) 2025 Yi Chen, Kien Tsong Chau, Wan Ahmad Jaafar Wan Yahaya, Sichen Chen, Muhammad Suhaimi Mohd Yusof http://creativecommons.org/licenses/by/4.0
Learning Satisfaction and Academic Performance of Students in Higher Vocational Colleges in Xianning, China
China's higher vocational education is undergoing a transition from rapid expansion to quality-oriented development. There are currently 1,486 higher vocational institutions nationwide, enrolling more than 5.5 million students annually. However, persistent societal misconceptions about vocational education and the tendency to prioritize theory over practice continue to undermine students’ learning motivation and satisfaction. Learning satisfaction - often considered a "barometer" of educational quality is closely linked to intrinsic motivation when basic psychological needs for autonomy, competence, and relatedness are fulfilled. Existing studies predominantly focus on traditional universities or foreign contexts leaving gaps in localized research on Chinese higher vocational students. Objective: This study examines the relationship between learning satisfaction and the academic performance in terms of the comprehensive assessment outcome among 300 sophomore students enrolled in a mental health education course at three vocational colleges in Xianning City, China: Xianning Vocational and Technical College, Hubei Health Vocational College, and the Xianning Campus of Hubei University of Commerce. Methods and Materials: A quantitative correlational design was employed. Learning satisfaction measured across autonomy, competence, and relatedness was assessed using a structured questionnaire administered to a stratified sample of 300 respondents. Statistical analyses included Pearson’s r, Spearman’s rho, t-tests, Mann–Whitney U tests, and ANOVA. Results: Students reported overall “Extremely Satisfied” ratings, particularly in autonomy and competence. Gender significantly influenced competence and relatedness, while age and institution showed no substantial variation. Academic performance in terms of the comprehensive assessment outcome among students was excellent, with significant differences observed only across institutions. All three dimensions of learning satisfaction were positively correlated with academic performance. Conclusion: Findings underscore the critical role of learning satisfaction in fostering engagement and academic success. Practical implications include enhancing pedagogical practices, strengthening student support systems, and optimizing institutional resource allocation within higher vocational education. Limitations and Future Research: Several limitations should be considered when interpreting the findings of this study. First, the research was conducted with a small and program-specific sample of mental health students, which may limit the generalizability of the results to other student populations or academic settings. Second, the use of a cross-sectional design restricts the ability to draw causal conclusions regarding the relationship between learning satisfaction and academic performance. Third, learning satisfaction were measured through self-report instruments that may be subject to response biases and variations in individual self-awareness. Additionally, academic performance was evaluated primarily through comprehensive assessment outcomes, which may not fully capture students’ overall academic abilities or practical competencies. The study also did not control for potentially influential factors such as mental health status, motivation, instructional quality, and socio-economic Published by Sciedu Press 405 ISSN 1927-2677 E-ISSN 1927-2685 http://jct.sciedupress.com Journal of Curriculum and Teaching Vol. 15, No. 1; 2026 background, all of which could have shaped students’ satisfaction and academic results. Lastly, conducting the study within a single institution introduces contextual limitations related to curriculum design, assessment practices, and institutional culture. Future research could use longitudinal designs to examine how learning satisfaction and academic performance change over time. Studies with larger and more diverse samples across multiple institutions may improve generalizability. Including additional measures of academic performance and exploring other variables—such as self-efficacy, mental well-being, and instructional factors—may provide deeper insight. Mixed methods approaches and investigations into interventions or learning environments may also help identify strategies to enhance both satisfaction and academic outcomes. 表现
Copyright (c) 2025 HU wan http://creativecommons.org/licenses/by/4.0
Differentiation as Relational Equity: Ethnographic Insights from Early Primary Classrooms
This study examines how early primary teachers conceptualize and enact equity-oriented differentiation as a relational and emotionally mediated practice. Conducted in three public primary schools in Indonesia, the research employed a domain ethnographic approach combining classroom observations, semi-structured interviews, document analysis, and child-centered elicitation tools. Findings reveal that differentiation was not simply a technical process but an evolving ethic of care, characterized by continuous responsiveness to learners’ needs, tactical adjustments, and efforts to protect children’s dignity. Teachers frequently navigated emotional dilemmas—balancing fairness with perceptions of favoritism and sustaining relational attentiveness amid structural constraints such as large class sizes and limited preparation time. Children’s perspectives highlighted that differentiated support could be both empowering and stigmatizing, underscoring the importance of participatory approaches that honor learners’ agency. The study contributes to international debates by demonstrating that effective differentiation requires alignment between pedagogical ideals and systemic supports, as well as recognition of emotional labor as legitimate professional work. Implications include designing professional development that integrates reflective inquiry, embedding flexible curriculum frameworks, and creating policy conditions that enable relational equity to flourish in everyday practice.
Copyright (c) 2025 Lukman Arsyad, Moon H. Otoluwa, Suleman Bouti, M. Hilal Bouti http://creativecommons.org/licenses/by/4.0
The Effect of Using Wiki on the EFL Students’ Writing Performance at Al al-Bayt University and Their Attitudes Towards It
In light of distance learning and teaching, various applications have become a necessity. Teachers have started evaluation techniques that cope with the recent changes that resulted from the global innovations related to teaching progress as well as evaluation and assessment techniques. As instructors of various courses of EFL, the researchers used Wiki Writing as an application while teaching Writing 2, which is a compulsory course, that is usually taken by the second-year EFL students at Al al-Bayt University in Jordan, during the Summer Term of the academic year 2020/2021. The study aimed to investigate the EFL students’ attitudes at Al al-Bayt University toward Wiki and its effect on their writing performance. The total number of the students in the Writing to sections was (36), and the number of the students who responded to the questionnaire that was distributed at the end of the term was (19). In analyzing the data, descriptive statistics were used and the results showed that there was a statistically significant difference in the post test scores in favor of the experimental group , and the students’ attitudes in the experimental group towards using Wiki in their writing were positive; most students who responded to the questionnaire ( they are considered as a sample that represents the whole number of students in that course) liked the Wiki in their writing.
Copyright (c) 2025 Kifah Rakan Alqadi http://creativecommons.org/licenses/by/4.0
Development of an Environmental Problem-Based Learning Model to Improve the Social-Scientific Reasoning of Prospective Chemistry Teachers
This study aims to develop a valid, practical, and effective Environmental Problem-Based Learning (EPBL) model grounded in Socio-Scientific Reasoning (SSR) to enhance the socio-scientific thinking skills of prospective chemistry teachers. Using a Research and Development (R&D) approach with the ADDIE framework, the study designed and evaluated an SSR-based EPBL model integrating real-world environmental issues with reflective learning activities. The model focuses on strengthening key SSR dimensions, including issue complexity, multiple perspectives, continuity of inquiry, and skepticism of information. Results indicate that the SSR-based EPBL model significantly improves students’ SSR capabilities, with high levels of instrument validity and reliability. Student responses were highly positive, particularly regarding engagement with local environmental issues and the use of data-driven argumentation. Expert validation confirmed that the model's syntax, learning tools, and assessment components meet both scientific and pedagogical standards. This model contributes to the advancement of contextual learning based on SSR and offers an alternative strategy for 21st-century science teacher education. The adoption of this model is recommended for other courses and faculty training programs to support transformative scientific literacy.
Copyright (c) 2025 Julhim S. Tangio, Ramli Utina, Frida Maryati Yusuf, Lukman Abdul Rauf Laliyo, Weny Musa, Masrid Pikoli http://creativecommons.org/licenses/by/4.0