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and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher.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.
The Effectiveness of a Self-Assertiveness-Based Counseling Program in Reducing Bullying Fear Symptoms Among a Sample of Elementary School Students
This study aimed to implement a self-assertiveness-based counseling program and measure its impact on reducing bullying fear symptoms among elementary school students in the Second Amman Directorate of Education. The students' ages ranged from 10 to 12 years, and the sample consisted of 60 male and female students selected purposively from 950 students. They were assessed using a Bullying Fear Questionnaire and randomly divided into control and experimental groups. The counseling program was applied to the experimental group, and the study utilized a quasi-experimental design. The results showed statistically significant differences between the mean scores of the control and experimental groups on the bullying fear questionnaire in favor of the experimental group, which is attributed to the counseling program. There were no differences in the program's effect according to gender, nor were there any differences in bullying fear symptoms. There were also no statistically significant differences attributed to the interaction between gender and group regarding bullying fear symptoms. These findings highlight the program's potential for broad application, providing valuable insights for educators and policymakers aiming to enhance student well-being and safety in schools. The research's regional focus and specific intervention approach add originality and practical value to educational psychology and bullying prevention.
Copyright (c) 2025 Mimas Kamour, Khawlah M. AL-Tkhayneh, Samer Abdel Hadi, Ammar al maharmah http://creativecommons.org/licenses/by/4.0
Fostering the Use of Talking Stick Learning Model on the Critical Thinking Ability in Science Learning
This study aimed to investigate the influence of the Talking Stick learning model on the critical thinking skills of fourth-grade students in science (IPA) subjects. Conducted as a quantitative research using a pre-experimental One-Group Pretest-Posttest Design, the study involved 30 students from class IV at UPTD SD Negeri 122345 Pematangsiantar. Data were collected through critical thinking tests administered before and after the implementation of the Talking Stick model. The test instrument consisted of eight essay questions validated through Aiken’s V formula, showing a high level of content, construct, and language validity. The results showed a significant increase in students’ critical thinking skills after the intervention. The average pretest score was 44.86, whereas the posttest average rose to 88.83. The normalized gain (N-Gain) score reached 0.79, falling into the high category, indicating effective improvement in the learning process. The Talking Stick model, by encouraging turn-taking and structured student interaction, effectively enhances analytical thinking, reasoning, and active participation in science learning. These findings support the integration of active learning models into elementary education to develop critical thinking skills. The model's simplicity and effectiveness suggest that it is particularly suitable for primary-level classrooms. Therefore, educators and curriculum developers should adopt Talking Stick and similar strategies to promote 21st-century competencies. Further research is recommended to explore its application in diverse learning contexts and subject areas.
Copyright (c) 2025 Muktar Bahruddin Panjaitan, Asister Fernando Siagian, Natalina Purba, Herman Herman, Sutikno Sutikno, Yanti Kristina Sinaga, Sabar Dumayanti Sihombing http://creativecommons.org/licenses/by/4.0
Faculty Perceptions of the Research-Teaching Nexus in Oman Business School
The research–teaching nexus (RTN) is a core accreditation requirement of the Oman Authority for Academic Accreditation and Quality Assurance of Education (OAAAQA). Embedding research into teaching enhances educational quality, bridges the gap between theory and practice, and develops students’ critical and analytical skills. This study investigates faculty perceptions and practices of RTN within a business college in Oman. A quantitative research design was employed, using a structured survey administered to academic staff and analyzed through descriptive statistics and a one-way multivariate analysis of variance (MANOVA). Results reveal strong engagement with RTN: 76% of faculty integrate their research, 83% embed external research, 80% involve students in projects, and 79% supervise and provide feedback on theses. Moreover, 92% reported that research keeps them updated on emerging trends, 87% indicated it introduces new insights that enrich teaching, and another 87% affirmed it stimulates pedagogical innovation. Significantly, 97% agreed that RTN directly enhances students’ competencies and employability skills. The MANOVA results indicate a statistically significant multivariate effect on respondents’ perceptions of RTN practices, educational quality, and student skill development. In contrast, neither gender nor teaching experience produced statistically significant differences, suggesting that these demographic variables exert limited influence on how respondents evaluate institutional RTN practices or their associated outcomes. Despite these positive practices, challenges remain, including heavy teaching loads, limited time, and restricted research funding. The study concludes that effective implementation of RTN requires institutional support, workload alignment, and faculty development initiatives. The findings provide practical implications for academic leaders and quality assurance bodies seeking to advance innovation and educational quality in higher education.
Copyright (c) 2025 Bashir Ahmad Fida, Umar Ahmed, Shahala Nassim, Sauda Al-Marhoobi, Ibrahim Gambo http://creativecommons.org/licenses/by/4.0
A Science and Technology Society Model to Enhance Critical Thinking Social Studies Students in Indonesia
The background of the problem in this study is the low critical thinking of students in class VIII B Og 10th Public Junior High School Yogyakarta, Indonesia. The aim is to improve student learning outcomes using the Science Technology Society learning model. This type of research is classroom action research conducted in two cycles. Each cycle consists of four stages: action planning, action, observation, and reflection. The results of this study indicate an increase in the value of student learning outcomes with a minimum completeness criterion of 70. As seen from students before the action, out of 34 students in class VIII B, only 11 students reached minimum completeness criteria, with a 32% percentage. Then, the action in cycle I to 23 students reached the minimum completeness criteria with a percentage of 67.65%. In cycle II, learning outcomes have increased, namely reaching minimum completeness criteria 27 students with a percentage of 79.41%. The conclusion is that the use of the Science Technology Society learning model can improve students' critical thinking in social studies subjects.
Copyright (c) 2025 Septian Aji Permana http://creativecommons.org/licenses/by/4.0
Developing an Instructional Innovation Model for Teaching English Tense Structures: A Grounded Theory Study of Teachers’ Classroom Practice and Perceptions
Thai EFL learners consistently struggle with English verb tense structures due to fundamental linguistic differences between Thai and English grammar systems, compounded by traditional grammar-translation teaching methods that emphasize rote memorization over meaningful application. Teachers in resource-limited schools lack effective pedagogical frameworks and professional development opportunities to address these persistent challenges in tense instruction. This study aimed to accomplish the following goals: a) identify current pedagogical practices and challenges in teaching English tense structures in small Thai schools, b) examine how teachers implement a newly developed instructional innovation, c) explore teachers’ perceptions and experiences of using the innovation, and (d) develop an emergent, replicable teaching model grounded in actual classroom practice. Drawing on constructivist and sociocultural theories, cognitive load theory, and communicative grammar instruction, this study situated instructional innovation as a means to bridge rule-based and meaning-focused approaches in EFL grammar teaching. A grounded theory qualitative design was employed. Four English teachers from resource-limited primary schools participated in pre- and post-training observations, focus groups, and semi-structured interviews. Open, axial, and selective coding of field notes and transcripts generated the instructional model. The study revealed the EPIRIS model—Elicitation of Knowledge; Presentation; Innovation Use; Retention Practice; Interaction; Summary and Assessment—which organizes effective strategies for teaching tense structures with the innovation. Teachers reported increased confidence, student engagement, and memory retention, despite challenges of time management and mixed-ability classes. The model offers a practical roadmap for EFL teachers in similar contexts and informs professional development programs by demonstrating how multimodal, student-centered innovations can be systematically integrated.
Copyright (c) 2025 Chalermsup Karanjakwut, Kamonwan Charunsri, Arnantawut Tiang-uan, Wapee Kong-in, Saisunee Oulis, Sirikanjana Baikham http://creativecommons.org/licenses/by/4.0
Formation of Social Intelligence of School Children Through the Integration of Subject Knowledge
Social intelligence is essential for school children's development; it enables them to build meaningful relationships and explore complex social interactions. Therefore, the present study aims to determine the impact of integrating subject knowledge in the development of social intelligence among school children, looking at the growing importance of social competencies such as empathy, social skills, and conflict resolution. The study employed a quasi-experimental design involving 60 participants. The participants were divided equally into two groups: experimental and control groups. The experimental group received treatment on integrated subject knowledge, while the control group received instruction through conventional teaching instruction. This study has found generally significant gains in the experimental group, especially in areas such as conflict resolution and social skills, with minimal improvement observed in the control group. These findings suggest that subject integration not only enhances academic engagement but also strengthens interpersonal capabilities essential for collaborative learning and social adaptation. The evidence from this experimental study underscores several critical implications for educational practice in Kazakhstan. First and foremost, the observed improvement in students’ social intelligence highlights that integrating subject knowledge into instruction is not merely a curricular innovation but a practical necessity for holistic student development. The study recommends that policymakers and decision-makers in Kazakhstan should promote the systematic inclusion of integrated curricula in both primary and secondary schools, emphasizing activities that combine subject learning with social interaction, such as group problem-solving and interdisciplinary projects.
Copyright (c) 2025 Nikolay Kozhakhmetov, Kuandyk Taibolatov http://creativecommons.org/licenses/by/4.0
Teacher–Student Conflict and Teacher Job Stress in South Korea: Public Health Implications and the Mediating Role of Controlling Classroom Managements
This study explored the impact of teacher–student conflict on teacher job stress in South Korea, with a focus on the mediating role of students’ perceptions of controlling classroom environments. Data were drawn from 616 first-year middle school students, their parents, and teachers who participated in the 14th wave of the Korean Children and Youth Panel Survey (2021). Descriptive statistics, reliability analyses, and Pearson correlation coefficients were computed using SPSS Version 26.0, and mediation analysis was performed with PROCESS macro (Version 4.2; Model 4) employing bootstrapping procedures. The results reveal significant positive associations among teacher–student conflict, teacher job stress, and controlling classroom environments. Moreover, controlling classroom environments are positively related to teacher job stress and partially mediated the association between teacher–student conflict and teacher job stress. These findings underscore the importance of addressing classroom management practices to alleviate teacher stress, foster healthier teacher–student interactions, and promote teacher well-being. The study also highlights limitations, including the reliance on cross-sectional data, and suggests directions for future research to further clarify causal relationships and explore intervention strategies.
Copyright (c) 2025 Hyoeun Kim, Eunjoo Hong http://creativecommons.org/licenses/by/4.0
Effect of Integrating Animation Videos into Science Instruction in Under-Resourced Rural Nigerian Schools
This study investigates the effect of integrating animation videos into science instruction on students’ academic achievement in rural Nigerian secondary schools, where access to educational technology such as electricity supplies is limited. While global interest in video-based pedagogy is increasing, empirical research on its use in under-resourced African classrooms remains limited. This quasi-experimental study involved 83 Junior Secondary Two students from two intact classes. The experimental group received traditional science instruction supported by animation videos preloaded on the teacher's smartphone, while the control group received lecture-only instruction. Guided by three hypotheses, achievement was measured using two validated research instruments: a researcher-adapted Science Aptitude Test (SAT) and the Basic Science Achievement Test (BSAT), with reliability coefficients of 0.711 and 0.68, respectively. Independent samples t-tests revealed statistically significant differences in achievement favoring the animation-supported instruction. Further analysis showed a significant interaction between instructional method and student ability level, with higher gains among both high- and low-ability students in the experimental group. The findings underscore the value of integrating context-appropriate video resources into classroom teaching to support differentiated learning, even in infrastructure-limited settings. This study has implications for teacher training, curriculum development and low-cost technology integration and it contributes to a nuanced understanding of learning processes in marginalized educational contexts such as rural communities in developing countries like Nigeria.
Copyright (c) 2025 RACHEL ATOMATOFA, Faustina Inaighe, Stella Ewesor, Ihuoma Babatope, Elizabeth Kachikwu http://creativecommons.org/licenses/by/4.0
Competency-Based Approach in the Initial Training of Secondary Education Teachers: A Case Study
Initial teacher training for secondary education in Spain has evolved through various legislative reforms, ultimately leading to the establishment of the Master's degree in Secondary Education Teaching (MPES). However, this model has been criticized for its lack of alignment between theory and practice, insufficient pedagogical training, and uneven implementation across different autonomous communities. This study aims to analyze the competency-based model of teacher training within the MPES at the University of Valencia and Florida Universitària (a center affiliated with the aforementioned institution). The study employs a qualitative methodology, involving a documentary analysis of a specific case study. Based on the selected data analysis tools, the study reviews a range of competencies promoted in the teaching guides and verification reports, contrasting them with current regulations regarding competency-based training needs in the MPES. The results reveal a disconnect between the competencies specified in the regulations and their presence in academic programs, with an emphasis on the disciplinary knowledge of teacher training and inclusive education. Thus, the study concludes that it is necessary to revise and update initial teacher training to ensure its consistency and adaptation to the current challenges of the education system.
Copyright (c) 2025 Estefanía López Requena, Irene López Secanell, Inmaculada Rodenas i Marco http://creativecommons.org/licenses/by/4.0
Designing a Creative Problem-Solving-Based English Reading and Writing Curriculum for Chinese University Students
The cultivation of 21st-century competencies in higher education demands an integrated approach that simultaneously enhances language proficiency and problem-solving capability. In the Chinese English as a Foreign Language (EFL) context, however, traditional university English instruction remains predominately exam-oriented, offering few opportunities for students to engage in authentic problem-solving tasks. This study presents a design of a creative problem-solving (CPS)-based English reading and writing curriculum for Chinese university students. Grounded in a five-step CPS teaching approach, which includes identifying problems, defining problems, finding solutions, evaluating solutions, and implementing plans, the curriculum integrates thematic units addressing real-world topics such as unemployment, career choice, and career development. The development process drew on a literature review, expert evaluation, and iterative refinement based on feedback. The resulting curriculum features critical reading activities, collaborative brainstorming, structured debates, writing workshops, and reflective practices, supported by a combination of formative and summative assessments. Findings indicate the curriculum’s potential to foster higher-order thinking, creativity, and linguistic competences, aligning with current calls for innovative, learner-centered approaches in EFL education. This work provides practical insights for curriculum developers, language educators, and higher education policymakers seeking to integrate CPS pedagogy into language learning.
Copyright (c) 2025 Ziyan He http://creativecommons.org/licenses/by/4.0
Evaluation of a Preschool Educational Program Using the CIPP Evaluation Model – A Case Study of the Éveil et Créativité Collection within the FMPS Network in Morocco
This study is conducted in the context of Morocco’s national ambition to universalize equitable and high-quality preschool education. It provides a holistic evaluation of the Éveil et Créativité pedagogical collection, developed and implemented by the Moroccan Foundation for PreSchool (FMPS) for the final year of preschool in its public network. Grounded in the CIPP evaluation model, the study adopts a mixed-methods approach. It combines confirmatory factor analysis (CFA) to validate the evaluation framework and a directed thematic analysis of qualitative feedback from over 10,007 educators. The evaluation covers five key pedagogical dimensions: curriculum alignment, quality of educational resources, child engagement, temporal organization, and openness to innovation. The integrated FMPS model—combining program design, educator training, and operational management—creates a consistent context that strengthens the reliability of the data collected. The findings confirm strong educator support for the program, especially regarding children’s engagement, curriculum alignment, and content richness. Participants also highlighted the clarity of the learning sequences and the user-friendliness of the tools provided. Suggestions for improvement focused on time management and the visual quality of printed materials, challenges that were especially evident in rural and multi-grade classrooms. Applied at a national scale, this approach shows how CFA can strengthen the methodological rigor of CIPP-based preschool program evaluations. Overall, the findings demonstrate the solidity of a scientifically grounded, integrated pedagogical system, supported by coherent governance and open to future enhancements.
Copyright (c) 2025 Mountassir ZEMZAMI, Majda Zbat http://creativecommons.org/licenses/by/4.0
Research Status and Development Trends of Experiential Learning in Music Education: A Bibliometric Analysis
A global commitment has been observed toward the incorporation of experiential methodologies into education. Experiential learning strategies have been increasingly integrated into classrooms across various educational levels, and their use has been recognized as a core competency for educators (Council of Europe, 2018). The primary aim of this study is to analyze academic research concerning the application of experiential learning in music education. A sample was obtained from the Web of Science Core Collection, encompassing publications from January 1, 2014, to July 20, 2025. Multiple bibliometric tools, including GraphPad Prism v8.0.2, CiteSpace (6.2.4R), and VOSviewer (1.6.18), were employed to examine publication trends, relevant journals and authors, geographic distribution, keywords, and emerging research themes. The study analyzed 817 relevant publications spanning 76 countries and regions, 1,140 institutions, and 2,865 authors. The analysis demonstrated that (1) publication volume has shown a consistent upward trajectory, accelerating post-2019 with a peak anticipated in 2024; (2) the United States has led in both publication count (310, 37.94%) and citation frequency (5,111), followed by China; (3) the Journal of Chemical Education has been identified as the most prolific journal; and (4) research focal points have shifted from foundational topics such as categorization and integrated learning development to contemporary themes including active learning and concept drift. Looking ahead, two prominent areas of focus are anticipated to involve the integration of artificial intelligence and neural networks in music education, and the amalgamation of experiential learning with innovative pedagogical strategies.
Copyright (c) 2025 Xue Han, Christine Augustine http://creativecommons.org/licenses/by/4.0
A Case Where It Is Better to have an Unstandardized measure of the Right Construct than a Standardized Measure of a Related One: Application to Coding Interviews Within a Course in SAS Programming
Interview-based examinations provide richer data than formats such as multiple choice and short answer, albeit at the cost of being less standardized. This describes administering a coding interview as the final examination in a class on SAS programming, plus primarily qualitative reflections. We conclude that when the goal is to assess facility with programming an interview-based examination should come into especial consideration. We argue that a coding interview measures the right thing, namely how well the student designs and writes SAS programs – which in turn depends on factors such as general programming literacy, critical SAS-specific knowledge, ability to design SAS programs, and the ability to engage in problem solving as part of the process of program development -- rather than something that is merely correlated with this core construct, as would be the case for the objective questions that are included within typical certification tests. In doing so it is not completely standardized, but sufficiently so. This examination format more closely matches how students engage in SAS programming in actual practice: for example, by incorporating web searching. Moreover, it has the innovative and desirable property of embedding instruction in addition to evaluation. Coding interviews are a time-intensive form of evaluation, but much more is learned about student performance, there is an opportunity to teach as you go, and the time is well spent.
Copyright (c) 2025 Gregory Samsa http://creativecommons.org/licenses/by/4.0
Formation of Transcultural Competence in the System of Art Education in the Context of European Integration
In the contemporary artistic space, the development of transcultural competence plays a vital role in the professional growth of an artist. This article aims to determine the level of transcultural competence among students of art institutions in Ukraine. The quantitative analysis was used for this purpose. The study involved 50 students of artistic specialities of Ukrainian educational institutions, who were included based on a purposive sample. The main instruments used in the study were a survey among students and the Cultural Intelligence Scale (CQS). The survey was conducted from 1 to 20 November 2024. The CQS allowed measuring different levels of transcultural competence: metacognitive, cognitive, motivational, and behavioural dimensions. The results indicate that students have average levels of cultural knowledge and are good at adapting their behaviour in intercultural environments. Students also expressed an average understanding of integrating different cultures in art (3.18 mean). At the same time, it was noted that students who participated in international conferences and exchange programs had high scores. The conclusions emphasise the further development of transcultural competence and offer the following recommendations: in-depth knowledge of other cultures through open lectures and seminars by artists from different countries, emphasis on project-based methods, and group discussions on the importance of different cultures for contemporary art.
Copyright (c) 2025 Tetiana Humeniuk, Susanna Chakhoian, Dmytro Poliachok, Volodymyr Openko, Svitlana Borovyk http://creativecommons.org/licenses/by/4.0
The Development of a Literacy Curriculum Using Activity-Based Learning, Digital Curriculum and Spatial Identity to Enhance Literacy Skills of Elementary Students
This study uses a research and development model (R&D) that aims to develop a literacy curriculum using activity-based learning, digital curriculum and spatial identity to enhance literacy skills of elementary students under the office of education, Chiang Mai municipality. The target groups include 235 elementary students, 12 elementary teachers and 34 Thai language teaching pre-service teachers. Data were collected in the academic year 2022-2023. The main tools used include a literacy curriculum, a literacy skills assessment test for participating students, a competency assessment form for designing learning activities of Thai language teaching pre-service teachers, a teaching management competency assessment form for teachers. For the data analysis, mean values, standard deviation, and T-test dependent are used. The research findings reveal that: Firstly, the literacy curriculum is composed of the following elements: 1) principles, 2) objectives, 3) activity organization in five stages including (1) the text comprehension stage, (2) vocabulary expansion stage, (3) profound sentence comprehension stage, (4) specialized reading proficiency stage, and (5) effective written communication stage, and 4) measurement and evaluation. Secondly, the outcomes of the use of the innovative literacy curriculum show that (1) the students exhibited significantly higher literacy skills after than before studying at a statistical significance level of 0.05, (2) the Thai language teaching pre-service teachers demonstrated a high level of competency for designing learning activities, and (3) the teachers showed a high level of learning management competency.
Copyright (c) 2025 SIRA SOMNAM http://creativecommons.org/licenses/by/4.0
Linguistic Competence and Technophobia: Digital Anxiety in the Construction of Teaching Performance
The technophobia experienced by pre-service teachers in terms of digital malaise has increasingly emerged as a serious hindrance to their learning technology-facilitated instruction. This paper investigates the correlations among language proficiency, technophobia and teaching performance in a teacher training environment. Questionnaire responses from undergraduates in education programmed with both STAI-based data and open-ended questionnaire responses were the source of the data analyzed. The results showed that the cause of pre-service teachers’ technophobia is primarily based on situational constraints (i.e., poor access to digital infrastructure and insufficient institutional support) (50% of the responses), followed by personal factors in terms of fear of failure, low self-confidence, and unwillingness to use technology (45%). A further minority (5%) indicated that both influences played a role in shaping their opinions. The repercussions of cyberstress are obvious, such as reduced creativity, avoiding the use of technology in teaching practice, and an inclination to stick to traditional ways, leading to stagnation of interactive and innovative pedagogy. On the contrary, the research points to mitigating discourses that rely on accessible digital tools (Canva, Google Classroom, Quizizz), which provide situational affordances for larger participation, a positive self-bias empowering effect and a gradual reduction in anxiety. Through a discourse-based approach, language use is an important resource for pre-service teachers use to frame their digital anxiety experiences and reshape their teaching abilities. The study finds that addressing technophobia depends on institutional support and approaches to empowerment of student agency in the construction of digital pedagogical proficiency.
Copyright (c) 2025 Rabukit Rabukit, Rakhmat Wahyudin Sagala, Tri Indah Rezeki, Ratna Soraya http://creativecommons.org/licenses/by/4.0
Enhancing Future Officers’ Training to Provide Logistics Support: The Case of Ukraine
The article presents a methodology for training future officers to provide logistics support in the military units, as evidenced by a comprehensive study conducted from 2019 to 2022 at the Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine. The findings of the research indicate that the effective training of future officers to execute logistics activities within the State Border Guard Service of Ukraine (SBGSU) is possible upon the integration of the proposed methodology and pedagogical conditions into the educational framework of the higher military educational institution. A structured experiment, consisting of confirmatory and forming stages, was designed with control and experimental groups in order to assess the efficacy of the developed training methodology. During the confirmatory phase, the current state of professional readiness among future officers to conduct logistics activities was evaluated, revealing significant deficiencies. Throughout the experiment, a comprehensive diagnostic assessment was conducted utilizing specific methodological approaches. Additionally, a specialized training course titled “Organization and Implementation of Logistics Activities in SBGSU Units” was developed. As a result, the experimental group showed a 22.03% increase in the number of cadets achieving a sufficient professional readiness level. These results confirm the effectiveness of the proposed methodology, highlighting its potential to enhance the logistics capabilities of the SBGSU personnel and ensure that future officers are adequately prepared to meet the challenges of combat operations. Furthermore, this research contributes to the ongoing discourse on current military education problems and highlights the necessity to align with NATO and European Union standards.
Copyright (c) 2025 Sahan Vitalii, Ponomarenko Oleh, Kocheulov Arkadii, Nataliia Levchuk, Artem Bratko, Yurii Sychevskyi http://creativecommons.org/licenses/by/4.0
Reconceptualising Formative Assessment Through Ubuntu: Advancing a Humanising Curriculum for Pre-Service Teachers in South African Higher Education
The study writes a systematic literature review of research studies carried out from 2010 to 2025, concerned with the reformulation of formative assessment through Ubuntu and Ujamaa frameworks with focus on pre-service teacher education in South African higher education. Predominant assessment models tend to reflect individualistic, competitive paradigms, thus conflicting with indigenous African worldviews of interconnectedness and communal learning. Using Ubuntu, with special emphasis on human dignity, relationality, and empathy, and Ujamaa, with emphasis on collective responsibility and social justice, the review seeks to interrogate how the process of formative assessment can be reconfigured to promote a more humanizing and context-responsive curriculum. The findings show that African worldviews-based formative assessment practices stimulate deep engagement, affirm the identity of pre-service teachers, encourage reflective collaboration, and redress equity in historically marginalised educational settings. The study also claims to expose there are structural as well as epistemological problems, which include rigid curriculum structures, poorly trained educators, and policy-practice disconnects. It therefore recommends the integration of Afrocentric pedagogies and decolonial perspectives into assessment design for the formation of caring, critically conscious teachers. This review contributes to the discourse on educational transformation by advocating for formative assessment models that speak to African philosophies and thus to socially just teacher preparation.
Copyright (c) 2025 Primrose Ntombenhle Khumalo, Oluwatoyin Ayodele Ajani http://creativecommons.org/licenses/by/4.0
The Construction of Competency Indicators for Dance Education Programs in Chinese Universities
Current traditional dance education models in Chinese higher education institutions place excessive emphasis on technical training and performance skills, while neglecting the cultivation of comprehensive abilities such as innovation and cultural literacy among teacher trainees. Furthermore, existing research predominantly addresses individual competency elements in a fragmented manner, lacking systematic integration and rigorous quantitative analysis of indicator weightings, thereby failing to adequately support high-quality talent development. Consequently, this study, grounded in competency-based education theory, employs literature analysis, a two-round modified Delphi method, and the Analytic Hierarchy Process (AHP) to construct a three-tiered indicator system. This framework encompasses three primary dimensions—dance knowledge, dance skills, and dance attitude—comprising nine secondary and 24 tertiary indicators. These indicators are then allocated across the four-year undergraduate programme according to weighted priorities, forming a progressive development pathway. This provides a scientific basis for curriculum design, talent cultivation, and quality assessment within dance education programmes.
Copyright (c) 2025 Dongyun Chen, Peng-Fei, Chen http://creativecommons.org/licenses/by/4.0
The Impact of Learned Helplessness and Intervention Strategies on Academic Outcomes of Students with Learning Disabilities
This study investigates the learned helplessness and intervention strategies in determining academic outcomes for students with learning disabilities. A quantitative research design was utilized where structured surveys were conducted on three main variables, which included learned helplessness, academic performance, and the moderating role of intervention strategies. The participants were approximately 100 students from different schools in the Balqa Governorate, Jordan, who were selected through stratified random sampling to ensure representation of gender, academic year, and urban/rural settings. Thus, it can be deduced that, with an overwhelming calculated statistical significance (P-values of 0.000), the two intervening methods in combination with learned helplessness profoundly shape academic performance. This is further supported by powerful T-statistics (4.002 and 5.601). Nonetheless, the moderating effect proved to be statistically nonsignificant (P = 0.084, T = 1.729), which indicates that the moderator was not important in centering the relationship between the predictors and academic results. This finding highlights the need for future research to examine why commonly applied intervention strategies may not buffer the negative effects of learned helplessness, especially considering intervention effort and time, educator preparation, and responsiveness to learner profiles. Gaining insight into these factors may help in developing more tailored and contextually appropriate intervention strategies for learners with learning disabilities.
Copyright (c) 2025 Ali Ratib Alawamreh http://creativecommons.org/licenses/by/4.0
Effectiveness of 6C Skills Activities on Industrial Design Course (RBI)
The purpose of this study is to assess how well the 6C Skills activities are implemented in the Industrial Design (RBI) course at the Faculty of Technical and Vocational Education (FPTV), Universiti Tun Hussein Onn Malaysia (UTHM), regarding the soft skills mastery and project results of the students. Participants included 92 Bachelor of Vocational Education (SMPV) students, 50 of whom were in the treatment group (TG) and 42 of whom were in the control group (CG). 49 TG lecturers and 44 CG lecturers made up the total of 93 lecturers that participated. Project assessments and questionnaires were utilised to gather data for the study, which had a quasi-experimental design. Since the normality test revealed an anomalous distribution of the data, non-parametric statistical tests such the Mann-Whitney U and Wilcoxon Signed-Rank were used to analyse the data. The findings indicated that TG and CG significantly differed in their attainment of student project outcomes (U = 566.500, p <.001), with TG performing better. A significant increase in TG for all subcomponents was also seen in the post score of 6C Skills competence (Z varied from -5.533 to -5.996, p<.001), but the increase in CG was less pronounced. These results demonstrate how well the 6C Skills-based teaching strategy works to enhance 21st-century abilities. This research has significant ramifications for the advancement of TVET pedagogy that is more dynamic, comprehensive, and pertinent to the demands of the future industry.
Copyright (c) 2025 Tze Kiong Tee, Zuan Azhary Mohd Salleh, Syahril Syahril, Rahmat Azis Nabawi, Rizky Ema Wulansari, Mohamed Nor Azhari Azman, Nurulwahida Azid http://creativecommons.org/licenses/by/4.0
Effects of EPIRIS Model-Based Instructional Innovation on Thai Primary Students’ English Tense Learning
English tense acquisition remains a persistent challenge for Thai primary school students in EFL contexts, where traditional grammar-translation methods have proven inadequate in fostering durable form-meaning connections and active language practice. This study investigated the effects of EPIRIS model-based instructional innovation on primary students’ achievement, motivation, and perceptions related to learning English past tenses, while examining relationships between student motivation, engagement, interaction, and learning outcomes. An explanatory sequential mixed-methods design was employed with 86 participants comprising 66 primary students aged 9–12 and 20 English teachers from 10 schools in Samut Sakhon province, Thailand. The intervention consisted of a 12-hour EPIRIS-structured program delivered over two weeks, incorporating six sequential steps: elicitation, presentation, innovation use, retention practice, interaction, and summary and assessment. Data collection included pretest-posttest measures; validated questionnaires assessing motivation, engagement, and interaction; and semi-structured interviews with purposively selected participants. Results demonstrated significant improvements in student achievement with a mean gain of 6.11 points out of 20 possible points (p < .001). Participants reported high levels of motivation (M = 3.71), engagement (M = 3.64), and interaction (M = 4.60) with strong positive correlations among these constructs (r = .769 to .799). Qualitative analysis revealed three major themes: transformation from passive to active learning, enhanced collaborative learning and peer support, and reduced anxiety with increased confidence. The EPIRIS model demonstrated substantial effectiveness in improving both cognitive and affective outcomes in primary EFL grammar instruction, providing initial evidence for adopting systematic, interactive, pedagogical approaches in English language education.
Copyright (c) 2025 Chalermsup Karanjakwut, Arnantawut Tiang-uan, Kamonwan Charunsri, Duangduen Rodjanakanvijit, Luz B. Darantinao, Saisuness Oulis, Anucha Mata http://creativecommons.org/licenses/by/4.0
Integration of Contemporary Art into Educational Programmes as a Means of Forming a Creative Personality
The integration of contemporary art into educational programmes is becoming increasingly popular, particularly in the context of creative learning. This trend is associated with changes in educational approaches. The purpose of this paper is to analyse the impact of integrating contemporary art into educational programmes on the formation of a creative personality. The paper uses experimental research with the implementation of qualitative, quantitative, and comparative approaches. For the experiment, a matrix of methods for using contemporary art in the educational process was developed. The results of the study demonstrate the significant impact of art on the educational process. Thanks to the use of modern technologies, interactive methods and the involvement of professional artists, this experimental study confirmed the positive impact on the experimental group. Compared to the control group, the participants involved in the art-integrated curriculum showed higher levels of creative activity, creative thinking and emotional engagement. Conclusions - Education, along with the integration of contemporary art, actively contributes to the formation of modern competencies. Such interdisciplinarity helps students to discover new cultural horizons and find their own artistic path. The results of the proposed work demonstrate the need for further development of interdisciplinary approaches in education. Contemporary art contributes to the formation of creative, creatively thinking citizens who are open to modern world trends.
Copyright (c) 2025 Vitalii Rakovych, Tetiana V. Andrushchenko, Tetiana I. Andrushchenko, Kateryna Polianska, Kostiantyn Vashchenko http://creativecommons.org/licenses/by/4.0
Systemic Barriers and Adaptive Challenges to the Employability of International Chinese Language Education Graduates in the Era of Artificial Intelligence
As artificial intelligence (AI) reshapes the global education ecosystem, graduates of International Chinese Language Education (ICLE) programs face dual structural pressures from technological disruption and shifting labor market demands. This study aims to explore the technological dilemmas and educational challenges hindering the enhancement of employment competitiveness among graduates of ICLE in the AI era. Through semi-structured interviews with 30 participants (20 ICLE graduates, 5 university career counselors, and 5 HR professionals), data analysis was conducted using open coding, axial coding, and selective coding. Three major structural barriers were identified: curriculum disconnect from AI, fragmented acquisition of digital skills, and insufficient institutional and faculty support for AI integration. These severely constrain ICLE graduates' employment readiness in AI-mediated environments. This study enriches theoretical understanding of how information technology reshapes disciplinary employability, providing targeted guidance for ICLE curriculum reform, institutional innovation, and skill development.
Copyright (c) 2025 Ming Li, Chatuwit Keawsuwan, Wuttipong Prapantamit http://creativecommons.org/licenses/by/4.0
School Leadership in Times of Change: Analyzing Principals' Competencies in Implementing Vietnam’s 2018 General Education Curriculum
Introduction: School principals are critical in leading educational change, yet research on their change management competencies in Vietnam remains limited. This study examines principals' abilities to implement the 2018 General Education Curriculum reform, identifying key competencies and challenges. Methods: A mixed-methods approach was employed, surveying 240 principals from primary, lower secondary, and upper secondary schools across four Vietnamese regions. Data were collected using the Educational Change Implementation Questionnaire (ECIQ) and analyzed using descriptive statistics in SPSS. Results: Principals exhibit strong awareness of external change drivers, such as policy mandates and socio-economic factors, but limited recognition of internal factors like innovation and technology integration. Strategic planning is underutilized, perceived mainly as time management rather than a transformative tool. While forecasting competencies are moderate, resource management and adaptive planning remain weak. Discussion: The study highlights a reactive approach to change, with principals prioritizing policy compliance over internal reform. Gaps in strategic planning and leadership suggest a need for targeted professional development in change management and resource allocation. Addressing these deficiencies is vital for effective reform implementation. Conclusion: Strengthening leadership training programs is essential to equip principals with skills for sustainable educational reform. Enhancing their change management competencies through structured professional development can improve long-term curriculum reform success.
Copyright (c) 2025 Lien Thi Bich Nguyen, Ngoc Thi Yen Lai, Doat Van Do, Lien Thi Ngoc Nguyen http://creativecommons.org/licenses/by/4.0
Effect of Instructional Designs on Learners’ Interest in Environmental Education Content of Junior Secondary School Basic Science and Technology
The research investigates the impact of instructional designs on learners’ interest in environmental education content of junior secondary school (JSS) basic science and technology in Calabar Education zone of Cross River State. The research adopted a quasi-experimental approach. Specifically, the 2 x 2 factorial design was utilized. The sample included 143 respondents chosen from 5,971 students. The study utilizes a multi-stage sampling techniques involving simple random and purposive sampling approaches. Data collection tool was the "Environmental Education Contents Interest Inventory (EECII)." The instrument's internal consistency was determined using Cronbach's Coefficient Alpha, which produced a reliability coefficient of 0.84. Analysis of Covariance (ANCOVA) was utilized to test the null hypotheses at the 0.05 level of significance, while mean and standard deviation were employed to evaluate the data in order to answer the research objectives. The findings revealed that instructional designs, effectively enhanced learners’ interest in environmental education (EE) contents the subject area. Also, learners’ interest in EE contents was significantly influenced by their gender. Among other things, it was suggested that in order to increase learners’ interest in EE contents, basic science and technology teachers be urged to use the ADDIE and Isman instructional designs.
Copyright (c) 2025 Doris Elemi Addo, David Francis Ekpoto, John Eteng Imoke, Amina Peter Adams, Celestine Unoh Nkanu, Abigail Aniefiok Effiong, Stephanie Sedoo Bishie-Unung, Emmanuel Bessong Bessong, Suleiman Gbenga Lawal, Enya Gabriel Emori, Samuel Orim Orim, Akaninyene Billy Orok, Innocent Obeten Okoi, Hycenth Okang Owui, Augustine Okpaje Eba, James Eburikure Olayi, Joseph Ita Asukwo http://creativecommons.org/licenses/by/4.0
Exploring the Emerging Domain of Research on Media for Teaching Learning Process: A Case on Improving Reading Comprehension Skills
This study examined the effectiveness of Graphic Organizers as a strategy for teaching reading comprehension. This study aimed to determine whether there was a significant improvement in the analytical reading comprehension scores of eleventh-grade students at SMA Negeri 1 Pematangsiantar before and after implementing the Graphic Organizers strategy. Additionally, this study sought to establish whether there was a notable difference in analytical reading comprehension scores between students taught using Graphic Organizers and those who did not. This research employed a quasi-experimental design with a sample of 60 students. The sample was divided into two groups of 30 students each: class XI IPA 3 served as the control group, whereas class XI IPA 4 was the experimental group. Data collection involved administering a reading comprehension test twice to both groups: once as a pre-test and once as a post-test. The results showed that the experimental group's post-test mean score was 78, 16, while the control group's post-test mean score was 68, 83. The researcher found that the T-test values exceeded the T-table value (2, 48 > 1. 672) at a 5% significance level. These findings indicated a significant effect of using Graphic Organizers in teaching reading comprehension. This study concludes that employing Graphic Organizers to teach analytical exposition text reading has a substantial impact on students' reading comprehension scores.
Copyright (c) 2025 Herman Herman, Haposan Siallagan, Endang Fatmawati, Sherly Sherly, Magdalena Ngongo, Hotnida Teresia Lubis, Isry Laila Syathroh http://creativecommons.org/licenses/by/4.0