Proceeding of the Global Conference on Innovations in Education
The Proceedings of The Global Conference on Innovations in Education (eduglobalconf) include peer-reviewed papers from the <span data-sheets-root="1" data-sheets-value="{"1":2,"2":"Global Conference on Innovations in Education"}" data-sheets-userformat="{"2":29631,"3":{"1":0},"4":{"1":2,"2":16777215},"5":{"1":[{"1":2,"2":0,"5":{"1":2,"2":0}},{"1":0,"2":0,"3":3},{"1":1,"2":0,"4":1}]},"6":{"1":[{"1":2,"2":0,"5":{"1":2,"2":0}},{"1":0,"2":0,"3":3},{"1":1,"2":0,"4":1}]},"7":{"1":[{"1":2,"2":0,"5":{"1":2,"2":0}},{"1":0,"2":0,"3":3},{"1":1,"2":0,"4":1}]},"8":{"1":[{"1":2,"2":0,"5":{"1":2,"2":0}},{"1":0,"2":0,"3":3},{"1":1,"2":0,"4":1}]},"10":1,"11":4,"12":0,"15":"Calibri","16":12,"17":1}">Global Conference on Innovations in Education. Conference Proceedings is intended to share knowledge in the field of Education. Learn more about the Education Conference
The Impact of Mass Media Tools on Listening and Speaking Skills of Preparatory School Students at Başkent University
This research examines how the speaking and listening skills of Başkent University preparatory school students are affected by mass media (television, news media, internet and cinema as learning aids). Various studies conducted in this field were included in the study and it was observed how mass media, especially television, news media, internet and movies, can improve students' language learning, especially EFL education. The main purpose of the study is to determine how mass media improves students' speaking and listening skills and how it affects students' motivation and engagement towards learning. By examining how students interact with mass media based on the type and frequency of media consumption, important factors affecting language proficiency are discussed. The participants include 100 preparatory students and five instructors. The study collects quantitative data on students' expression skills using a “Checklist for Measuring Communicative Abilities”, used with permission from Muhsin Yanar (2013), to examine students' media preferences and behaviours. In a structured interview with five teachers, qualitative information is obtained about students' participation and motivation, as well as the benefits, disadvantages and real-world applications of incorporating mass media into EFL lessons. Statistical analysis of the data and application of thematic analysis to qualitative data will lead to significant changes in speaking and listening skills. The results are expected to highlight how mass media can be incorporated into EFL education and how this can bridge the gap between classroom instruction and everyday language use. This study contributes to the growing body of knowledge on how media and technology can create engaging and dynamic learning environments to maximize EFL students’ language development.
Copyright (c) 2025 Proceeding of the Global Conference on Innovations in Education
Beyond the Hype: Strategic Implementation of GenAI for Educational Transformation
Generative AI offers profound potential for education, yet many institutions struggle to translate pilots into measurable productivity gains. This paper introduces a strategic framework for GenAI integration, moving beyond technology-first approaches to focus on value-driven, human-centered implementation that truly enhances learning outcomes and institutional effectiveness. Drawing on Gartner's productivity research and real-world experience across diverse educational environments in Singapore and Asia, we reveal critical success factors: strategic alignment with institutional goals, targeted application in high-value educational use cases, and thoughtful integration with existing pedagogical approaches. The core contribution is the Educational AI Value Matrix, a novel tool for systematically mapping potential GenAI applications against implementation complexity and expected impact, enabling leaders to prioritize investments effectively. Case studies from K-12 and higher education demonstrate how this framework has successfully guided personalized learning pathways, intelligent content creation, and administrative efficiency, highlighting practical applicability. We also address critical considerations for robust educational AI governance, encompassing ethical implications, faculty readiness, and the development of meaningful metrics for measuring AI's true impact on educational outcomes. Challenging prevailing technology-centric models, this presentation offers a pragmatic roadmap for maximizing GenAI's transformative potential while avoiding costly distractions and accelerating enterprise-wide AI readiness. Attendees will gain actionable insights for developing strategic GenAI plans tailored to their institutional contexts, complete with practical tools for assessing organizational readiness and measuring implementation success.
Less Usage Means More Effective? The Design & Usage Pattern of An AI Chatbot That Supports Work-Integrated Education for Undergraduates
Getting students well-prepared for the workplace is an important goal of many universities. This study investigated the design and student usage pattern of a conversational agent to support undergraduates to complete the subject of Work-Integrated Education (WIE). At the author’s university, the WIE subject requires 300 hours of working experience, plus submitting employment evidence, and a reflective learning statement. Despite having conducted seminars and providing Frequently Asked Questions (FAQs) on the university website, the career advisors are still receiving repetitive questions found in the FAQs. To provide timelier and out-of-class support to students, the investigators built WIEBot, to answer student questions via the Telegram, a social medium. As this is an innovative approach, we decided to conduct research with two objectives. The first objective is to verify the feasibility of building WIEBot using cloud technology and social media. The second objective is to discover the usage patterns of WIEBot. Our findings show that WIEBot met the design goal of providing students with the required information in fewer than 10 conversations in most cases. Based on this experience, we provide some suggestions for further development of similar chatbots for student support. This study contributes to raise the awareness of and provide information on using and developing chatbots in other educational domains. These domains may include direct assistance in learning a subject, or supporting students to perform out-of-classroom activities such as voluntary work. We also suggest to use quantitative models such as the Technology Acceptance Model (TAM) for further research.
Integrating Sports into Health Education: A Mini Review
The integration of sports into health education has gained increasing attention as a multidimensional strategy to promote physical, mental, and social well-being. This mini review synthesizes recent high-quality systematic reviews and meta-analyses to explore how sport-based interventions are embedded within health education frameworks and their associated outcomes. A structured Boolean search strategy was employed to identify relevant literature, followed by a rigorous thematic analysis using a hybrid inductive-deductive approach. Four interrelated themes emerged: behavioral and psychosocial outcomes, curriculum integration strategies, implementation barriers and enablers, and contextual and demographic adaptability. Findings highlight the potential of sports to enhance health literacy, foster positive behavioral change, and support inclusive, culturally responsive education. However, challenges related to implementation fidelity, resource allocation, and equity remain. This review underscores the need for context-sensitive, evidence-informed strategies to effectively integrate sports into health education and calls for further research to address existing gaps in practice and policy.
Innovative Strategies for Transferring Intangible Hakka Cultural Heritage and Evaluating the Role of AIGC in Educational Contexts
Intangible Cultural Heritage (ICH) encompasses traditions, practices, and knowledge passed down through generations, playing a crucial role in cultural identity and diversity. Despite its evident importance, the preservation and transmission of ICH face significant challenges due to globalization and urbanization. Addressing these challenges requires innovative approaches that align with the digital learning preferences and habits of younger generations. This study investigates the potential of Artificial Intelligence Generated Content (AIGC) as a transformative tool to promote the preservation of Hakka culture. Adopting a mixed-methods design, the qualitative phase involved fieldwork in the Gannan Hakka region to gather authentic cultural resources for AIGC development. Thematic analysis of expert interviews identified key cultural elements, while the Qiao Bangdeng Festival a representative practice of Hakka intangible heritage was selected as the focal theme. A digital learning platform, guided by connectivism learning theory and leveraging AIGC to facilitate traditional cultural learning, was implemented among 28 university students. Quantitative evaluation employed a structured questionnaire covering six dimensions: engagement, responsibility, intergenerational dialogue, connection with origins, dissemination, and participation. The findings suggest that AIGC significantly enhances Generation Z’s engagement with intangible heritage and supports cultural identity formation. This study reveals that AIGC has a transformative impact on participants' perceptions and behaviors regarding ICH, providing insights into the potential of new technologies in cultural heritage preservation and education.
Artificial Intelligence Generated Content (AIGC)
Exploring the influence of gender on the selection of STEM qualifications at private higher education institution
The South African government has reasonably made significant strides in their quest to encourage students in Higher Education institutions to pursue careers in STEM (Science, Technology, Engineering, and Mathematics). Research has since grown within the STEM field, however, sadly women are consistently underrepresented in STEM fields in higher education; seemingly due to gender disparities that still plague the South African landscape (Mkhize, 2022). The gender gap in STEM is a concern globally as it shows that the male still dominates the careers in STEM (World Economic Forum Report, 2024). This study explored the influence of gender on the selection of STEM qualifications at a Private Higher Education (PHEI) institution in South Africa. Employing a qualitative research approach within the critical theory paradigm, a Case Study Research Design was best suited in understanding this phenomenon within the PHEI. Furthermore, twenty purposefully sampled PHEI students participated in this study where they responded to semi structured interview questions. The study utilised the Critical Theory lens to analyse the push and pull factors in the collected data. Although gender played some role in the choice of STEM qualifications by students; findings in this study mostly showed that ‘lack of necessary resources and support, together with ‘influence from teachers in high school,’ played bigger roles in the students’ decision to choose or not to choose STEM qualifications. The study expanded on the necessity to provide equitable distribution of resources to support students into STEM career pathways
The Effectiveness of PreSET Application on Physical Education Learning in Primary School
Mobile technology has revolutionized teaching and learning in schools, offering new avenues for diversification. This study assesses the effectiveness of the PreSET application as a support tool within the physical education syllabus for primary school students. The primary goal is to evaluate the PreSET application to enhances students' understanding and their perceptions of using it. The study employs a quantitative approach and includes 90 male primary school students, with treatment group (n = 48) receiving the PreSET application and control group (n=42). Student comprehension is evaluated through achievement tests, and perceptions of the PreSET application are measured via a questionnaire. The findings demonstrate that utilizing applications as learning support significantly improves student achievement. Students using the PreSET application exhibit a significantly greater understanding of health-based physical fitness topics compared to the control group with p<0.045. Additionally, the study reveals a positive effect on students' perceptions after using the PreSET application. Consequently, this study establishes the PreSET application as an effective learning support and valuable teaching strategy for Physical Education teachers. The application enhances students' understanding of health-based physical fitness and stimulates their interest in the subject. This study emphasizes the efficacy of the PreSET application as a learning support material for primary school students in physical education, highlighting the role of mobile technology in improving student achievement and perception.
PAES + Cr-STEM (Curriculum-Rooted STEM) Methodology: An Innovative Student-Centered Approach to Secondary Education
Effective teaching in mainstream education requires methodologies that respond to students' characteristics, rather than relying solely on the teacher’s didactic intentions. Based on this core educational principle, the present study analyzed generational, social, and psycho-pedagogical components—specifically learning styles—of 289 students (aged 15–16) from Colegio San Agustín in Cochabamba during the 2024 academic year. The aim was to design an innovative teaching and learning methodology. Research methods included secondary data analysis to identify the generational cohort, sociometry to examine interpersonal relationships, and the VARK test (simplified to VAK) to determine learning styles. Methodological design was guided by the ADDIE model. Diagnostic results indicated that the entire student population belonged to Generation Z, exhibited social structures favorable to group work, and showed a clear kinesthetic learning preference. Based on this characterization and institutional goals (scientific rigor, sociability, values-based education, and practical applicability), the PAES + Cr-STEM methodology was developed. This approach integrates the PAES model (Problematize, Analyze, Experiment, Synthesize) for day-to-day curricular development and Cr-STEM for the application and consolidation of curricular content through STEM-based projects. The methodology was implemented with satisfactory outcomes, including improved academic performance and a positive shift in student engagement. Student profiling proves essential for designing effective educational strategies, and the PAES + Cr-STEM methodology offers a validated and transferable pedagogical contribution.
AI-Enhanced Portfolios for University Admission Applications: A Personalized and Adaptive Approach
This study introduces an AI-driven system designed to help Taiwanese high school students systematically prepare and optimize their learning portfolios for university admission applications. The core problem is the lack of structured support for students to identify areas for improvement and effectively present and reflect on their learning experiences and achievements during portfolio preparation, which often leads to resource disparities among students from different backgrounds. The objective is to provide an efficient, interactive, and adaptive platform to enhance the quality, structure, and coherence of student portfolios while supporting self-reflection. The system employs five stages: preliminary reading and diagnosis, prompt-based guidance and clarification, logicality and fluency checking, in-depth paragraph-by-paragraph revision, and final integration and refinement. Leveraging advanced large language models and prompt engineering, the platform delivers personalized questions, targeted guidance, and constructive feedback tailored to individual needs at each stage. The system was experimentally piloted with approximately 30 students drawn from two different high schools to evaluate its initial effectiveness and usability. Preliminary findings indicate improvements in portfolio clarity, organization, and persuasiveness, along with increased student engagement, self-reflection, and awareness of learning progress. Overall, this system demonstrates the practical potential of AI in supporting secondary school portfolio preparation by helping to reduce educational resource disparities and empowering more students to effectively showcase their strengths and learning progress.
The Impact of SOLO Taxonomy-Based Physics Instruction on Gifted Students in Lyceums
This study investigates the effectiveness of physics instruction based on the Structure of Observed Learning Outcomes (SOLO) taxonomy in enhancing the academic performance of gifted eighth-grade students in lyceums. A quasi-experimental design with pre-test and post-test measures was employed, involving two groups: an experimental group (n = 19) taught using SOLO taxonomy-based lessons, and a control group (n = 19) taught via traditional methods. The instructional unit focused on the topic “Electric Current Work and Power.” Pre- and post-test assessments were conducted using a researcher-designed instrument aligned with SOLO cognitive levels. Data analysis revealed a statistically significant improvement in both groups; however, the experimental group demonstrated substantially higher gains (M = 90.37, SD = 4.34) compared to the control group (M = 79.59, SD = 4,58). Normality was verified using the Shapiro–Wilk test, and group differences were analyzed via independent t-test and Mann–Whitney U test where applicable. The effect size in the experimental group (r = 0.85) indicated a strong impact of the SOLO-based instruction. The findings provide empirical support for the SOLO taxonomy as a powerful framework to promote deep learning and critical thinking in physics education, especially for advanced learners.
Initial Encounters of Elders to a Custom-built AI Chatbot for Them - A Lesson Learned at a Community Center
With the proportion of residents aged 65 or older expected to reach 36.0% by 2046, Hong Kong's aging population presents significant challenges. This demographic shift necessitates sustainable solutions to support older adults and their caregivers. Teaching elders to use digital technologies can help them access essential information, reduce social isolation, and alleviate caregiver burdens. AI chatbots, specifically, demonstrate significant potential in offering companionship, increasing health awareness, and assisting in the early detection of dementia. From February to April 2025, eight university students delivered 10 weekly sessions at a community center, training older adults to use mobile applications. In the final session, participants interacted with a proof-of-concept prototype AI chatbot to explore its practicality. The chatbot asked one question adapted from the Mini-Mental State Examination (MMSE) and two questions on the elders’ favourite food and music. Conversations with the elders in traditional Chinese were driven by an open-source large language model (LLM). Despite the chatbot's limited flexibility and brief interaction, the older adults found the chatbot interesting. They viewed the MMSE question as a game, fostering engagement. However, the bot’s slow response and the abrupt conversation halt a few questions highlighted the need for improved adaptability. Also, it is not clear if the older adults will be able to interact with the chatbot without help from students for longer sessions. Despite these limitations in the prototype, this pilot study offered valuable insights for designing more advanced chatbots to enhance older adults' social connections, provide companionship, and support early mental health assessments.
Lived Experiences of the Beneficiaries and Stakeholders on School-Based Feeding Program in Selected Public Elementary Schools: Basis For The Development of an Action Plan
This study explores the lived experiences of beneficiaries and stakeholders involved in the implementation of the School-Based Feeding Program (SBFP) in selected public elementary schools in Los Baños, Laguna, Philippines. Despite national mandates and clear operational guidelines, the implementation of SBFP shaped by localized challenges and contextual factors. Employing a qualitative phenomenographic approach, the research gathers insights from parents, teachers, school administrators, and program implementers through focus group discussions and key informant interviews. Guided by a Theory of Change framework adapted from the WFP-UNICEF joint model on nutrition, the study identifies both enabling and hindering factors affecting the program’s efficiency, effectiveness, and sustainability. Strong community engagement and stakeholder collaboration emerged as critical success drivers, while persistent issues in logistics, limited resources, and inconsistent policy enforcement continue to hinder uniform implementation. Notably, the study reveals examples of “positive deviance”—innovative local practices that address barriers effectively despite resource constraints. The analysis highlights how lived experiences, framed by the social and institutional realities of each school, can inform more responsive and adaptive program design. This concludes in a context-specific action plan grounded in the voices of those most affected. By integrating qualitative insights with strategic planning, the research evaluates the extent of SBFP implementation and offers practical recommendations. These include enhancing monitoring systems, strengthening school-community partnerships, and embedding nutrition initiatives within broader educational and development frameworks.
Coding for Liberal Arts: from technical practice to cross-disciplinary tool
The Coding for Liberal Arts research project is a media-educational study that explores the integration of coding and computational thinking into liberal arts education to enhance technical and disciplinary skills in primary school education. As part of the project, educational courses were implemented in classrooms to test and observe the proposed methodology. Each lesson was structured around the phases of the Scientific Method (Knowing, Predicting, Observing and Recording, Deducing), and four pedagogical pillars: Media and Digital Education, Competency-Based Education, Cooperative Learning, Experiential and Active Learning. The study followed an action-research model, involving approximately 450 students from 23 classes in public and private primary schools in Turin (Italy). Adopting a mixed-methods approach, the study combined qualitative text mining and quantitative analysis to capture both structured and unstructured data. These were collected using various tools (entry and exit tests, preliminary and final questionnaires, group-work outputs, teacher interviews, observation forms, and field notes), and analysed using Python to identify patterns and trends in students’ learning experiences. Findings indicate that students successfully applied coding in liberal arts contexts, enhancing interdisciplinary understanding and problem-solving skills. Looking ahead, the results call for further exploration of codingbased methodologies across subjects and educational contexts. Although the PhD concludes in November 2025, the project will continue to address current limitations – particularly course duration and the inclusion of more Montessori-inspired activities. In conclusion, the research suggests that coding can be a valuable educational tool for fostering critical thinking, creativity, and cross-disciplinary collaboration, supporting the development of essential 21st-century skills.
A Comparative Study on Learners’ Perspectives of Language Learning Through Different Learning Methods
Nowadays, when learning a foreign language, learners are offered numerous options. Offline classrooms, online classrooms, and mobile app learning are the learning methods chosen by foreign language learners. Understanding how each of the learning methods impacts learners’ learning experience. This pilot study aims to analyze and compare foreign language learners’ responses to three of the most popular learning methods: offline classrooms, online classrooms, and mobile app learning. A Likert-scale survey of 30 items was distributed to 50 participants of diverse backgrounds to analyze their opinions on their experiences and perceptions of the three learning methods. Based on their responses, participants who learned a new language through offline classrooms agree that the direct instructions they received during class helped with their language learning. Participants who chose online classrooms cited time flexibility and accessibility of resources as the factors that support their learning experience. Mobile app learners mentioned how repetition and gamified lessons provided by the application help increase their interest in learning a new language and help them understand basic conversations. With these results, this pilot study aims to provide more insight into understanding the participants’ viewpoints regarding the effectiveness of each learning method through their perceived language improvement.
Digital Meets Complex Systems: Success in Reading Comprehension
Reading comprehension is a human right and uplifts all academic, professional, personal health, civic engagement, and economic security. This paper presents strong research and evidence about the knowledge acquisition and transformation (KAT) framework that has produced outstanding comprehension outcomes for all children including dyslexic, monolingual, bilingual, and special education students in elementary, middle, and high schools. A hallmark of the success is the implementation science approach to identifying the root causes of the comprehension problems and developing and deploying web-based solutions for the entire system. In this paper, we present the teacher and instructional factors that cause problems for students and the technology and professional development solutions we applied to solve the problems. Using a strong randomized controlled trial design, we compared intervention group teacher content and pedagogical knowledge to the control group and found statistically significant and large effect sizes favouring the intervention group that received two days of practice-based professional development. For school instructional factors, we implemented a 20-minute pre-English language arts lesson that showed students how to read and select important ideas to generate a main idea, summary, and inference about the text. This routine was practiced daily for narrative, expository, biography, and poetry text. Stellar results were reported for all students.
Gender and Inclusive Pedagogy as an intervention: changes in teaching practice and student engagement in secondary schools
Inclusive pedagogy is vital for an inclusive classroom. Teachers’ professional development is crucial to bring changes in teachers’ attitude and practice to lead effective and inclusive classroom teaching-learning. This paper presents the changes found in teachers’ teaching and students’ classroom engagement as a result of teachers’ professional development on ‘Gender and Inclusive Pedagogy (GIP)’ at secondary schools of Bangladesh. A four-phased professional development on GIP was provided to 363 teachers of total 60 experimental schools employing both face-to-face and online modality as an intervention. Sixty other secondary schools were selected as control schools. Pre and post observation of the classrooms were conducted before and after the intervention respectively to investigate the effectiveness of GIP intervention. A structured classroom observation checklist was used to measure the constructs related to teachers’ practice and students’ participation. The results show that for all the aspects of the classroom observation the mean score increased from baseline to end-line. However, not all the differences were statistically significant. The intervention helped in decreasing the discrepancies between the rural and urban schools and government and non-government schools in some aspects. There is no significant difference in the practice of and the classrooms of male and female teachers. The intervention worked better in the segregated schools compared to the coeducation schools. Girls’ participation in classroom significantly improved in the end-line. This study can shed light within the comparative and international education arena on how an intervention can be successful in a developing country context for addressing similar educational issues.
Navigating challenges: Lesson learned from managing a longitudinal cross-country study
A cross-country study conducted since May 2019 to November 2024 funded by IDRC, Canada led by the Institute of Education and Research, University of Dhaka, Bangladesh team. The study aimed to develop and implement evidence-based, gender- and inclusionfocused teacher professional development approaches to enhance equity in classroom teaching and learning, thereby strengthening students’ participation and learning achievement. This paper identified the key challenges and lessons learned from this five-year longitudinal study on Gender and Inclusive Pedagogy (GIP) in secondary schools across Bangladesh, Bhutan, Vietnam, and Timor-Leste. The research employed a mixed-methods design, including experimental interventions, document reviews, consultations, and workshops. It focused on co-designing GIP approaches based on existing practices in the participating countries. The study aimed to develop advocacy frameworks for national and regional gender-inclusive teacher education, with the expectation of scaling up these approaches to policy and decision-making stakeholders in each country and regionally. Findings indicates that implementing GIP in diverse educational contexts requires addressing systemic barriers such as gender stereotypes in curricula, school session in country context, lack of teacher training in gender-sensitive pedagogies, and inadequate technological capacities. The study underscores the importance of collaborative efforts among educators, policymakers, and communities to foster inclusive and equitable learning environments. This article contributes to the discourse on identifying challenges and key lesson learned by highlighting the complexities and necessities of implementing a cross-country study across different cultural and socio-economic contexts. It offers recommendations from experiences for policymakers, educators, and researchers committed to managing a longitudinal crosscountry study in education.
Reframing the Zone of Proximal Development Lens: Adaptive Approaches in Mentor-Mentee Relationships
This study re-examined the mentor-mentee relationship through Vygotsky’s socially constructed learning theory, specifically reframing the Zone of Proximal Development (ZPD) as a reciprocal two-way dynamic process. The ZPD has traditionally been understood in mentor-mentee contexts as a one-way model, where mentors, as experts, guide mentees to realise their potential. This innovative study proposed that learning and language development are a two-way process, with both the mentor and mentee contributing to each other’s professional growth. In this context, a mentor from content-driven health disciplines and a mentee focused on pedagogical knowledge engaged in reciprocal observations and feedback. These distinctions in expertise, content knowledge versus pedagogical knowledge resulted in a very successful experiential learning focused on quality teaching. Mentors shared their specialised content knowledge, while mentees, with their focus on teaching strategies, contributed more learner-centred pedagogical perspectives. Through these interactions, both mentor and mentee developed a deeper understanding of how content knowledge and teaching strategies align, enhancing both their teaching practices and their ability to deliver more effective classes, whether driven by content expertise or pedagogical approaches. The study emphasises the importance of micro-connections for creating an equitable learning environment in the classroom and in the mentor-mentee relationship. These small yet meaningful interactions allowed both mentor and mentee to reflect on their practices and improve how they delivered gladden and pedagogy in their own classes. Meaningful collaboration expanded their professional communication and growth, enhancing their ability to teach and deliver knowledge effectively in diverse learning contexts. By working together in a collaborative, reflective environment, the two participants demonstrated how such partnerships can enhance and strengthen the broader educational experience for them and for their students.
Innovating Active Learning in Resource-Constrained Classrooms: A Bangladeshi Experience
In many developing countries like Bangladesh, traditional lecture-based teaching remains the dominant classroom method. However, such passive approaches often fail to foster deep understanding or long-term retention among students. Compounding the issue is the acute shortage of teaching aids and instructional resources, which severely limits opportunities for hands-on, active learning. Recognizing this gap, our team initiated a grassroots innovation project focused on the development of low-cost, subject-specific teaching materials for language, mathematics, science, and other core disciplines. These materials are contextually relevant, teacher-friendly, and designed to promote conceptual clarity through interactive engagement. The initiative emphasizes the transition from teacher-centered instruction to student-centered learning environments, where children actively explore, question, and construct knowledge. Our experience highlights that even in low-resource settings, active learning is achievable when innovation is guided by the real needs of the classroom. This paper shares our journey, the challenges faced, the impact observed, and the way forward in making learning meaningful, sustainable, and lifelong for every child.
Innovative Sustainable Campus Initiative is Important to Change the Students’ Mindset and Culture towards Sustainability
In response to the escalating climate crisis and environmental degradation, educational institutions have emerged as vital agents in cultivating a culture of sustainability. This paper explores the "Sustainable Presidency" initiative at Presidency International School as a model of Education for Sustainable Development (ESD) and a practical application of the Sustainable Campus Programme (SCP). Aligned with global frameworks such as the UN Sustainable Development Goals (SDGs), the Paris Agreement, and the Sendai Framework, the initiative integrates climate change mitigation, environmental stewardship, and community engagement into its core operations. Through a comprehensive approach—including green campus development, energy and water conservation, sustainable waste management, and student-led community outreach—the programme nurtures environmental awareness and responsible citizenship. Field excursions to rural communities further enrich students’ understanding of traditional sustainability practices, bridging theoretical learning with real-world application. This study underscores how transformative campus initiatives can shift student mindsets and foster future sustainability leaders equipped to address environmental challenges at both local and global levels.
Education for Sustainable Development (ESD
Cultivating a Culture of Continuous Improvement: The Impact of Teacher Learning Communities on Classroom Practice in Developing Contexts
Ongoing professional development is essential to improving teaching quality, student engagement, and instructional strategies. In Bangladesh, limited access to qualified educators and the inadequacy of conventional, workshop-based training programs present significant challenges to sustainable educational reform. This study examines the implementation of a Teacher Learning Community (TLC) model at Presidency International School—a Cambridge-affiliated institution—designed to address these issues. Since 2015, approximately 300 teachers have been trained in this model, and a team of about 30 skilled teacher-coaches is now actively providing guidance. Every teacher is supported by a designated coach, ensuring continuous, individualized professional development. The TLC framework includes structured pre- and post-observation cycles, live and video-based classroom observations, peer feedback, and non-evaluative coaching. Results demonstrate significant improvements in formative assessment practices, classroom management, and pedagogical effectiveness, with a notable shift from content delivery to conceptual facilitation. Observation reports and teacher reflections confirm the model’s positive impact on both teaching culture and student learning outcomes. The initiative offers a scalable, cost-effective, and context-sensitive solution for schools in similar resource-constrained settings. It affirms that sustained, practice-embedded professional development grounded in peer support and reflection can meaningfully transform education systems in developing contexts.
English Idiom Use Development in Thai EFL Writers
This article reports the findings of a 3-year longitudinal study on the development of English idiomatic expression usage. The study aimed to examine the use of English idiomatic expressions in 464 essays written by 58 students from a university in Thailand. The researcher tracked these learners from the second semester of the 2022 academic year to the first semester of the 2024 academic year. Data from the essays were analyzed using content analysis to identify six types of idiomatic expressions employed by the learners in each essay. The findings revealed a total of 771 idiomatic expressions used. After removing duplicates, 523 unique expressions remained. The most frequently used type was transparent idioms, followed by semi-transparent idioms, while the least used type was proverbs, with only four instances. The results indicate that the learners increased their use of English idioms over the three-year study period. However, this increase was only in quantity, not in quality.
Resilience Under Pressure: A Systematic Review of Coping Mechanisms and Psychological Endurance Among Collegiate Tennis Athletes
Collegiate tennis athletes operate in a psychologically demanding environment characterized by individual competition, elevated performance expectations, and the challenge of balancing intensive training with academic obligations. This systematic review aims to synthesize empirical research on coping strategies and psychological endurance within this unique athletic population. Guided by the PRISMA 2020 framework, a comprehensive search was conducted across PubMed, Scopus, PsycINFO, and Web of Science to identify peer-reviewed studies published between 2000 and 2024. Inclusion criteria focused on research examining mental resilience, adaptive and maladaptive coping strategies, and performance-related psychological outcomes in university-level tennis players. A total of 15 studies were included following rigorous screening and quality appraisal. Key findings suggest that adaptive coping mechanisms—such as emotional regulation, self-efficacy, and problem-focused coping—are positively associated with enhanced psychological endurance and consistent performance under stress. Intervention-based studies highlighted the effectiveness of mindfulness-based stress reduction (MBSR), mental skills training (MST), and cognitive-behavioral approaches in promoting resilience. However, limitations were noted in sport-specific application to tennis, limited longitudinal research, and underrepresentation of diverse populations. This review underscores the importance of evidence-based psychological interventions to support the mental health and performance of collegiate tennis athletes and provides a foundation for future empirical investigations.
Factors affecting Customer Satisfaction in Online Educational Platforms
As online learning becomes increasingly common, especially following the COVID-19 pandemic, understanding what makes students satisfied with digital platforms is more important than ever. This study explores key factors driving student satisfaction on two widely used Vietnamese e-learning platforms: OLM.vn and Hoc24.vn. Drawing from established theories like TAM (Davis, 1989), UTAUT (Venkatesh et al., 2003), and the Community of Inquiry framework (Garrison et al., 1999), the research combines three major factors, including, User Experience (UX), User Interface (UI), and Content quality, into an integrated model. Using data from over 11,000 K–12 learners and analyzing it through Partial Least Squares Structural Equation Modeling (PLS-SEM), the study found that all three factors significantly influence satisfaction. Notably, User Interface quality had the strongest impact, followed by User Experience and then Content quality. The model explains nearly 58% of the variation in student satisfaction, suggesting that a well-designed and easy-to-use platform plays a more crucial role than content alone. These findings highlight the need for balanced development of both educational content and platform usability, offering clear recommendations for platform developers, educators, and policymakers seeking to improve online learning in Vietnam and similar educational environments.
Enhancing Student Support in Higher Education: Good Practices Sharing
Drawing on Vygotsky's Social Constructivism theory, this study emphasizes the importance of collaborative learning environments and the role of scaffolding in student development. Interactive sessions, such as the Management Learning Circle (MLC) sessions which is a remedial session series, and the use of Blackboard Ultra for centralized announcements and FAQs, exemplify the application of these principles. Additionally, we find that focus on understanding and application, rather than rote memorization, aligns with Bloom's Taxonomy, promoting higher-order thinking skills through assignments and tests. We also observe that the integration of interactive teaching methods, centralized communication platforms, and comprehensive assignment guidelines to foster student engagement and improve academic performance. Practical implementations include early distribution of assignment guidelines, direct feedback on proposals, and exam skills workshops featuring case studies and essays. The reduction in the importance of long essay questions and the inclusion of diverse question styles, such as MCQs and compulsory questions with multiple parts, further support the development of critical thinking and problem-solving abilities. This study provides valuable insights into the successful practices employed in a subject, caters to over 1,100 students across various disciplines, has consistently maintained a low failure rate of less than 5% over the past 10 years in college level students. This study offers a role model for other educators seeking to enhance student support and academic outcomes in higher education.
Can Educational Tours Enhance Cultural Literacy? Insights from a Hangzhou Study Tour by College Students
This study explores the impact of the Hangzhou Study Tour on cultural literacy development of participating college students. The tour aimed to enhance students' understanding of Chinese heritage, art, and culture through immersive experiences and interactions. Using the questionnaire survey and student reflection reports as primary data sources, this research investigates how the tour facilitated all-round development, strengthened communication and problem-solving skills, and increased awareness of the importance of cultural learning and respect for others. The theoretical framework for this study is grounded in cultural literacy, which emphasizes the importance of understanding and appreciating cultural differences and similarities. The findings reveal that the tour significantly contributed to students' cultural literacy by deepening their knowledge of Chinese traditions and fostering a sense of national identity. The qualitative data collected through reflection reports highlight the transformative impact of the tour on students' personal and academic growth. This research strengthens the idea of “Embracing Motherland Through Educational Tours" conceptions, which recommended the Interaction Ritual Chains (IRC) theory to enhance national identity among Hong Kong students. By integrating both bottom-up and top-down perspectives, this study provides a comprehensive understanding of the mechanisms through which educational tours can enhance cultural literacy and national identity. The findings offer practical implications for educators and policymakers in designing future educational tours that promote cultural literacy and foster a sense of national identity among college students.
Empowering the Next Generation: Building Financial Trust Through Cutting-Edge Financial Education
Current literature is lacking in education programs specifically designed to build financial trust among young people, which is essential for the long-term prosperity of the personal finance industry. Based on a solid theoretical framework for developing financial trust, we created an innovative intervention aimed at shaping this trust. We employed a randomized controlled trial with a three-arm pre- and post-design to evaluate the intervention’s effectiveness in a sample of emerging adults from Mainland China. Our findings revealed that fostering confidence in the government’s ability to manage risks significantly enhanced the communication aspect of financial trust. Additionally, providing transparent information about the deficiencies in financial product design effectively increased young people’s willingness to participate in investments, reflecting the commitment dimension of financial trust. However, to encourage young people to remain in the investment market and boost their investment levels, confidence in government risk management again proved to be crucial. Interestingly, the combination of both approaches did not always yield positive experimental effects. These findings suggest that improving financial trust among young people is more complex than commonly believed and should be recognized as a distinct research area, separate from general financial education.
The Impact of Internship Supervisor Involvement and Coworkers’ Interaction on Student Perceptions towards Career Development
This study explores the multifaceted influences of internship supervisor involvement, coworker interactions, and students’ prior skill sets on hospitality students’ engagement with their internship experience and their perceptions of the hospitality industry as a career path. Drawing on findings from a series of qualitative interviews with hospitality and tourism management students who completed a minimum of three months’ internship, the research highlights that supervisor involvement and coworker interaction play a pivotal role in shaping interns’ emotional experiences and motivation. Consistent positive interactions are associated with stronger supervisor-intern relationships and increased interns' commitment to the industry. Beyond various types of involvement of supervisors during the internship period, the quality of social interactions with coworkers also helps reducing students’ job stress and hence contributes to student satisfaction. Students value being accepted as part of the team and appreciate supportive coworker relationships, which promote a sense of belonging and facilitate professional networking opportunities vital for future employment. These social dynamics complement the supervisor’s role by providing emotional support and practical guidance in the workplace especially when students face challenging tasks. Overall, the interplay between engaged supervision and positive coworker interaction help creating a supportive and enriching internship environment. This environment not only elevates student satisfaction but also positively shapes their perceptions and intentions to pursue long-term careers in hospitality. The findings suggest that hospitality education programs and industry partners should emphasize integrated approaches that foster supervisor-coworker-intern relationships and prioritize skill-building to enhance internship outcomes and address workforce challenges in the sector. A framework is proposed for hospitality and tourism institutes to enrich their internship programmes in nurturing future talent for the industry.
Evaluating AI Competencies in Pre-Service Teachers through the TPACK Framework
This study aims to apply the TPACK framework to evaluate the AI competencies of pre-service teachers. A questionnaire was used to analyse the data. Research indicates that pre-service teachers generally exhibit competence in AI. In terms of AI content knowledge, they demonstrate an ability to utilise AI for self-directed learning and understand its application in teaching. However, their grasp of AI algorithms remains limited. Concerning AI pedagogical knowledge, pre-service teachers can adapt the use of AI tools based on students' needs and instruct them in using these tools safely. Nevertheless, they lack sufficient knowledge to promote critical thinking and problem-solving skills through AI. In the technological content aspect, pre-service teachers can learn to create or modify settings to meet teaching requirements. However, they display limited proficiency in developing interactive learning resources with AI. These findings highlight the need for professional development aimed at enhancing AI-related competencies, particularly in algorithmic understanding and pedagogical strategies that facilitate deeper learning. Addressing these deficiencies will better prepare pre-service teachers to fully leverage the potential of AI in educational settings.
Technology for Collaborative Online International Teaching: Barriers and Proactive Strategies
The study explores the use of technology in co-teaching and the proactive measures to overcome implementation challenges in collaborative online teaching in teacher education. Despite considerable benefits regarding engagement and learning outcomes in collaborative online international teaching, its successful implementation is often hindered by various challenges. The paper explores proactive strategies to address the key obstacles in harnessing technology for collaborative online international teaching in teacher education at the university of technology. Data was gathered through qualitative approach using semi structured interviews. The study relies on Connectivism learning theory as its primary analytical framework. The participants were four lecturers who collaborated online to teach Education modules at the third-year level. A thematic analysis of their experiences identified important barriers and proactive strategies, emphasizing the necessity of technology readiness, institutional support, and collaborative planning. The study demonstrates how proactive planning, and technological advancements can overcome these challenges and create more dynamic, inclusive, and productive international teaching settings by highlighting best practices. The study contributes to a growing discourse on digitally-mediated global education and advocates for contextually responsive planning to enhance collaborative online international teaching from a holistic African perspective.
Collaborative online international learning