Abstract Books of the International Conference on Innovative Teaching and Education
The Abstract Books of the International Conference on Innovative Teaching and Education (ITECONF) presents carefully peer-reviewed research presented at the annual Teaching and Education conference organized by Proud Pen. This collection captures original work across the field of Teaching and Education, spanning theoretical frameworks to applied studies. Each volume serves as a reference for ongoing research and study in the discipline.
Pedagogical Content Knowledge of National Secondary Schools Teachers inTeaching the Literature Component of the Malay Language
The study aimed to investigate the Pedagogical Content Knowledge (PCK) of Malay language teachers in the teaching and learning of the Literature Component (LC) in national secondary schools. The main aspects being studied covered content knowledge, general pedagogical knowledge, specific pedagogical knowledge, and contextual knowledge. This quantitative study involved two districts in Sabah State, and 123 Malay Language teachers were selected through a purposeful random sampling method. The data were analyzed using the Statistical Package for Social Science (SPSS). The findings revealed a significant positive relationship between content knowledge, general pedagogical knowledge, specific pedagogical knowledge, and context knowledge of the language teachers. Besides that, the study indicated a significant difference between the language teachers’ general pedagogical knowledge and pedagogical content knowledge levels based on their age groups. Hence, it could be concluded that this study elucidated the importance of Malay Language teachers’ pedagogical content knowledge in the teaching and learning of the Literature Component (LC) in national secondary schools that should be emphasized by the related parties to guarantee the teaching qualities in long-term.
Copyright (c) 2025 Abstract books of the International Conference on Innovative Teaching and Education
Effects of Life and Social Responsibility, Success and Mental Tranquility on University Students’ Behavior
Fo Guang Cai Gen Tan is one of the significant works by Master Hsing Yun that inherits and develops the philosophy of Humanistic Buddhism. This study focused on the effects of the values advocated by Fo Guang Cai Gen Tan on individuals’ daily behaviors, with an emphasis on investigating the influence of Life and Social Responsibility (diligence and harmony in life, moral aspiration and vigilance, law of natural causality) as well as Success and Mental Tranquility (path to success and progress, principles of conduct and interaction, guidelines for moral and development) on daily behavior of university students. Employing an empirical research methodology, the study conducted a questionnaire survey on 64 students who were selected by using a convenience sampling method. The results indicated that both Life and Social Responsibility and Success and Mental Tranquility have significant correlations with daily behaviors. Moreover, the path to success and progress, moral aspiration and vigilance, and diligence and harmony in life have significant positive direct effects on individual behaviors, while the effects of other variables are not significant. These findings revealed the specific mechanisms through which certain values in Fo Guang Cai Gen Tan influence individual behaviors, providing empirical evidence for understanding the practical significance of Buddhist thought in modern society.
Class Attendance versus Mathematics Pass Rate at a Higher Learning Institution
Ever since COVID-19 class attendance has become a problem in some higher learning institutions. This study investigates the relationship between class attendance and academic performance in Mathematics 2 at a South African university. Descriptive statistics and inferential statistics were used for this research.Literature on class attendance and Mathematics pass rate were also reviewed. Attendance records and final examination results were utilized to collect data for the research. Registers for 2 groups comprising of 190 mathematics students were marked every day during Mathematics lectures for 2 months in the second semester. After writing the final examinations, the marks were recorded and analysed according to class attendance. SPSS, descriptive statistics was utilized to analyse the attendance and the examination results. Inferential statistics was utilized to test the hypothesis at a significant level of 0, 05. The results suggested that there was a significant positive correlation between attendance percentage and examination marks, suggesting that higher attendance was associated with better marks.This study will inform the university to identify the students at risk in their academic performance due to poor class attendance and hence implement the necessary interventions.
Contextualized Educational Experiences in Initial Teacher Education
Designing and validating contextualized educational experiences in pre-service teacher education is fundamental because it allows future teachers to: 1) better understand how to apply pedagogical knowledge in real situations, 2) respond with their proposals to the particularities of the classroom, by promoting more relevant teaching, and 3) interact with teachers to develop a more critical and reflective perspective on concrete educational issues, proposing creative and adapted solutions. Within this framework, in the undergraduate courses on Rural Education and the Didactics of Social Thinking at the Faculty of Education, a teaching method was proposed based on the design and validation of educational experiences in two school contexts: a rural school with multigrade classrooms in the region of Ica, and a semi-urban school in the region of Lima. In the diagnostic stage, specialized sources about the school’s contexts were reviewed, and data collection instruments were designed: interview guides for the principal and teaching staff, as well as observation guides for class sessions, which were applied during field visits. In the creation stage, the proposals were designed considering the connection between curricular knowledge—that is, the content proposed by the curricular areas—and the local knowledge and needs of the population, gathered during the diagnostic activities. In the validation stage, the proposals were shared with the teachers of the visited schools, receiving relevant feedback.
Empowered For Success: An Intensive Academic Skills Transition Program in Australia
The EmpowerED University Preparation Program (Griffith University, Australia) launched in 2024 as an innovative pathway to university for students who were unable to access undergraduate degrees through traditional pathways. A free, comprehensive, preparatory program, EmpowerED is underpinned by two key frameworks: Transition Pedagogy (Kift, 2009) and Five Senses of Success (Lizzio, 2006). Recognising the diverse backgrounds and aspirations of students, the curriculum is designed to scaffold academic and professional literacies, ensuring that learning activities are authentic, inclusive, and aligned with students’ future goals. Additionally, support is embedded within the curriculum to foster student belonging, engagement, and success. EmpowerED comprises 4 core courses (subjects) and 2 elective courses. The Core courses are: University Preparation; Learning Strategies for Success; Academic Communication; and Maths Essentials. Students then choose two electives: Science Fundamentals; Innovation, Creativity, and Leadership; or Career Pathways. On successful completion of the program, students are granted guaranteed entry into their preferred undergraduate degree program at Griffith University, plus they may gain credit towards their degree. In 2024, the initial program attracted 65 students of whom 51% were 'first in family'; 25% were from low socio-economic backgrounds; 19% were students with a disability; and 5% were First People/Indigenous students. Forty percent successfully completed EmpowerED and transitioned into undergraduate programs including Education, Business, Social Work and Psychology. In 2025, the program has increased to over 600 students of whom 50% are 'first in family'; 28% come from low socio-economic backgrounds; and 15% are students with disabilities. Recommendations from the Program for learning and teaching practices are outlined.
Teaching Material for French Listening Comprehension at A1 Level Using Virtual Reality (VR) Based on Artificial Intelligence (AI)
This study explores the development of teaching materials for A1-level French listening skills using virtual reality (VR) technology enhanced by artificial intelligence (AI). This joint study, conducted by Universitas Negeri Jakarta and Universitas Negeri Medan, explores the development of virtual reality (VR)-based learning materials to improve A1-level French listening skills, particularly in distance learning scenarios. The research method is Research and Development (R&D) using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Data were collected through observations, interviews, and listening proficiency tests before and after the use of teaching materials. Data analysis used a mixed methods approach to measure effectiveness and user experience. TKT (Technology Readiness Level) 6 will be tested at Universitas Negeri Jakarta and Universitas Negeri Medan as an innovative solution for improving French A1 listening skills and developing language learning technology.
When Play Leads the Way: Uninstructed Play as a Catalyst for Children's Creative Learning
This study explores the potential of uninstructed play as a catalyst for creative thinking, imagination, and 21st-century skills development in young learners. Drawing on a research through design (RtD) approach, the authors developed and tested a modular playful learning system for primary school children in Jordan, including participants from refugee backgrounds. The study involved 18 six- to nine-year-old girls who engaged with the prototype in five small groups over three sessions. Data were collected through observation sheets capturing cognitive, social, emotional, and behavioral indicators, such as number of creations, iterations, collaboration, storytelling, and affective engagement. Findings show that uninstructed play encouraged divergent thinking, experimentation, and peer-to-peer learning. Participants produced a wide range of designs contextualized through narratives, demonstrating creative fluency, flexibility, originality, and elaboration. Moreover, their creations revealed traces of personal and collective experiences, including representations of war and displacement, highlighting the socio-emotional dimension of play. The findings suggest that playful, open-ended environments allow children to negotiate meaning, test hypotheses, and co-construct knowledge, hence fostering both creativity and critical consciousness. The findings also underscore the importance of inclusivity and freedom in learning environments, where the absence of prescriptive instruction potentially enables young learners to take ownership of their creative processes. Despite limitations in sample size and observation duration, this research contributes to design scholarship on play, offering practical implications for integrating playful learning systems into formal education. Future directions include comparative studies across cultural and gendered contexts and longitudinal investigations into the sustained effect of playful interventions.
The Mediating Role of Personality Traits in Shaping School Culture and Teacher’s Opinions Towards Gifted Education
Gifted students as those who demonstrate an advanced ability or potential in one or more specific areas when compared to their peers. Success in teaching a gifted student dependents largely on the ability of every teacher. This study aimed to examine the relationship between school culture, teachers’ opinions toward gifted education, the mediation effect of personality traits. Data were collected from 319 teachers (84 males and 235 females) with age range 25 to 60. The results indicated a significant positive relationship between teachers’ personality traits and school culture. And indicated a significant positive relationship between teachers’ personality traits and teachers opinions. Mediation analysis revealed that personality traits partially mediated the relationship between school culture and teachers’ opinions. These Findings highlight the nuanced influence of personality, school culture on teachers’ opinions towards gifted education offering valuable insights for policymakers and educators aiming to enhance support for gifted education in diverse educational setting.
Experiential and Reflective Learning for Sustainable Tourism Mindsets in Higher Education
The rapid expansion of higher education's role in promoting sustainable development necessitates innovative pedagogical approaches that cultivate critical thinking, ethical awareness, and practical skills among students. This action research investigates how experiential and reflective learning fosters sustainable tourism mindsets in international postgraduate students. The study was conducted within a postgraduate course on Tourism Policy, Planning, and Sustainable Management, incorporating classroom discussions, group projects, community-based learning, and reflective exercises. Thirty-one students engaged in activities such as community engagement, policy proposal projects, reflective journaling, and visual mapping. Qualitative data were collected through reflective journals, post-course surveys, and visual documentation and were analyzed thematically. The findings revealed three major outcomes: (1) a cognitive shift from perceiving tourism primarily as an economic activity to recognizing its environmental, cultural, and social impacts; (2) enhanced emotional engagement and empathy through direct community interaction; and (3) the intention to adopt sustainable practices in future careers. The research demonstrates that well-structured experiential and reflective learning environments can transform students' perceptions, foster global competencies, and embed sustainability principles in tourism education. This paper presents a pedagogical model for integrating sustainability into higher-education curricula in culturally diverse contexts, offering insights for educators and policymakers seeking to develop future-ready graduates capable of advancing sustainable tourism globally.
Developing an Automated Writing Evaluation Tool for Slovene: Insights from a National Teacher Survey
We present the most important findings of an extensive study involving 1,024 teachers from primary and secondary schools in Slovenia. The study was conducted as part of the project Empirical foundations for digitally-supported development of writing skills (PROP). Its main purpose was to develop an automated writing evaluation (AWE) tool that would enable teachers in primary and secondary schools to support students in correcting their written texts in Slovene. AWE tools for English texts already exist and are well established, but no such comprehensive tool is yet available for Slovene. Their most important advantage is that they enable faster, more appropriate, and more accurate feedback to students on their written texts. On the one hand, the AWE tool includes machine identification and categorization of grammatical errors, which relieves teachers of routine corrections and gives them more time to focus on higher taxonomic goals. On the other hand, it provides a digitally designed model for giving feedback. In order to develop such a tool for reviewing students' written texts in Slovene, it was essential to get an overview of existing practices in correcting students' texts and insight into the needs of teachers in this regard. Therefore, we conducted an extensive survey among teachers of various subjects in primary and secondary schools throughout Slovenia. The results showed that teachers spend even more than 10 hours per month correcting students' written texts. It was found that Slovene language teachers and then class teachers correct students' texts and provide them with feedback more often than teachers of other subjects. Less than half of teachers monitor their students' language progress, more than 20% of high school students do not have to correct their written texts, and approximately 20% of students who do correct their texts are not checked again by their teachers. The survey also looked at teachers' experiences with correcting the written texts of students with special needs. We found that about 20% of teachers do not get any recommendations or advice from special education teachers on how to grade the writing of students with special needs. Almost a third of teachers believe that students with special needs do not write more correct texts, even if they are given extra time to write. Approximately 45% of teachers believe that the difference in the accuracy of written texts produced by students with special needs, depending on whether they write by hand or type, depends on the individual. Less than half of teachers (39.7%) believe that AWE tools are welcome, while others have reservations about their use or are undecided. A similar proportion of teachers would also use such a tool (38.6%), while other teachers would use it if it were easy to use or if they knew how to use it, or only in certain cases or in higher grades. Only 7.2% of respondents were explicitly against the use of such a tool. The survey results confirm that the development of a digital tool for correcting students' written texts is useful and necessary. It would primarily complement teachers in their correction work, rather than replace their feedback, and serve as an aid to students directly while they are writing, helping them to produce more accurate texts and develop their independence. The tool could make writing easier, especially for students with special needs. The results also show that teachers of other subjects (not just Slovenian) should be encouraged to correct students' written texts to a greater extent and made them aware of the importance of feedback in this activity. The PROP project and the survey of Slovenian teachers conducted as part of it offer the possibility of comparative research for other languages for which, like Slovene, no AWE tool currently exists.
Effects Of Two Modes of Blended Learning Strategies on Students Self-Efficacy and Achivement in The Concept of Nervous System
This study investigated the effects of two modes of blended learning strategies on students’ self-efficacy and achievement in nervous system in South Eastern Federal Universities, Nigeria. Four research questions guided the study and six null hypotheses tested at 0.05 level of significance. The study adopted quasi-experimental research design. The population of the study comprised 304 first year Biology Education students (Pre-service teachers) in 2021/2022 academic session. Sample size was 182 drawn through simple random sampling of intact classes. Nervous System Achievement Test (NSAT) and Nervous System Self Efficacy Rating scale (NSSERS) were the two instruments for data collection. A reliability coefficient of 0.78 was obtained for NSAT using K-R20 and 0.91 for NSSERS using Cronbach Alpha. The students were assigned into two experimental groups of flipped classroom and flipped-jigsaw II. The research questions were answered using mean and standard deviation while the hypotheses were tested using ANCOVA at 0.05 level of significance. The results of the study show that there is no significant difference in the mean self-efficacy scores and achievement of students taught nervous system using the flipped classroom and flipped-jigsaw II. The findings also show that there is no significant influence of gender on students’ self-efficacy and achievement in nervous system. The interaction effect of teaching strategies and gender on the mean self-efficacy and achievement scores of Biology students in nervous system is not significant. The study concluded that both blended learning strategies are potent in improving students’ self-efficacy and achievement in nervous system. It was recommended among others that lecturers and teachers should adopt the Flipped classroom and Flipped-Jigsaw II in the teaching and learning of nervous system and other abstract concepts in Biology.
Elements Of Culture in Language Teaching – Textbook Analysis
The teaching of foreign languages is inseparable from the integration of the target language's culture. However, teaching culture remains a persistent challenge for language educators: What cultural content should be included, how much, and how should it be presented? The cultural distance between the learners' native culture and the target culture often influences these decisions. Traditionally, language instruction has focused on developing four core skills—listening, reading, writing, and speaking—typically in an integrated manner. Recently, a growing number of scholars and educators have emphasized the importance of a "fifth skill": cultural competence. Yet, defining culture and identifying appropriate pedagogical strategies for teaching it remains complex. Textbooks, as central tools in language instruction, adopt varying approaches to cultural content. Some align with intercultural and multicultural frameworks, as recommended by the Common European Framework of Reference for Languages (CEFR), while others fail to reflect modern perspectives or do so inconsistently. This study compares two 7th-grade language textbooks used in Romania: one for teaching English, and the other for teaching Romanian to Hungarian minority students in Transylvania. Our analysis suggests that the English textbook demonstrates a more diverse and pedagogically sound approach to integrating cultural elements.
Peer Power: Student-Led Mock Osces to Demystify Feedback And Build Confidence
Objective Structured Clinical Examinations (OSCEs) are high-stakes assessments that often induce anxiety and uncertainty for learners. These established examination models rely heavily on staff and provide inconsistent feedback. In response to the call for more sustainable and student-centred methods, we trialled a peer-led mock OSCE aimed at demystifying assessment criteria, encouraging peer-to-peer feedback exchange, and decreasing reliance on staff. Year 3 and Year 4 medical students were paired within their own year groups, completing six stations (two case-based discussions, two communication histories, two clinical examinations) while alternating roles as candidate and examiner. Each station involved a structured sequence of two minutes’ reading, eight minutes’ performance, and three minutes’ feedback, supported by mark sheets and OSCE briefs to promote accuracy of real OSCE stations. Surveys conducted before and after the exercise (N=21 pre; N=23 post) showed confidence scores rose by 70%, with high ratings for skills gained (4.30/5), peer-examiner format (4.13/5), and usefulness of feedback (4.35/5). All respondents would recommend the model, quoting the value of practising under exam conditions and gaining real-time feedback. Key lessons include clarity of marking, safe peer challenge, and efficiency once resources are established. By alternating roles, students developed feedback literacy and reflective skills as core elements of the exercise, encouraging independence in line with adult learning principles. This model is low-cost, low-carbon, and scalable, supporting sustainable, student-led preparation that enhances self-regulated learning, workforce readiness, and retention in healthcare education.
In the age of robotics, AI and computer-centric learning & job opportunities the profession of teaching, as a career, is losing ground in India. Youths opt teaching only after other career options become exhausted. Adapting innovative ways of teaching, going beyond prescribed curriculum, avoiding implantation of pre-fixed beliefs, etc. have become essential for motivating and educating trainee teachers in teacher training institutions. Shifting focus away from one way, lecture-type classroom teaching and engaging trainees in interactive learning combined with extra-curricular activities have significantly increased attendance in classes of our institute. Taking groups of trainees to classrooms in schools (out of institute campus), using examples found in real life situations in community, making them interact with parents/guardians to find needs of learning, gamification like use of word play, puzzles, quizzes, etc. are making teaching-learning process interesting, both for trainee teachers and children. Small project-based learning, selecting topics as per personal interest, is developing management skills, critical thinking and orienting trainees towards research. Further, use of Artificial Intelligence (AI) to analyse strengths and weaknesses of students leading to development and employment of personalized teaching-learning modules are showing good results. Psychological implication of all these efforts is resulting in production of school and subject managers instead of mere teachers.
Powerful Strategies to Resolve Challenges of Keeping Students in The Target Language in The Combined Foreign and Dual Language Classroom
Keeping young students on the target language 90% of the time is the biggest challenge for all foreign and dual language teachers.The challenges come from the limited number of target language vocabularies within students learning, poor exposure to target language authentic materials, missing of the cultural aspect in the students classroom environment and more of vital factors that each foreign and dual language teacher needs to adress. This session focuses on how teachers maximize students’ use of the target language up to 90% of the time while teaching and guiding two different age groups of students within the combined foreign and dual language classroom. Presenter will resolve the challenge of keeping the students on the target language by sharing 4 powerful strategies: using skillful methods to managing the class in the target language, building peers interpersonal relationships and actions by supporting their target language use, improving the cultural aspect in the classroom, and lastly using as many authentic materials as possible. Implementing these four strategies will enhance students’ learning such that they can participate in the target language 90% of the time.
Empowering Learners: A Student-Centered Approach in the Age of AI and Educational Technology
This study explores the impact of student-centered approaches supported by educational technology and blended learning on student engagement and motivation. As AI and digital tools become increasingly integrated into educational settings, the roles of both teachers and students are undergoing significant transformation. Drawing on recent empirical studies, this literature review highlights how learner-centered approaches, when combined with online and blended learning methods, foster greater autonomy, engagement, and cognitive development. While technology provides new opportunities for personalized and flexible learning, findings emphasize that the role of the teacher remains crucial. The review also identifies the importance of collaboration, peer interaction, and emotional support in digital learning contexts. This study underscores the need for educational practices that balance technological innovation with human connection, aiming to create inclusive, engaging, and meaningful learning experiences in the age of AI.
Feedback And Mentorship: A Dynamic Duo for Language Teachers Learning
Much has been said about practicum as an invaluable resource in the learning of pre-service teachers. This stage generally takes place in the final semesters of teacher education programs. Although different studies have already highlighted its relevance; The integration of mentors and tutors to excel this process still poses challenges in its implementation, which leaves students adrift. It is at this point where feedback and support emerge as pillars to ensure its quality, not only in terms of teaching skills but also into a comprehensive component, as it encompasses fundamental dimensions, namely: as a being, as a knower, and as a conscious mediator of the social and cultural context. Therefore, feedback is a process acknowledged more as support than supervision. This process is fundamental in the development of competencies for teachers, not only on a technical level but also in their own identity through teacher empowerment in this initial preparation cycle . This study presents the results of the aspects that are part of a feedback and support process during the pedagogical practice period of students in a bachelor's degree at a public university. These aspects that are considered fundamental will reflect whether the program truly helps the teacher, from the beginning, to view their own training in a comprehensive and not merely technical manner. Moreover, the implications of the approach or approaches underlying those aspects, considered relevant, demonstrate the conceptual perspective of the teacher trainer regarding what and how important it is in students’ training.
Development of Quizizz Multimedia as an Interactive Media to Improve Reading Comprehension Skills of Indonesian Short Story Texts in Fourth Grade Elementary Students
This study aims to develop an interactive learning media based on the Quizizz application to improve reading comprehension skills of short story texts among fourth-grade elementary school students. The research employed a research and development (R\&D) method using the Hannafin and Peck model, which includes the stages of needs analysis, design, and development and implementation. The developed Quizizz media was validated by a language expert and deemed appropriate with minor improvements in linguistic aspects. The implementation results showed a significant improvement in students’ learning outcomes. The average posttest score increased from 58.2 to 80.6 with an N-Gain score of 0.61 (moderate–high category). The paired t-test revealed a statistically significant difference (p < 0.05), and Cohen’s d value of 1.89 indicated a large effect. Students responded very positively to the use of the media, feeling more motivated, engaged, and enthusiastic during the learning process. Therefore, Quizizz is effective as an interactive media to enhance elementary students’ reading comprehension skills.
Augmented and Virtual Reality in Education: Creating Immersive and Motivating Learning Environments
Augmented and Virtual Reality in Education: Creating Immersive and Motivating Learning EnvironmentsAbstract: In the era of technological advancements, Augmented Reality (AR) and Virtual Reality (VR) have emerged as groundbreaking tools in education, offering transformative ways to engage students and enhance learning experiences. This research investigates the potential of AR and VR to create immersive learning environments that captivate students’ attention, improve their understanding, and increase their motivation to learn. By integrating AR and VR into the classroom, educators can provide experiential learning opportunities that allow students to interact with content in ways that traditional methods cannot achieve. The study examines how AR and VR technologies can be applied to various disciplines, including science, history, and languages, to foster deeper understanding through simulations and interactive experiences. Furthermore, the research explores the psychological and cognitive benefits of immersive learning, such as enhanced memory retention, problem-solving skills, and critical thinking. It also addresses the challenges associated with implementing AR and VR in educational settings, including the cost of technology, accessibility issues, and the need for teacher training. Through a detailed review of case studies and real-world applications, this paper provides practical insights into how AR and VR can be utilized to design innovative learning environments that are both engaging and educational. The research offers recommendations for educators, policymakers, and technology developers on how to overcome barriers to implementation and fully harness the power of these immersive technologies to revolutionize education.
Understanding Aspiration to Principalship
The principal shortage crisis has been imminent for many years. The challenges facing the education systems, specifically in the education of school-age children and young people in 2025, are both complex and have the potential to be enduring if left unaddressed. Due to this rapidly changing environment and the complexity of the principal’s role, the position of principal is becoming progressively less desirable to potential applicants. Finding suitably skilled and qualified individuals to lead schools is becoming an increasingly challenging task for educational systems. The principal shortage has been exacerbated recently with many beginning principals leaving prematurely. High rates of principal turnover and poor principalship threaten school improvement, school stability and the very healthy and positive environments that improve student learning outcomes. Understanding how future aspiring principals perceive and value their work will allow educational systems more tailored and effective school leadership training. Furthermore, with fewer mid-career teachers present in schools, principals are often unable to implement forms of distributive leadership they had previously, with the assistance of experienced mid-career teachers who were willing to coach and mentor to enhance leadership capacity. Understanding the connection between the teacher shortage and an increasing demand on principals, my doctorate explores the experiences of aspirational Catholic Education South Australia (CESA) leaders to understand what creates, sustains, and diminishes leadership aspiration in CESA in a climate that is becoming increasingly difficult. The educational sector’s capacity to decrease principal turnover could serve as an effective strategy to tackle the ongoing issue of chronic teacher attrition.
A Case Study of EFL College Students’Speaking Performance under two conditions: AI chatbot-led versus Human-led
This case study investigated the impact of chabot-led versus human speaking performance of four EFL college students. Over a five-week period, the students completed speaking tasks-mock OPIc interviews under the two conditions: chatbot, Replika-led, and human-led. Following the last interview task, the students shared their perceptions about the two types of interview tasks. Data were collected from transcribed speaking performance and the semi-structured interviews. Quantitative analysis was conducted using a corpus readability tool, focusing on the percentage of complex words (CW), the average words per sentences (WS), and overall readability (R). With those scores, a Wilcoxon Matched-Pairs Signed-Rank test was run and revealed no statistically differences between the two English interview conditions in terms of CW, WS, and R. Qualitative data indicated that most students reported greater comfort and reduced foreign language speaking anxiety while conversing with the AI chatbot, Replika, although one student expressed discomfort with its frequent breakdown conversational flow. In short, students appreciated the interaction with Replika in spoken language, specifically, which reformulates and supports students’ linguistic development. These findings suggest that AI chatbot, Replika, can serve as viable and plausible tools for practicing spoken English in EFL settings, calling more diverse ways to implement it into classroom activities.
Innovative Pathways to Literacy: Teaching CV Syllables vs. Phonemes for Arabic-Speaking Preschoolers
This study addresses aspects of reading acquisition with different grain size units among Arabic-speaking pre-school children living in Israel. The Authors' study (2021) which was been framed by the phonological-unit-availability notion of the Psychological Grain Size Theory (Ziegler & Goswami, 2005) revealed three accessible phonological units among pre-literate Arab children living in Israel by analyzing children’s responses in phonological awareness tasks; phonemes, demi-phonemes tri-phonemic units /ʔɛC/ that begin with the prefix /ʔɛ-/ and end with the target (consonantal) phoneme (e.g., /ʔɛs/ for the consonant /s/) and CVs, i.e., core syllables. Based on Authors' previous study (2021), the present study aims to determine whether reading among Arabic-speaking pre-school children is more easily acquired when the teaching method varied according to phonological unit size; phonemes, demi-phonemes or CVs. In addition, the study aimed to investigate the predictors of reading acquisition via the different phonological units in the three training conditions using measures assumed to be related to early reading. One hundred four children were allocated to three training conditions matching those three phonological units using an unfamiliar script (Malayalam). Children participated in 14 training sessions and were evaluated via retention and generalization of reading and spelling measures. The CV-based method was found to be more effective than phonemes or demi-phonemes. Further, working-memory, short-term memory and RAN predicted learning via phonemes and demi-phonemes but not via CVs. Psycholinguistic and pedagogical implications of this experimental study are discussed, in particular, the generalizability of many of the English-based and alphabet-based theories of reading acquisition.
Analyzing Learner Engagement and Performance Trends in Online Professional Learning for Educators
The growing prevalence of online teaching has led to a significant increase in the use of big data and learning analytics. These tools capture digital traces that reflect participants’ engagement, performance, and learning experiences. Researchers are leveraging learning analytics data to extract features and build models of the learning process. Specifically, they focus on measuring engagement by quantifying behavioral indicators such as frequency of interaction and time-ontask. This study centers on the Professional Development Institute of a Midwestern U.S. state's Department of Education, which supports individuals pursuing a teaching license through the Alternative Resident Educator pathway. The institute offers three online content modules available 24/7, designed to equip participants with the essential knowledge and skills for classroom success. Each module includes lessons and assessments that measure individual content mastery. The research question guiding this study investigates how various performance patterns emerge as educators engage with required activities and how these patterns impact knowledge and skill acquisition in a self-directed elearning environment. The study assumes that participants exhibit diverse learning strategies and performance patterns shaped by the nature of the elearning content. To examine these dynamics, the study draws on the expectancyvalue theory developed by Wigfield and Eccles (2000), traditionally applied in face-to-face learning settings. Here, the same motivational principles are applied to better understand the relationship between motivation and engagement in an online learning environment. Using data visualization techniques, the researchers identified five distinct engagement patterns and uncovered a range of performance strategies employed by participants in the e-learning context.
A Modular Creative Coding Framework for Plural Classrooms in STEAM Higher Education
Creative programming courses offer a unique opportunity to integrate artistic expression with computational thinking, enabling students with diverse technical and creative backgrounds to engage meaningfully with code. Recent pedagogical research supports open-ended, visually rich, and hands-on projects that foster creativity, skill acquisition, and learner autonomy, especially in interdisciplinary classrooms that mix students from design, art, and computing. This study presents the Modular Creative Coding Framework, developed to support inclusive teaching in STEAM higher education. It has been piloted and refined across two academic years (2023–24 and 2024-25) in courses that bring together students from Art and Digital Design, Multimedia Technologies, and Video Game Development programs. The framework is implemented using p5.js in the OpenProcessing environment and is structured around thematic modules that emphasize visual feedback, conceptual clarity, and creative exploration. Preliminary results gathered through student reflections, instructor observations, and project development evaluations show increased engagement, stronger interdisciplinary collaboration, and improved confidence in applying programming concepts to creative outcomes. These findings support the framework’s potential to enhance inclusive learning and adaptability in higher education, especially in contexts that bring together students with differing levels of coding experience and disciplinary perspectives.
Policy-Practice Disconnect: Challenges of Educational Policy Implementation in Nigerian Universities
Educational policies in Nigeria are often well-designed on paper but face significant hurdles during implementation. Despite the development of comprehensive educational policies in Nigeria, a persistent gap exists between policy formulation and successful implementation at the university level. A significant recent policy development is the introduction of the Core Curriculum and Minimum Academic Standards (CCMAS) by the National Universities Commission (NUC), designed to replace the older Benchmark Minimum Academic Standards (BMAS). Even though CCMAS aims to ensure uniformity and quality in curriculum development across Nigerian universities, its implementation has revealed longstanding systemic challenges in translating national policy into institutional practices. This paper investigates the key challenges that hinder translating educational policies into effective institutional practices in Nigerian universities. This study adopts a qualitative approach to collect relevant data from selected universities in Nigeria. The data trends highlight the disconnect between federal education goals and institutional realities, as shown in the infrastructure deficits and staff resistance to change, with serious implications for education quality and institutional governance. To bridge the gap between policy and practice, the study proposes a comprehensive framework that includes participatory policy development, capacity building for implementers, decentralized implementation strategies, and continuous policy feedback loops through robust monitoring and evaluation mechanisms. The study contributes to the discourse on educational reforms by offering actionable insights to help policymakers and university leaders foster more effective and sustainable policy adoption across universities.
This paper explores the vast potential of self-directed learning in violin pedagogy. Based in practice and drawing on concepts from neuropsychology, the author, a violinist and teacher, outlines five learning principles. Self-directed learning is defined as an ongoing process based on problem detection, definition, and resolution. The traditional roles of teacher and student are reimagined within this context. A step-by-step guide to applied self-directed learning suggests a model for both teachers and students that realizes student independence in the classroom, leading to higher-level understanding and more robust performance. While the value of self-directed learning is well-known in general pedagogy, this paper is novel in applying the approach to the study of musical performance, a field which is currently dominated by habit and folklore, rather than informed by science.
This thesis will focus on Ven. Fa Fang and Sri Lankan Buddhism to study from four aspects, they are: (1) the connections of Ven. Fa Fang and Sri Lankan Buddhists; (2) his study and exchange in Sri Lanka; (3) his observation and understanding of Sri Lankan Buddhism; and (4) his contributions to Sri Lankan Buddhism; (5) his influence on Sri Lankan Buddhism. Through a comprehensive study of Ven. Fa Fang and Sri Lankan Buddhism to demonstrate his achievements and contributions to Sri Lankan Buddhism impacted Sri Lankan monks and their Buddhism, especially in the aspects of Buddhist education and the extension of international Buddhist activities. Meanwhile, it promotes the further exchange between China-Sri Lankan Buddhism and the Buddhist revival in the 20th century of China.