This study aims to identify students' styles of career choices. The second aim is to investigate what factors influence career choice style. The third aim is to determine whether all students of education programs want to become teachers one day. This research model is a relational model that uses multinomial logistic regression. The research population was Universitas Negeri Semarang (UNNES) students of education programs from five faculties in 2018. The number of people in the population was 4,531, and the participants were 220 students. The data analysis consisted of the multinomial logistic regression method. The results showed that the model met the requirements for use. Factors affecting career decisions are gathering information, locus of control, decision-making speed, and aspiration of an ideal career. Career choice has five styles: rational, intuitive, spontaneous, dependent, and avoidant. Accordingly, the spontaneous style is most commonly used by students. The other result shows that the factor that most influences students in choosing a style is pursuing an ideal career.

Several reforms have been introduced to help enhance Vietnamese people’s English competencies. However, research on what reforms Vietnamese teachers support or resist is limited. Also, the impact of teachers’ demographic information on their responses to reforms is underrepresented. This mixed-methods study used a questionnaire, responded by 102 English as a foreign language (EFL) teachers, and six semi-structured interviews to address the gap. The results revealed that the teachers supported the reforms in their teaching context. They preferred using their self-developed or self-adapted materials to using required materials. On the other hand, using the VSTEP framework for designing tests was not supported. Teachers’ demographic information, especially educational qualification, significantly differed one’s responses to reforms from those of another. Some practical implications were discussed at the end of this paper. Also, some recommendations were presented to be considered for further studies.

In recent years, there is a growing number of Vietnamese students applying to study abroad at a younger age. Instead of waiting until adulthood, many Vietnamese parents decide to send their offspring to study abroad early from high school. This study was conducted to analyze the factors affecting the intention of Vietnamese parents to send their children to study abroad. The dataset includes 350 responses, in which parents of middle and high school students having the intention and willingness to send their children to study abroad are respondents. The research results show that perceived value, perceived risk, and three variables of the theory of planned behavior (TPB) model affect the intention to send their children to study abroad with the ability of explanation 53.4%. In detail, Attitude (influenced by Success, Modern self, and Traditional self) has the most significant influence (30.9%) on the dependent variable. On that basis, some suggestions are proposed for international educational organizations and study-abroad counseling centers to help them give the right orientation to Vietnamese parents about studying-abroad. Besides, proposing some recommendations for domestic educational institutions, international educational institutions, and educational management agencies in Vietnam, in order to improve the quality of education and training, creating an ideal learning environment that meets international standards for students, and simultaneously attracting international students to Vietnam.

Under the influence of neo-liberalism and marketization, education is increasingly becoming more content-focused than character one. Ignoring the fact that money, science, and technology may take a person to the moon, these are ethical and moral values that take him/her to the even loftier heights of humanity. Recent COVID-19-driven focus on information and communication technology (ICT) and digital learning have further added to these woes by focusing more on human-machine interaction than human-human ones. Traditional models for inculcating these values through education which heavily rely on the physical presence of teachers do not seem to work in these circumstances. This demands a model for inculcating these values in learning management systems/ e-learning platforms. This study contributes in this regard by first identifying key players and factors, and then proposing a model for it. Using the Delphi model, it gathers opinions from 59 experts in two rounds. Academic institutions, society and online community members, teachers, and e-contents were identified as key factors and players. It suggests a holistic approach-based model through which all of them play their role and collaborate through an e-learning platform. That platform can be used to disseminate information, create awareness, monitor, and report the e-learners. It uses pull and push strategies to help the e-learners to develop those values.

The Indonesian government has declared a strong commitment to information and communication technology (ICT) education reform but has made meager progress due to inconsistent education policies, fragmentary technological infrastructure, and ill-prepared teachers. Despite these obstacles, young people in Indonesia have embraced smartphones and related technologies as important means of maintaining their socially integrated lifestyles. This project sought to measure the adoption of smartphone technologies among pre-service teachers as part of their broader ICT consciousness and teaching. We examined the ICT competencies of 220 pre-service teachers at two state universities in western Indonesia. A questionnaire was distributed to the participants toward the end of the students' final practicum during the COVID-19 closure of the schools. Results showed very high use of smartphones in private contexts, infrequent use of laptops and desktop computers, a strong rejection of institutionally available (or often unavailable) devices and services, and a skewing of ICT skills toward tools available on smartphones, especially those accessible through social media platforms.

The successful application of the problem-based learning (PBL) approach requires feedback from the tutor to the student to guide the latter's learning process. The aim of this study was to characterise the views of a group of Chilean undergraduate students of Primary Teaching and their tutors regarding PBL methodology, and the role of feedback in it. Qualitative research was carried out based on a case study that gathered the views of students and tutors through a focus group. The methods of analysis adapted to the needs of this study are those derived from discourse analysis and especially from discourse in interaction in its three dimensions: interlocution (framework of participation), thematic (topic of discussion) and enunciative (enunciative positioning). The results indicate that students' views emphasised the inter-student collaboration involved in PBL, while tutors emphasised the motivational value of the methodology. However, both recognised the important role that feedback plays in enhancing learning opportunities. Knowing the views of both tutors and learners is central to improving PBL and feedback practices.

It is important for students who learn history to have the skills to think, read and analyze historical sources because past events can only be reconstructed and understood from these numerous resources. Various media methods are needed to support the development of these skills, especially in online learning. Therefore, this research aims to create a virtual field trip (VFT) based history learning media to help students improve their thinking skills using primary source evidence. It was carried out by using the research and development (R&D) method consisting of four stages, namely analysis, designs, conducting trials, and testing media effectiveness. The sample subjects consisted of six teams as expert validators, seven history teachers, 70 and 280 Class X students who assessed the product's practicality and determined the developed media's effectiveness. Data were collected through expert validation, student and teacher response questionnaire sheets, as well as description exams. The level of validity and practicality of the medium were determined using descriptive analysis, while the N-Gain approach evaluated the media's effectiveness. The expert validation result is very good, with an average score of 3.77. The teacher and student response tests showed an average score of 4.67, indicating that the VFT medium is practical for learning history. The N-Gain value of 72% showed that the students' abilities to use primary source evidence are increasing. Therefore, using VFT based history classes to develop explanation skills using primary source evidence is feasible, practical, and useful.

Lesson study, observation and analysis are relevant to professional development and initial teacher education. As a strategy, it helps to bridge the gap between theory and practice. The health conditions brought on by the COVID-19 pandemic forced the restriction of the tutors’ direct observation of preservice teachers at school. This study analyses preservice teachers’ performance through video observations to evaluate their professional activity at school during the COVID-19 pandemic. The Fifteen Items Revised Tsang-Hester Observation Rubric (FIR-THOR) was administered to a sample of 166 preservice teachers in their internship schools and their video recordings each one of 45-minute teaching lessons were analysed. The results show that the FIR-THOR appears as a robust instrument, which allows us to conclude that the instrument works well in the three five-items dimensions that compose it - Instruction, Management, and Assessment - proving to be reliable for assessing teacher intervention in the classroom. Among the three dimensions, the preservice teachers’ performance stands out in the Management of the classroom, as well as in the classroom Instruction. This contribution is relevant considering the potential of lesson analysis in learning and professional development during initial teacher training.

Education for all and education equality has been an important issue to be payed attention to, especially in the rural areas in Indonesia. Education in rural areas is very underdeveloped due to the lack of the equitable distribution of education services. The main factors behind this problem are the pedagogic competence of teachers and inadequate infrastructure. These factors have a direct impact on the digital literacy of students in rural areas, even though digital literacy is very important in the era of the industrial revolution 4.0. This research is a development research that is aimed at developing a valid, practical and effective Lesson Study (LS)-based smart teaching model. The study was conducted at a junior high school in Jeneponto Regency, South Sulawesi, Indonesia. The results showed that the LS-based smart teaching model developed was valid, practical, and effective to promote students' digital literacy. The development of this teaching model is expected to improve the quality of educators' pedagogic competence in teaching and be able to form educators' creative innovations that can directly have an impact on improving the quality of learning in the classroom.

School quality has become a guiding concept that increasingly shapes educational planning and school development. For many decades, it has been a topic of significant interest, resulting in a wide-ranging and diverse research field. However, it is far from clear how school quality should be defined, what it should encompass, and how it influences student performance. The goal of this scoping review is to examine the existing evidence of the relationship between characteristics of school quality and student cognitive output/ student performance in secondary school. More precisely, it aims to (a) identify, (b) categorize, and (c) examine and evaluate the effects of characteristics of school quality affecting student performance and teaching characteristics in secondary school. In order to achieve these aims, we selected, clustered, and analyses 37 articles. The process was conducted by the research group through regular meetings, discussions, and consensus decisions. Our findings contribute to the comprehensive body of literature by identifying the following dimensions: aims and strategies for quality development, leadership and management, professionalism, school culture, and resources. Furthermore, the review revealed that although the field of school quality has been extensively researched, it lacks consistency, with many different operationalisations and definitions, making comparisons and syntheses challenging or even impossible. We believe that clear operationalisations and definitions are crucial to achieving comparability. Additionally, to achieve a standardized understanding of school quality and establish the categories internationally, uniform, theoretically sound, and content-related definitions of each category are necessary.

In the future, vocational students will face all changes and developments in technology and information. In this context, students' digital literacy skills need to be trained to adapt to the demands of the world of work. This article aims to present the results of a study on factors that can improve the digital literacy practice for vocational students as a roadmap for digital learning in the current era. The sampling technique used purposive random sampling of 8 Vocational Schools in East Java Province, Indonesia. The number of respondents in this study amounted to 355 second-year students. The study has found that online learning, motivation, and technology introduction are influenced by students' digital literacy practices, while teacher readiness and infrastructure must be mediated by online learning. The findings in this study indicate that collaboration from various parties is needed from teachers, school administrators, and policymakers in planning learning that focuses on students' digital abilities.

The number of school-aged refugee background children on Turkish soil was estimated to be over 2 million in 2022. Acknowledging the importance of quality education for these children to achieve equity in Turkish-only public schools, this study examined pre-service teachers' self-efficacies in teaching refugee-background students (RBS). Data were collected from 437 pre-service teachers studying at eight different teacher education programs via the adopted Teachers' Sense of Efficacy Scale (TSES) and analyzed with the Tukey multiple comparison test. The findings revealed that pre-service teachers rated low self-efficacies in teaching the RBSs. A comparison of mean scores based on the programs indicated that pre-service teachers in the early education programs scored the lowest self-efficacy while the pre-service teachers in Physical Education programs scored the highest. Moreover, the self-efficacies of bilingual pre-service teachers differed significantly from monolingual Turkish proficient pre-service teachers implying a positive correlation between pre-service teachers’ self-efficacies and bi/multilingualism. Lastly, senior pre-service teachers rated higher self-efficacies than freshmen, junior, or sophomore pre-service teachers. The study implied a need for culturally and linguistically responsive pedagogies and differentiated instruction in the teacher education curriculum to prepare pre-service teachers better for the RBSs in Turkish public schools.

The accuracy of assessing the capabilities of the process and product in chemical practice activities requires appropriate measurement procedures to be followed. It is crucial to identify the components that can introduce bias while measuring student abilities during the measurement process. This study aims to identify the components or criteria used by teachers to assess student performance in practicum activities and analyze the quality of the rubrics developed. The study was conducted with the participation of three raters, 27 high school students, and nine assessment criteria. A quantitative descriptive approach was employed using the many-facet Rasch model (MFRM) analysis for measurement. The results of the MFRM analysis show no significant measurement bias, with data measurement facets fitting the MFRM model. The reliability of all the facets meets the criteria, and the scale predictor functions appropriately. While all students can easily pass four out of nine items, five items can only be partially passed by students. The assessment criteria that require special attention include communication skills, tools and assembly, interpretation, cleanliness, and accuracy when performing practicums. These criteria provide feedback for teachers and students to ensure successful practicum activities. The Discussion section of this study delves into the findings and their implications.

Most Greek primary teachers, not having enough training in learning difficulties, cannot effectively help these students, nor easily include them in the school context. An exploratory methodological approach has been used and an ad hoc questionnaire with four dimensions and 44 items has been designed. In this work we focus on dimension IV: Teacher training. 205 Greek primary school teachers have participated. One of the main results has been that most of the participants consider training in learning difficulties to be important and believe that the lack of training greatly affects the inclusion of students with learning difficulties. Equally important is that the majority of participants consider that training affects their attitudes. It was also found that Greek teachers do not believe they have enough training in learning difficulties, due to lack of time, the cost of training as well as the absence of frequent training activities in this field.

Science, technology, engineering, and mathematics (STEM) education has been successfully implemented in many countries around the world, including Vietnam. Admittedly, it appears that Vietnamese teachers are encountering several obstacles and challenges as they adopt STEM education in their classrooms. The purpose of this study was to use the Delphi method to figure out the obstacles and challenges that teachers in six northern mountainous provinces of Vietnam encounter when teaching STEM education. As per research findings, teachers confront 11 obstacles and challenges when integrating STEM education in their classrooms, including: Teacher competency, time consumption in lesson planning and guiding students to produce STEM products, teachers' beliefs regarding STEM education, inflexible programs, insufficient facilities, examination pressures, lack of timely rewards and encouragement for effective teachers, teachers’ self-funding teaching STEM, students’ competence, students’ cultural, economic and social background, and disagreements from student’s parents. These findings assist administrators and teachers in developing future strategies for successfully implementing STEM education in Vietnam.

Secondary subject subcultures, differing in status, perceived sequentiality, and scope, have been shown to form within departmental content areas. This study aimed to determine if preservice secondary teachers also exhibited attributes of secondary subcultures. Through the Teacher Multicultural Attitude Survey and the Culturally Responsive Teacher Self-Efficacy Scale, this study revealed that subcultures also occur within preservice teachers, specifically preservice mathematics teachers and preservice English teachers, with regards to multicultural awareness and attitudes. The results from this study support the need for purposeful and consistent focus on multicultural education and Ethnomathematics education in mathematics education programs. In doing so, secondary mathematics students can obtain a robust background in multicultural education before entering the PK-12 classroom. When they do enter the PK-12 classroom, they will be able to empower all students that they teach.

Some Indonesians may still regard online education as a novel, although they frequently engage in online-related activities without even realizing it. The quality of learning, satisfaction, achievement, retention, and, more broadly, personal growth are all favorably correlated with student engagement. For students to provide their best effort and succeed in online learning, it is crucial to have good psychological engagement in them. This engagement will help their psychological processes and dispositions to improve. The quantitative research methodology was utilized in this research. In addition, 800 high school students from South Sumatra participated in this research as a sample. The structural equation model is analyzed (SEM). The findings indicated that 85.9 percent of the time, a psychological commitment is influenced by information communications technology (ICT) proficiency, psychosocial processes, and student performance. Thus, the value of .713 indicates that psychological involvement, psychosocial processes, and ICT proficiency all impact student performance. This study demonstrates that every hypothesis has a favorable and significant impact. These circumstances suggest that students who are proficient in ICT and psychosocial processes will be able to enhance their performance through challenging and dry learning. The interaction between students while learning strengthens this condition.

This study aimed to compare and examine the effectiveness of interactive STEM learning and paper-and-pencil STEM learning in terms of mathematical literacy skills of elementary school students. This research is of a quasi-experimental type with a non-equivalent pretest-posttest control group design. Sampling was carried out on the elementary school populations in Bengkulu and South Sumatra Provinces in two stages. In the first stage, schools in rural and urban areas were selected, and in the second, classes in each school were randomly selected. The selected sample consisted of fifth-grade students of the Public Elementary School of Terawas, Musi Rawas, with an experimental class A (n = 20) and an experimental class B (n = 19), as well as fifth-grade students of the Public Elementary School of Bengkulu City, with an experimental class A (n = 25) and an experimental class B (n = 22). Data collection was conducted using mathematical literacy skills tests in reference to the PISA and Minimum Competency Assessment (level 1–3). Data analysis was performed using descriptive and inferential statistics; it employed an independent t-test for the comparative testing and an N-gain test for testing the effectiveness of STEM learning. The results showed that there were differences in math literacy skills between interactive STEM and paper-and-pencil STEM for students in urban schools, but not significantly different for students in rural schools. General STEM learning was effective in increasing the literacy of elementary school students, and interactive STEM in particular demonstrated the highest level of effectiveness in the urban school.

In the Indonesian context, English is considered a local subject and there is no mandated curriculum for English in elementary schools. Meanwhile, English has been a compulsory subject taught at the secondary school level. The present study aims to explore barriers to teaching English experienced by non-native English teachers in Indonesian secondary schools and policy recommendations. The study employed a qualitative case study method. Concerning the data collection, the authors garnered the data through semi-structured interviews with six non-native English teachers teaching at private and public secondary schools in Indonesia. The findings of the study reveal that several barriers experienced by non-native English teachers include lack of training in English teaching and learning, academic literacy among non-native English teachers, school facilities, English-relevant materials, student motivation, and English exposure outside of school. Drawing on these results, some policy recommendations to improve English language teaching in the Indonesian context are discussed in this study.

During COVID-19 in Athens, Greece, 535 general education and 170 special education teachers were tested for computer use self-efficacy, ICT competence, and computer attitudes. Demographic and occupational factors impacted computer attitudes and computer use self-efficacy. The GCAS and GCSES showed that general and special education teachers liked computers. Teachers were computer-savvy and confident. Computer attitudes boosted computer use self-efficacy. Computer self-efficacy is strongly linked with computer attitudes, subscales of confidence and affection and moderately linked with cognitions about computers. Age, position, and ICT training substantially influenced computer attitudes and computer use self-efficacy. ICT-trained teachers had improved their attitudes and computer use self-efficacy. Computer self-efficacy and attitudes about computers did not change for special education teachers, but computer confidence increased. Except for those under 25, younger teachers demonstrated higher computer self-efficacy than older ones.