Teacher leadership theory has underlined the essence of teacher collaboration (TC) in helping students learn better. Also, many studies and theories have argued that TC can be an effective way to provide learning feedback. Thus, this mixed-method study aimed to experimentally examine the effect of teacher collaborative metacognitive feedback (TCMF) on educational management (EM) students’ metacognition, to see the different effects on EM students’ metacognition as affected by TCMF and by individual teaching metacognitive feedback (ITMF), and to qualitatively probe into students’ perceptions of teacher collaboration. The quantitative study conducted a quasi-experimental method by involving 44 EM students. A valid and reliable scale of metacognition adopted from a previous study was utilized as the instrument of data collection. The qualitative study conducted interviews with 8 students selected purposively, and the data were analyzed interactively to reach credible information. This study revealed that TCMF positively and significantly affected EM students’ metacognition. TCMF contributed to EM students’ metacognition better than ITMF did. The students perceived that TC developed their collaborative skills, continuously supporting their critical thinking skills, intercultural communicative competence, and problem-solving skills. Limitations, implications, and recommendations for further research are discussed.

Regardless of varied lingua-cultural ideologies enriching the theories of communicative competence (CC), the four CC dimensions (e.g., linguistics, sociolinguistics, discourse, and communication strategies (CSs)) still become the main cores of English speaking (ES) classrooms. Of the four dimensions, CSs seem to be the most technical which deserve to be persistently studied. Hence, this study aimed to probe into ES lecturers’ performances of CSs, their efforts to improve students’ CC, and the impacts of their efforts on students’ learning according to students’ perspectives. Two ES lecturers and 10 students at a university in Indonesia were purposively selected to be the participants. They were observed and interviewed according to the study’s purposes. This study uncovered various CSs performed by ES lecturers according to several contexts, such as to understand spoken texts, to understand spoken recorded texts, and to overcome temporary communication difficulties. Various ES lecturers’ efforts were also revealed according to their functions to improve each dimension of CC. Most students perceived the lecturers’ efforts positively due to the impacts on their motivation, self-efficacy, collaborative skills, and metacognition. However, few students echoed negative perceptions about a lecturer’s native-speakerism-endorsed effort due to lingua-cultural issues. Implication, limitation, and recommendation are discussed.

Numerical thinking is needed to recognize, interpret, determine patterns, and solve problems that contain the context of life. Self-efficacy is one aspect that supports the numerical thinking process. This study aims to obtain a numerical thinking profile of Mathematics pre-service teachers based on self-efficacy. This study used descriptive qualitative method. The data obtained were based on the results of questionnaires, tests, and interviews. The results of the self-efficacy questionnaire were analyzed and categorized (high, moderate, and low). Two informants took each category. The results showed the following: informants in the high self-efficacy category tend to be able to interpret information, communicate information, and solve problems with systematic steps. Informants in the moderate self-efficacy category tend to be able to interpret and communicate information, but tend to be hesitant in choosing the sequence of problem-solving steps. Meanwhile, informants in the low self-efficacy category tend not to be able to fully interpret the information. As a result, the process of communicating information and solving problems goes wrong. Another aspect found in this study is the need for experience optimization, a good understanding of mathematical content, and reasoning in the numerical thinking process.

This study expounds how the analysis of move and transitivity in the method, result, and discussion sections contributes to the advancement of novice writers’ writing skills by providing a writing pattern applied when composing research articles. To this aim, a qualitative approach with descriptive technique is employed to encapsulate and explain the phenomena being studied. The data are the method, result, and discussion sections of research articles (RAs) drawn from top tier journals categorized as language and linguistics and analyzed based on macro structure (move and steps) and micro structure (transitivity). The results indicate that 11 moves and 38 steps discovered, in detail, these consist of three moves and 15 steps in method, four moves and 10 steps in result, and four moves and 13 steps in discussion. As for the successions of the move steps, few inter-move step shifts observed. This is in contrast with the outer-move step shifts that commonly occurred. Meanwhile, the outcomes of the transitivity analysis suggest that there are six processes revealed including material, relational, verbal, mental, existential, and behavioral consecutively with material dominating and behavioral the fewest. The results of the present study may supplement the teaching materials reside in English for a research purpose.  

Misconceptions are one of the biggest obstacles in learning mathematics. This study aimed to investigate students’ common errors and misunderstandings they cause when defining the angle and the triangle. In addition, we investigated the metacognition/ drawing/ writing/ intervention (MDWI) strategy to change students’ understanding of the wrong concepts to the correct ones. A research design was used to achieve this goal. It identified and solved the errors in the definition of angle and triangle among first-year students in the Department of Mathematics Education at an excellent private college in Mataram, Indonesia. The steps were as follows: A test instrument with open-ended questions and in-depth interviews were used to identify the errors, causes, and reasons for the students’ misconceptions. Then, the MDWI approach was used to identify a way to correct these errors. It was found that students generally failed in interpreting the concept images, reasoning, and knowledge connection needed to define angles and triangles. The MDWI approach eliminated the misconceptions in generalization, errors in concept images, and incompetence in linking geometry features.

Problem-solving process requires information processing, and the information processing is related to working memory capacity (WMC). This study aims to determine the effect of WMC on students' mathematical abilities and to describe the ability of the students with high and low WMC in solving mathematical problems. This research used mixed method with Sequential Explanatory Design. The quantitative data were collected through the provision of OSPAN tasks and math tests to 58 students aged 15-17 years, while the qualitative data were collected through interviews based on mathematical problem-solving tasks. The results showed that WMC had a significant effect on students' mathematical abilities (R=0.536; p=0.000). Researchers found differences in students' mathematical problem-solving abilities with high and low WMC. Students with high WMC can remember and manage information well which supports the determination of more advanced problem-solving strategies and have better attention control so that they find varied appropriate solutions. Students with low WMC experienced decreased attention control as the complexity of the tasks increased, missed important information in problem solving strategies, and did not recheck their work, leading to wrong solution/answer. The mathematical performance of students with high WMC outperformed the mathematical performance of students with low WMC.

This study investigates the contribution of teachers’ willingness to their professional competence in adapting to digital learning transformation during the Coronavirus disease (COVID-19) pandemic and its relationship to instructional leadership and self-efficacy. Data were collected by distributing online questionnaires consisting of 4 constructs, namely instructional leadership, self-efficacy, teacher’s willingness to change, and professional competence, and distributed to 221 Indonesian High School teachers. Structural Equation Model (SEM) was used for analysis using Analysis of Moment Structure (AMOS) version 23.0 to examine the hypotheses. The results showed that instructional leadership significantly influences teachers’ willingness to change with a positive impact on their professional competence. Furthermore, there is a significant effect on teachers’ willingness to change their professional competence, insignificant on self-efficacy with substantial impacts on their willingness to change. The analysis results through the Sobel test showed that the teachers’ willingness to change is an excellent mediating variable for self-efficacy in influencing professional competence. Conversely, it is not an excellent mediating variable for instructional leadership towards professional competence. The importance of teachers’ willingness to improve their professional competence is a new finding that significantly contributes to their professional development.

Vietnam has a reputation for being a successful nation in preventing the Coronavirus disease (COVID-19) outbreak in 2020, with a lower number of illnesses than other ASEAN countries. However, to ensure that students are safe and informed about the coronavirus outbreak, Vietnamese higher education has developed online learning (OL). During the COVID-19 epidemic, this paper explores the relationship between elements such as learning readiness, learning strategies, and learning performance in the Vietnamese OL setting. Four hundred undergraduate students were randomly selected from Hong Duc universities, and Saigon University participated in this study in different zones. Analyzed data has applied structural equation modeling (SEM) using partial least squares (SmartPLS-SEM). The findings found that Vietnamese students were much more likely to believe in interaction in OL, to feel comfortable using a computer with their computer efficacy, and to have confidence in communicating in the digital environment, all of which were important variables in assuring the success of using OL. The factors of “motivation” and “test preparation” show a poor relationship with learning performance. Therefore, the OL process in Vietnamese, on the other hand, needs to be more inventive, with a greater focus on lecturers' awareness and practice of online teaching pedagogies such as motivation, techniques, and test arrangement. During OL, students' readiness in terms of learning control, self-directed learning, and engagement must be considered and supported.

The government has imposed social restrictions during the COVID-19 pandemic, affecting the education sector, including the early childhood school. Distance education offers different methods from the conventional methods, as the students are expected to gain the same skills, including critical thinking skills. Therefore, teachers must provide distance learning innovations using relevant learning media, such as multimedia-based learning. This research aims to assess the efficacy of multimedia learning in early childhood distance learning. This research is a quantitative model with a quasi-experimental pretest and posttest design. The data collection technique utilized questionnaires given to 30 samples of early childhood children. The data were statistically analyzed using SPSS software. The results confirmed that multimedia-based learning for distance learning could develop critical thinking skills in early childhood children during the COVID-19 pandemic. The results of this study offer exploration of learning strategies to improve children’s critical thinking.

This review explores research into the effects of collaborative learning interventions on critical thinking, creative thinking, and metacognitive skill ability on biological learning. The search was conducted from 2000 to 2021. We found 36 critical thinking studies, 18 creative thinking studies, and 14 metacognitive skill studies that met the criteria. The results showed that collaborative learning influences large categories (ES=4.23) on critical thinking, influences large categories (ES= 7.84) on creative thinking, and influences large categories (ES= 8.70) on metacognitive skill. The study's findings show that collaborative learning interventions have the highest impact on metacognitive abilities. Based on these findings, we provide insights for education research and practitioners on collaborative learning interventions that seem to benefit the empowerment of high levels of thinking at various levels of education to be combined with various other interventions in the future. The type of intervention, level of education, materials used, and study quality criteria were included in the study.

In the last decade, vocational education in Indonesia has experienced problems in making career decisions for students, which was exacerbated by the COVID-19 pandemic. Therefore, this research aims to examine the role of self-efficacy and mediate digital literacy, social environment, and counselling guidance in influencing career decision-making. This is an ex-post-facto research design with data collected from a sample of 566 vocational education students in Indonesia through a questionnaire method distributed online using Google Form. The collected data was then analyzed using structural equation modelling (SEM) with path analysis and bootstrap methods. The results revealed that self-efficacy plays a vital role in mediating digital literacy and guiding students in career decision-making. On the other hand, digital literacy, guidance, and counselling have a significant direct effect on self-efficacy and career decision-making. Meanwhile, the social environment only has a significant direct effect on students’ career decision-making. The real role of all elements of vocational education in strengthening self-efficacy, growing digital literacy, monitoring social environment interactions, and providing counselling guidance to students is needed to increase optimism and the quality of career decision-making in vocational education.

Character education is urgent in passing down the ethical and moral values in the cultured community life. The local cultural values are a source of ethics and moral education for elementary school students. The school keeps taking an essential role in cultivating the local values through online character education during the COVID-19 pandemic. This study aimed to analyze the effect of implementing online integrated character education and parental engagement in local cultural values cultivation outcome. The method of this study used an exploratory sequential mixed method design. Collect qualitative data using interview forms, observation, documentation, and quantitative data using questionnaires and portfolios. Qualitative data interpretation used content analysis, and inferential analysis used multiple linear regression. Results revealed that parental engagement, teachers’ performance, and online learning obstacles affect local cultural values cultivation outcome in character education partially and simultaneously for sixth-grade students in Padang City. We suggested teachers improve character education management based on local cultural values by building good synergy and collaboration between them and parents to cultivate noble character behavior among students.

Mathematics anxiety in initial teacher education is a growing issue that reflects on teacher quality and their student’s maths anxiety and abilities. Previous studies have presented a range of different perspectives to mathematics anxiety. We aimed to explore further the reasons of mathematics anxiety in preservice teachers and suggest some intervention strategies in reducing maths anxiety for initial teacher education systems. We used a mixed methodology in this research analysing both qualitative data along with some quantified data derived from qualitative data sources. The findings provide insights to causes of maths and test anxiety along with some intervention strategies that teacher educators can use in their future teaching.

The article discusses the topical issue of a model of digital competencies for a future teacher. The analysis of the composition and structure of the most relevant models of digital competencies of a citizen and a modern teacher is carried out. In addition, the article reveals approaches to the formation of the content of digital competence, and provides the results of an empirical study, which consists in analyzing the results of a survey of practicing teachers and teacher-training students in order to identify the most demanded digital competencies of a future teacher. The article substantiates the authors’ content of the competence of a future teacher, a university student. The purpose of this article is to develop a theoretical model of digital competence of a future teacher, taking into account the dynamic technologisation of the modern world and the peculiarities of Russian education, based on an analysis of approaches to determining the content of its digital competencies. According to the analysis of studies, the issue of teachers’ digital competence is not sufficiently disclosed. Numerous studies on digital competencies of a person, teacher, etc. do not fully solve the problem of assessing the digital competence of future teachers.

This study was conducted following the initial stage of the transition to distance education necessitated by the onset of the COVID-19 pandemic and meeting the various challenges that came with it. At this point, countries and teachers have gained experience in preparing and delivering online education. Therefore, the study aimed to identify the beliefs of primary school mathematics teachers about teaching in synchronous virtual classrooms. It adopted a mixed methods approach, following a convergent parallel design. The overall study sample comprised 410 male and female teachers. A questionnaire was used to collect quantitative data across three dimensions (teaching efficiency, employing the philosophy of active learning, mathematical achievement). There were 31 items (verified for validity and reliability) comprising statements measured using a five-point Likert scale, together with open-ended options for further elaboration. In total, 130 teachers completed the questionnaire. Interviews were conducted with 10 teachers to collect qualitative data. The results show means in the range 3–5.75 for agreement with statements concerning the beliefs of mathematics teachers about teaching in virtual classrooms in the following order of importance: teaching competence; mathematical achievement; employing the philosophy of active learning. The study also found no statistically significant differences attributable to the variables of gender, qualification, or teaching experience, and also that many factors are considered to affect teaching in synchronous virtual classrooms related to the teacher, the family, and the student.

Algebraic knowledge transfer is considered an important skill in problem-solving. Using algebraic knowledge transfer, students can connect concepts using common procedural similarities. This quasi-experimental study investigates the influence of algebraic knowledge in solving problems in a chemistry context by using analogical transformations. The impact of structured steps that students need to take during the process of solving stoichiometric problems was explicitly analyzed. A total of 108 eighth-grade students participated in the study. Of the overall number of students, half of them were included in the experimental classes, whereas the other half were part of the control classes. Before and after the intervention, contextual problems were administered twice to all the student participants. The study results indicate that the students of the experimental classes exposed to structured steps in solving algebraic problems and the procedural transformations scored better results in solving problems in mathematics for chemistry compared to their peers who did not receive such instruction. Nevertheless, the result shows that although the intervention was carried out in mathematics classes, its effect was more significant on students' achievements in chemistry. The findings and their practical implications are discussed at the end of the study.

In all years of the Program for International Student Assessment (PISA) in primary mathematics education, Finland ranked in the lower places (44-61) in the dispersion index (the difference in scores between the 95th percentile and the 5th percentile), while Israel ranked in the upper places (1-3) in the same index. In the last PISA test, Israel ranked first (among the 78 participating countries) in grade differences, while Finland ranked 61st. The score for dispersion in Israel is 356 points, the highest among the countries and economic entities of the Organization for Economic Cooperation and Development (OECD). Based on these results, this comparative study between Israel and Finland was conducted to investigate the most important sociological factor in the Pisa test that influences most student achievements in mathematics in Finland and Israel, as well as the reasons for the differences in achievement between mathematics scores. The results of this study show that the differences in achievement in Israel are due to students' socio-economic status and the sector. In contrast, Finland's first sociological factor influencing student performance is socio-economic status. Nevertheless, it has a more negligible influence than in Israel. The second factor is student motivation.

The purpose of this study was to look into teachers' perceptions of code-switching functions and effects in English as a foreign language classroom. In the study, a descriptive survey design and an interview were used to investigate the functions and effects of code-switching in English as a foreign language (EFL) classroom. 46 people responded to the survey questionnaire about code-switching functions and their impact in the classroom. Seven teachers participated in the group interview. The interview findings revealed six functions and four effects of code-switching. According to the survey findings, the majority of teachers supported the use of code-switching in their classrooms because it served a useful purpose in the process of teaching and learning English. The findings also revealed that teachers believed code-switching provided a clear purpose and had a positive impact on instruction and language development in EFL classrooms by creating a sociable environment. It was also demonstrated that code-switching to teachers was effective in EFL classrooms and played an important role in English learning and teaching. The implications of the findings for EFL teachers and language learning settings were discussed.

In the last decades, the notion of universal design for learning (UDL) has gained prominence in the Greek educational scene (former government plan in education, projects based on UDL). This educational philosophy is essentially a necessary inclusive practice given the new conditions, the extreme heterogeneity of the student population due to socio-political and economic factors, and the exceptional circumstances due to COVID-19 pandemic. The UDL aims to ensure access and equity in learning for all learners despite differentiating characteristics. With our study, we seek to investigate whether teachers in secondary and second chance schools (SCS) are ready to implement UDL, what their expectations are, what obstacles they face, and the results of implementation through their records in reflection journals, a practice that is fully consistent with the context of UDL.

This article addresses the impact of accelerated technological development on the world of work, the main characteristics of the new expected generation of workers (Generation Z), and the unique demands placed on educational systems. The educational systems must adapt to society's expectations in the 21st century to remain relevant in a world with uncertainty regarding the labor market. Throughout the article, we present findings from the research literature on the new requirements of learners in the 21st century, highlight the main characteristics of the new generation of workers (Generation Z), and outline the importance of the education system in training and acquiring necessary skills. These requirements include skills for integrating learners into society and employment due to the new demands of the labor market.