The introduction of English language teaching (ELT) at the preschool level has been widely discussed by researchers. While most agree with ELT at preschool level, considerable issues are faced in learning a second, third, or foreign language. Therefore, this systematic review discusses the issues preschool teachers face in implementing ELT and their beliefs on how ELT should be applied to young children. Using three renowned databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC), 34 articles were extracted out of 85 articles, from 2012 to 2022, with exclusion and inclusion criteria taken into consideration. The findings of this study showcased eight main issues faced by preschool teachers in implementing ELT: English language proficiency, pedagogical skills, teacher perception, curriculum, teaching resources, training, socio-cultural, and classroom environment. In terms of preschool teachers' beliefs about ELT, there are four main issues: Bilingual education, children's characteristics, curriculum alteration, and teachers’ experience. Generally, these findings will guide teachers, responsible authorities, and researchers to acquire an overview of the actual issues that occur in the implementation of ELT in preschools as well as the appropriate measures to overcome them, starting from the preschool teachers' beliefs.

Existing studies have explored the repercussions of school closures. The researchers were interested in exploring the virtual health and physical education program (VHPEP) by identifying existing practices, drawing a more profound understanding of teachers’ experiences, identifying parents’ roles played in support of their children and teachers, and finally recommending inputs for a better VHPEP. Using a criterion-based selection, twenty participants, encompassing ten teachers and ten parents, were recruited for this study. The study employed a qualitative case study design. The results found that implementing VHPEP involved various issues and challenges in class management, including limited student interaction, difficulty sustaining interest, ineffective assessment methods, and instances of student cheating. These challenges prompted teachers to shift their pedagogical practices, focusing on making adjustments and developing new strategies to ensure student participation. Additionally, the study found that teachers experienced anxieties and realized the importance of self-reflection, including the importance of implementing measures to mitigate anxieties, gaining new perspectives on teaching, and grappling with the unique difficulties and opportunities of the virtual teaching modality. This study also shed light on the diverse roles that parents played in supporting their children and collaborating with teachers. Lastly, the study identified crucial aspects for improving VHPEP. While this study gives much attention to valuable insights provided by teachers and parents as collaborative partners for a quality VHPEP, caution should be exercised because the research is based on specific contexts and individual experiences.

The study sought to determine the degree to which autistic children used language activities and their relevance to increasing verbal expression abilities in Jordanian special education institutions. The descriptive-analytical technique was used in the investigation. The two dimensions were utilized to represent the instrument through a set of 27 statements. The participants included 200 instructors from special education centers in Amman, Jordan's capital. The study's findings revealed a high level of application of linguistic activities among autistic children in Jordanian special education programs. Their ability to express themselves verbally improved significantly as well. The findings also revealed a statistically significant positive link between the extents to which autistic children applied language exercises and the improvement of verbal expression abilities in special education institutions.

The study aimed to explore the self-directed learning readiness model and its relationship with various factors such as emotional intelligence, transformational parenting, need-supportive teaching style, and self-efficacy as potential mediators. The research was conducted with 415 junior high school students in Surabaya, Indonesia. To ensure the reliability and validity of the instruments used in the study, confirmatory factor analysis was performed. The loading factor values of all the items in the instruments were found to be greater than .50 indicating a satisfactory level of validity. Additionally, the reliability coefficient of all the instruments exceeded .90 demonstrating good internal consistency. Analysis using structural equation modeling (SEM) demonstrated that the theoretical model of self-directed learning readiness was consistent with empirical conditions because it meets the standard value of goodness of fit. Furthermore, through the indirect effect tests, it was discovered that need-supportive teaching style, emotional intelligence, and transformational parenting significantly influenced self-directed learning readiness, with self-efficacy acting as a mediator. Among the factors examined, self-efficacy was found to have the greatest impact in explaining readiness for self-directed learning readiness.

Teacher well-being has gained significant prominence in academic publications indexed by Scopus in recent years. This study employs rigorous bibliometric analysis to trace the evolution of teacher well-being literature, examining 326 relevant publications from 1995 to 2022. Our findings reveal two crucial inflexion points in 2013, driven by the global economic downturn, and 2020, propelled by the widespread repercussions of the COVID-19 pandemic, including teacher unemployment. These inflexion points underscore the real-world events' profound impact on academic discourse in teacher well-being. Traditionally, authors from the United States, Australia, and the United Kingdom have shaped this discourse. Dutch scholars have also gained recognition, accumulating substantial citations. This paradigm shift is paramount as emerging nations like Iran, Ireland, China, and Austria increasingly contribute, challenging the dominance of Western authors. This shift underscores the evolving dynamics of scholarly contributions in teacher well-being research, emphasizing the need for a more diverse and inclusive academic dialogue. This study provides a panoramic view of the trajectory of teacher well-being research, shedding light on the interplay between global events and scholarly responses. It highlights nations' evolving roles in shaping this discourse, acknowledging established influences while recognizing the contributions emerging from voices in the field. These findings enrich the global dialogue surrounding teacher well-being and offer insights into the dynamic forces shaping this vital field of study, compelling the academic community to adapt, diversify, and foster a more inclusive conversation on teacher well-being.

Teachers' learning styles are a crucial part of the learning process as they determine how teachers' brains capture and integrate information linked with the senses. Kurnia, identified as an auditory teacher, was expected to capture written information in a provided numeracy problem. Nevertheless, she prefers to capture visual information, like tables or figures, and utilize them to develop thought-provoking questions. Thus, this study intends to investigate her reasons and the factors affecting Kurnia's decision to utilize visual information as a reference in developing questions. This research adopts a qualitative design covering a case study. Kurnia was selected from 32 teachers from 28 schools; roughly 43% were from public schools, and 57% from private schools. Kurnia placed more emphasis on pictorial information before proposing questions, which was caused by situational factors: the subject matter, the grade level, the student's engagement in the class, the teacher's experience, the teaching experience, and the diversity of students' learning styles. This article recommends that teachers recognize their learning styles to know their strengths and weaknesses in teaching mathematics, and that they convey understandable information utilizing effective instructional methods that represent each learning style of students in the classroom.

Institutions of higher education generally employ both lecture-based and project-based approaches to instruction. This study aims to investigate which aspects of lectures and project-based instructional environments contribute to “deep” and “surface” approaches to student learning. We collected and compared survey data from undergraduate students taking a civil engineering course in which they were assigned to a section taught with lecture-based instruction (n = 181) or with project-based instruction (n = 142). Data analysis was performed after controlling for the effects of the motivational goal orientations of students. A positive correlation can be found between deep learning and higher levels of investigative culture and student involvement in the project-based classroom. Additionally, we found that higher levels of task orientation in the project-based classroom had an inverse correlation with a “surface approach”. We discussed the value of an investigative and participatory learning atmosphere for student approach to learning and its curricular implications for the design of project-based and lecture-based instruction.

This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges and transformative learning experiences encountered during their school-based internship. It aims to explore the dichotomy between specialized biology knowledge and practical applicability in high school teaching and uncover the significance of fostering student engagement through innovative strategies and the role of mentor teachers in guiding pre-service teachers. Semi-structured interviews were used to collect data from pre-service biology teachers who completed a school-based internship in the Mekong Delta. Thematic analysis was employed to analyze the interview data. The study highlights the challenges of bridging the gap between theoretical knowledge and classroom practice, emphasizing the importance of innovative teaching strategies for student engagement. It recognizes the role of mentor teachers in guiding and enhancing the skills of pre-service teachers in creating effective learning environments. Findings suggest the need for curriculum reforms that balance specialized biology knowledge and practical pedagogical skills. The study emphasizes the importance of experiential learning through teaching apprenticeships to better prepare pre-service teachers for their professional journey.

This study examines the state of grant writing practices in Ukrainian universities and proposes recommendations to enhance their capacity to secure external funding for research and development. Through a mixed-methods approach involving surveys and semi-structured interviews, data was gathered from researchers and faculty members. The study identifies challenges faced by Ukrainian universities in obtaining external funding and highlights important themes for improving grant-writing practices. These themes include promoting collaboration, providing resources and infrastructure, implementing language support policies, raising awareness of funding opportunities, offering institutional support, fostering a research culture, establishing internal grant review processes, leveraging international collaborations, and emphasising evaluation and learning. By addressing these themes, Ukrainian universities can improve their grant-writing practices, increase proposal competitiveness, and enhance success rates in securing external funding. This study provides valuable insights, complements existing literature, and offers practical recommendations for grant writing in Ukrainian universities.

The purpose of this research is to develop a worksheet that can support a digital science practicum. Conducting a needs analysis comes first in the development of worksheets, then comes product creation. The product produced based on the needs test analysis is a worksheet with the help of science worksheet-augmented reality (SWAR). Two knowledgeable education professionals then evaluate the finished product and test it out on participants or students. The results of the study show that worksheets equipped with augmented reality media are necessary. Meanwhile, the resulting product is valid in an almost perfect category (Pe = 0.7219; Po = 0.9744; K = 0.9078). Student perceptions of the products produced are at an "excellent" level in each category (ME-Av, mean = 3.466; CO-Av, mean = 3.472; CT-Av, mean = 3.503; ST-Av, mean = 3,507; TA-Av, mean = 3.440; IN-Av, mean = 3.640; MO-Av, mean = 3.640). There is a significant inverse relationship between media features (ME-Av) and student interest (IN-Av) based on Pearson's correlation test with r = -.50 (p < .50). Further explanation is presented based on the data that has been collected.

Due to irregular daytime routines, chronotype changes, side jobs and exam periods, after the COVID-19 pandemic, university students are trying to find new balances in their everyday life. The aim of the present study is to analyze the impact of daytime chronotype and hour preferences for the circadian rhythm on academic achievement among university students, considering their sleep habits and class frequencies in daytime and nighttime classes. Furthermore, this study aimed to analyze the differences in chronotype preferences with regard to age, sex, and academic schedule students are attending. A sample of 87 university second-year Psychology and Management students attending the academic year 2021/2022 after the governmental relief measures of the COVID-19 pandemic completed a 13-item questionnaire on sleep habits and preferences. Further variables encompassed sleep behaviors, such as age, sex, daytime and nighttime classes, as well as academic achievement. The results of the study showed that university students had a higher preference for the morningness type. Additionally, chronotype traits explained 30% (values from regression analysis) of academic achievement but did not directly impact academic results. The sleep&amp;amp;amp;amp;ndash;wake cycle diverged among age groups because the youngest participants (19&amp;amp;amp;amp;ndash;21 years old) and older participants (35&amp;amp;amp;amp;ndash;44 years old) reported higher academic scores during the first semester and the full academic year. No significant differences were identified with respect to sex. There is a lack of literature explaining the effect of sleep hours on academic achievement among students after stay-at-home rules during the COVID-19 pandemic. Thus, it is imperative to understand the difficulties students face with regard to their studying hours, working shifts, and daytime or nighttime classes to create a sustainable university system that attends to students&amp;amp;amp;amp;rsquo; needs and necessities.

This study aims to analyse the relationship between critical thinking and the learning experience provided by instructors through active learning models, specifically Project-based Learning (PjBL) and Simulation-based Learning (SBL), to the potential achievement of academic performance in undergraduate students. The main analysis technique employed in this research was logistic regression, with additional analysis techniques including discriminant validity, EFA, as well as Kendall’s and Spearman’s correlation, serving as a robustness check. The results of this study indicate significant correlations and effects of critical thinking (CT) on academic performance. Higher levels of CT are associated with a greater likelihood of achieving academic excellence, as indicated by the cum laude distinction, compared to not attaining this distinction. Experiences of receiving PjBL (0.025; 6.816) and SBL (0.014; 14.35) predicted the potential for improving academic performance to reach cum laude recognition, relative to not achieving this distinction. Furthermore, other intercept factors need to be considered to achieve cum laude compared to not achieving cum laude. We recommend that policymakers in higher education, instructors, and others focus on enhancing critical thinking and utilizing both Pub and SBL as learning models to improve students’ academic performance.

Higher education institutions have focused their efforts on promoting research seedbeds as a strategy for formative research. In this regard, the impact of such a strategy remains unknown due to the lack of models that enable its evaluation. Therefore, this study aimed to design an evaluation model for the academic productivity of research seedbeds based on the available evidence in the literature. To achieve this, a systematic review was conducted following the PRISMA model, analyzing 53 documents including articles, book chapters, and conference proceedings from the SCOPUS, ProQuest, Jstor, Scielo, and ScienceDirect databases. The results identified indicators that allowed for the design of a model based on six constructs: research training, institutional capabilities, bibliographic production, innovation and development, social appropriation of knowledge, and human resource training. It was concluded that the indicators evaluating research seedbeds seek greater scientific development involving students and improving the quality of research products, which directly impacts the institutional research mission.

The Attraction-Selection-Attrition (ASA) model is a prominent framework for supporting employee retention, stating that organisations attract, select, and retain people who share their values. However, the ASA model only extends to the end of the recruitment stage and lacks clarity on how to assist newcomers in the assimilation process when they first join the organisation. This research proposed a refinement of the ASA paradigm by incorporating the assimilation process of new hires into the new school culture and environment. This study employed a qualitative research approach by interviewing ten participants about the retention process from high teacher retention international schools in Malaysia. Thematic data analysis revealed a new paradigm, 'Attraction-Selection-Onboarding-Retention (ASOR), ' designed to increase teacher retention in international schools. The ASOR model could assist school administrators and human resource managers working in a related setting in properly engaging the workforce to increase teacher retention. This would benefit school sustainability, performance and the local community's economy.

This study aimed to evaluate the impact of problem-based learning (PBL) within a teaching unit on the advancement of ethical reasoning and decision-making skills among Israeli female tertiary students. Employing a quasi-experimental design, 48 female students were distributed into three groups, with two serving as control groups receiving conventional curriculum-based instruction and one as an experimental group exposed to the PBL methodology. Both before and after implementation, all groups underwent assessments using a decision-making competency test and an ethical reasoning scale. The results unequivocally demonstrated the significant enhancement of decision-making abilities and ethical thinking through the implementation of the PBL strategy. Comparative analysis revealed substantial improvements in the experimental group compared to the control groups, emphasizing the efficacy of PBL in fostering comprehensive skill development. Furthermore, a positive correlation between ethical thinking and decision-making skills further reinforces the beneficial outcomes associated with PBL. These findings advocate for the widespread integration of PBL techniques across various academic disciplines.

The world eagerly anticipates advancements in AI technologies, with substantial ongoing research on the potential AI applications in the domain of education. The study aims to analyse publications about the possibilities of artificial intelligence (AI) within higher education, emphasising their bibliometric properties. The data was collected from the Scopus database, uncovering 775 publications on the subject of study from 2000 to 2022, using various keywords. Upon analysis, it was found that the frequency of publications in the study area has risen from 3 in 2000 to 314 in 2022. China and the United States emerged as the most influential countries regarding publications in this area. The findings revealed that “Education and Information Technologies” and the “International Journal of Emerging Technologies in Learning” were the most frequently published journals. “S. Slade” and “P. Prinsloo” received the most citations, making them highly effective researchers. The co-authorship network primarily comprised the United States, Saudi Arabia, the United Kingdom, and China. The emerging themes included machine learning, convolutional neural networks, curriculum, and higher education systems are co-occurred with AI. The continuous expansion of potential AI technologies in higher education calls for increased global collaboration based on shared democratic principles, reaping mutual advantages.

It is known that the COVID-19 pandemic led to learning losses among students both domestically and internationally. Therefore, situational and casual factors were examined to discover and understand them so that learning loss could be reduced or recovered from. This research aimed to: (a) study learning loss situation; and (b) develop and examine the causal model of learning loss among lower secondary school students affected by the pandemic. The sample included 650 Grade 7-9 students selected by multi-stage random sampling. The data was collected using a self-developing questionnaire as a research instrument. The data was analyzed using descriptive statistics, independent samples t-test, ANOVA, and structural equation modeling (SEM) through the LISREL program. The findings were: (a) Lower secondary school students had an average academic achievement learning loss at the moderate level with the highest mean of learning loss in mathematics (M=3.012, SD=1.074), and an average learning characteristics learning loss at the medium level (M=2.824, SD=0.842). Several situational factors had a different effect depending on the school size with a statistical significance of .05.; and (b) the causal model showed the learning loss of grade 7-9 students was consistent with the empirical data (χ2=46.885, df=34, p= .069, GFI=0.991, AGFI=0.964, CFI=0.999, RMSEA=0.024, SRMR=0.014).

The present study aimed to improve the speaking skills of university students at the B1 level who presented limitations in their oral competence. An educational methodology based on designing and implementing an application adapted to the Common European Framework of Reference was developed and applied to boost language performance. A case study was used to conduct the two stages of this research; the former had to do with a control group where intervention was carried out using non-probabilistic sampling with students of the Computing Faculty; a pretest was applied to test the knowledge acquired in their classroom sessions during the first quarter in 2020. The second process was tracking an experimental group, which was assessed after implementing the developed methodology using the app "4skillsweb". A posttest was used to evidence learners' progress during the COVID-19 lockdown, and the results showed improved oral competence in aspects such as grammar and vocabulary, discourse management, pronunciation, and interactive communication, with about 95% confidence in its validation. A qualitative-quantitative methodology was used to determine the influence of the English app. A t-students test was implemented to corroborate the data analysis taken by both groups through SOFTWARE JMP v 11.0.0G.

Listening is a language skill that is acquired in childhood but can be improved throughout the educational process. It is of great importance in both educational and everyday life. The objective of this study is to identify the importance given to listening training by students, assess their listening skills, and determine what can be done to improve their listening skills to top levels. The study group consists of 50 Turkish language teachers from various primary and secondary schools in Turkey and Northern Cyprus. A 9-question interview form was used to collect data. The data obtained were analyzed using content analysis, frequencies, and percentages. Based on the results, most Turkish language teachers revealed that their students do not listen sufficiently to their teachers, and the reasons for this could be related to the school, teachers, curriculum, or the students themselves. Additionally, the teachers stated that it is essential to emphasize the importance of listening to students in the first place, and it could be beneficial to increase the number of listening activities in the course books and assess and evaluate listening skills more frequently.

The present study explores the Quality of Life (QoL) of young people with intellectual disabilities engaged in a social farming initiative, known as ‘‘Tuttincampo: Social Farming and Inclusivity’’. The project stands as an innovative approach to improving social inclusion and providing vocational education and training. The initiative seeks to offer a viable alternative to traditional rehabilitation day centers by establishing a network of both public and private institutions. To explore the QoL of the young people we analyze data from the Personal Outcome Scale (POS), a tool that investigates the perception of QoL through self-assessment and hetero-assessment. Data were collected at the beginning and at the end of the social agriculture project. The results obtained confirm the importance of planning pedagogical actions to support social inclusion and vocational training for people with intellectual disabilities, highlighting, as well, the potential of social farming as a new “space” to achieve a higher level of QoL.