This research attempts to map the trend of research related to differentiated instruction (DI). The research was conducted in May 2023 by researching research articles in the Scopus database. The search data from Scopus used title, abstract, and keyword searches. Research articles were analyzed descriptively based on year of publication, journal name, affiliation, country, and researcher name. The article database from Scopus was analyzed through VOSviewer and RStudio software so that a bibliometric map could be depicted in research related to DI. Based on the Scopus analysis results, it showed that publications of articles related to DI had increased from 2011 to 2021, although it decreased in 2016. The journal with the largest contributor to the publication of research articles related to DI was the Teaching and Teacher Education Journal. Vrije Universitiet Brusel was the university with the most published articles on DI. The country that contributed the most to the research articles related to DI was the United States. Struyven was the most productive scholar related to DI. Through network visualization, it was revealed that the evolution map of research related to DI was divided into five clusters.

This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learner autonomy (LA) and enhance cultural awareness. This research provides a deeper understanding of EFL teaching practices in this setting, conducted in the context of Vietnam’s evolving educational landscape, where English proficiency and cultural competence are increasingly prioritized. The study utilized semi-structured interviews with nine EFL teachers from two different Vietnamese tertiary institutions, representing various career stages: novice, mid-career, and near-end career. Thematic analysis was employed to analyze the data, revealing a range of strategies encompassing collaborative learning, technology integration, personalized feedback, real-life scenarios and role-play, reflective learning practices, local culture incorporation, contextualized language instruction, critical thinking, and cultural analysis, student-centered environments, interdisciplinary approaches, language skills for intercultural communication, and authentic material use. Findings highlight the multifaceted nature of language teaching, emphasizing not just linguistic competence but also cultural understanding and LA. These strategies are crucial in a globalized world where intercultural communication is a key skill. The study suggests the need for continuous professional development and policy support for diverse and holistic teaching practices. It offers practical insights for EFL educators, particularly in similar socio-cultural contexts, on integrating various strategies to enhance language skills and cultural awareness.

Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.

In the realm of education, particularly in the domain of second language acquisition, understanding the intricate interplay between emotions and learning processes is a challenging endeavor. This research aims to explore the importance of studying anxiety-related emotions in the learning and teaching of English as a foreign language by conducting a study based on a quantitative methodology. To that end, a 33-item instrument was given to a total of 231 (n=231) university students who learn and use English in class in diverse degrees in the social and health sciences. The results obtained shed light on the negative emotions that students report during their English classes, such as fear, shame, nervousness, or feelings of judgement. However, not all the emotions are negative, since students also feel relaxed and interested. This study offers a new perspective on this topic since it compares different disciplines, underscoring the need to detect trends in different areas and therefore tailor pedagogy to different student profiles and degree programs.

Given curiosity’s fundamental role in motivation and learning and considering the widespread use of digital stories as educational tools from the preschool age, we pursued measuring preschoolers’ curiosity when interacting with digital stories. Using 129 toddlers and preschoolers as a sample, three groups (one for each class) were given different versions of the same digital story to listen to: interactive, non-interactive, and animated. Toddlers' verbal and nonverbal behaviors were utilized to quantify curiosity as a condition brought on by the app. The participants' verbal and nonverbal behaviors were recorded during the digital reading aloud. Every child's data was encoded at one-minute intervals to examine concurrent behavior, and the results were then compiled. The findings show that interactive presentation formats encourage more touching and language use but less noise production and that interaction and the creative use of hot spots in digital illustrations are key elements in piquing viewers' curiosity while contributing to the strengthening of the engagement to the activity and the cultivation of critical thinking, creativity, and imagination.

It is unclear how social networks can be utilized in educational settings. An exploratory study was conducted to examine the differences between university students in Mexico and Spain in terms of their perceptions of knowledge and utilization of networks in the university environment. An overall sample of 378 students was collected from two public universities, one in Mexico and one in Spain. This study utilized descriptive statistics as part of a contingency analysis, X² with correction was used for the analysis of differences, Mann-Whitney U for the analysis of independence, Mantel-Haenszel test for association degree, Cramer's V for strength of association, Spearman's correlation coefficient for correlations. According to the results, the use of social networks is clearly related to country of origin, but not to gender. It seems that Instagram is a platform widely used by both Mexican and Spanish students, but it is not used in educational environments. Therefore, the use of social networks in higher education contexts differs by country, as does the knowledge of social bookmarking and the distribution of content to share information and resources.

The education of gifted students is often characterized by high expectations, ambitious goals, and significant effort invested in learning. Their experiences of success and failure are shaped by a variety of factors, including personal, family, school, cultural, and social influences. This article examines how gifted students perceive and experience their own successes and failures, as well as how these experiences are perceived and responded to by their peers. Using qualitative methods, the study involved semi-structured interviews with thirty gifted students from seventh to ninth grades across ten elementary schools in Slovenia. The findings indicate that gifted students experience a range of emotions in response to success, from satisfaction to anxiety, while their reactions to failure often involve frustration and self-criticism. Peer responses to their success and failure vary significantly, ranging from supportive encouragement to jealousy and social exclusion. These findings highlight the complex interpersonal dynamics at play within school environments. Understanding and addressing these dynamics is crucial for creating inclusive, supportive, and stimulating learning environments that nurture both the academic and social-emotional well-being of gifted students.

With the introduction of the new curriculum, primary school Croatian fine arts teachers faced many challenges. The fundamental problem, the lack of school lessons, is highlighted by the challenges of implementing problem and project work and integrating technology into the teaching process. Therefore, it is important to organise activities where pupils use modern tools and media for high-quality educational purposes. The animation was chosen as a fine arts technique that can fulfil these requirements. Qualitative action research was conducted in city Split in the school year 2023/2024. The 5th and 8th grade pupils (125) and their fine arts teachers (3) participated in the research. A total of 75.23% of respondents were positive about the occasional introduction of technology into fine arts classes. After completing the fine arts project, 77.98% of pupils stated that they now have the knowledge and skills to create an animation themselves, while 77% of pupils consider their digital stories to be interesting and original. All three fine arts teachers cite a lack of continuity due to the small number of lessons as a shortcoming. The results point to poor material conditions: overheating of old projectors, low-quality tablets, poor internet connection and lack of power sockets. The research has shown that there are discrepancies between the prescribed theoretical requirements for learning outcomes and the possibilities for their practical realisation. As a result, teachers need to take a keen interest and receive additional training to ensure that the projects designed are in line with the requirements of the curriculum.

This study examines the impact of Project-Based Learning (PjBL) on developing metacognitive skills among preservice science teachers (PSTs) in Northeast Thailand. A sample of 143 PSTs, including first-year students in General Biology 1, second-year students in General Physics 1, and third-year students in Basic Organic Chemistry, participated in an 18-week programme. The study aimed to assess changes in metacognitive skills before and after PjBL implementation, evaluate differences among academic years, and identify predictors of skill development. The methodology included a six-hour orientation workshop and a collaborative, project-based curriculum. Descriptive and inferential statistics were employed, with the item-objective congruence index (IOC) for content validity, paired samples t-tests for pre- and post-intervention comparisons, and Analysis of Variance (ANOVA) to examine differences across academic years. Multiple regression analysis was used to identify significant predictors of metacognitive skill development. Results showed significant improvements in metacognitive skills post-PjBL, with substantial enhancements across all subjects. ANOVA indicated significant differences among academic years, with third-year students demonstrating the highest metacognitive skill levels. Multiple regression analysis identified participation in PjBL and academic level as significant predictors of metacognitive skill development. These findings highlight the effectiveness of PjBL in enhancing metacognitive skills and underscore the importance of active learning and reflective practices in teacher education programmes. This study provides valuable insights into the impact of PjBL on PSTs' professional growth and instructional efficacy, preparing them for modern classroom challenges.

This study aims to evaluate the effectiveness of cooperative learning models in improving critical reading skills. This study uses a meta-analysis study method by analyzing 28 articles extracted from the databases of Scopus, Google Scholar, EBSCO, EmeraldInsight, Science & Direct, SpringerLink, Taylor & Francis, and ProQuest. The meta-analysis allows researchers to combine the results of previous research, providing a more comprehensive picture of how effective a particular approach is in teaching critical reading. The research findings show that cooperative learning models significantly improve essential skills of reading more effectively than traditional ones. This is shown by the effect sizes based on the fixed model, showing the overall standard difference in the mean is 0.784 (95% CI, 0.689 to 0.880) with p-values = 0.00 (<0.05). Using a cooperative learning model, The measure showed positive effect sizes on critical reading learning. Based on these results, it can be concluded that the cooperative learning model effectively improves essential reading skills. However, several factors, such as the quality of the facilitators and the teaching methods, influence the results. The implications of this study show the need for a broader application of cooperative learning models to improve critical reading skills in schools and other educational institutions, with adjustments to the needs and characteristics of students.

The COVID-19 pandemic has significantly changed the global educational landscape, prompting a need to explore emerging literature on home learning, literacy development, and parental involvement. This study aims to contribute to Sustainable Development Goals (SDG) 4: Quality Education, and SDG 10: Reduced Inequalities, by examining these aspects in the context of the pandemic and beyond through a bibliometric analysis. The analysis depicts 416 publications from the Web of Science Database between 2014–2023. The study utilized co-citation and co-word analysis techniques to identify key research clusters and trends related to home learning and literacy development. The analysis revealed that parental involvement can help mitigate learning loss, supporting SDG targets for equitable and inclusive education. Key research clusters identified include the influence of socio-economic status on literacy outcomes, continuity of literacy practices, and the long-term effects of traditional versus digital home learning environments. The findings highlighted a consensus on the importance of a supportive home literacy environment for reading skills and overall academic success. The need for intervention programs targeting low-income groups to ensure equitable access to learning resources, aligning with SDG 10, was also identified through the study. The findings have practical implications for enhancing the home literacy environment, increasing parental involvement, and supporting early literacy interventions, providing valuable insights for education stakeholders, policymakers, and researchers in the post-pandemic era.

Research in mathematics education and interdisciplinarity is varied and extensive, covering multiple approaches that reflect a growing interest in this type of perspective. The objective of this study is to systematize the findings of research on interdisciplinary mathematics education published between 2019 and 2024. The review was carried out following the guidelines of the PRISMA statement, allowing us to identify 49 articles published in journals indexed in the Web of Science (WOS) and Scopus databases. Subsequently, a content analysis was carried out to identify methodological and theoretical aspects present in the studies reviewed, such as methodology employed, education level of participants, disciplines integrated with mathematics, and types of interdisciplinary tasks proposed. Additionally, four main research themes were identified: (a) understanding of interdisciplinarity; (b) pedagogical strategies for interdisciplinary development in mathematics education; (c) interdisciplinarity for the development of mathematical skills; and (d) professional development of mathematics teachers. The results reveal a sustained increase in the number of publications, which reflects a growing interest in the interdisciplinary approach in mathematics education. Finally, several challenges and opportunities are highlighted for future research, including the need to develop an interdisciplinary teacher training model, the creation of pedagogical strategies that promote greater interconnection between disciplines, and the need to carry out more studies focused on early childhood and primary education in this area.

This study investigates how undergraduate art majors at the National University of Art Education in Vietnam perceive the cultural integration into their English curriculum. A quantitative design was employed using a researcher-developed questionnaire administered to 214 students. Data were analysed using descriptive statistics, independent-samples t-tests, and multiple regression. Findings indicated that students valued culturally relevant content, particularly materials connected to both Vietnamese and international art as well as experiential and student-centered instructional strategies. Reported challenges included limited cultural background knowledge, cognitive overload, and reduced confidence when discussing culture in English. Crucially, results from multiple regression revealed that how culture is taught may have a greater impact on students’ experiences than the content itself. Therefore, these findings underscore the importance of aligning instructional approaches with learners’ disciplinary identities and offer implications for culturally responsive curriculum design, professional development, and the implementation of context-specific teaching strategies in English language instruction for art students.

This study presents a comprehensive bibliometric and content analysis of research on autism and mathematics learning from 2010 to 2024. A total of 131 peer-reviewed articles were retrieved from the Web of Science (WoS) database using keywords such as autism, mathematics, learning, and intervention. Bibliometric analysis was conducted to quantitatively examine publication trends, leading authors, contributing countries, and co-authorship networks, offering a macroscopic overview of the field’s evolution. Visualisations generated using VOSviewer further illustrated keyword co-occurrence and thematic clustering. Complementing this, content analysis provided a qualitative synthesis of research themes and conceptual progressions across the literature. The findings revealed a clear thematic evolution. Early research (2010–2015) predominantly focused on behavioural interventions, structured instructional approaches, and basic numeracy development. Mid-phase studies (2016–2020) introduced inclusive pedagogies, social-emotional considerations, and differentiated instruction. Recent research (2021–2024) has shifted towards personalised, technology-enhanced instruction, Universal Design for Learning (UDL), and the integration of digital tools in mathematics education. Despite this growth, several gaps remain. Research remains limited in addressing cross-cultural diversity, long-term evaluations of digital interventions, and the adaptation of pedagogies in underrepresented regions. This study emphasises the need for future research to explore culturally responsive frameworks, the sustainability of technology uses, and equity in mathematics education for autistic learners.