Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw conclusions from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers.

The teaching of speaking in English as a foreign language (EFL) classes in the Province of Aceh did not rely on the suggested techniques and methods. This teacher-designed technique, which was mainly textbook-based, has left an unpleasant learning experience among students. Therefore, we conducted a quantitative research study to experiment with how students responded to contextual teaching and learning (CTL) to see the effect of transitioning from a teacher-established method to a systematically planned learning approach and compare how students progressed over time. The experiment was carried out by teachers who had received assistance in preparing the lesson and practicing the lesson plan. The six-meeting experiment was conducted in 11 small classes, with a total sample of 132 students. The student improvement after the first four meetings (cycle 1) was compared using inferential statistical analyses with that after eight meetings (cycle 2). The results show that the student’s achievement significantly improved in the first cycle and continued to improve, although at a lower rate, in the second cycle. This result suggests that CTL can be used to transition from a traditional teaching method to a more established method in EFL teaching. Therefore, teachers need help planning their teaching and practicing how to implement the teaching plan accurately.

This study aims to produce a product to evaluate students' critical thinking skills that departs from physics content where students often have misconceptions. This research is a development research with research stages covering a) research and review literature; (b) planning chapter objectives; (c) developing a preliminary form; (d) field-testing the preliminary form; (e) Revise the preliminary form; (f) conducting a main field-test. The Waves Critical Thinking (WCT) test developed consists of 7 questions with 15 specific domains. Total percentage of content validity test was obtained 87.98% with appropriate criteria and based on the construct validity WCT test, the Goodness of Fit criteria were obtained which were classified as fit. The test instrument being tested consists of 15 objective items. The reliability of WCT test results 0.597 as a Cronbach's alpha score with the medium category and all the components have a good level of composite reliability. The outcome of the study was the WCT test with a valid state for measuring students' CT in a specific domain of physics wave material.

This study aimed to explore the implementation and impact of the Flipped Learning Model (FLM) and STEM Approach in elementary education. The advancement of technology and the Covid-19 pandemic has increased the importance of e-learning, including in elementary schools. The literature review analyzed 193 academic works published in the past six years using NVivo, Mendeley, and VOSviewer software. The validity of the data was verified through the analysis of five online databases. The results showed that STEM research has been well-developed with innovative approaches that improve learning outcomes, while FLM research in elementary schools is limited. The study suggested that combining FLM with STEM Approach (FLM-SA) can optimize learning in the technological era. By integrating FLM-SA, students can engage in active learning experiences in class and acquire fundamental knowledge outside of class, offering a solution to e-learning challenges. The study emphasized the strong connection between FLM and STEM Approach and how they can support each other to enhance student learning.

21st-century learning requires teachers and students to integrate literacy skills, scientific literacy, mathematics, reading, writing, and technology in the learning process. Students must have initiative, discipline, responsibility, confidence, motivation for independent learning, and the ability to think critically about the problems presented. This study aims to determine students' autonomous knowledge and critical thinking abilities (CTA) using mobile learning technology (MLT). This research is a quantitative study involving 83 students from four junior high schools in the city of Mataram. The data collection for independent learning and students' CTA was carried out by giving tests and non-tests to students. The test conducted was a written test in the form of a description of 10 questions covering indicators of CTA. The non-test was conducted by giving a student learning independence questionnaire with as many as 15 statements, including five indicators of learning independence. This quantitative research data analysis uses the Rash modeling application with the help of Ministep software. The analysis results show that the learning independence of male and female students in the four junior high schools obtained a percentage of 77.38% in the “good” category. Each indicator of learning independence accepts a percentage above 70%, which is in the excellent category. Meanwhile, the CTA of male and female students from the four junior high schools obtained 75.28% in the “good” category. Each indicator of CTA also gets a percentage of more than 70%, meaning that each indicator is in a good category.

The need for early comprehension of scientific concepts in elementary school students is crucial. However, studies have indicated that some students lack a fundamental understanding of such concepts, highlighting the importance of effective teaching methods to improve scientific literacy at an early age. Therefore, this study aimed to determine the ability of Project-Based Learning in Science, Technology, Engineering, Art, and Mathematics (STEAM-PjBL) to improve students' scientific literacy, knowledge, and application of foundational scientific principles. A quasi-experimental methodology was employed, involving 22 female and 26 male fourth-grade elementary school students as participants. The study administered a Scientific Literacy Test (SLT) treatment to the students, followed by unpaired and paired t-tests to examine the impact of the STEAM-PjBL model on their scientific literacy skills. The results showed that STEAM-PjBL improved students' scientific literacy skills significantly more than traditional instruction. The experimental group outperformed the control group in the post-test, indicating the effectiveness of STEAM-PjBL. Therefore, the study recommends the adoption of the STEAM-PjBL model by elementary school teachers to improve students' understanding of fundamental scientific concepts.

Digital technologies in all forms have become ubiquitous in our media-rich, modern information society, but the connection between their use and information literacy is not always clear. This paper examines the impact of daily use of digital technologies on the reading and information literacy skills of 15-year-old students in Slovenia, based on data from the Programme for International Student Assessment (PISA) 2018 study. The study examines PISA 2018 variables related to Information and Communication Technologies (ICT), as well as a reading task involving the use of ICT. The sample consists of 2612 Slovenian students with a gender distribution of 50.8% girls and 49.2% boys. The study explores students' experiences, enjoyment, self-efficacy, autonomy, and independence in using ICT and learning about its use and identifies two groups of students: one group that is curious and another that is cautious. The results of confirmatory factor analysis (CFA) and structural equation modelling (SEM) show that the constructs of enjoyment, self-efficacy, learning, autonomy, and independence are highly/strongly correlated but have a low/insignificant impact on information literacy skills.

This study aimed to determine Indonesian students’ perspectives on digital citizenship skills. Digital literacy is one of the most important needs in the community and the school environment. As educational institutions, universities are expected to integrate and develop an IT-based learning environment to help students develop digital skills. This study used social media and knowledge of rights and responsibilities in cyberspace to examine university students' digital-based skills. A descriptive method with a qualitative approach was also used to describe the perspectives of students about their rights and responsibilities. Participants included 12 students from state universities in Jakarta and Lampung. Data was collected through interviews and 90-minute focus group discussions (FGD). The results showed that the top three considerations that emphasized ethics in cyberspace were maintaining privacy, not spreading fake news, and respecting the Internet community. In this context, individuals must uphold their rights and responsibilities in the virtual world, and university students are expected to apply digital ethics appropriately.

Reflective practices have been recognized as a predictor of professional development because they favor teaching changes that improve the students’ learning. The expressions reflection, practice, and reflective professionals are very present in training programs, but with a diversity of meanings and interpretations. The concept of reflection is linked to professional development and teaching identity. The goal of training reflective teachers is shared on an international level, however, the educational conditions that favor a positive attitude toward reflection have not been sufficiently researched. This article aims to describe the obstacles to a positive attitude toward reflection in pedagogy students according to their teachers. This study is qualitative with an interpretive approach for which an instrumental case study was conducted with 15 university teachers in six Chilean regions.  The results show that both inter-institutional conditions negatively affect attitudes, as well as the lack of models of reflective practice, insufficient teaching, the way teacher reflection is evaluated, and the barriers to reflective practice in schools. The results indicate the need to intentionally teach pedagogical reflection practices and help to recognize its benefits for teaching.

Online learning has become increasingly popular, making the learning process more attractive. One of the most popular learning media is artificial intelligence (AI). However, students do not accept this technology at all. Therefore, this study examined the factors influencing accounting students' acceptance of AI in learning. The survey was conducted with 147 higher-education students who use AI as a learning medium. The data were analyzed using SmartPLS 4.0 with the partial least square approach. The results showed that perceived usefulness influenced behavioral intention to use and satisfaction. However, perceived ease of use was only significant for satisfaction. Similarly, perceived confidence must be consistent with intention. Although it may influence perceived usefulness, other constructs, such as AI quality and personal innovativeness, can increase students' perceptions of the benefits and convenience of adopting AI in learning. Thus, this study contributes to the development of the technology acceptance model (TAM) and the information systems success model and is helpful to scholars, especially in applying AI in learning. They need to pay attention to the quality of AI, such as the accuracy of the information produced. Thus, the need to control the information from the AI only serves as a reference without requiring you to trust it completely.

This study sought to investigate the current state of innovative teaching research and identify emerging themes and trends in the field from 2013 to 2023. The Scopus database was searched for the term “innovative teaching,” resulting in 1005 documents. After manual screening, 903 articles were exported in the BibTeX format for further processing in Bibliometrix using three bibliometric analysis types: network analysis, science mapping, and performance analysis. Performance analysis revealed bursts in publication output in 2015 and 2021, with a moderate boost in 2018. Ten top-cited journal papers were identified. The citation rates were low between 2019 and 2021, but there has been an upturn since 2022. The top keywords included simulation and nursing education, and there was a shift in research topics from broad educational concepts to more specific approaches, such as e-learning. Innovative teaching has been predominantly investigated in higher education, particularly in nursing education, with themes like “teaching/learning strategies” suggesting an emphasis on enhancing teaching practices not just through technology infusion. This study can aid educators and researchers in staying current with innovative teaching developments and inform their teaching practices.

Eco-pedagogy is a pedagogy utilized in the framework of teaching environmental education in schools. The adoption of various eco-pedagogy programs within schools has proven to be helpful in improving students' environmental attitudes, and it was concluded that schools are the best place for critical learning of environmental concerns. Thus, the primary purpose of this study was to investigate how a teachers' eco-pedagogy workshop promotes teachers' educational, environmental, and organizational concepts. An integrated study (quantitative and qualitative) was carried out that included a sample of 44 teachers in elementary schools. The sample was divided into two groups: an experimental group that participated in the workshop, and a control group that did not participate in it. Improvement was found in the environmental education and the organizational concepts of eco-pedagogy for teachers who participated in the program, compared with those who did not. The study's key findings indicated that attending an eco-pedagogy workshop helped teachers perceive the subject more favorably, developed their higher-order thinking skills, and they learned more about it. Another finding was that a workshop is crucial for teachers to advance their professional development.

The pervasive development and momentous changes of internationalization in higher education have led to the acceleration of research on its key component – the curriculum. However, there has not been any comprehensive analysis of the research status of the internationalization of the curriculum (IoC). To address the gap, this study employs the bibliometric method to construct an intellectual structure of research on the topic. The data, retrieved from the Scopus Database, consisted of 386 publications. The extracted data were then analyzed using citation, co-authorship, and keyword co-occurrence analysis. The results reveal a significant growth in research volume during the last ten years and the domination of Global North in the geographical distribution of publications. Besides, the most prominent authors include those who introduced fundamental knowledge on the topic. The most cited works and the most popular publishing sources focus on various aspects of internationalization of higher education. They also show a multidisciplinary interest in the topic. Finally, concerning newly emerged themes of studies on IoC, “cultural competence” and “internationalization at home” are outstanding keywords. The research findings emphasize IoC as a potential research matter. Hence, this study is recommended as a starting point for future researchers when examining related subjects.

Flipped learning (FL) is one of the recent pedagogical models that seeks to promote student agency and hone 21st century skills for lifelong learning through its emphasis on collaboration, creativity, critical thinking, and autonomy. However, only some physical education (PE) classes globally have adopted this method and researched its effectiveness. Thus, this qualitative study discovered how the SPRING online FL model helped enhance the 21st century skills of college PE students. From the students’ responses in the questionnaire and the teacher-researchers observation notes, it was revealed that FL aids in the students’ 21st century skills as it allows the students to collaborate and improve their social skills; analyze people, tasks, and situations to create an output that is not only ingenuous and entertaining but beneficial to all; and study and master the skills independently at their own pace. Future studies can explore testing the SPRING model's effectiveness in younger students and other learning contexts.

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.

Momentum-impulse requires critical thinking skills, and teaching should be encouraging for students. Critical thinking skills can be fostered through inquiry-based learning. During the COVID-19 pandemic, familiar learning media were used for students. Therefore, it is necessary to develop creative learning media. This developmental research aimed to create a momentum-impulse e-book based on inquiry supported by infographics (MIB -In-graph) to enhance students' critical thinking skills. The developmental model was a 4D model with field testing, i.e., a pretest-posttest control group design with three classes. Descriptive analysis showed that MIB-In-graph, an Android application, received a good average rating in content, worksheets, and forms. Students’ responses were very positive. Mixed design ANOVA showed that the mean score of students’ critical thinking skills increased significantly from the pretest to the posttest in each class and students’ critical thinking skills in the experimental class was more salient than control class 1 and control class 2. The highest difference in mean scores was in the experimental class. The differences were influenced by various factors such as learning approaches, media use, pictures, and collaboration.

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 arises from the need to scientifically investigate how university students deal with their emotions in school situations. Therefore, the objective was to develop an instrument that measured university students' level of emotional regulation during academic activities and evaluate its validity and reliability. After a thorough literature review of the definitions of the constructs, the Emotional Regulation Scale in Academic Activities (ERAAS) was developed. The first version of ERAAS consisted of 18 Likert-type items. A total of 1975 university students in various departments responded to the instrument. Two groups of experts evaluated its content validity. Validity and reliability analysis was performed. According to the EFA, three factors were found: emotional regulation, psychologic inadequate emotional regulation, and physiological insufficient emotional regulation. The final version of the scale consisted of 11 items, the validity and reliability of which could be demonstrated for further research purposes.

Although central governments, particularly in Latin America and the Caribbean, have defined reducing school dropout rates as a priority, and drawn policies accordingly, there are still young people who do not finish secondary education, and numbers are still alarming. Therefore, it is necessary to observe educational communities and analyze how they interpret and implement guidelines issued by the central government. The following study sought to describe the institutional and teaching practices deployed by four high schools in Valparaíso (Chile) in order to achieve student retention. A qualitative approach was employed. The management team, support professionals, teachers, students, and their families were interviewed. The information gathered was analyzed using the Grounded Theory. As a main finding, establishments use practices such as monitoring attendance, providing support to students facing problematic situations, and encouraging them during class, through a series of strategies. It is recommended that researchers implement this type of methodology for other study objectives, and that the central government consider these results to provide feedback on its policies.