The Coronavirus disease (COVID-19) pandemic outbreak in the Indonesians nowadays, the public education department established the policy of the online education system to all education levels. Most educators employ an online flipped learning method to support the policy. Research aimed to measure the effect of online based-flipped classroom learning between using Microsoft Team and WhatsApp and student engagement on reading comprehension skills. The research approach was a quasi-experimental model with a 2 x 3 factorial pre-test-post-test non-equivalent control group design. The sample of this investigation was early period undergraduates of the management economics study program. Data analysis employed a two-way ANOVA test. The result confirmed that the online flipped learning scheme using Microsoft Team was better than WhatsApp in improving student engagement and reading comprehension skills. We advise English lecturers to apply better online media services, pay attention to the completeness of the learning features and train their competence in implementing distance learning to use compatible synchronous flipped classroom teaching based on internet technologies.

Problem-solving is considered one of the thinking skills that must be possessed in 21^st-century education because problem-solving skills are required to solve all problems that arise. The problem-solving stages that can be used are Polya's four steps, namely, understanding the problem, devising a plan, carrying out the plan, and looking back. Problem-solving skills are essential for solving word problems. Word problems based on arithmetic operations are divided into three types: one-step, two-step, and multistep. This qualitative research aimed to see problem-solving skills viewed from the type of word questions and elementary school students’ third, fourth, and fifth grades. A purposive sampling technique with 22 third-grade students, 28 fourth-grade students, and 21 fifth-grade students was used. The data were collected using documentation, testing, and interview methods. The findings of the study showed that fourth-grade students’ problem-solving skills are better than those of third-grade students, and the problem-solving skills of fifth-grade students are better than those of fourth-grade students. The percentage of Polya's steps always decreases because not all students master problem-solving. Based on the types of questions, the percentage of the one-step word problem is better than that of the two-step while the percentage of the two-step word problems is higher than that of the multistep.

During the Coronavirus disease (COVID-19) pandemic, universities were obligated to transform from traditional classroom teaching environments to virtual ones. This sudden transformation highlighted the issue of low e-learning system usage amongst instructors of humanity faculties in Jordan's public universities. This study empirically investigated the moderating impact of technology anxiety on the relationship between the instructor's self-efficacy and the e-learning system's actual use to contribute to solving the problem. A survey was distributed to 468 instructors to test the theoretical framework, which yielded 285 valid and complete instruments analyzed using Structural Equation Modeling (SEM). Results showed the positive direct effect of self-efficacy on actual use. Furthermore, the level of technology anxiety moderated the relationship. Instructors with low technology anxiety showed a higher level of e-learning system actual usage than those with a high anxiety level. To improve the use of e-learning systems, top management must understand the fundamental role of compulsory training as the Covid-19 pandemic, and the instructor's confidence must be increased by providing training and support.

This study aims to measure the effectiveness of “multiplex teaching method” in mastering vocabulary for deaf students. Multiplex teaching method consists of picture language, sign language, printed-word language, written language, and spoken language. The research was designed as a single subject research (SSR) with baseline, intervention, and maintenance phase (A-B-A’ design). The research subjects consisted of two deaf students in special school of SLB Bhakti Luhur Malang, Indonesia. In addition, a special education teacher and an observer were involved in this study. The intervention instrument comprised five lesson plans (LP), each containing a vocabulary of four words. The data were analyzed using intra-condition and inter-condition graphical inspection with a focus on data stability, trends, and score changes. The effectiveness was determined by the Percentage of Non-Overlapping data (PND). The change of score from A'/A achieved by Subject-1 was 7.86 points, while Subject-2 obtained 7.68 points. Subject-1 obtained an average PND B/A of 100% and average PND A'/B of 82.5%. Subject-2 achieved an average PND B/A of 99% and PND A’/B of 90%. Thus, multiplex teaching method is very effective in helping deaf students master vocabulary.

The article mentions the impact of the Coronavirus disease (COVID-19) pandemic on online learning in Vietnamese higher education in 2020. This is a qualitative case study, by using in-depth interviews to explore the changes in the perception, methods, and orientation of online learning of students and lecturers at a key pedagogical university when experiencing the three COVID-19 outbreaks in Vietnam. The findings show that the COVID-19 pandemic has a positive impact on the developmental orientation of online learning at the Vietnamese higher education level. Even though at the time of an outbreak, opposition and dissatisfaction with online learning occurred; but through the three outbreaks, together with the efforts of lecturers and students, online learning in Vietnam has recorded remarkable achievements. This is a prerequisite for the development of online education and the innovation of digital technology in education.

The quality of the educational process within the humanistic concept and holistic-developmental approach is interpreted as the optimal adaptation to the individual needs and abilities of children, while inclusiveness presupposes equal inclusion and participation of all children. This article explores the opinions of teachers as bearers of pedagogical-educational process. The aim of this research was to determine how much importance teachers attach to certain dimensions of the educational process, and the procedures of inclusive practice. Empirical research included teachers in 5 preschool institutions (N=146). The research instrument was constructed based on relevant literature. Teachers in this sample recognize the importance: of individualized support to all children; of respecting the diversity; of collaboration with parents, and personal professional development. At the same time, the level of formal education and in-service teacher training is positively correlated with the assessment of importance towards child-oriented practice, and respect for diversity. Teachers with a higher level of education significantly value the importance of additional vocational training in the field of developmental and social risks, the use of community resources, and involvement of parents in planning individual support for children.

The main aim of the present study is to investigate the emotional intelligence of faculty members based on their career stage and gender. In the study, a mixed method was employed to determine the emotional intelligence of faculty members and to reach generalizable findings. The convenience sampling method was used in the quantitative study, while the quota sampling method was used in the qualitative section. The quantitative section sample included faculty members in various stages in their careers. In the qualitative dimension, the sample included faculty members who participated in the quantitative application. The quantitative study findings demonstrated that there were significant differences between the emotional intelligence competencies of female and male faculty members in the workplace based on the empathy and self-awareness dimensions. The qualitative study findings revealed that there were differences between the emotional intelligence dimensions, especially based on the career stage and gender. Recommendations are presented based on the study findings.

Assessment is a topic that continues to be developed in science education research. Assessment evaluates not only students' cognitive abilities but also their thinking skills. Therefore, in this study, an assessment that could measure students' chemical literacy was developed. Chemical literacy is a thinking skill that students must develop as part of their chemistry learning. The goal of this study was to assess item' quality, as well as student’ chemical literacy on the concept of chemical rate. The Rasch model was employed to analyze the data in this study. The results of this study depict that the developed assessment had sufficient reliability and validity to be used to assess students' chemical literacy. Furthermore, the analysis of the students’ responses to the items revealed that many students did not understand or were unaware of the context presented. These findings suggest that students' chemical literacy in the material for the reaction rate is still lacking and needs to be improved. As a result, the teacher's role in assisting students in improving their chemical literacy through chemistry learning is critical.

The main topic of the presented article is the pedagogical concept of self-reflection of students of Social Education. The authors understand the pedagogical concept as primarily educational determinants that influence and shape students’ self-reflection. To identify this aim, the authors formulate the main research question: How do social education students reflect on themselves as students, and what are the determinants of study self-reflection for social pedagogy students? The authors used the qualitative research strategy, specifically The Grounded Theory, through which sixty self-reflecting essays were analysed. These written self-reflections were further complemented with six in-depth interviews in which we acquired clarifying information on self-reflection and self-assessment of social education students. It was ascertained that students’ self-reflection is shaped through an awareness of internal and external study factors, which subsequently influence the overall concept of their study, motivation to perform, study style, and self-assessment.

Teacher professional development (TPD) is an important component of enhancing student learning and school education quality. Vietnamese Ministry of Education and Training is reforming education, including curricula, teaching methods, and textbooks. Many requirements have to been done to effectively implement the reform, and TPD is considered a significant contribution. Using data from an in-depth interview with the principal, teacher questionnaires, and school policy-related documents, this qualitative case-study research in a selected high school for gifted students in Central Vietnam aimed to find out how TPD had been implemented in response to education reforms in Vietnamese high schools. TPD was widely perceived and respected by the principal and teachers in this case study, and these positive perspectives were transferred into practice with numerous effectively employed TPD strategies at this high school for students’ enhanced learning and achievements.

Several concerted movements toward mathematical modeling have been seen in the last decade, reflecting the growing global relationship between the role of mathematics in the context of modern science, technology and real life. The literature has mainly covered the theoretical basis of research questions in mathematical modeling and the use of effective research methods in the studies. Driven by the Realistic Mathematics Education (RME) theory and empirical evidence on metacognition and modeling competency, this research aimed at exploring the interrelationships between metacognition and mathematical modeling and academic year level as a moderator via the SEM approach. This study involved 538 students as participants. From this sample, 133 students (24.7%) were from the first academic year, 223 (41.4%) were from the second and 182 (33.8%) were from the third. A correlational research design was employed to answer the research question. Cluster random sampling was used to gather the sample. We employed structural equation modeling (SEM) to test the hypothesized moderation employing IBM SPSS Amos version 18. Our findings confirmed the direct correlation between metacognition and mathematical modeling was statistically significant. Academic year level as a partial moderator significantly moderates the interrelationships between the metacognitive strategies and mathematical modeling competency. The effect of metacognition on mathematical modeling competency was more pronounced in the year two group compared to the year one and three groups.

Students are aware of the use of technology in the learning process, and they are generally referred to as digital natives. However, there are challenges associated with the availability of internet access as a learning process to both university students and teachers inside and outside the classroom. One of such challenges is students’ ability to access unrelated activities which is known as cyberslacking. In the education sector, this process refers to the use of technology for unrelated academic activities. Studies associated with this activity are significantly conducted in western countries, but it is still limited to the Indonesia education environment. Therefore, this research aims to investigate the cyberslacking behavior of students in Indonesia and its relationship to their academic performances. It also determines the relationship between media multi-tasking efficacy and self-regulated learning. The results showed that there is a significant influence between media multi-tasking efficacy and self-regulated learning with cyberslacking. Furthermore, there is a negative influence between cyberslacking and the academic performance of students in Indonesia. This research adds references to studies on cyberslacking in the scope of education and provides input for universities to develop the management of information and communication technology used in the learning process.

The research delved into the assessment of integrating Learning Management System as an aid in teaching. Data were collected from 26 students at Rizal Technological University-College of Education, Philippines, through pretest-posttest quasi-experimental and normative survey design of research. Data were statistically tested using the frequency, percentage, mean, standard deviation, t-test for dependent and independent samples, and paired t-test. Results of the research indicate that the respondents have optimistic attitudes towards the integration of learning management system in teaching. The respondents performed poorly in the pretest examination but performed very satisfactorily in the posttest examination. Furthermore, the research found out that there is no significant difference between the performances of the experimental group and control group in pretest and posttest, moreover, there is a significant difference between the pretest and posttest scores of the experimental group and the pretest and posttest scores of the control group.

The purpose of the study was to identify how the instructional model that converges professional training and foreign language learning can influence the students’ professional mobility and students’ readiness to build their careers. The study used the methods of a quantitative kind for the evaluation study and descriptive research. The variables for the study were as follows: levels of student professional mobility skills proficiency that included students’ competence in their professional field, foreign language proficiency, students’ networking skills, personality qualities, and sampled students’ satisfaction with the reshaped course. The field phase of the study found that the Erasmus and Work-and-Travel programmes contributed to the former students’ adaptability and flexibility, the experience of work abroad, and practical specialism-related experience gained during study. The students developed their abilities to project a positive social image, ability to build and maintain relationships, foreign language proficiency, proficiency in presenting and negotiating, and theoretical knowledge. The English Language-delivered Professional Mobility course brought shifts in the levels of students’ professional mobility skills. The experimental group students reported that they improved their competence in their professional field, foreign language proficiency, networking skills, and personality qualities. The experimental group students’ judgements concerning the quality of the course were complimentary.

Understanding phylogenetic trees representing evolutionary relationships of living organisms is essential in school biology. Traditional instructions based on lectures and textbooks with pictorial presentations have been proven ineffective to promote students’ understanding of the concept. This study, therefore, developed a game-based learning activity called the VERT card game to enhance students’ learning of the phylogenetic taxonomy of chordates. The VERT card game was designed to lay the foundation for different characteristics of chordate classes, as well as to allow students to construct and interpret their evolutionary relationships based on the phylogenetic tree. The effectiveness of the VERT card game was verified by a pre-test and post-test design with 109 middle school students in Thailand. The statistical result revealed that students’ mean scores increased significantly in the post-test, compared to the pre-test, indicating their improved understanding. In addition, after participating in the learning activity, the student participants were found to increase their self-efficacy to learn evolutionary biology statistically. Also, it showed positive views towards the usefulness of the developed card game as a large number of them expressed that they would like to use it for their lesson reviews and wished to have this form of learning activity in other topics in biology.

The study focused on education students' learning experiences and the differences in their activities before and during the pandemic. This research was carried out at the NEUST Gabaldon Campus during the academic year 2020-2021 vacation. A study design that combines descriptive-comparative and descriptive-correlational elements. The descriptive-comparative design was used to compare the number of hours students spent sleeping, studying, using social media, and academic performance before and during the pandemic. The descriptive-correlation design, on the other hand, was used to determine the relationship between a student's academic performance (GPA) and the number of hours spent sleeping, studying, and using social media during the pandemic. The 171 education students who participated in the study were chosen through stratified random sampling. The findings revealed that there is a significant difference in the number of hours spent sleeping, studying, and using social media before and during the pandemic. However, there is no significant difference in students' academic performance before and during the pandemic. The study also discovered a highly significant link between the number of hours spent studying and academic performance and between the number of hours spent in social media and the number of hours spent studying. Nonetheless, there is no statistically significant relationship between students' academic performance and the number of hours they sleep and the use of social media during the pandemic. In addition, there is no link between the number of hours they sleep and the amount of time they spend studying and using social media. The students agree that there are benefits and drawbacks to flexible learning. The study's theoretical and practical implications were also discussed.

Social participation represent one of the major outcomes of inclusive education. Students with additional support needs often encountered negative attitudes of social acceptance exhibited by their typically developing peers hindering their social participation in the educational context. This study explored the multicomponent structure of Portuguese children’s attitudes toward their peers with disabilities using a modified short form of the Chedoke-McMaster Attitudes toward Children with Handicaps scale (CATCH). In particular, this study aimed to (a) determine the factor structure of the CATCH and (b) evaluate the measurement invariance across age and gender. To identify the CATCH factor structure, exploratory and confirmatory factor analyses were conducted on data collected from 1,038 children aged 8–18 years. Analyses revealed that a modified short form of the CATCH consisting of a 20-item measure with a three-factor structure displayed acceptable fit and internal consistency indices. This model proved to be invariant across groups. The Portuguese-modified short form of the CATCH, in which cognitive, affective, and behavioral dimensions are represented, has acceptable psychometric properties and the potential to evaluate the effectiveness of educational programs designed to improve children’s attitudes.

This article contributes to the evidence base on the significance of context in enacting social justice leadership. It draws on data from the International School Leadership Development Network of 20+ countries who adopted a common qualitative approach involving interviews with principals identified as being social justice leaders. The article focuses on four case studies of Irish principals in varying primary elementary school contexts. Findings reveal local contextual features significantly impacted principals' perceptions, actions, and self-efficacy as social justice leaders. While the actions and motivation of the principals is similar, two of the principals, working in school contexts where the values and norms are not consonant with broader society, appear to lack confidence in their practice of social justice leadership. This article extends the existing evidence base by arguing for enhanced critical consciousness of all stakeholders related to the personal, institutional and community contexts in schools. It recommends a more flexible and iterative process of policy development to facilitate a more nuanced understanding of the cultural and ideological struggles in schools. Finally, it calls for governments and policy makers to take responsibility for and support disadvantaged communities as education alone cannot solve the issue of inequity.

English teachers had to retrain and build a new normal in order to prepare for an online classroom while keeping their teaching pedagogy and professional identity as a result of the sudden changes brought by the Coronavirus disease (COVID-19) pandemic in education. In this study, the effect of English teachers' professional identity transformations, attitudes toward online teaching was explored. The study's sample comprises 130 English as a foreign language (EFL) lecturers from a state and a foundation university in Turkey. The research data was gathered from a questionnaire, the Teacher Professional Identity scale, and a semi-structured interview with 12 volunteers. Qualitative data collected via semi-structured interviews were apportioned into pattern coding and analyzed through content analysis. EFL lecturers did not appear to be properly prepared for their online pedagogical and technological difficulties, which had a deeply corrosive effect on teachers' professional identities as they shift away from face-to-face education. The results showed that participants who were educated on EduTech during their undergraduate education or as professional development affected their perceptions of professional identity throughout the transition to online language teaching. Future studies can broaden the field of study by making use of exploratory action research, awareness of the teaching community, and continued professional development.

In contemporary school systems, the concept of a teacher is defined as a socially and emotionally intelligent, pedagogically, and psychologically competent school leader. This would mean that not only the teacher's subject knowledge is sufficient, but also good knowledge of general pedagogical-psychological skills, knowledge, and management of the didactic approach, etc. Social and emotional skills/intelligence (SEI) restore the value of teachers as creators of learning and connect education to the larger social world in which SEI plays the most important role. This paper highlights the importance of social and Emotional Intelligence (SEI) in teacher education, examining the current state of research and the most important role of SEI in students' personal, social, and academic achievement, as well as teacher effectiveness and personal growth. By presenting the scientific evidence of SEI in teaching and teacher education, this study assesses the SEI level of student teachers at the University of Primorska, Faculty of Education, Slovenia. SEI is examined, through its main components: Self-awareness, Self-management, Social Awareness and Social Skills. In conclusion, this paper aims to show the need to develop SEI in future teacher education in Slovenia.