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).

This research aimed to explore the influence of a robotic program using the robot kit "RoboBuilder RQ+110" on students' attitudes toward effective communication. The study used a quantitative research design and involved 475 grade 4 (10 years old) students from Malaysia's Selangor and Malacca states. A quasi-experimental research (pre-test & post-test) approach with control and experimental groups was adopted, and the data were analyzed with inferential statistical test and repeated measures analysis of variance (ANOVA) using SPSS 25 software at 0.05 significance level. Questionnaires were administered to collect data from the experimental and control groups. The results showed statistically significant changes (α ≤ .05) in attitudes toward effective communication for the experimental group that received a robotics program compared with the control group. The study results suggest that innovative technological tools or programs such as robotics programs are recommended as innovative science, technology, engineering, and mathematics (STEM) program rooted in constructivism to improve students' attitudes toward effective communication.

Given the insufficient involvement of business investments in adult education, this study focused on the factors that motivate managers and entrepreneurs to invest in continuing education. For this purpose, we conducted a systematic literature review of studies referenced in Scopus and Web of Science since 2015. The factors for training were classified into four levels: personal, organizational, industry-related, and national. The results indicated that the inside firm-related determinants are the most studied and essential. A consensus emerged in the relevant literature on the positive impact of a supportive workplace culture, a learning orientation, formalized human resource development practices, and employee voice. The long-term orientation of managers and the perception of employees’ flexibility and adaptability to change also play a role. The study highlights the increasing pressure from regulations and market competition, as well as the (in)capability of universities to provide training tailored to the specific needs of companies. Although institutional factors appeared to predominate, economic considerations also influence training decisions; the latter means that the two underlying theories – institutional theory and human capital theory – complement each other when explaining employers' incentives to invest in training.

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.

This integrative literature review aims to provide a broader and updated perspective of teachers’ intergenerational learning (IL). The search was done in Web of Science and EBSCO ultimate  databases between 2011 and 2022. Thirty-two empirical studies were selected and submitted to a thematic analysis and five themes were identified: (a) defining and conceptualising generation, (b) IL from understandings to practices, (c) contexts, factors and roles from different generations and institutions to promote IL, (d) factors that facilitate the success of IL, and (e) factors that make IL difficult. Data shows an increase in the last decades of research in IL within the educational context, but an absence of the prospective dimension still prevails. Intergenerational knowledge has been researched mainly from an individual professional perspective at the micro and meso levels of scholarship. Effectiveness requires intentional cultivation and a genuine desire for intergenerational knowledge exchange, involving active engagement and awareness among diverse generations and alignment with organizational aims. The promotion of IL takes place in very different ways and forms, and reflection on what is different seems to be a dominant trait. Furthermore, the review could conclude that intergenerational opportunities to work together will improve teacher education and continuous professional development. 

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.

<p style="text-align:justify">The ability to think creatively has a vital role in the development of preschool children. This research provides a comprehensive review of innovative approaches and strategies for developing creative thinking in preschool children based on current trends and methodologies used in educational settings. This research shows three significant areas: (a) creative thinking skills in preschool children, (b) factors influencing creative thinking skills in depth, and (c) innovative strategies and approaches to stimulate creative thinking abilities in preschool children. This research uses a literature study method assisted by the publish perish application to find reference sources related to creative thinking abilities in preschool children. Studies show that creative thinking abilities in preschool children enable them to find innovative solutions, help them adapt to challenges, foster self-confidence and courage, and enrich their experience and knowledge of the world around them. Meanwhile, preschool children&#39;s creative thinking abilities are influenced by collaboration from the external environment (parents, teachers, and society); providing support and examples for children to develop and stimulate their creative thinking skills is very important.</p>

<p>&lt;p style=&quot;text-align:justify&quot;&gt;In the early stages of adopting online learning, both learners and teachers displayed resistance, but the COVID-19 pandemic has forced a widespread shift to digital learning. To facilitate this transition, there is a growing focus on highlighting the effectiveness of online learning, which directly impacts learning outcomes. This study investigates online learning effectiveness through an integrated framework that considers online assessment practices and online course design as independent variables, with online learning support as a moderating variable. Understanding the effectiveness of online learning is crucial as hybrid learning becomes the &amp;quot;new norm&amp;quot; in education, combining online and offline methods for teaching the digital generation. Using a quantitative research design involving 232 students at Universiti Kebangsaan Malaysia, the study found that online assessment practices and course design significantly influence students perceived learning outcomes in an online learning environment. Additionally, online learning support positively moderates this relationship. These findings offer a comprehensive perspective on how online assessment practices, course design, and support systems contribute to the quality of higher education in Malaysia amidst evolving educational practices.&lt;/p&gt;</p>

<p style="text-align:justify">Teacher flourishing encompasses a broad range of well-being, encompassing hedonic (pleasure-based) and eudaimonic (meaning-based) satisfactions. In the context of the literature review, a concise overview is provided, consisting of definitions, predictors, mediators, and outcomes. Conforming to the PRISMA protocol, the present review progresses through four stages: identification, screening, eligibility assessment, and including relevant studies. Furthermore, the search strategy focused on flourishing, well-being, and measuring tools, leveraging databases such as EBSCO Host, Proquest, Science Direct, and DOAJ. In line with the PRISMA statement, systematic review methodology guides the final analysis, incorporating twenty-seven studies published between 2017 and 2023. Despite being studied in numerous theoretical frameworks, teacher flourishing needs a more widely accepted definition and operational framework in studying the concept. The results show that multiple factors impact teacher flourishing, including individual, relational, and organizational elements. Additionally, the evaluation considers direct and indirect predictors, mediators, and outcomes. The new model is related to global well-being, including emotional, psychological, social, and spiritual aspects, stating the connections of these elements. The implications of the results can be effectively applied within educational settings by teachers, policymakers, and scholars specializing in education.</p>

Critical thinking is a skill that enables individuals to keep pace with changes and enhances crucial competencies for contemporary competitiveness. Many researchers have studied learning management approaches to develop students' critical thinking, resulting in a substantial body of knowledge but lacking clear systematic summaries. The researchers aimed to (a) examine the effect sizes and research characteristics influencing students' critical thinking, and (b) compare the effect sizes of learning management approaches after adjusting with propensity score matching from 108 graduate research published between 2002 and 2021. Data were collected using research characteristics recording forms and research quality assessment questionnaires. Effect sizes were calculated using Glass's method and analyzed through random effect, fixed effect, and regression meta-analysis. Findings revealed that (a) research on developing learning management approaches influences students' critical thinking at a high level (d ̅ = 1.669), with nine research characteristics, including the field of publication, courses, total duration, teacher learning process, learning media, measurement and evaluation, research design, research statistics, and research quality, statistically significantly influencing students' critical thinking, and (b) after adjustment, inquiry-based learning significantly influences students' critical thinking. Recommendations for developing students' critical thinking include learning activities that encourage problem exploration, expanding thinking through collaborative analysis, and applying diverse media and activity sheets tailored to context suitability.
 

<p style="text-align:justify">The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students&#39; age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the &quot;Classroom Climate Questionnaire&quot;, which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students&rsquo; psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality.</p>

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.

Mathematics test items in International Large-Scale Assessments (ILSAs) such as the Programme of International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) are nested in contexts defined in their assessment framework (e.g., the Personal, Occupational, Societal, and Scientific contexts in PISA). This study followed the item-writing activities of four tertiary mathematics instructors in the Philippines as they constructed context-based mathematics items. They were tasked to write four items each, following a set of specifications for PISA content and context categories. The data consisted of transcripts from the focus-group discussion which was conducted days after the task. The transcripts were then analyzed using thematic analysis. The results of this study showed that the phenomenon of item-writing in the context of writing PISA-like mathematics items had two themes: the phases of item-writing and the dimensions of item-writing. Findings showed that the respondents struggled to find realistic contexts and that they engaged in a problem-solving task likened to solving a puzzle as they attempted to satisfy the content, context, and process categories in the table of specifications (TOS). This study contributes to filling in the research gap on item-writing activities, particularly those of mathematics teachers in the Philippines- a country whose recent mathematical performance in the PISA 2018, TIMSS 2019, and PISA 2022 was nothing short of dismal.

Students’ mastery goal orientation tends to decline over the course of compulsory school, especially after the transition to lower secondary school. According to stage-environment fit theory, secondary school is less accommodating to students' needs, interests, and abilities than primary school. In consequence, the perceived person-environment fit declines as well. It is assumed that a strong sense of classroom community in primary school can counteract a potential decline in both of these important individual aspects. Using data from the Swiss longitudinal research project WiSel (“Wirkungen der Selektion”; “Effects of Tracking”), we conducted a latent growth curve model (LGCM) to examine the correlation between the development of students' mastery goal orientation and the development of their person-environment fit during the transition from primary school to lower secondary school. Perceived classroom community was assumed to benefit from these developments. The results show that both mastery goal orientation and person-environment fit decrease during the transition to lower secondary school. A strong sense of classroom community in fifth grade leads to a smaller decline in both constructs. Implications for educational practice are discussed.

Teaching is a demanding and complex exercise, exposed to the direct or immediate resolution of multiple problematic situations, whether pedagogical, relational, or socio-affective. The teacher's personal resources are often insufficient to cope with the profession's demands. The research reports that there is a gap between research and educational practice. Hence, the objective of this research was to analyze the criteria used by early childhood educators to attribute validity to the written sources of information that guide their pedagogical decisions. The present study follows a qualitative research methodology. The sample for this study was non-probabilistic and consisted of 18 early childhood educators who participated through semi-structured interviews and discussion groups. The data obtained were analyzed by inductive categorization using NVivo 14. The findings revealed that the validity criteria assigned by the educators about the sources of information related to theoretical aspects is mainly attributed to the texts and authors they know, while those referring to practical aspects are attributed to their own experiences or the other educators at the same level. The results showed that specific information and obtaining it in the shortest possible time were the criteria that determined the use of information sources.

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.

This comprehensive systematic review delves into the increasing prevalence of integrating chatbots into language education. The general objective is to assess the current landscape of knowledge regarding chatbot utilisation and its influence on three crucial elements: students' skills, attitudes, and emotions. Additionally, the review seeks to scrutinise the advantages linked to incorporating chatbots in foreign language teaching, exploring their potential benefits while considering limitations and potential negative impacts on specific skills or user experiences. Consequently, this research offers valuable insights into the application of chatbots in foreign language education, shedding light on their potential advantages and areas that warrant further exploration and enhancement. The integration of chatbots in language learning, despite certain limitations, generally yields positive outcomes and enhances educational results in students' skills. Its characteristics can also influence a language learner's attitude, impacting factors such as motivation, interest, autonomy in learning, and engagement or even their sense of fun. Additionally, chatbots prove to be helpful in creating emotionally positive learning environments and can contribute to boosting students' self-esteem and self-confidence.