Numerous events occur in students' educational trajectories that are linked to school success. Some of these events are related to school-related factors. Moreover, these factors alter the quality of students' engagement, generating the risk of dropping out of school. The objective of this research has been to explore, compare and understand the different events that occur in the school trajectories of at-risk youths that are related to the existing dynamics in schools. In order to achieve this objective, a narrative research based on the life stories approach was developed. For the reconstruction of the stories, the technique of in-depth interviews and mixed data analysis was used, by means of different analysis techniques. The main conclusions reached after the research have been highly relevant for studies on educational trajectories of at-risk youth. The different factors associated with schools affect the trajectory and involvement of students. There are certain dynamics that have a greater presence in some stages or others, however, all of them can positively or negatively affect the quality of student engagement. Finally, it is shown that the key lies in the way in which the different dynamics of schools develop, i.e., how the dynamics associated with certain factors develop.

The actions, processes, objects, and schemas (APOS) theory is a constructivist learning theory created by Dubinsky based on Piaget's epistemology and used to teach math worldwide. Especially the application of APOS theory to the curriculum of a mathematics class helps students better understand the concepts being taught, which in turn contributes to the formation and development of mathematical competencies. With the aid of the APOS theory and the activity, classroom discussion, and exercise (ACE) learning cycle, this study sought to ascertain the effect of teaching derivatives in Vietnamese high schools. In this quasi-experimental study at a high school in Vietnam, there were 78 grade 11 students (40 in the experimental and 38 in the control classes). As opposed to the control class, which received traditional instruction, the experimental class's students were taught using the ACE learning cycle based on the APOS theory. The data was collected based on the pre-test, the post-test results and a survey of students' opinions. Also, the data that was gathered, both qualitatively and quantitatively, was examined using IBM SPSS Statistics (Version 26) predictive analytics software. The results showed that students in the experimental class who participated in learning activities based on the APOS theory improved their academic performance and attitudes. Additionally, it promoted the students' abilities to find solutions to problems about derivatives.

Professional learning communities (PLCs) are important for improving student achievement and school development. According to PLC research, teachers' knowledge and practice in teaching are significantly improved by various PLC forms and favorable working environments. This qualitative research was conducted to find out what forms of PLCs were popular and what challenges were facing three primary schools in a province in Vietnam. The study utilizes a multiple-site case study design relating to PLCs in those schools with the data from interviews with the principals, group leaders and teachers, observations of PLC activities and related policy documents. The two forms of PLCs were identified in this research, including professional groups and groups of core teachers. Besides, four challenges facing PLCS implementation in those schools included the old habit of professional learning in PLCs, structural conditions of schedules and facilities, economic conditions of teachers and motivation for reforms. The study provides recommendations based on the findings for PLC research and practice within and beyond the Vietnamese context.

In the vulnerable and unstable contexts that characterize populations in mobility between countries, especially immigrants and refugees, the second language learning has assumed new traits of difficulty. To help the new generation of learners, mainly with origin in forced immigration, the mobile-assisted learning helps motivation for language learning and reduces anxiety related to language acquisition. Attending to this challenge educational scenario, this review study presents a literature systematic analysis and a concrete technology tool that advocates the student-centered approach. A mobile pedagogical plan was developed for the learning of European Portuguese as a Second Language and as a Foreign Language. A critical review of 38 studies was conducted to understand how the mobile-assisted learning responds to the inclusion and education, especially concerning minorities. Based on previous empirical data with 108 immigrants, we understand the type of tasks that new immigrants have more difficulty learning in Portuguese. It was developed as a mobile app for Android, IOS, computers and tablets: the GoGenius app. In mobile format, individuals can access fourteen themed units with a symmetrical game architecture. These games focused the tasks and themes with priority for new language learners who recently arrived in a hosting country. These units involve a consistent number of working hours that intentionally intend to complement to the contact hours that the subjects have in classroom contexts or in unstable communication contexts (daily communication). This technology project aims to match “tailored” psychological and technological resources. Flipped classroom approach showed how mobile-assisted learning reinforces the educational goals worldwide, specifically for language learning. However, mobile tools should be well structured and centered on students’ needs, especially with migration backgrounds.

The greatest impact of the COVID-19 pandemic on Indonesian education was the decline in teacher performance. In light of this information, this study analyzes the role of supervision, salary and benefits, school climate, training and development, and perceived organizational support in moderating the impact of competence on teacher performance during the COVID-19 pandemic. This study also compares the relationships between employed government and private teachers. Data were collected through questionnaires to teachers with a sample of 166 government teachers and 175 private teachers in primary and secondary schools through a Google form and analyzed using moderated Structural Equation Modeling-Partial Least Square (SEM-PLS), multigroup, and multilevel analysis. The results showed that salary and benefits, training, and development did not affect the performance of public school teachers. In contrast, only salary and benefits did not affect teacher performance for private teachers. Moreover, only supervision significantly moderated the effect of competence on the performance of public school teachers. However, supervision, salary, benefits, school climate, training and development, and perceived organizational support did not affect private teachers' performance. The Ministry of Education or the Foundation needs to review and improve the mechanisms of training and development, supervision, and school organizational climate to promote optimal teacher performance during the pandemic.

Ursula von der Leyen identifies diverse classrooms have different knowledges and ‘epistemologies’. A typology of epistemologies for democratising knowledge ‘A Blueprint for Character Development for Evolution’ (ABCDE) is offered to mainstream policy benefits for all by Higher Education as hubs i) credentialing educational leaders by doctoral-study and ii) propelling networks of Professional Educators and Administrators Committees for Empowerment (PEACE) across professions credentialed by Higher Education and chaired by educational leaders. PEACE builds robust evidence bases to inform redesigning curriculums and culturally responsive pedagogies as policy benefits that empower students to use ABCDE with Assessment for Personal and Social Learning (APSL) to problem solve across the quadruple-helix. Education Outcomes include students’ self-management of personal and social understanding and wellbeing for resilience within sustainable circular, entrepreneurial, green and digitised economies with products and means of production regulated by professions credentialed by Higher Education. Impacts include communities developing responsible historical social consciousness to reinvigorate democratic governance, accountability, transparency, effectiveness and trustworthiness of rule-of-law based institutions and policies to expand active and inclusive citizenship empowered by safeguarding human rights. Further research, building on the powerful European Commission funded platform ‘DocEnhance’ is recommended to inform effective and efficient investment into high quality education and training.

Recently, Thailand's educational policy focused on developing learners’ potential according to multiple intelligences. The research objectives were to develop the multiple intelligences (MI) promotion model and an MI screening test for Thai learners and propose policies to encourage MI so that learners can reach their full potential. The sequential mixed method was applied. First, the model and the MI screening test were developed. The participants were two groups of key informants, comprising 93 and 185 participants, respectively. The sample group consisted of 460 primary and secondary school students selected through multistage random sampling. The MI screening test consisted of characteristics of 45 behavioral observations. The result showed that the developing model was the “A2D model or AAD.” This model consisted of three components: nine areas of intelligence, eight continuity mechanisms, and two success conditions. The MI screening result revealed that most learners had outstanding bodily–kinesthetic intelligence, accounting for 40.4%. The least prominent aspect was musical intelligence, representing 16.2%. The proposal policies comprised (a) The aspect of foundation for learning management with access to the A2D model, consisting of four sub-policy proposals, and (b) The aspect of encouraging learners to develop their full potential, consisting of six sub-policy proposals.

Teaching a subject in a vocational high school (VHS) requires specialized instructional design strategies. Recently, instructional VHS used a computer-based platform to teach theory and practice. The computer will assist teachers in creating instructional media. This study aims to design augmented reality-based virtual laboratory media for electro-pneumatic practicum learning in order to ease teachers and students to learn the pneumatic practice. It is specially designed for practical learning purposes. The method used in this research is research and development. The assessment results from Instructional design experts 4.5, material experts 4.5, media experts 4.4, and language experts 4.8. Based on the assessment of experts, this augmented reality-based virtual laboratory media is feasible to use. Next, the results of this study are a prototype of students' pneumatic practice tools installed on mobile phones consisting of eight worksheets. In the designed augmented reality media, 1) 3-dimensional pneumatics can be rotated in all directions so that students understand. 2) Pneumatic job sheet, where on the augmented reality media designed for the simulation circuit, there is an explanation of the components and how they work, and a simulation through markers.

The various intuitive reasoning types in many cases comprise the core of students’ misconceptions about concepts, procedures and phenomena that pertain to natural sciences. Some researchers support the existence of a relatively closer connection between the right hemisphere and intuitive thought, mainly due to a notably closer relation of individual intuitive cognitive processes with specific right hemisphere regions. It has been suggested that individuals show a different preference in making use of each hemisphere’s cognitive capacity, a tendency which has been termed Hemisphericity or Hemisphere Preference. The purpose of the present study was to examine the association between hemispheric preference and students’ misconceptions. A correlational explanatory research approach was implemented involving 100 seventh grade students from a public secondary school. Participants completed a hemispheric preference test and a misconceptions documentation tool. The results revealed that there wasn’t any differentiation in the mean score of misconceptions among the students with right hemispheric dominance and those with left hemispheric dominance. These findings imply a number of things: (a) the potential types of intuitive processes, that might be activated by the students, in interpreting the biology procedures and phenomena and their total resultant effect on students’ answers, probably do not have any deep connection with the right hemisphere; (b) it is also possible that students might use reflective and analytic thought more frequently than we would have expected.

This experimental research aimed to examine the effectiveness of the transformative learning program (TLP) on the active global citizenship (AGC) of 60 undergraduate students who had joined student affairs engaging in community development, working with a volunteer spirit, and community service. The participants were randomly assigned into experimental and control groups (n=30 for each group). The data were collected using the AGC Scale with a reliability of .968. Assessments were conducted three times: before, after the experiment, and follow-up. The TLP consisted of five steps: (a) Review social issues and crises contributing to disorientation; (b) Reflect critically to reach solutions; (c) Reformulate the meaning of perspectives to plan a course of action based on new perspectives; (e) Accept and improve new practices; and (f) Evaluate. MANOVA was performed to analyze the data. The results showed that students in the experimental group had a higher mean score of AGC than the control group, both after treatment and at follow-up (p < .05); the mean scores of the AGC of the experimental group after treatment and at follow-up were higher than the mean score before treatment (p < .05); and the mean score of AGC of the experimental group at follow up was higher than the score after treatment with no statistical significance. In conclusion, educational personnel could use this TLP to promote AGC for university students.

The increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students’ self-regulated learning. The indirect effect comes from the pedagogy-andragogy continuum and the impact of pedagogy instruction on cybergogy practices. Andragogy practices also gives a significant impact on students’ self-regulated learning and how the students use learning technology in cybergogy approach. Andragogy and the continuum of cybergogy promote students’ self-regulated learning. These results indicate that pedagogy-andragogy continuum can have an interplay with cybergogy. The interplay of these approaches may encourage students’ self-regulated learning. The current research can be a baseline to construct a new approach in teaching-learning process and its instructions in the classroom.

Many students have misconceptions about mathematics, so preservice teachers should be developing the skills to notice mathematical misconceptions. This qualitative study analyzed preservice teachers' skills in noticing student misconceptions about algebra, according to three aspects of noticing found in the literature: attending, interpreting and responding. Participants in this study were seven preservice teachers from one university in the capital of Aceh province, Indonesia, who were in their eighth semester and had participated in teaching practicums. Data was collected through questionnaires and interviews, which were analyzed descriptively. The results revealed the preservice teachers had varying levels of skill for the three aspects of noticing. Overall, the seven preservice teachers' noticing skills were fair, but many needed further development of their skills in interpreting and responding in particular. This university’s mathematics teacher education program should design appropriate assessment for preservice teachers’ noticing skills, as well as design and implement learning activities targeted at the varying needs of individual preservice teachers regarding noticing student misconceptions, in order to improve their overall teaching skills.

Logical-mathematical intelligence is highly needed to ease students’ understanding of mathematics concepts. Therefore, it is necessary to delivery an innovative teaching approach to enhance students’ logical-mathematical intelligence. This study aims to investigate the use of mathematics comics to increase the logical-mathematical intelligence of junior high school students in urban and rural schools. This study employed a quantitative approach with a pretest-posttest control group design. The population of this study were seventh-grade students from a junior high school in Banda Aceh (urban areas) and a junior high school in Aceh Besar (rural areas), Indonesia. The samples of this study were two classes (experimental and control) from each school which were selected randomly. To collect data, we used a logical-mathematical intelligence test and analyzed it by using t-test. This study shows that the use of mathematical comics in urban schools can improve mathematical logical intelligence. However, there was no improvement in students' mathematical logical intelligence in rural schools. Therefore, this study showed that using mathematics comics in different school conditions yield different results in logical-mathematical intelligence. The findings suggest that other learning innovations are required to improve students' logical-mathematical intelligence in rural areas.

Graduates of higher education need, in addition to knowledge, skills such as cooperation, communication, and problem-solving to cope with their working life. Collaborative learning environments like co-creation, are gaining attention for their ability to cultivate these essential skills. This study aims to investigate the understanding and efficacy of co-creation from the perspective of 145 undergraduate students enrolled in a physics course, using a questionnaire. Design thinking, using the double-diamond model, is applied as the co-creation methodology. The study examines the effects of co-creation and design thinking on teamwork and the development of skills. The study also discusses the differences in co-creation, design thinking, teamwork, and skill development among various demographics, previous co-creation experiences, and teaching methods. The findings demonstrate that the majority of students understand the concepts of co-creation and design thinking, and that their co-creation teams functioned satisfactorily, leading to the development of necessary skills. However, increasing age seems to be an inhibiting factor. Finally, the study shows that students who prefer co-creation as a teaching method or have previous co-creation experiences are more receptive to this approach.

A virtual-based disaster learning model was created to enhance understanding of COVID-19 disaster mitigation following the characteristics of elementary school students because the high number of child deaths brought on by the COVID-19 pandemic served as the driving force behind this research. The virtual-based disaster learning model had been deemed valid, but more study is required to ascertain its impact on primary school pupils' comprehension of COVID-19 disaster mitigation. This study sought to determine how the virtual disaster learning model affected elementary school pupils' understanding of COVID-19 disaster mitigation. This study was a quasi-experimental investigation. Non-equivalent control group design was the type of experimental design employed. The t-test showed that students who studied using virtual-based disaster learning models and those who used conventional learning had different average levels of understanding of COVID-19 disaster mitigation. According to the findings, primary school children who learned using virtual disaster learning models had higher scores than students who used conventional methods. This finding revealed that virtual disaster learning models could improve understanding of COVID-19 disaster mitigation. The results of this study's implications can be applied as a different approach to enhancing elementary school kids' comprehension of emergency planning for COVID-19.

The significance of speaking English has been emphasized in Malaysia education. However, speaking problems such as lack of enthusiasm and poor speaking performance emerge among ESL pupils. To resolve this, an online board game “Flippity” is implemented in online speaking lessons. This paper aims to explore the usefulness of the online board game “Flippity” to improve speaking skills among elementary pupils who are in Year 5 as well as to investigate pupils’ perceptions towards the use of the online board game “Flippity”. The study employed a quasi-experimental mixed method design to collect data from thirty Year 5 pupils from a Chinese primary school. Data was collected through speaking pre-test and post-test, semi-structured interview and questionnaire. The results indicated a significant improvement in pupils’ speaking skills in terms of accuracy, fluency, range, interaction and coherence. Pupils also displayed preferences and positive attitude in learning to speak while playing “Flippity”. Further studies are recommended to be done on how “Flippity” could be exploited when learning other language skills such as listening, reading, writing and grammar.

The Think-Pair-Share (TPS) strategy makes the learning environment interactive, lively, collaborative and democratic. It allows students to interact; accept information; develop collaborative discussion skills; refine their thinking; and participate effectively in the classroom. In this study, the researchers investigated the effect of the collaborative discussion strategy (think-pair-share) on developing students' skills in solving engineering mathematical problems. Once we had confirmed the validity and reliability of the tools, we used the quasi-experimental approach. The study sample consisted of 66 students divided into two groups: Namely, an experimental group, which comprised 33 students who studied mathematics using the (think-pair-share) strategy; and a control group, which comprised 33 students who studied in the traditional way. Both groups sat for a pretest and post-test in mathematics. The test results showed that the use of the TPS strategy had a positive effect on developing problem-solving skills compared to the traditional method. In light of these results, the study recommended the use of TPS strategy to improve the skills of students in solving engineering mathematical problems.

The purpose of this study was to examine whether exam anxiety played a role as a mediator in the relationship between psychological resilience and school satisfaction in a large sample of adolescents (N = 1819; Mage = 15.16, SD = 0.95) who live in different regions of Azerbaijan. Adolescents’ psychological resilience was positively associated with school satisfaction, whereas their exam anxiety level was negatively associated with school satisfaction. Structural equation modeling results showed that exam anxiety partially mediated the relationships between psychological resilience and school satisfaction. Therefore, the indirect effect of psychological resilience on school satisfaction through exam anxiety was also statistically significant.

This study aimed to investigate the effect of character teaching on college student socioemotional character development. The study was conducted at IAIN Pontianak, Universitas Tanjungpura and Universitas Muhammadiyah Pontianak. The sample was 1284 students, 388 male and 896 female. Partial least square-structural equation modeling (PLS-SEM) data analysis using SmartPLS was used. The findings reveal that character teaching has a significant and positive effect on college student honesty, prosociality, respect at home, respect at school, self-control, and self-development. This study suggests that colleges/universities ensure that lecturers supervise student assignments, seriousness and discipline, check students’ attendance strictly, give course assessment samples, and grade their assignments on schedule. At the end of the conclusion, implications and suggestions are given.

After months of 100% online teaching due to the pandemic produced by COVID-19, the return to face-to-face classes is being experienced. This study focused on finding the English as a foreign language (EFL) University professors’ perspectives of online education during that time. The information was collected from three Ecuadorian universities: The Technical University of Ambato, The Higher Polytechnic School of Chimborazo, and The University of Cuenca. The survey was designed with 26 questions about professors’ perceptions of online teaching and its impact on their pedagogical practices, affective factors, and student achievement. Software R, and the Cronbach's alpha tests were used as statistical tools, along with Kendall's Tau_b, and the Kruskal-Wallis test. The results showed that teaching online not only represents a solution in cases where face-to-face education is not possible, but also offers teachers the opportunity to experience the benefits of using technological tools and innovative strategies. Although some drawbacks, such as lack of time and real interaction were encountered, online teaching resulted in an alternative methodology that engaged learners.