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.

During the implementation of the inclusive education policy in several countries in Association of Southeast Asian Nations (ASEAN), the psychological health of special education teachers should be considered as a key success factor. This study explored special education teachers’ perceived work stress (PWS), bio-psychological burn-out symptoms (BPS), and transformational teaching (TFT) in inclusive education in Indonesia and Thailand. There were 177 Indonesian and 199 Thai teachers completing a series of questionnaires that included BPS, PWS, and TFT. The results showed that BPS and PWS were high, whereas BPS and TFT were significantly different across nations. No gender differences were found among both Indonesian and Thai teachers. Moreover, TFT could be significantly predicted by positive age and negative work stress, which explained 8% of the variance among Indonesian teachers (R2 = .08, F(4, 172) = 4.18, p < .01) and by positive age and negative burnout symptoms, which explained 6% of the variance among Thai teachers (R2 = .06, F(4, 186) = 3.18, p < .05). Furthermore, inclusive education policymakers and stakeholders should be aware of psychological health improvement including burnout symptoms and work stress, which negatively invade the role of TFT among special education teachers in both countries.

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>

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.

Analytical thinking is crucial for developing problem-solving, decision-making, and higher-order thinking skills. Many researchers have consistently developed learning management models to enhance students' analytical thinking, resulting in extensive knowledge but lacking clear systematic summaries. This study aims to: (a) explore the effect sizes and research characteristics influencing students' analytical thinking, and (b) compare the effect sizes of learning management models after adjusting for propensity score matching. In exploring 131 graduate research papers published between 2002 and 2021, the research utilized forms for recording research characteristics and questionnaires for assessing research quality for data collection. Effect sizes were calculated using Glass's method, while data analysis employed random effects, fixed effects, and regression meta-analysis methods. The findings indicate that (a) research on learning management models significantly impacts students' analytical thinking at a high level (d̅ = 1.428). Seven research characteristics, including year of publication, field of research, level, duration per plan, learning management process, measurement and evaluation, and research quality, statistically influence students' analytical thinking, and (b) after propensity score matching, learning through techniques such as KWL, KWL-plus, Six Thinking Hats, 4MAT, and Mind Mapping had the highest influence on students' analytical thinking. Recommendations for developing students' analytical thinking involve creating a learning management process that fosters understanding, systematic practical training, expanding thinking through collaborative exchanges, and assessments using learning materials and tests to stimulate increased analytical thinking.

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.

Recent research has identified factors influencing the choice of a special education career; however, it has not thoroughly examined their connection with personality traits and identity status. Thus, the present study was designed to explore how different personality traits and identity statuses correlate with the motives and perceptions associated with the choice to teach in special education. The study involved 209 pre-service special education teachers. The NEO-Five Factor Inventory was used to measure the Big 5 personality traits. The Ego Identity Process Questionnaire assessed identity commitment and exploration. The Factors Influencing Teaching Choice Scale was used to evaluate motivations and perceptions about teaching. Regarding the factors that influenced the decision to pursue a career in special education, intrinsic value, shaping children’s future, social equity, making social contributions, working with children, task demands, and job satisfaction were highly rated. Additionally, extraversion, openness to experience, conscientiousness, and identity statuses were identified as positive predictors for certain factors influencing the choice of a teaching career in special education. Finally, the study identified two distinct groups of students: "Identity Achievers" characterized by high positive personality traits, and identity commitment, and "Identity Explorers" characterized by lower positive personality traits and higher identity exploration. Differences were observed between the groups in their motives and perceptions concerning teaching in special education. In conclusion, this study highlights the relationships between personality, identity status, and career decision factors, offering insights into the factors that influence this critical career decision among future special educators. Directions for future research are discussed.

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.

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

Research in higher education has revealed a significant connection between executive functions (EF) and study success. Previous investigations have typically assessed EF using either neuropsychological tasks, which provide direct and objective measures of core EF such as inhibition, working memory, and cognitive flexibility, or self-report questionnaires, which offer indirect and subjective assessments. However, studies rarely utilize both assessment methods simultaneously despite their potential to offer complementary insights into EF. This study aims to evaluate the predictive capabilities of performance-based and self-reported EF measures on study success. Employing a retrospective cohort design, 748 first-year Applied Psychology students completed performance-based and self-report questionnaires to assess EF. Maximum likelihood correlations were computed for 474 students, with data from 562-586 first-year students subsequently subjected to hierarchical regression analysis, accommodating pairwise missing values. Our results demonstrate minimal overlap between performance-based and self-reported EF measures. Additionally, the model incorporating self-reported EF accounted for 13% of the variance in study success after one year, with the inclusion of performance-based EF raising this proportion to 16%. Self-reported EF assessments modestly predict study success. However, monitoring levels of self-reported EF could offer valuable insights for students and educational institutions, given that EF play a crucial role in learning. Additionally, one in five students reports experiencing significant EF difficulties, highlighting the importance of addressing EF concerns for learning and study success.

This study investigates the social attitudes and acceptance levels towards Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, Asexual, and other sexualities and gender identities, collectively referred to as LGBTQIA+, among students within the College of Education at Nueva Ecija University of Science and Technology. Employing a descriptive correlational research design, the research utilized surveys and interviews to collect data from a diverse student body, analyzing their perspectives on LGBTQIA+ inclusion and the impact of educational environments on their acceptance levels. Results indicate a generally positive attitude and high acceptance of LGBTQIA+ students, with significant relationships identified between students' acceptance levels and their gender and year level, while no significant correlations were found with their course and religion. The study emphasizes the critical role of educational settings in fostering an inclusive atmosphere that supports LGBTQIA+ students, highlighting the importance of promoting understanding and acceptance to enhance the educational experience for all students. By shedding light on current attitudes and acceptance levels, this research contributes valuable insights into the efforts required to create more inclusive educational environments for LGBTQIA+ individuals. The findings are of particular relevance to educators, policymakers, and educational researchers interested in advancing LGBTQIA+ inclusion within educational settings.