Translanguaging enables students to communicate in multiple languages in an English-dominant classroom. It has received considerable attention from scholars in content and language integrated learning (CLIL). Its implementation in primary schools in European countries has been adopted in Asian countries, including Indonesia. This study employed a narrative inquiry investigating a teacher who taught first graders both content matter and English during the COVID-19 forced-remote learning. Furthermore, data were gathered using semi-structured interviews to guide the participant in narrating CLIL science teaching experiences. Virtual observations were carried out eight times to obtain evidence of translanguaging practiced. Due to forced-remote learning, the results indicated that the teacher had to find the most convenient ways to instruct the young students without adding to their burden. Furthermore, it was reported that scaffolding by translanguaging was planned systematically by valuing the students’ L1 and alternating it with English as the target language. The findings also discussed the practical implications of this study to maintain young learners' (YLs) engagement through translanguaging strategies.

The loss of direct experiences with nature among today's children is of concern as it affects their conservation willingness (CW). While little is known about the influence of live experiences on CW, much less is known about how these events are related. This study aimed to examine the serial mediating effects of biodiversity knowledge (BK) and affective attitudes (AA) on the relationship between live experiences with species and CW. An online questionnaire was administered to 429 school children (11-12 years) in the Maldives. A two-serial mediation analysis revealed that live experiences exerted significant negative direct and positive indirect effects on CW. Thus, although a predictive sequential pathway from live experiences to BK to AA to CW was confirmed, partial mediation involving other mediators or moderators is likely. The direct effects of live experiences on BK and AA and of BK on AA suggest that experiential learning that stimulates AA is necessary to achieve overall positive impacts on CW. Therefore, educators and policymakers are critical in providing first-hand experiences to instill positive biodiversity conservation traits in children, enabling successful education for sustainable development and long-term biodiversity conservation.

The main objective of this research was to study the effects of instructional management models and nominal variables on the development of students’ creative thinking. The researchers used the research synthesis of 400 studies on the development of students' creative thinking by a meta-analysis of research according to Cohen. The meta-analysis results revealed that the average effect size of the instructional management model (d = 3.43; [3.10, 3.17]) was positive and had a very high effect size with statistical significance. The most significant influence on the creative thinking development model was creative development theory (d = 4.217; [3.32, 5.11]). In addition, effect sizes varied with the attribute variables of the research, particularly the attribute variable of the research on instruction with the highest effect consisted of research with the focus on language, at the primary level, applied Torrance's creativity theory, designed between one to six lesson plans. Moreover, there was less than one hour per plan, the instructional period including the experiment conducted more than 31 hours and there were four weeks of instruction. In addition, there were six steps for instruction, there had quiz as an assessment tool, number of exams varied between 30 and 39 questions, and knowledge sheets were used as instructional materials. In the context of the meta-analysis, the findings indicated that the teachers should apply creative development theory in developing the students’ creative thinking for more effective instructional management.

COVID-19 pandemic forces training for principals to be conducted online. This study aims to evaluate the context, input, process, response, study, behavior, and outcome to determine the effectiveness and make recommendations for training. The approach used in this study was a mixed method with a concurrent embedded design and a qualitative method as the main method. The subjects of this study were the principals, committees, and instructors. Data were collected through interviews, observations, and questionnaires and analyzed using Miles and Huberman's model, descriptive analysis, and a t-test. The results show that e-training is effective in context, input, and process. Response, learning, and attitude assessments prove that knowledge, skills, and attitude have improved. Participants will be able to implement the experience gained and impact school quality improvement. This study contributes to the combination of the two evaluation models proven to produce a complete result. The study for the e-training recommends needed assessment before the training, the activity before the training to acquire the skills in using the learning management system, and the monitoring and evaluation after the training.

During didactic interactions, teachers and students employ competencies and skills that correspond functionally to one another, and several models propose to typify didactic performances in higher education. For this study, we chose the didactic performance interbehavioral model as the substantive theory to identify six pairs of didactic performance criteria through self-evaluations from graduate students. These included: Competency exploration–precurrent learning behaviors, Criteria explicitness–Criteria identification, Illustration–Participation, Practice supervision–Relevant practice, Feedback–Improvement, and Evaluation–Application.309 Peruvian students from an in-person postgraduate course in Education Sciences filled out two scales (via Google Forms) to assess teacher-student performance criteria during online classes. Convergent and divergent validity were obtained separately for six teacher/student performance constructs through a confirmatory analysis using LISREL 8. Moreover, differences according to sex were only significant for the Illustration teacher criterion (favoring men) and the Application student criterion (favoring women). Students rated Explicitness of criteria and Illustration as the teacher performance criteria most frequently seen during online classes. On the other hand, Criteria identification ranked the highest in terms of the students’ performance criteria, followed by Feedback–Improvement. Another conclusion was that the didactic performance interbehavioral model could be empirically supported by the two self-assessment questionnaires, which yielded good convergent and divergent validity of constructs.

Nowadays, Peruvian physicians commonly give oral medical reports to a patient´s family in English. For this reason, this research seeks to demonstrate the effectiveness of an Intervention Program for improving oral skills through role-playing activities, one hand, and, on the other, it aims to discover the kind of motivation, both goals in 40 students belonging to the Medicine Faculty of Universidad Nacional de Piura. This study has two parts, in the first quantitative phase, it measured the level of oral skills in these students, through an oral pre-test. After that, the students participated in an intervention program consisting of role-playing activities where the doctors usually use radiography to explain a medical condition. Then, the students were evaluated on their oral skills using an imaginary hospital situation similar to the pre-test. In the second part, the qualitative phase measured the Motivation of these students using the Attitude Motivation Test Battery (AMTB) in addition, a semi-structured interview could support the findings obtained in the aforementioned survey. The main findings were the improvement of oral skills and both Integrative and instrumental motivation in these students thanks to role-playing activities application.

This study aims to explain the success factors of e-learning. The participants were 427 students in public universities in Indonesia. To demonstrate the success of this e-learning, we developed a more comprehensive e-learning evaluation model that considers the system's characteristics, students, and instructors. The results show that higher student performance is associated with higher student satisfaction. However, the increase in performance is not due to the use of e-learning. Social and cultural factors influence the use of e-learning. Culture and social environment influence students' use of e-learning. The instructor's ability to implement e-learning has been shown to influence student satisfaction. The difference in the implementation of e-learning compared to classroom learning requires different teaching methods that affect student performance. In addition, e-learning is used in all courses during the COVID-19 pandemic.

The pandemic case has shifted away from face-to-face teaching to online blended learning. This phenomenon certainly causes various problems in the world of education. The online blended learning is good when applied with good internet connections and complete facilities. However, it differs from Indonesian coastal students who do not have supporting facilities. Therefore, this research aims to analyze the experience and readiness of Indonesian coastal students. It determines the facilities of the process using qualitative research with a phenomenological approach. Purposive sampling was used to collect data from 25 students living in coastal areas in Aceh, Indonesia. Furthermore, in-depth interviews were used to obtain instruments and techniques for data collection, observations, field notes, and audio-visuals. Data analysis was carried out qualitatively by reducing, displaying, drawing conclusions, and verifying data. The data processing was conducted using NVivo 12 plus software. The kappa coefficient is used to check the accuracy of the data since there was no bias during coding. The analysis results show that Indonesian coastal students are not ready to conduct the online blended learning process. Furthermore, it is recommended that future research focus on coastal students’ development. A Hypothetical Learning Trajectory design should be created to assist in independent learning and lessen their readiness.

Academic failure and school dropout, or early school leaving, are two of the situations that most concern countries and educational institutions worldwide, because of their prevalence and also their economic and social implications. Despite this prominent role that academic failure and school dropout have in societies, there seems to be no consensus on the literature on their conceptualization, definition, and relationship. Moreover, it is frequent to observe how both concepts are confused or overlap in the scientific literature and how many authors avoid defining these constructs, using them indistinctly. Therefore, this work analyses whether educational research considers them as two different concepts or if they are used indistinctly. For this purpose, 2,051 keywords from 450 articles were subjected to a systematic review and classified into the Education Resources Information Center (ERIC) thesaurus´ descriptors. The results reveal statistically significant differences in the descriptors according to the type of paper to which they correspond (academic failure or dropout). Thus, academic failure is associated with sociocultural, personal, and academic factors, while dropout is linked to employment and educational trajectories. These differences evidence that, although academic failure and school dropout refer to closely related educational problems, there are remarkable differences between them and between the treatment given to each of them in the scientific literature. Therefore, they should be considered as two different concepts. For all this, keyword analysis has proved to be a relevant element for the study of the structure of knowledge, allowing to clearly establish the differences between the two closely related concepts.

COVID-19 and the expansion of distance learning pose new challenges to the educational system. Soft skills are imperative in this context, for children's effective and adaptive learning. The following study aims to discover teachers' representations by identifying their common conceptual framework of soft skills in primary school. Semi-structured interviews were conducted with teachers. The teachers' comments helped identify and define a framework of soft skills that would help children learn effectively. The results illustrate that the lack of practice of soft skills activities depends on the teachers' perceptions of the importance of their role in transmitting disciplinary knowledge. The study concluded that the lack of a clear and shared vision of soft skills influences the representations and practice of teachers.

The COVID-19 outbreak in the Philippines forced schools to close. Many Filipino students were stranded in their dormitories and boarding houses due to government-imposed lockdowns. As the study's impetus, the researchers explored the phenomenon of stranded students during a pandemic. A transcendental phenomenological inquiry was conducted in Northern Mindanao, Philippines, to disclose the experiences of six stranded students. Stranded students' lifeworld throughout the lockdown was documented through phenomenological interviews. The phenomenological reduction technique was used to transcribe and analyze the data. Provisional codes were used to classify critical statements into themes for the initial analysis of the interview data. The research revealed the themes of (a) groping in the dark, (b) journeying towards the light, and (c) welcoming the breaking dawn. The various stages of reality in the life of the stranded students are shown in these topics. They relate the story of how their confinement experience taught them to be resilient, which covers resilience as a process. The paper discusses numerous pedagogical implications of the phenomenon.

This mixed method case study examined potential influences of social agents or immediate environments on individuals’ metacognition. Via quantitative methodologies, 122 pre-service teachers’ metacognition was measured by the Turkish Metacognitive Awareness Inventory, and metacognitive components did not show any variations across majors, locations of previous studies, the highest degree of education in the family, frequently communicated friends, and regions. Regression analyses revealed that friends were a significant predictor for metacognition. Also, focus group interviews were analyzed thematically via deductive codes regarding the theory of metacognition. Findings confirmed that friends may support individual metacognition at all levels, metacognitive knowledge, regulation, and experiences through cooperation, modeling, reflections, discussions, feedback, and peer evaluation. Pre-service teachers’ engagement on the social media may also support their regulatory strategies due to models’ task performances or by their reflecting upon those performances. Teachers and family may support metacognitive knowledge, specifically career goals via expectations, anecdotes, and experiences. On the other hand, schools and the Turkish culture may impose some limitations on the youth, and they may engage in reflection and self-questioning to manoeuvre negative experiences or conflicts. Thereby, cross-national and longitudinal studies are highly suggested to explicate the social foundations of metacognition.

School placement plays a critical and complex role in student teacher development as well as in their professional dispositions and career attitudes. It is where theory and practice meet, teaching skills are developed, professional relationships formed and future careers envisioned. This mixed methods study explores student teachers’ experiences with and perspectives about new models of extended school placements developed in Ireland following significant policy and programme reform. Data was collected through interviews and questionnaires with one of the first cohorts to experience a reconceptualised initial teacher education programme, including extended school placement periods in a variety of school settings. This paper will explore student teachers’ perspectives regarding the value of the extended placement and factors influencing their professional learning, agency and sense of belonging. Overall, our findings confirm the pedagogical benefits of the extended placement in two different school settings for student teachers’ professional learning. However, they also highlight how a number of factors, including the existence (or absence) of school support structures, school culture, peer networks, paid or unpaid additional workload and financial pressures impacted on student teachers’ capabilities to develop their skills and professional agency, their sense of belonging and, in some cases, their physical and mental health.

Multiculturalism in the school environment is challenging for all educational systems. This study examines the effect of multicultural school leadership on multicultural teacher culture and determines mediating effects of multicultural inspiration, personality, and attitude. A quantitative research approach using a cross-sectional survey was used for this study. The population and sample of this study were school principals and high school teachers in Central Java Province, Indonesia. The participants were a total of 357 individuals. Data analysis was done by structural equation modeling (SEM) using the software AMOS 24. The results show that multicultural school leadership directly influences multicultural teacher culture. This study also highlights multicultural inspiration, multicultural personality, and multicultural attitude as factors that mediate the effect of multicultural school leadership on multicultural teacher culture. This study makes a practical and theoretical contribution, especially by providing data to support the improvement of multicultural teacher culture and the importance of multicultural leadership of school leaders in influencing these factors through multicultural inspiration, personality, and attitude.

The longitudinal changes of the average grades in four study semesters before and during the COVID-19 pandemic and distance learning are presented in the current study. 11th grade students’ (n=586; age M=17.38, SD=0.53) average grades were assessed, as well as their verbal and non-verbal reasoning abilities, and self-evaluations of problem-solving and self-management skills. The main findings of the study are: 1) There is a general pattern for the grades to increase during the four semesters from the autumn 2019 to the spring 2021; 2) The general tendency of changes in the grades is similar to various students’ groups based on their level of skills; 3) Higher level of students’ skills and cognitive abilities determined that students’ grades were higher and were more likely to increase during the “second wave of the pandemic”, compared to the middle and low-level skill groups. Results of the current study show a tendency for the average grades to increase during the pandemic and distance learning, however, there are group differences in the findings, relating the grade level to the individual level of students’ skills and abilities.

Teacher agency is a set of actions that a teacher takes beyond what is generally expected of them. The concept merits examination, as agency can bolster teachers’ ability to set and achieve professional development goals. To better understand how to study, and use, this relatively new concept in the academic literature, a systematic review of 164 publications written by researchers from 41 countries was conducted in order to document the research approaches used to study teacher agency, the participants whose agency was documented in a school setting, the methodology used and the type of analysis performed. The study found that teacher agency has been documented qualitatively in the form of case studies comprising interviews of a small number of individuals, with no consensus in terms of interview protocol. In most cases, the results are analyzed using emergent coding. The way that agency is documented varies but is most often underpinned by an ecological approach.

Successful teaching requires teachers' reflections and metacognitive awareness. However, few studies have investigated the impacts of reflections on teachers' metacognitive awareness in teaching. This study aimed to examine whether or not reflections can empower Indonesian pre-service English teachers' metacognitive awareness in teaching. Mixed-methods research was conducted to collect quantitative and qualitative data from 36 pre-service English teachers (PSETs) in two micro-teaching classes at the Undergraduate Program, Sanata Dharma University, Yogyakarta, Indonesia. Quantitative data from the pre-semester and post-semester were analyzed descriptively and statistically. Qualitative data from reflections and focus group discussions (FGD) focused on determining key issues related to PSETs' metacognitive awareness in teaching. Data analyses revealed that Indonesian PSETs' perceived metacognitive awareness in teaching increased post-semester. They also admitted the positive contributions of reflections in enhancing their metacognitive awareness in teaching. The increase was primarily attributable to the implementation of explicit reflections of the elements of metacognitive awareness in teaching. This research provides recommendations for teachers, lecturers, and future researchers.

This study examined the challenges and issues faced by teachers and parents related to the transition from face-to-face instruction to online instruction. During the COVID-19 pandemic, ten teachers and ten parents from the United Arab Emirates (UAE) school system were interviewed to reveal their challenges in managing online teaching and learning. According to the findings, both teachers and parents encountered several problems. Teachers faced challenges such as the need to adapt their teaching strategies and techniques to the new situation, the need for technical support to facilitate the teaching-learning process, the lack of students’ in-class participation and genuine motivation, and the nature and format of the teaching platform, and the fact that they need to have a high level of experience in using technology to serve their students well and engage them in interactive classroom activities. Parents reported several challenges, including lack of experience with the online learning platform, unwillingness to work with teachers to use the online learning platform effectively, lack of experience in properly preparing their children to participate in active online instruction, and multiple children attending different classes at the same time. These challenges place a great burden on parents who must support their children in the younger grades.

The pandemic era has caused changes in the learning system. The situation demanded online learning and triggered students to have learning difficulties. The research aims to examine the impact of social media, social environment, and student learning potential on student learning difficulties. This study utilizes a quantitative approach. The respondents were university students experiencing online learning in West Java, Indonesia. A questionnaire validated by four experts was distributed to 539 of them. Accommodating structural equation modeling (SEM) by evaluating the measurement and structural models was used in data analysis. This study revealed that the instrument had good construct validity and reliability. A good instrument will produce a good measurement process so that the instrument can get the data needed. Hypothesis testing shows that high media activity can inhibit students from learning. However, social media activity directly influences learning difficulties. Meanwhile, the variables of learning potential and social environment positively influence student learning difficulties directly or indirectly. There are a few things to note on learning potential, social environment, and social media to delve into their influences on students' learning difficulties.

This study aims to analyze the characteristics of social skills, digital literacy disposition, and mathematical literacy abilities of 49 students; to analyze the theoretical model of the direct and indirect influence of digital literacy skills and social skills on mathematical literacy skills. The number of samples is 49 of the 12th-grade students at state high school #1 Southern Konawe. The research instruments consisted of a mathematical literacy ability test, a social skills questionnaire, and a digital literacy disposition questionnaire. The data were analyzed by descriptive statistics and structural equational models (SEM) with a Smart PLS 3.0 application. The results showed that students' mathematical literacy skills tended to be better on content and context indicators but they are weak on competency and process indicators. Students' social skills tend to be better on indicators of peer-relationship skills and self-management skills, but are also weak on indicators of academic skills and compliance skills. Mastery of the digital literacy disposition tends to be better on the internet searching, content evaluation, and information sharing indicators but is still weak on knowledge assembly. Furthermore, it was found that (a) social skills have a direct effect on digital literacy disposition but do not directly affect mathematical literacy skills; (b) the digital literacy disposition has a direct effect on mathematical literacy skills.