The problems in education in the countries of the Organization for Economic Cooperation and Development (OECD) vary from country to country. The differences between "upper class" and "lower class" countries in PISA assessment results have led to a research gap. The purpose of this study was to (a) test students' mathematical literacy skills on the Program for International Student Assessment (PISA) test and compare the results using the sum of means across OECD countries; (b) examine the relationship between students' mathematical competence, precision, and self-perception of mathematical literacy skills in the PISA test; and (c) analyze the gaps that exist between the implementation of mathematics instruction in school and the mathematical literacy as measured on the PISA test. This study was designed as a mixed method with an explanatory sequential design. The data collection methods included test procedures, questionnaires, and interviews. The result of this study showed that the overall mean score obtained was below the OECD average. In general, the respondents achieved only level 2 mathematics proficiency. A significant relationship was found between mathematical competence, precision, and self-perception in mathematical skills. On the other hand, there was a gap, namely the difference at the implementation level, where mathematical literacy measured by PISA differed from the measurement of mathematical learning achievement by teachers in school. The results showed that teaching that emphasizes only problem-solving procedures affects low mathematical competence and is not useful enough for students to deal with the PISA mathematics test.

Several studies have demonstrated that bullying and cyberbullying are prevalent in Pakistani educational institutions, negatively affecting students' physical and mental health. Literature has revealed that it has not always been successful to prevent bullying in Pakistani educational institutions by adapting or adopting antibullying interventions from other countries. Sohanjana Antibullying Intervention is the first contextualized antibullying intervention designed specifically for Pakistani teachers. Assisting teachers in identifying bullying and victimization issues prevalent in educational institutions, intervening quickly to assist pupils, and creating a conducive school environment are the main goals of this program. A description of the Sohanjana intervention program, its modules, and its design is presented in the current study. After a comprehensive literature review on bullying in Pakistan, and conducting a baseline survey for need assessment, the program’s content and activities have been developed. In this 32-hour professional development program, teachers are trained on eight different themes over the course of eight modules. In the present paper, the design, the theoretical background, details of the different modules and preliminary evaluation data of the Sohanjana intervention program are presented. A pilot study of the intervention so far has produced successful results and gathered positive feedback from participants. As a result of the feedback, several recommendations and suggestions are discussed in the study.

The purpose of this research is to strengthen pedagogical content knowledge (PCK) in designing laboratory activities based on small-scale chemistry approaches. This research is action research involving 60 trainee teachers with stages that include (a) Reflect; (b) Plan; (c) Act; (d) Observe; (e) Reflect (2nd); (f) Plan (2nd). Qualitative data were collected through (a) Questionnaires reflecting on experiences in practicing chemistry learning and responses to the importance of learning, (b) a Portfolio of chemistry practicum design, (c) documentation of the process of carrying out design, implementation, and practicum evaluation activities, (d) field notes, (e) reflection sheet, and (f) Portfolio of follow-up plans. The data is displayed through the R computation system with data pre-processing stages in the teacher's reflection text which includes basic cleaning, case folding, normalization, stemming, and deleting meaningless words. Display data in the form of word clouds, frequency expression diagrams, and tabulations. Descriptive narratives are used to analyze the documentation obtained in the action process. The teacher group demonstrated performance in implementing small-scale practicum activities. Teachers are increasingly skilled in modifying conventional laboratory equipment, minimizing the amount of chemical use, minimizing waste disposal, and increasing efficiency in the duration of practicum implementation. The follow-up plan for this activity includes quality improvement in aspects of (a) skill in using laboratory equipment, (b) understanding of chemical concepts, (c) equipment availability, materials, and work procedures, and (d) implementation of chemistry practicum.

In recent years, educational robotics has gained ground in educational policy around the world, and primary education is no exception. However, there has not yet been a thorough synthesis of methodologically appropriate empirical research on the effects of robotics upon cognitive performance among primary school students, which this paper attempted to do. Following literature screening, a total of eight studies published between 2018 and 2022 with a sample size of 567 children met inclusion criteria and were meta-analyzed. Resultantly, a medium aggregate effect size in favor of robotics experiments emerged (standardized mean difference of .641), which was significantly higher compared to non-robotics learning (p <.01). No between-study heterogeneity was detected. Subgroup analysis revealed a slightly larger overall effect for interventions on first- to third-graders rather than those in grades 4-6. Additionally, the analysis indicates that in order to enhance cognitive abilities in primary students, robotics interventions should be no longer than four weeks and involve robot construction. Based on the findings, implications, and suggestions are outlined for future research and practice.

This study examined the impact of teaching biology using interactive multimedia on the students’ academic performance in biology at Community Day Secondary Schools (CDSS). This study was conducted in three secondary schools in the Dedza district, in the central region of Malawi. A pretest-posttest quasi-experimental approach was used in this investigation. A total number of 189 Form Four students were selected from the three schools. The schools were categorized into three groups, namely: (a) urban, (b) rural, and (c) control. The control group received instruction using a teacher-centered approach, while the experimental groups received instruction using interactive multimedia resources. The pretest was conducted for three weeks, after which the posttest was administered. One-way ANOVA in IBM-SPSS software was used to analyse the data. Our findings showed that multimedia instruction packages had a significant impact on student performance (F (2, 188) = 126.557, p < .001). Furthermore, after the intervention, the scores of the rural group and the urban group significantly varied (p < .001). Gender had a significant influence on the performance of students in biology (F (1, 188) = 8.78, p = .003). Therefore, the study concludes that the use of multimedia instructional packages helps learners understand abstract concepts in biology, and the study further recommends that multimedia instructional packages be used to teach hard-to-grasp concepts in biology in CDSS.

Advertising or promotion management analyses, plans, and monitors programs to create target market exchanges and achieve institutional goals. Early childhood education (ECE) is an educational institution needing advertising management. This study examines the implementation of ECE advertising management in terms of challenges, opportunities, and developments. This study showed two major areas: 1) practitioners were more innovative and creative in using technology to develop advertising management, and 2) the educational institution got better recognition from society, especially parents. This study uses the literature study method, assisted by the publish perish application, to find reference sources related to educational advertising management for ECE. The study showed that the ability of schools and teachers to provide services based on consumers’ demands influenced the implementation of organisational advertising management challenges. Meanwhile, advertising management developments were sometimes affected by the actions of the advertising media. Social media informed consumers about the institution without spending more money and effort.

Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw conclusions from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers.

The teaching of speaking in English as a foreign language (EFL) classes in the Province of Aceh did not rely on the suggested techniques and methods. This teacher-designed technique, which was mainly textbook-based, has left an unpleasant learning experience among students. Therefore, we conducted a quantitative research study to experiment with how students responded to contextual teaching and learning (CTL) to see the effect of transitioning from a teacher-established method to a systematically planned learning approach and compare how students progressed over time. The experiment was carried out by teachers who had received assistance in preparing the lesson and practicing the lesson plan. The six-meeting experiment was conducted in 11 small classes, with a total sample of 132 students. The student improvement after the first four meetings (cycle 1) was compared using inferential statistical analyses with that after eight meetings (cycle 2). The results show that the student’s achievement significantly improved in the first cycle and continued to improve, although at a lower rate, in the second cycle. This result suggests that CTL can be used to transition from a traditional teaching method to a more established method in EFL teaching. Therefore, teachers need help planning their teaching and practicing how to implement the teaching plan accurately.

The aim of this exploratory case study is to investigate the impact of the pandemic as an unexpected situational variable on university instructors’ perceptions and attitudes towards technology integration, as well as their foresight about the future of education in post Covid-19 era. The data for the study came from autobiographies, narratives, and opinionnaires. The findings revealed that the degree of familiarity with educational technology and eagerness to integrate technology into education made a difference in academicians’ adaptation to the new mode of delivery. As for their predictions for the future, an increase in the use of educational technology not only in teaching, but also in testing and assessment is expected. Participants also emphasized a need to enhance the infrastructure to avoid any further technical issues and offer continuous development opportunities for teachers and students to become familiar with new technologies.

The outbreak of COVID-19 has affected the educational sector globally. One of the impacts of this outbreak is observed in the implementation of digital learning, which involves problems such as poor internet connection and a lack of information technology facilities. However, university youth could be seen as resilient if they could keep up with good academic performance despite going through various challenges of digital learning. Thus, this research would like to explore the resilience of university youth while undergoing the challenges of digital learning during the COVID-19 pandemic. This research adopted a qualitative approach, and data were collected through semi-structured interviews. Purposive sampling was used, where five respondents among the University Malaysia Terengganu (UMT) youth with a cumulative grade point average (CGPA) of 3.50 and above were selected in this research. The research found that the challenges faced by the majority of the respondents during digital learning were the non-conducive learning environment and the poor internet connection. In addition, findings also found two protective factors that helped the respondents be resilient, identified as the internal factor (i.e., self-concept and cultural sensitivity) and the external factor (i.e., parents' support and positive peer relationships). The research findings showed that the university youth also need support and help from various parties alongside their own efforts in academics in order to face any kinds of risky situations and grow as resilient youth.

Digital technologies in all forms have become ubiquitous in our media-rich, modern information society, but the connection between their use and information literacy is not always clear. This paper examines the impact of daily use of digital technologies on the reading and information literacy skills of 15-year-old students in Slovenia, based on data from the Programme for International Student Assessment (PISA) 2018 study. The study examines PISA 2018 variables related to Information and Communication Technologies (ICT), as well as a reading task involving the use of ICT. The sample consists of 2612 Slovenian students with a gender distribution of 50.8% girls and 49.2% boys. The study explores students' experiences, enjoyment, self-efficacy, autonomy, and independence in using ICT and learning about its use and identifies two groups of students: one group that is curious and another that is cautious. The results of confirmatory factor analysis (CFA) and structural equation modelling (SEM) show that the constructs of enjoyment, self-efficacy, learning, autonomy, and independence are highly/strongly correlated but have a low/insignificant impact on information literacy skills.

This study aimed to determine Indonesian students’ perspectives on digital citizenship skills. Digital literacy is one of the most important needs in the community and the school environment. As educational institutions, universities are expected to integrate and develop an IT-based learning environment to help students develop digital skills. This study used social media and knowledge of rights and responsibilities in cyberspace to examine university students' digital-based skills. A descriptive method with a qualitative approach was also used to describe the perspectives of students about their rights and responsibilities. Participants included 12 students from state universities in Jakarta and Lampung. Data was collected through interviews and 90-minute focus group discussions (FGD). The results showed that the top three considerations that emphasized ethics in cyberspace were maintaining privacy, not spreading fake news, and respecting the Internet community. In this context, individuals must uphold their rights and responsibilities in the virtual world, and university students are expected to apply digital ethics appropriately.

Inclusive teaching development has provided opportunities for children to study it with special needs to study in the school. Although some parents prefer to enroll their children in schools specifically designed for those with special needs, inclusive learning allows these individuals to participate in the learning process alongside their peers with disabilities. Through inclusive teaching, teachers aim to help children develop their social skills. This research aimed to analyze the influence of visionary leadership and organizational commitment on teacher performance under the visionary leadership of school principals in the implementation of inclusive schools in Malang City. The utilized research methodology was a mixed sequential exploratory, involving data collection through interviews, observations, documentation, and questionnaires. Qualitative data analysis employed content analysis, while quantitative data underwent multiple linear regression inferential statistical analysis. The findings indicated that visionary leadership and organizational commitment influence the instructional efficacy of teachers when working with children having special educational requirements. Therefore, the recommendation to school principals persistently enhances their leadership competencies and reinforces their dedication to cultivating a vibrant teaching environment that promotes inclusive educational advancements.

Reflective practices have been recognized as a predictor of professional development because they favor teaching changes that improve the students’ learning. The expressions reflection, practice, and reflective professionals are very present in training programs, but with a diversity of meanings and interpretations. The concept of reflection is linked to professional development and teaching identity. The goal of training reflective teachers is shared on an international level, however, the educational conditions that favor a positive attitude toward reflection have not been sufficiently researched. This article aims to describe the obstacles to a positive attitude toward reflection in pedagogy students according to their teachers. This study is qualitative with an interpretive approach for which an instrumental case study was conducted with 15 university teachers in six Chilean regions.  The results show that both inter-institutional conditions negatively affect attitudes, as well as the lack of models of reflective practice, insufficient teaching, the way teacher reflection is evaluated, and the barriers to reflective practice in schools. The results indicate the need to intentionally teach pedagogical reflection practices and help to recognize its benefits for teaching.

Technology integration into learning is essential to supporting educational reform. On the other hand, the relationship between self-regulation (SR), technology integration self-efficacy (TISE), and technological pedagogical content knowledge (TPACK) has yet to be thoroughly studied. This study investigated preservice elementary teachers and the connection between SR, TISE, and TPACK. A quantitative approach and a survey-based approach were both utilized in the research project. The research was carried out at one of Indonesia's universities, and the data collected were from 224 preservice elementary teachers in their fourth year through a questionnaire. According to the findings, preservice elementary teachers' SR, TISE, and TPACK levels were above average. Preservice elementary teachers scored the highest on planning capability (PC), monitoring and controlling skills (MC/CC), and making others use computer technologies self-efficacy (MUCTSE). In contrast, they scored the lowest on information and communication technology (ICT). Besides that, SR and TISE positively and significantly affected pre-service teacher TPACK. In light of the findings, it is of the utmost importance to enhance the competency of preservice elementary teachers in using technology to integrate learning.

The study aimed to explore the self-directed learning readiness model and its relationship with various factors such as emotional intelligence, transformational parenting, need-supportive teaching style, and self-efficacy as potential mediators. The research was conducted with 415 junior high school students in Surabaya, Indonesia. To ensure the reliability and validity of the instruments used in the study, confirmatory factor analysis was performed. The loading factor values of all the items in the instruments were found to be greater than .50 indicating a satisfactory level of validity. Additionally, the reliability coefficient of all the instruments exceeded .90 demonstrating good internal consistency. Analysis using structural equation modeling (SEM) demonstrated that the theoretical model of self-directed learning readiness was consistent with empirical conditions because it meets the standard value of goodness of fit. Furthermore, through the indirect effect tests, it was discovered that need-supportive teaching style, emotional intelligence, and transformational parenting significantly influenced self-directed learning readiness, with self-efficacy acting as a mediator. Among the factors examined, self-efficacy was found to have the greatest impact in explaining readiness for self-directed learning readiness.

Changes and challenges in the highly dynamic world of education require postgraduate students to manage their learning well and create something from their creative thinking according to the needs of the field. One of them is the activity of students in developing integrated natural science teaching materials is very necessary because learning at the primary level still uses integrated or thematic learning. Furthermore, students also need to be encouraged to be adaptive to these challenges by empowering their independence in learning. The ability to manage learning and creativity to create something new is highly prioritized for college graduates to contribute generously to their environment. This study aims to describe the empowerment of self-regulated learning and student creativity in developing natural science teaching materials in collaboration through community-based project learning. This study used a quasi-experimental design with a single-subject design type. The instruments used to retrieve data are creativity assessment rubrics and self-regulated learning questionnaires. The conclusion is that students are intrinsically and extrinsically motivated to fulfill the given tasks. Learning is essential for increasing competence, and learning strategies have been adjusted to the material's complexity or the difficulty level of the studied content. The aspect of student creativity in developing Integrated Science teaching materials shows the existence of change from stage one to the next and good categories.

Teachers' learning styles are a crucial part of the learning process as they determine how teachers' brains capture and integrate information linked with the senses. Kurnia, identified as an auditory teacher, was expected to capture written information in a provided numeracy problem. Nevertheless, she prefers to capture visual information, like tables or figures, and utilize them to develop thought-provoking questions. Thus, this study intends to investigate her reasons and the factors affecting Kurnia's decision to utilize visual information as a reference in developing questions. This research adopts a qualitative design covering a case study. Kurnia was selected from 32 teachers from 28 schools; roughly 43% were from public schools, and 57% from private schools. Kurnia placed more emphasis on pictorial information before proposing questions, which was caused by situational factors: the subject matter, the grade level, the student's engagement in the class, the teacher's experience, the teaching experience, and the diversity of students' learning styles. This article recommends that teachers recognize their learning styles to know their strengths and weaknesses in teaching mathematics, and that they convey understandable information utilizing effective instructional methods that represent each learning style of students in the classroom.

Momentum-impulse requires critical thinking skills, and teaching should be encouraging for students. Critical thinking skills can be fostered through inquiry-based learning. During the COVID-19 pandemic, familiar learning media were used for students. Therefore, it is necessary to develop creative learning media. This developmental research aimed to create a momentum-impulse e-book based on inquiry supported by infographics (MIB -In-graph) to enhance students' critical thinking skills. The developmental model was a 4D model with field testing, i.e., a pretest-posttest control group design with three classes. Descriptive analysis showed that MIB-In-graph, an Android application, received a good average rating in content, worksheets, and forms. Students’ responses were very positive. Mixed design ANOVA showed that the mean score of students’ critical thinking skills increased significantly from the pretest to the posttest in each class and students’ critical thinking skills in the experimental class was more salient than control class 1 and control class 2. The highest difference in mean scores was in the experimental class. The differences were influenced by various factors such as learning approaches, media use, pictures, and collaboration.

This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges and transformative learning experiences encountered during their school-based internship. It aims to explore the dichotomy between specialized biology knowledge and practical applicability in high school teaching and uncover the significance of fostering student engagement through innovative strategies and the role of mentor teachers in guiding pre-service teachers. Semi-structured interviews were used to collect data from pre-service biology teachers who completed a school-based internship in the Mekong Delta. Thematic analysis was employed to analyze the interview data. The study highlights the challenges of bridging the gap between theoretical knowledge and classroom practice, emphasizing the importance of innovative teaching strategies for student engagement. It recognizes the role of mentor teachers in guiding and enhancing the skills of pre-service teachers in creating effective learning environments. Findings suggest the need for curriculum reforms that balance specialized biology knowledge and practical pedagogical skills. The study emphasizes the importance of experiential learning through teaching apprenticeships to better prepare pre-service teachers for their professional journey.