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.

This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods design combining quantitative and qualitative approaches. Several instruments were used in data collection, including questionnaires, writing tests, writing assessment rubrics, and semi-structured interviews. The participants were randomly divided into two groups: the experimental group and the control group, which comprised 62 students. Data from the questionnaire and writing tests were analyzed using one-way MANOVA and MANCOVA tests, while interview data were explored using thematic analysis techniques. Participants were randomly divided into two groups: the experimental group and the control group. The results showed that collaborative writing strategies could improve students' writing skills and self-efficacy. Moreover, the qualitative results showed that most students responded positively to using these strategies to improve their writing skills and self-efficacy.

In recent years, there is a growing number of Vietnamese students applying to study abroad at a younger age. Instead of waiting until adulthood, many Vietnamese parents decide to send their offspring to study abroad early from high school. This study was conducted to analyze the factors affecting the intention of Vietnamese parents to send their children to study abroad. The dataset includes 350 responses, in which parents of middle and high school students having the intention and willingness to send their children to study abroad are respondents. The research results show that perceived value, perceived risk, and three variables of the theory of planned behavior (TPB) model affect the intention to send their children to study abroad with the ability of explanation 53.4%. In detail, Attitude (influenced by Success, Modern self, and Traditional self) has the most significant influence (30.9%) on the dependent variable. On that basis, some suggestions are proposed for international educational organizations and study-abroad counseling centers to help them give the right orientation to Vietnamese parents about studying-abroad. Besides, proposing some recommendations for domestic educational institutions, international educational institutions, and educational management agencies in Vietnam, in order to improve the quality of education and training, creating an ideal learning environment that meets international standards for students, and simultaneously attracting international students to Vietnam.

This study is qualitative with descriptive and aims to determine the process of generalizing the pattern image of high performance students based on the action, process, object, and schema (APOS) theory. The participants in this study were high performance eighth-grade Indonesian junior high school. Assignments and examinations to gauge mathematical aptitude and interviews were used to collect data for the study. The stages of qualitative analysis include data reduction, data presentation, and generating conclusions. This study showed that when given a sequence using a pattern drawing, the subjects used a number sequence pattern to calculate the value of the next term. Students in the action stage interiorize and coordinate by collecting prints from each sequence of numbers in the process stage. After that, they do a reversal so that at the object stage, students do encapsulation, then decapsulate by evaluating the patterns observed and validating the number series patterns they find. Students explain the generalization quality of number sequence patterns at the schema stage by connecting activities, processes, and objects from one concept to actions, processes, and things from other ideas. In addition, students carry out thematization at the schematic stage by connecting existing pattern drawing concepts with general sequences. From these results, it is recommended to improve the problem-solving skill in mathematical pattern problems based on problem-solving by high performance students', such as worksheets for students.

‘Panic-gogy’ is a term that describes the educational situation during the pandemic due to the transformation phenomenon from face-to-face learning to distance learning. Various types of research are used to uncover the constraints of this phenomenon, but not many researchers use phenomenological studies with parents as participants. Therefore, we used a phenomenological study to describe parents’ views on the constraints, expectations, and approvals regarding the preparation of distance learning modules at the junior high school level (aged 13-15 years). Data collection was carried out using semi-structured interviews. Data were analyzed using NVivo-12-assisted thematic analysis. The main findings are that most parents experience problems. Namely, children do not understand mathematics material, incomplete explanations of material from teachers, internet disturbances, and quota limitations, and children cannot learn mathematics optimally during the distance learning period. Most parents want face-to-face learning to be carried out immediately, teachers to provide detailed explanations, and use digital learning platforms. In addition, 85% of parents agree that mathematics teachers should develop distance learning modules. However, because the pandemic is still not over, this study recommends using blended learning to maintain the quality of mathematics learning.

The purpose of the current study was to analyze social media content related to physical education. In the context of summative qualitative content analysis, I took advantage of big data analytics to access the data. Machine learning of this big data mapped the large content volume from four major social media platforms. The data was collected by extracting social media posts from January to December 2020. The big data analysis process sorted, categorized, and classified the enormous data into several preeminent topics regarding PE. These computerized analyzes were used to identify themes that were further analyzed using qualitative methods. The results revealed two overarching themes. These themes were (a) PE representation as a school subject and (b) the images of PE teachers on social media. The second theme consisted of three subthemes: masculine traits of PE teachers and negative and positive sentiments toward these teachers. I concluded that key aspects of PE discourse in virtually mediated reality share topical characteristics with what people have previously socially constructed. However, the themes offer a new addition to the literature in that the analysis offers a new perspective on ongoing debates about the social construction of PE through enormous large data sets.

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.

Due to irregular daytime routines, chronotype changes, side jobs and exam periods after the COVID-19 pandemic, university students are trying to find new balances in their everyday life. The aim of the present study is to analyze the impact of daytime chronotype and hour preferences for the circadian rhythm on academic achievement among university students, considering their sleep habits and class frequencies in daytime and nighttime classes. Furthermore, this study aimed to analyze the differences in chronotype preferences with regard to age, sex, and academic schedule students are attending. A sample of 87 university second-year Psychology and Management students attending the academic year 2021/2022 after the governmental relief measures of the COVID-19 pandemic completed a 13-item questionnaire on sleep habits and preferences. Further variables encompassed sleep behaviors, such as age, sex, daytime and nighttime classes, as well as academic achievement. The results of the study showed that university students had a higher preference for the morningness type. Additionally, chronotype traits explained 30% (values from regression analysis) of academic achievement but did not directly impact academic results. The sleep-wake cycle diverged among age groups because the youngest participants (19–21 years old) and older participants (35–44 years old) reported higher academic scores during the first semester and the full academic year. No significant differences were identified with respect to sex. There is a lack of literature explaining the effect of sleep hours on academic achievement among students after stay-at-home rules during the COVID-19 pandemic. Thus, it is imperative to understand the difficulties students face with regard to their studying hours, working shifts, and daytime or nighttime classes to create a sustainable university system that attends to students’ needs and necessities.

Although central governments, particularly in Latin America and the Caribbean, have defined reducing school dropout rates as a priority, and drawn policies accordingly, there are still young people who do not finish secondary education, and numbers are still alarming. Therefore, it is necessary to observe educational communities and analyze how they interpret and implement guidelines issued by the central government. The following study sought to describe the institutional and teaching practices deployed by four high schools in Valparaíso (Chile) in order to achieve student retention. A qualitative approach was employed. The management team, support professionals, teachers, students, and their families were interviewed. The information gathered was analyzed using the Grounded Theory. As a main finding, establishments use practices such as monitoring attendance, providing support to students facing problematic situations, and encouraging them during class, through a series of strategies. It is recommended that researchers implement this type of methodology for other study objectives, and that the central government consider these results to provide feedback on its policies.

It is known that the COVID-19 pandemic led to learning losses among students both domestically and internationally. Therefore, situational and casual factors were examined to discover and understand them so that learning loss could be reduced or recovered from. This research aimed to: (a) study learning loss situation; and (b) develop and examine the causal model of learning loss among lower secondary school students affected by the pandemic. The sample included 650 Grade 7-9 students selected by multi-stage random sampling. The data was collected using a self-developing questionnaire as a research instrument. The data was analyzed using descriptive statistics, independent samples t-test, ANOVA, and structural equation modeling (SEM) through the LISREL program. The findings were: (a) Lower secondary school students had an average academic achievement learning loss at the moderate level with the highest mean of learning loss in mathematics (M=3.012, SD=1.074), and an average learning characteristics learning loss at the medium level (M=2.824, SD=0.842). Several situational factors had a different effect depending on the school size with a statistical significance of .05.; and (b) the causal model showed the learning loss of grade 7-9 students was consistent with the empirical data (χ2=46.885, df=34, p= .069, GFI=0.991, AGFI=0.964, CFI=0.999, RMSEA=0.024, SRMR=0.014).

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

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.

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

This complex personality trait serves as the main topic of our paper due to the increasing prevalence of perfectionism as well as the rising demands from educational organizations. Our paper can fill a research gap by examining its definitions, models, components, and influencing elements (personality, gender, and immediate environment) in addition to the role of perfectionism in secondary and tertiary education. We assume that perfectionism in higher education is based on its development at secondary school, and it is becoming more intense in time. In 2023 the authors conducted a survey among Hungarian university students to determine the degree to which the participants pursue perfectionism in their professional and personal lives. The questionnaire finally resulted in 550 responses. The findings of our research suggest that women tend to be more perfectionist, but the picture is differently deemed by individuals than by their immediate surroundings. Another noteworthy result revealed that personal perfectionism also depends on the people with whom those who consider themselves perfectionists live. Our SEM model also showed that perfectionism is stronger throughout university studies and that it might be descended from secondary school perfectionism. Personality traits do affect perfectionism at school, which intensifies in higher education after graduating from secondary school.

Successfully solving reality-based tasks requires both mathematical and text comprehension skills. Previous research has shown that mathematical tasks requiring language proficiency have lower solution rates than those that do not, indicating increased difficulty through textual input. Therefore, it is plausible to assume that a lack of text comprehension skills leads to performance problems. Given that different sociodemographic characteristics and cognitive factors can influence task performance, this study aims to determine whether text comprehension mediates the relationship between these factors and competence in solving reality-based tasks. Additionally, it examines the impact of systematic linguistic variation in texts. Using an experimental design, 428 students completed three reality-based tasks (word count: M = 212.4, SD = 19.7) with different linguistic complexities as part of a paper-pencil test. First, students answered questions about the situation-related text comprehension of each text, followed by a mathematical question to measure their competence in solving reality-based tasks. The results indicate that: a) Tasks with texts of lower linguistic complexity have a significantly higher solution rate for both text comprehension (d = 0.189) and mathematical tasks (d = 0.119). b) Cognitive factors are significant predictors of mathematical solutions. c) Text comprehension mediates the relationship between the impact of students’ cultural resources and cognitive factors and their competence to solve reality-based tasks. These findings highlight the importance of linguistic complexity for mathematical outcomes and underscore the need to reinforce text comprehension practice in mathematical education owing to its mediating role.

In this article, we present a study that examined the effects of visual art activities on the realization of aspects of empowerment in a blind ninth-grade elementary school female student with minimal residual vision. We focused on three key aspects: well-being, positive self-image, and empowerment of strengths and weaknesses. In addition to the student, her mother and a personal assistant who accompanies the student during each activity in art class participated in the study. Based on initial interviews with all three participants, we developed ten visual art activities that address at least one of the listed aspects in different ways. Based on interviews, rating scales, observations and analysis of the visual art solutions, we found that visual art activities have a significant impact on improving a person's well-being, helping to strengthen a good self-image, reinforcing strong areas and developing weaker ones. In the future, we could broaden the range of psychological aspects that could be influenced by artistic activities, and we would also obtain more interesting and reliable results if more people with different special needs were included in the research.

The sense of belonging is a human need that educational systems must foster to achieve student success. In the school setting, this feeling strengthens the bond between members of the institution and motivates families to become more involved with the school, improving the overall school climate. Teachers play a crucial role in promoting this sense of belonging by influencing the connection between families and the educational community. This study aims to understand how teachers from different contexts, one Colombian and the other Spanish, promote families' sense of belonging to the school. To this end, an evaluative, comparative, quantitative, and non-experimental study was conducted using a validated questionnaire applied to a significant sample in both contexts. The results show that, for teachers in both contexts, it is very important for families to feel satisfied with the education their children receive, which is why they strive to build trust in the teaching staff. The sense of belonging is more strongly promoted by teachers in charter schools and those with more years of experience in schools in the Spanish context. In the Colombian context, women are the ones who most actively promote it, thereby perpetuating gender roles. There is a need to provide specific training for teachers to help them develop this capacity in families, as well as to conduct further research to explore the differences that may influence the promotion of a sense of belonging.