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.

Under the influence of neo-liberalism and marketization, education is increasingly becoming more content-focused than character one. Ignoring the fact that money, science, and technology may take a person to the moon, these are ethical and moral values that take him/her to the even loftier heights of humanity. Recent COVID-19-driven focus on information and communication technology (ICT) and digital learning have further added to these woes by focusing more on human-machine interaction than human-human ones. Traditional models for inculcating these values through education which heavily rely on the physical presence of teachers do not seem to work in these circumstances. This demands a model for inculcating these values in learning management systems/ e-learning platforms. This study contributes in this regard by first identifying key players and factors, and then proposing a model for it. Using the Delphi model, it gathers opinions from 59 experts in two rounds. Academic institutions, society and online community members, teachers, and e-contents were identified as key factors and players. It suggests a holistic approach-based model through which all of them play their role and collaborate through an e-learning platform. That platform can be used to disseminate information, create awareness, monitor, and report the e-learners. It uses pull and push strategies to help the e-learners to develop those values.

The primary objective of this study is to require the experts’ unanimous agreement on the e-learning antecedents and usage behavior towards e-learning performance. This study used the Fuzzy Delphi Method (FDM) to gather answers and feedback using a 7-point Likert scale. The survey (items) was reviewed and approved by eight panel members or experts. It was analyzed using Fuzzy Delphi Logic (FUDELO 1.0) software. The data were evaluated using triangular fuzzy numbering and the position (ranking) of each variable was established through defuzzification. The findings revealed that all of the items received high levels of expert agreement, significantly greater α-cut defuzzification values >.5, the overall value of the threshold (d) is less than .2 and had to comply with the overall percentage of percent consensus, which must be greater than 75%. All 45 recommended items were retained adequately and acceptable for a large-scale survey in this study. Finally, each item was prioritized (ranked) based on the defuzzification value, and then some additional items were added, as recommended by experts.

In today's World, data-driven methods are behind the determination of potential action plans in every area of life. These data-driven methods help individuals or policymakers to figure out the strengths and weaknesses on the subject that are worked on and to make a comparison to the best practices. Thus, actions can be taken immediately on the specific factors that have a huge impact on the topic investigated. In the educational area, countries are using the same approach to measure, monitor, and improve the quality of education by attending international studies. In this study, for both Turkish and Singaporean students, Artificial Neural Network (ANN) model is performed to predict the students' mathematics achievement and to identify factors that have a high impact on achievement using Trends in International Mathematics and Science Study (TIMSS) in 2019 with the data of 3,586 Turkish and 4,750 Singaporean students. The reason behind comparing the results of Turkey to Singapore is that Singapore is the best-performing country in terms of mathematics achievement in the TIMSS in 2019. The model results show that the top two crucial factors in both countries are the frequency of absenteeism from school, and students’ confidence in mathematics with the accuracy of 75%. In addition, relevant policy implications are given based on the importance level of significant factors.

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

The evolution of the COVID-19 pandemic has affected various aspects of human life, with numerous activities carried out through networks, including education. Lecturers need to change their teaching strategies to make students able to accept the material provided. On the other hand, students must manage their lives without being limited by space and time to avoid stress and cyberloafing, especially in the academic field. Cyberloafing is the act of accessing the internet during study hours for personal interests. Therefore, this research aims to determine the effect of academic stress on cyberloafing and whether fatigue is a mediating variable between both factors. Data were collected from 284 students studying in Bandung, West Java, Indonesia. The results showed that the academic stress felt by students has a positive and significant effect on cyberloafing behavior. Although fatigue positively affects both factors, it does not mediate the relationship between them. The managerial implications in this research are expected to be used as material for evaluating online learning methods for students, as well as to make them aware of the negative impact of cyberloafing behavior during lectures.

This study used the structural equation modeling (SEM) approach to test a model that hypothesized the influence of self-efficacy, self-control, emotion, and engagement on student academic performance. The structural equation modeling model was developed to link all the study variables with a literature review to describe the interrelationship. Data collected were from 413 college students in their second year. The results show that self-efficacy, self-control, emotion, and engagement predict student academic performance. And through emotion and student engagement, both self-efficacy and self-control predict student academic performance indirectly. Practically the measures used in this study give more information about the learning environment in higher education settings than those usually come from traditional practices faculty received in the classroom, such as student rating forms and feedback. The main findings of this study have some implications for higher education, theory development, measurement, and future research.

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

‘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 Indonesian government has declared a strong commitment to information and communication technology (ICT) education reform but has made meager progress due to inconsistent education policies, fragmentary technological infrastructure, and ill-prepared teachers. Despite these obstacles, young people in Indonesia have embraced smartphones and related technologies as important means of maintaining their socially integrated lifestyles. This project sought to measure the adoption of smartphone technologies among pre-service teachers as part of their broader ICT consciousness and teaching. We examined the ICT competencies of 220 pre-service teachers at two state universities in western Indonesia. A questionnaire was distributed to the participants toward the end of the students' final practicum during the COVID-19 closure of the schools. Results showed very high use of smartphones in private contexts, infrequent use of laptops and desktop computers, a strong rejection of institutionally available (or often unavailable) devices and services, and a skewing of ICT skills toward tools available on smartphones, especially those accessible through social media platforms.

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

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

This paper discusses the development and validation of a concept inventory for interpreting kinematics graphs in the Tanzanian context. The study involved 61 participants comprising physics pre-service teachers, secondary school teachers, diploma college tutors, and a university lecturer from Tanzania. We developed 25 multiple-choice questions for interpreting kinematics graphs. The different steps in the development process used are selecting the topic, setting objectives, constructing questions, validating questions, and reliability testing. We carried out descriptive and inferential statistical analysis by using Statistical Package for Social Science (SPSS) version 22 followed by item analysis for pre-and post-piloting. Findings revealed normal distribution scores with a mean and standard deviation of 39.28±10.893 for pre-piloting and 40.16±8.08 for post-piloting. It also revealed no significant difference between pre-and post-piloting results with a p-value of 0.414.  In addition, correlation coefficients for test re-test reliability were .783 and .878 for single and average measures respectively. Moreover, item analysis in terms of difficulty index, discrimination index, and distractor efficiency agreed with the published standards. Based on these findings, the study recommends the use of developed and validated kinematics graphs concept inventory by physics educators in both research and classroom instructions in the Tanzanian context.

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

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

This study presented the effect of interactive mathematics (IM) software assisted-teaching on primary three learners' conceptual understanding and performance. The cognitive theory of multimedia learning (CTML) supported the quasi-experimental design of this study drawing on IM software features that fit a multimedia tool for effective learning. This study used a sample of 138 lower primary learners. Learners’ test scores and examples of their work provided data to be analyzed. Learners' conceptual understanding was measured using the percentage of learners who performed a particular item and analyzed using sample learners' work while the overall performance was measured using the mean class scores. From the data analysis, IM-assisted teaching influenced conceptual understanding and performance based on a .05 p-value, the effect size of significance, and learning gains. The analysis of learners’ workings revealed different errors in addition, subtraction, division, and multiplication, which were remarkably reduced in the post-test by IM-supported teaching. This evidenced conceptual understanding development by IM-supported teaching. The study suggested the integration of IM in the Rwandan Competence-Based curriculum and its use as an instructional tool in teaching and learning mathematics at the primary level. Besides, it was recommended that Rwanda Education Board support teachers in developing basic computer skills to effectively create and monitor a multimedia learning environment for effective learning. Furthermore, further similar research would improve the literature about interactive technologies in supporting quality mathematics delivery and outcomes.

It is important for students who learn history to have the skills to think, read and analyze historical sources because past events can only be reconstructed and understood from these numerous resources. Various media methods are needed to support the development of these skills, especially in online learning. Therefore, this research aims to create a virtual field trip (VFT) based history learning media to help students improve their thinking skills using primary source evidence. It was carried out by using the research and development (R&D) method consisting of four stages, namely analysis, designs, conducting trials, and testing media effectiveness. The sample subjects consisted of six teams as expert validators, seven history teachers, 70 and 280 Class X students who assessed the product's practicality and determined the developed media's effectiveness. Data were collected through expert validation, student and teacher response questionnaire sheets, as well as description exams. The level of validity and practicality of the medium were determined using descriptive analysis, while the N-Gain approach evaluated the media's effectiveness. The expert validation result is very good, with an average score of 3.77. The teacher and student response tests showed an average score of 4.67, indicating that the VFT medium is practical for learning history. The N-Gain value of 72% showed that the students' abilities to use primary source evidence are increasing. Therefore, using VFT based history classes to develop explanation skills using primary source evidence is feasible, practical, and useful.

Digital puzzle worksheet (DPW) is innovative teaching material designed using open-source software such as Canva and Liveworksheets. Subsequently, puzzle games in the form of questions can improve problem-solving skills by engaging in metacognitive processes. This research used a case study method to describe the impact of applying the DPW to identify the metacognition levels of students through the assignment of contextual maths problems. The source of informants was third-grade elementary school students in West Java, Indonesia. Test instruments, observation sheets, and interviews were used, while data analysis adopted an iterative model. Furthermore, the method and time triangulation increased confidence in the resulting conclusions. The results showed that male students were at the metacognitive level of ‘strategic use’ and ‘aware use’ for females, based on the characteristics of the observed metacognitive level. The most prominent feature was identifying and determining problem-solving strategies with metacognitive awareness. The reaction of students to the DPW improved problem-solving abilities, expanded conceptual understanding, and enhanced digital technology competence. Therefore, this experience was applied when solving contextual mathematical problem assignments.

Lesson study, observation and analysis are relevant to professional development and initial teacher education. As a strategy, it helps to bridge the gap between theory and practice. The health conditions brought on by the COVID-19 pandemic forced the restriction of the tutors’ direct observation of preservice teachers at school. This study analyses preservice teachers’ performance through video observations to evaluate their professional activity at school during the COVID-19 pandemic. The Fifteen Items Revised Tsang-Hester Observation Rubric (FIR-THOR) was administered to a sample of 166 preservice teachers in their internship schools and their video recordings each one of 45-minute teaching lessons were analysed. The results show that the FIR-THOR appears as a robust instrument, which allows us to conclude that the instrument works well in the three five-items dimensions that compose it - Instruction, Management, and Assessment - proving to be reliable for assessing teacher intervention in the classroom. Among the three dimensions, the preservice teachers’ performance stands out in the Management of the classroom, as well as in the classroom Instruction. This contribution is relevant considering the potential of lesson analysis in learning and professional development during initial teacher training.

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