This paper investigates the viewpoints and perspectives of 179 undergraduate students engaged in a co-creation project regarding their anticipated progress, exploring, simultaneously, the affecting factors. The students attended the physics course in the Department of Industrial Design and Production Engineering at the University of West Attica, Greece. The investigation is implemented through a questionnaire that appraises the students' co-creation expectations in association with collected demographic data via twenty-two close-ended questions (Q1-Q22). Several statistical data sets are presented, including descriptive and correlation statistics and principal component and exploratory factor analyses. The majority of the replies are provided by male participants in their first year of study, with an average age of between 18 and 19. The correlation coefficient between the questions ranges from -.04 to.73, with the maximum occurring between the questions Q19 and Q20. Factor analysis justified by KMO (.862) and Bartlett’s sphericity (1749.843, p= .000) tests indicates five principal components within the following factors determining the undergraduate co-creation activities: responsible behaviour, feedback, helping, tolerance, and personal interaction. The above findings may contribute to the implementation of students’ co-creation as they are valuable tools for the design and pre-requisites for a successful implementation.

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.

Learning activities are conducted to help students achieve optimal academic achievement. This research aims to optimize student academic achievement through a learning process that integrates comprehensive formative assessments, including formative tests, self-assessment, peer assessment, and the initiator of creating summaries or concept maps that are given to students in a structured manner at the end of every lesson. The research method used was a quasi-experimental method with a 2x2 factorial design. Students enrolled in the biology education program of the basic physics course for the 1st semester of the 2019 academic year participated in this study. The participants were 66 undergraduate students divided into two classes. Thirty-four students in the experimental group were in class A, while 32 students in the control group were in class B. Data were collected using a learning outcome test instrument to measure academic achievement, which was tested at the end of the semester. Data were analyzed using a two-way ANOVA. This study concluded that a learning process that includes comprehensive formative assessment significantly affects students' academic achievement. These findings support the theory that formative assessment provides feedback, correction, and improvement in student learning.

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 aims to investigate lecturers' needs for academic writing learning materials and determine their prototypes. This study is qualitative research in the form of an exploratory case study. The research instruments were semi-open-ended questionnaires and unstructured and open-ended interview guides. The data were analyzed using content analysis. The results show that the developed learning material for academic writing skills contains seven needs for lecturers in the Department of Indonesian Language and Literature. Four of them have not been found by previous researchers. The results from this study provide new knowledge and contribution to the literature about the need to prototype the learning materials. The lecturers or other researchers can use these seven needs in prototyping learning materials for academic writing skills, such as the needs of learning materials, their forms, presentation system, language use, evaluation form, main menu design, and the way of creating learning materials.

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.

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 increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students’ self-regulated learning. The indirect effect comes from the pedagogy-andragogy continuum and the impact of pedagogy instruction on cybergogy practices. Andragogy practices also gives a significant impact on students’ self-regulated learning and how the students use learning technology in cybergogy approach. Andragogy and the continuum of cybergogy promote students’ self-regulated learning. These results indicate that pedagogy-andragogy continuum can have an interplay with cybergogy. The interplay of these approaches may encourage students’ self-regulated learning. The current research can be a baseline to construct a new approach in teaching-learning process and its instructions in the classroom.

Graduates of higher education need, in addition to knowledge, skills such as cooperation, communication, and problem-solving to cope with their working life. Collaborative learning environments like co-creation, are gaining attention for their ability to cultivate these essential skills. This study aims to investigate the understanding and efficacy of co-creation from the perspective of 145 undergraduate students enrolled in a physics course, using a questionnaire. Design thinking, using the double-diamond model, is applied as the co-creation methodology. The study examines the effects of co-creation and design thinking on teamwork and the development of skills. The study also discusses the differences in co-creation, design thinking, teamwork, and skill development among various demographics, previous co-creation experiences, and teaching methods. The findings demonstrate that the majority of students understand the concepts of co-creation and design thinking, and that their co-creation teams functioned satisfactorily, leading to the development of necessary skills. However, increasing age seems to be an inhibiting factor. Finally, the study shows that students who prefer co-creation as a teaching method or have previous co-creation experiences are more receptive to this approach.

In the future, vocational students will face all changes and developments in technology and information. In this context, students' digital literacy skills need to be trained to adapt to the demands of the world of work. This article aims to present the results of a study on factors that can improve the digital literacy practice for vocational students as a roadmap for digital learning in the current era. The sampling technique used purposive random sampling of 8 Vocational Schools in East Java Province, Indonesia. The number of respondents in this study amounted to 355 second-year students. The study has found that online learning, motivation, and technology introduction are influenced by students' digital literacy practices, while teacher readiness and infrastructure must be mediated by online learning. The findings in this study indicate that collaboration from various parties is needed from teachers, school administrators, and policymakers in planning learning that focuses on students' digital abilities.

This study analyzes the narrated reflection of the students in relation to their learning, based on the perceptions that emerge from their experience in the development of the project. Participants were 53 fourth year Pedagogy in Physical Education students, with an average age of 24.3, who were divided into 13 groups. A qualitative study that used the narrated reflection of the students in relation to learning, based on a driving question. In order to help guide the students’ work, and to collect the perceptions they experienced during their participation, the following four components were integrated into the development of the project and included in the final product: a) historical and heritage sites, b) technology used to measure energy expenditure, c) type of active commuting, d) reflection on what was learned. The students designed 13 routes of active commuting through the city, which included different cultural, heritage and historical landmarks. The students analyzed the learning experience, highlighting the importance of knowing and caring for the heritage of the different cities around which they traveled. PBL can be a didactic alternative in initial Physical Education teacher training to achieve learning by linking subject content with the motivations and interests of the students.

Science, technology, engineering, and mathematics (STEM) education has been successfully implemented in many countries around the world, including Vietnam. Admittedly, it appears that Vietnamese teachers are encountering several obstacles and challenges as they adopt STEM education in their classrooms. The purpose of this study was to use the Delphi method to figure out the obstacles and challenges that teachers in six northern mountainous provinces of Vietnam encounter when teaching STEM education. As per research findings, teachers confront 11 obstacles and challenges when integrating STEM education in their classrooms, including: Teacher competency, time consumption in lesson planning and guiding students to produce STEM products, teachers' beliefs regarding STEM education, inflexible programs, insufficient facilities, examination pressures, lack of timely rewards and encouragement for effective teachers, teachers’ self-funding teaching STEM, students’ competence, students’ cultural, economic and social background, and disagreements from student’s parents. These findings assist administrators and teachers in developing future strategies for successfully implementing STEM education in Vietnam.

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.

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.

In this article, we discuss the impacts of using 3D printing in education. Our primary goal is to evaluate the pedagogical impact of lessons utilizing 3D printing. We asked one hundred ninety students in four reference schools about the acceptability of existing 3D materials for teaching. Although the results show high attractiveness for the target group, it turned out that the available lessons primarily focus on the acquisition of technical skills and do not use the potential of education in other areas. We, therefore, proposed a concept for creating multidisciplinary teaching lessons that connect the technical part with other educational areas. We show the application of our concept in a newly developed lesson in biology, where we again evaluate its acceptance among the students. The results show that although the multidisciplinary lessons are more complex, they are still acceptable to the students, and, most importantly, they add significant educational value. Finally, we discuss the possibilities of incorporating 3D printing into the teaching curriculum. We also use a selected use case to illustrate the real-world problems we have encountered.

This study investigated the extent to which demographic variables, principal support and teacher self-efficacy contribute to the collective teacher efficacy. In the study, a non-probability purposive sample was used, which included 761 teachers working in compulsory primary schools in all parts of the Republic of Croatia. The first part of the administered online questionnaire provided data on sociodemographic characteristics of the respondents, while in the second part, the following scales were used: The Principal Support Scale, The Teacher Sense of Teacher Efficacy Scale and The Collective Teacher Efficacy Scale. The results of the performed regression analyses show that: 1) the demographic variables - workplace, promotion to a higher rank and principal support have a predictive value in explaining teachers’ self-efficacy; 2) an average number of students per class, promotion to a higher rank, principal support, teacher engagement and teaching strategies have a predictive value in explaining collective teacher efficacy. The findings of this study will be discussed in terms of their potential impact and future research.

The ability to think creatively has a vital role in the development of preschool children. This research provides a comprehensive review of innovative approaches and strategies for developing creative thinking in preschool children based on current trends and methodologies used in educational settings. This research shows three significant areas: (a) creative thinking skills in preschool children, (b) factors influencing creative thinking skills in depth, and (c) innovative strategies and approaches to stimulate creative thinking abilities in preschool children. This research uses a literature study method assisted by the publish perish application to find reference sources related to creative thinking abilities in preschool children. Studies show that creative thinking abilities in preschool children enable them to find innovative solutions, help them adapt to challenges, foster self-confidence and courage, and enrich their experience and knowledge of the world around them. Meanwhile, preschool children's creative thinking abilities are influenced by collaboration from the external environment (parents, teachers, and society); providing support and examples for children to develop and stimulate their creative thinking skills is very important.

This study is an attempt to develop a grounded theory on how adult education in higher education (AEHE hereafter) programs in the Philippines are created and maintained. The grounded theory illustrates the interrelation of factors that stimulate or serve as the drivers of AEHE in higher education institutions in the Philippines as well as the management and maintenance of AEHE at the operational and strategic levels, hence illustrating the bigger picture of adult education in higher education in the Philippines. Funded by the Commission on Higher Education (CHEd) of the Philippines, this study was part of a larger research project that investigated adult education in Philippine higher education institutions, that is, State Universities and Colleges (SUCs) and Private Higher Education Institutions (PHEIs). The data were derived from focus group discussions (FGD) with 43 participants from eight SUCs and nine private HEIs that have adult education programs that are regularly offered every academic year. The grounded theory drawn from the study pointed to the contextual – personal and institutional – factors, strategic and operational levels of management as well as the critical role of academic policy for the implementation and maintenance of AEHE programs, collaboration, and a compelling vision to ensure that adult education in higher education in the Philippines is prioritized in the country with involvement of relevant government agencies that will draw definite agendas and priorities to attain the goals of AEHE through a structure and management to carry out its functions and realize its compelling objective of creating a cadre of AEHE educators and specialists and adults suited for the demands of a knowledge-driven economy.

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

This comprehensive systematic review delves into the increasing prevalence of integrating chatbots into language education. The general objective is to assess the current landscape of knowledge regarding chatbot utilisation and its influence on three crucial elements: students' skills, attitudes, and emotions. Additionally, the review seeks to scrutinise the advantages linked to incorporating chatbots in foreign language teaching, exploring their potential benefits while considering limitations and potential negative impacts on specific skills or user experiences. Consequently, this research offers valuable insights into the application of chatbots in foreign language education, shedding light on their potential advantages and areas that warrant further exploration and enhancement. The integration of chatbots in language learning, despite certain limitations, generally yields positive outcomes and enhances educational results in students' skills. Its characteristics can also influence a language learner's attitude, impacting factors such as motivation, interest, autonomy in learning, and engagement or even their sense of fun. Additionally, chatbots prove to be helpful in creating emotionally positive learning environments and can contribute to boosting students' self-esteem and self-confidence.