Vietnam has a reputation for being a successful nation in preventing the Coronavirus disease (COVID-19) outbreak in 2020, with a lower number of illnesses than other ASEAN countries. However, to ensure that students are safe and informed about the coronavirus outbreak, Vietnamese higher education has developed online learning (OL). During the COVID-19 epidemic, this paper explores the relationship between elements such as learning readiness, learning strategies, and learning performance in the Vietnamese OL setting. Four hundred undergraduate students were randomly selected from Hong Duc universities, and Saigon University participated in this study in different zones. Analyzed data has applied structural equation modeling (SEM) using partial least squares (SmartPLS-SEM). The findings found that Vietnamese students were much more likely to believe in interaction in OL, to feel comfortable using a computer with their computer efficacy, and to have confidence in communicating in the digital environment, all of which were important variables in assuring the success of using OL. The factors of “motivation” and “test preparation” show a poor relationship with learning performance. Therefore, the OL process in Vietnamese, on the other hand, needs to be more inventive, with a greater focus on lecturers' awareness and practice of online teaching pedagogies such as motivation, techniques, and test arrangement. During OL, students' readiness in terms of learning control, self-directed learning, and engagement must be considered and supported.

Competent instructors need to have the skills, abilities, and competencies to perform tasks effectively, which will affect student learning achievement. This study is guided by the theory of Boyatzis developed by Spencer and Spencer. The Iceberg Competency Model was used as a guideline to identify the competency elements of educators from the agricultural stream in vocational colleges (KV). This research study aims to explore and identify the existing competency elements of agricultural educators in KV. This study used a study population comprising 243 respondents of agricultural educators in KV. To answer the research question, the data analysis was done by Partial Least Squares - Structural Equation Modeling (PLS-SEM). This study is a study built to observe the relationship between the latent constructs studied. These constructs consisted of exogenous and endogenous constructs. In this study, exogenous constructs comprised value constructs, social roles, self-image, motives, traits and constraints. At the same time, endogenous constructs involved constructs of skills and knowledge. To ensure that the construct of this study gives meaning to the reflective measurement model, it was evaluated based on internal consistency reliability and validity. Regarding the framework, some indicators that did not qualify were dropped based on factor loading and average variance extracted (AVE). From the analysis conducted, 16 indicators were dropped since they did not meet PLS-SEM requirements. The total number of items retained was 71 indicators. At the final stage of this study, the evaluation model was implemented to form a framework involving the evaluation of the constructs linked to each other.

The current study investigated the mediation effect of emotional reactivity and cutoff between attachment styles and interpersonal problems. The gender differences were also determined. A sample of (N = 200) students living in hostels of two universities of Lahore was used. There were (N = 100) female in the sample. The average age of the participants was 22.3 (SD = 1.46). The results of the study showed a significant relationship between close attachment style, emotional reactivity and cut-off, and with subscales of interpersonal problems like too much aggressive, too much caring, too much dependent, socially inhibited, hard to be involved, and hard to be supportive. Similarly, anxious and dependent attachment style showed significant relationship with emotional reactivity and cut-off and with subscales of interpersonal problems of hard to be sociable, hard to be assertive, hard to be supportive, hard to be involved, too aggressive, much caring, too open and too much dependent. The mediation analysis using Structural Equation Modeling (SEM) revealed that emotional reactivity and cut-off showed partially significant mediation between attachment styles and interpersonal problems. Women showed more interpersonal problems as too open and too much caring compared to men living in hostels. The findings of the study have significant implications in the social structure of relationships in hostels, particularly in South Asian cultural context.

Mathematics anxiety has always been an interesting topic to study and discuss in the world of education. This study aimed to (1) investigate the impact of teacher roles, mathematics content, and mathematics anxiety on learning motivation, and (2) explore how students manage mathematics anxiety as a stimulus in learning motivation. This research used mixed methods with embedded concurrent design. The research sample was 100 respondents. The questionnaire instrument was arranged based on a Likert scale with 5 answer choices. This study used a structural equation model and confirmatory factor analysis as data analysis methods. The research findings indicated that: (1) a significant direct impact emerged between mathematics anxiety and students' learning motivation, and there was an indirect impact between the teacher's role and mathematics content on learning motivation; (2) students could manage mathematics anxiety when they were in optimal anxiety or positive anxiety so that they could overcome mathematics anxiety as a stimulus for achievement and deconstruct anxiety into motivation according to experience and personal resources. Results of this study confirmed that the statements about mathematics anxiety which always has a negative impact on motivation and learning achievement is not universal, because mathematics anxiety does not always have a negative impact on motivation and learning achievement if this anxiety is managed effectively.

A socio-scientific issue is one of the learning techniques used today, which uses various scientific sources to make students think scientifically to conduct a dialogue and discuss solving a problem. Various problems in socio-scientific are controversial, requiring reasoning, and ethical evaluation in the decision-making process. A conflict between chemical reason and students' social point of view will cause students' different assessments and attitudes towards the socio-scientific issue. This study is a research and development (R&D) that focuses on the instrument's validity with the factor analysis technique to assess attitudes towards the socio-scientific issue in chemistry learning. CFA and EFA analysis found five factors in the tool: anxiety, interests, likes, benefits, confidence, validity, and reliability. The total reliability coefficient is .853. Of the eight instrument feasibility analysis requirements, seven instruments were declared fit to meet construct validity.

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

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

This study aimed to investigate the impacts of enrolling in the creative teaching module in science, technology, engineering, and mathematics (STEM) education from high school students’ perspectives. This study applied a case study and qualitative research approach involving 26 Grade 11 students and 31 Grade 8 students. The creative teaching-STEM (CT-STEM) module, which comprised various activities related to energy literacy in real-world situations for the community’s well-being, involved outdoor STEM education activities with the assistance of two science teachers. The CT-STEM module was developed based on the directed creative process model by applying four creative teaching strategies: (i) constructivism learning, (ii) discovery inquiry, (iii) problem-based learning, and (iv) project-based learning. The theme of these out-of-classroom activities is sustainability education, focusing on energy sustainability. The results showed that the planned approaches could positively impact and build students’ creativity and create an exciting learning experience. Furthermore, the findings from the open-ended questionnaire instrument, observations, and analysis of the worksheets have shown enhancements in five themes: the development of problem-solving skills with an emphasis on the element of sustainability education, high-level thinking skills, active learning skills, communication skills, and humanity skills. The students also showed an increased interest in STEM as they learned using the CT-STEM module.

The present research aimed to test an Amharic version of the multi-dimensional Work Task Motivation Scale for Teachers (WTMST), which measures the five pillars of university instructors’ motivation toward teaching and student evaluation tasks based on self-determination theory (SDT). Therefore, the WTMST offers the first instrument to measure all five motivational elements, and today it is one of the most applicable instruments to assess teachers’ motivation. An Amharic version of the WTMST for teaching and student evaluation tasks was adopted and assessed in large-scale data (N=1,117). Our findings demonstrate excellent reliability and construct validity (convergent, discriminant, divergent and factorial). Besides, the results of the model comparisons provided that out of the four theoretically competing models (single-order factor, correlated factor, higher-order factor and bi-factor models), the bi-factor model was the most-fitted one used for measurement invariance across various groups. Results also suggest that the factor structure of the WTMST for both teaching and student evaluation tasks demonstrate consistency across gender (men, women), university types (research, applied, and general university), age and experience in teaching. Therefore, the WTMST for teaching and student evaluation tasks may be valid in Ethiopian higher education settings.

The purpose of the current research is to identify the correlations between moral intelligence and both academic entitlement and academic performance; in addition to identify the mediating role of academic entitlement between moral intelligence and academic performance. Four hundred and forty-four students from (Yemen, Egypt, Saudi Arabia, Iraq, and Jordan) participated in the research. The moral intelligence scale and the academic entitlement scale were applied to the participants and data were analyzed using Pearson's correlation coefficient and path analysis. The results revealed that there was a statistically significant negative correlation between moral intelligence and academic entitlement and a significant positive correlation between moral intelligence and academic performance. Besides, results demonstrated the mediating role of academic entitlement between moral intelligence and academic performance. The results of this research can be employed in building programs and setting plans for developing moral intelligence and eliminating academic entitlement behaviors and beliefs to encounter the problems of secondary school students.

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

In this study we modeled the environmental literacy of Vietnamese preschool teachers. 324 in-service preschool teachers from Ha Noi, Da Nang, and Ho Chi Minh, Vietnam contributed to the study via an online survey. Structural Equation Modeling (SEM) was used to test the hypotheses of the relationships between environmental knowledge (KN), environmental awareness (AS), decision attitude (DA), personal behavior (PB) and environmental teaching activities (ACT) of these teachers. The results showed that the level of environmental literacy of preschool teachers in Vietnam was moderate with mean score for AS, DA, PB, and ACT ranged from 3.18 to 4.32 on a 5-point Likert-type scale. The results also indicate that the preschool teacher’s KN had a positive impact on AS and DA; PB was influenced by AS, but not by KN or DA. In addition, a correlation analysis showed AS and PB had a positive impact on ACT, while DA had a negative influence on ACT. These findings imply that preschool teachers with certain desirable environmental literacy had more tendencies to implement ACT. Based on the findings, recommendations and implications are provided for policy makers, preschool teachers, and researchers in Vietnam and other countries.

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

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

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

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

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.

Collaborative learning has been identified as an essential aspect in the process of learning. As accelerated advancement continues to characterize the developments of technology, innovative mobile technology appears to be transforming the way collaborative learning is taking shape. This study focused on identifying whether mobile technology has a significant impact on collaborative learning in engineering studies in a private University in Malaysia. Using a quantitative approach, an online survey was administered for the data collection. Some 221 participants were selected randomly among undergraduate engineering students in the University. Data were analyzed using SmartPLS. The research findings revealed that mobile technology has a significant impact on collaborative learning. The findings also indicated that two of the mobile technology dimensions, namely mobility and immediacy have significant impact on collaborative learning. Consequently, this research suggests engineering educators can integrate mobile technology into their future instruction for more collaborative learning and create a smart workforce consisting of fast and adaptive engineers as well as other learners in Malaysia.

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.

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.