This study aims to analyse the relationship between critical thinking and the learning experience provided by instructors through active learning models, specifically Project-based Learning (PjBL) and Simulation-based Learning (SBL), to the potential achievement of academic performance in undergraduate students. The main analysis technique employed in this research was logistic regression, with additional analysis techniques including discriminant validity, EFA, as well as Kendall’s and Spearman’s correlation, serving as a robustness check. The results of this study indicate significant correlations and effects of critical thinking (CT) on academic performance. Higher levels of CT are associated with a greater likelihood of achieving academic excellence, as indicated by the cum laude distinction, compared to not attaining this distinction. Experiences of receiving PjBL (0.025; 6.816) and SBL (0.014; 14.35) predicted the potential for improving academic performance to reach cum laude recognition, relative to not achieving this distinction. Furthermore, other intercept factors need to be considered to achieve cum laude compared to not achieving cum laude. We recommend that policymakers in higher education, instructors, and others focus on enhancing critical thinking and utilizing both Pub and SBL as learning models to improve students’ academic performance.

STEM education is an irreplaceable movement of educational systems across the globe in the 21st century. Both Pre-K, K-12, and higher education institutions consider STEM as an innovative approach to integrate and reform the teaching and learning processes. The purpose of this paper is to examine the development of studies on STEM in the Early Childhood Education context from 1992 to 2022. We investigated a dataset of 308 scholarly works from the Clarivate Web of Science database and figured a diversified collection of research focuses on topics such as children’s readiness, outcomes, teachers’ competency in designing and implementing STEM activities, and the role of computational thinking and robotics. The findings of this paper revealed the dominant contribution of researchers from the USA regarding research quantity and impact, as well as their collaborations with researchers from Western countries. In addition, we also figured out the top influencing authors, documents, and journals as a suggestion for scholars who are new to this topic. However, we would like to note that our findings depended on the quality of the imported database from the WoS system, which covers top-tier journals only.

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 aimed to improve the speaking skills of university students at the B1 level who presented limitations in their oral competence. An educational methodology based on designing and implementing an application adapted to the Common European Framework of Reference was developed and applied to boost language performance. A case study was used to conduct the two stages of this research; the former had to do with a control group where intervention was carried out using non-probabilistic sampling with students of the Computing Faculty; a pretest was applied to test the knowledge acquired in their classroom sessions during the first quarter in 2020. The second process was tracking an experimental group, which was assessed after implementing the developed methodology using the app "4skillsweb". A posttest was used to evidence learners' progress during the COVID-19 lockdown, and the results showed improved oral competence in aspects such as grammar and vocabulary, discourse management, pronunciation, and interactive communication, with about 95% confidence in its validation. A qualitative-quantitative methodology was used to determine the influence of the English app. A t-students test was implemented to corroborate the data analysis taken by both groups through SOFTWARE JMP v 11.0.0G.

Understanding graphs in the dynamics of market (DM) is a challenge to learners; its teaching demands a specific kind of teacher’s knowledge. This study aims to examine the topic-specific pedagogical content knowledge (TSPCK) of experienced economics teachers in teaching graphs in DM to enhance learners’ understanding of the topic. It reports using a qualitative approach underpinned by the TSPCK framework for teaching specific topics developed by Mavhunga. Data were collected through classroom observations and analyzed thematically using a case study of two economics teachers. The study revealed that adopting a step-by-step approach and the use of worked graphical examples promote an understanding of graphs in DM. It also established that active learning is preferable to the predominant chalk-and-talk (lecture) method of teaching graphs in DM. The study proposed a Dynamics of Market Graphical Framework (DMG-Framework) to enable teachers, particularly pre-service teachers in lesson delivery, to enhance learners’ understanding of graphs in DM. The result of this study will broaden the international view in the teaching of graphs in DM.

This integrative literature review aims to provide a broader and updated perspective of teachers’ intergenerational learning (IL). The search was done in Web of Science and EBSCO ultimate  databases between 2011 and 2022. Thirty-two empirical studies were selected and submitted to a thematic analysis and five themes were identified: (a) defining and conceptualising generation, (b) IL from understandings to practices, (c) contexts, factors and roles from different generations and institutions to promote IL, (d) factors that facilitate the success of IL, and (e) factors that make IL difficult. Data shows an increase in the last decades of research in IL within the educational context, but an absence of the prospective dimension still prevails. Intergenerational knowledge has been researched mainly from an individual professional perspective at the micro and meso levels of scholarship. Effectiveness requires intentional cultivation and a genuine desire for intergenerational knowledge exchange, involving active engagement and awareness among diverse generations and alignment with organizational aims. The promotion of IL takes place in very different ways and forms, and reflection on what is different seems to be a dominant trait. Furthermore, the review could conclude that intergenerational opportunities to work together will improve teacher education and continuous professional development. 

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.

Given curiosity’s fundamental role in motivation and learning and considering the widespread use of digital stories as educational tools from the preschool age, we pursued measuring preschoolers’ curiosity when interacting with digital stories. Using 129 toddlers and preschoolers as a sample, three groups (one for each class) were given different versions of the same digital story to listen to: interactive, non-interactive, and animated. Toddlers' verbal and nonverbal behaviors were utilized to quantify curiosity as a condition brought on by the app. The participants' verbal and nonverbal behaviors were recorded during the digital reading aloud. Every child's data was encoded at one-minute intervals to examine concurrent behavior, and the results were then compiled. The findings show that interactive presentation formats encourage more touching and language use but less noise production and that interaction and the creative use of hot spots in digital illustrations are key elements in piquing viewers' curiosity while contributing to the strengthening of the engagement to the activity and the cultivation of critical thinking, creativity, and imagination.

The wide use of the Internet of Things (IoT) in all spheres of life has led to a surge of cyberbullying among learners worldwide. That is why it cannot be denied that underlying factors, manifestations, consequences, and preventive measures of cyberbullying improve the welfare and overall mental development of students. This systematic literature review examines the causes, effects, and preventive measures of cyberbullying based on empirical studies conducted on learners in various situations. The review will focus on existing material published between 2015 and April 2024. For the inclusion and exclusion of literature, the Scopus online database was employed, along with the guidelines of the PRISMA model. Of 1004 studies, 51 were closely reviewed to determine the responses to the objectives of this study. NVIVO-12 was used for both thematic and content analysis in this study. The results show that there are 29 causes, 12 forms, 31 effects, and 41 different preventives for cyberbullying. The results of this study will not only enhance the comprehension of various concerns for parents, guardians, policymakers, educators, and governments but also provide valuable insights to researchers for addressing this issue.

Augmented reality technologies can create unique interactive learning environments for students with special educational needs that enrich the learning process and provide immediate feedback. This research analyzed the use of augmented reality in teaching digital literacy courses for primary school children with special educational needs. The study involved a quasi-experiment with participants using a mobile augmented reality application to assess its impacts on learning outcomes. The results showed the positive effects of augmented reality on student achievement. The results highlight the potential of augmented reality in inclusive education. In addition, the findings emphasize the importance of further research and development in this area and an increased use of augmented reality to improve the educational experience of students with disabilities. In light of the results, we conclude with recommendations for integrating augmented reality into educational programs and improving educational practices.

Augmented reality offers diverse potential applications for STEM education, enabling students to engage directly with virtual elements in real-time and providing them with immersive, natural experiences. This study conducted a bibliometric analysis of articles on this topic on the Scopus database to determine some quantitative information, such as general information about publications, countries, institutions, authors with the most contributions, and key trends in applying augmented reality technology in STEM education. An analysis of 201 studies published from 2005 to 2023 using Biblioshiny software and VOSviewer reveals that the United States leads in the number of studies conducted on this issue. Kryvyi Rih National University, Ukraine, has the most studies. The authors who contributed the most studies with the most citations on this issue are Lindner, C. and Rienow, A. from Ruhr University Bochum, Germany. Two primary research trends emerge, focusing on how Augmented Reality technology is utilized, particularly in STEM fields like Chemistry, which combines learning forms with other learning support tools and media such as mobile applications. Secondly, integrating augmented reality and virtual reality technologies into STEM programs at the university level, design of games, and virtual tools. This study offers important data for researchers looking to explore future applications of augmented reality technology within STEM education.

This study aimed to optimize critical thinking by empowering reflective and impulsive students' collaboration, communication, and information literacy skills through information literacy-oriented e-books in STEM-integrated problem-based learning (PBL). The research method used was a descriptive explorative approach. The study subjects consisted of five reflective students and five impulsive students. The measurement of cognitive style used the Matching Familiar Figure Test (MFFT) instrument. Collaboration skills were assessed through observation sheets, critical thinking and communication skills were assessed through student worksheets based on problem-solving tasks, and information literacy was assessed through a questionnaire. The study found that reflective students excelled in critical thinking and information literacy, while impulsive students demonstrated superior collaboration skills. As for communication skills, reflective and impulsive students have different advantages for each indicator of communication skills. This study can conclude that implementing information literacy-oriented e-books through STEM-integrated PBL can optimize reflective and impulsive students' critical thinking, collaboration, communication, and information literacy skills. The implication of this study is the importance of integrating 21st century skills holistically in learning practices, especially in the digital era, to prepare the younger generation to face the challenges of the 21st century.

This study aims to design, produce, and validate an information collection instrument to evaluate the opinions of teachers at non-university educational levels on the quality of training in artificial intelligence (AI) applied to education. The questionnaire was structured around five key dimensions: (a) knowledge and previous experience in AI, (b) perception of the benefits and applications of AI in education, (c) AI training, and (d) expectations of the courses and (e) impact on teaching practice. Validation was performed through expert judgment, which ensured the internal validity and reliability of the instrument. Statistical analyses, which included measures of central tendency, dispersion, and internal consistency, yielded a Cronbach's alpha of .953, indicating excellent reliability. The findings reveal a generally positive attitude towards AI in education, emphasizing its potential to personalize learning and improve academic outcomes. However, significant variability in teachers' training experiences underscores the need for more standardized training programs. The validated questionnaire emerges as a reliable tool for future research on teachers' perceptions of AI in educational contexts. From a practical perspective, the validated questionnaire provides a structured framework for assessing teacher training programs in AI, offering valuable insights for improving educational policies and program design. It enables a deeper exploration of educational AI, a field still in its early stages of research and implementation. This tool supports the development of targeted training initiatives, fostering more effective integration of AI into educational practices.

Sensory integration (SI)-based intervention programs aim to improve the motor performance of children with moderate autism spectrum disorder (MASD), which may contribute to the development of their gross and fine motor skills. This study aimed to explore the effectiveness of a SI-based training program in developing gross and fine motor skills in 70 children with MASD aged 6–9 years (M = 7.11, SD ± 1.19) and selected intentionally from a daycare center in Al-Ahsa in Saudi Arabia. The study used the quasi-experimental approach and followed the experimental design with two groups, which were randomly distributed and examined for equivalence. The study also used the Gross Motor Skills Scale (GMSS), the Fine Motor Skills Scale (FMSS), and the training program based on SI. The study found that the experimental group had significantly higher post-test scores in the GMSS and the FMSS than the control group, with these differences being statistically significant. However, no significant difference was observed between the post-test scores and the follow-up test scores within the experimental group, indicating stability in their performance over time. This indicates the effectiveness of the training program used in developing the targeted skills and the continuation of the training effect after the program’s application period. The study suggests that children should use SI-based training programs to enhance their motor skills.

This study addresses global concerns surrounding elementary students' science performance following the COVID-19, as a result of international tests such as Trends in International Mathematics and Science Study (TIMSS) highlight the ongoing challenges that urge the exploration of innovative educational approaches to improve science learning. This research employed gamification-assisted instruction and explored its impact on enhancing the understanding of science concepts and attitudes toward science class among fourth graders. The study adopted a quasi-experimental design and included an experimental group (ExG) that was taught using a gamification strategy and a control group (CoG) that was taught using a traditional method with a sample of 38 female elementary students from a public school in Jordan. Data were gathered using valid and reliable tools: the developed scientific concepts test and the Attitude Towards Science class measures. The ANCOVA analysis revealed that gamification significantly improves the acquisition of scientific concepts (η2=.208) and boosts a positive attitude toward science classes among elementary students (η2=.626). These findings encourage decision-makers to incorporate gamification into science teaching practices and methods.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by challenges in social communication and repetitive behaviors. The Picture Exchange Communication System (PECS) has been widely utilized to support communication in children with ASD by using picture cards to convey needs and responses. However, traditional PECS can be limited by its static nature and lack of immediate feedback. Recent technological advances, particularly Augmented Reality (AR), offer new avenues for enhancing these communication strategies. This study explores the integration of AR into PECS and its impact on improving basic communication skills, specifically answering questions and commenting, in children with ASD. The research involved a multiple baseline design with four participants aged 7-12 years, recruited from autism centers in Melaka, Malaysia. Results showed significant improvements in both the frequency and accuracy of responses and relevant commenting skills after the AR-based intervention. Answering skills improved by 83%, and commenting skills increased by 122%, with the average number of relevant comments rising from 3 (SD = 0.89) to 6.67 (SD = 2.25). Statistical analysis (paired t-test) revealed a significant effect (p = 0.00272). Compared to traditional methods, AR-based PECS accelerated the achievement of target communication skills. Future research should focus on larger sample sizes and explore long-term impacts to solidify these promising outcomes.

Integrated learning has emerged as an approach to developing critical thinking and creativity skills. This meta-analysis synthesizes the effects of integrated learning on critical thinking and creativity, drawing from experimental studies published over the past decade. This study addresses the research question: What are the impacts and factors influencing integrated learning on students' critical thinking skills and creativity compared to conventional learning over the past decade? In the database, 403 articles were obtained, which were then supplemented by seven articles from manual searches, so that there were a total of 410 articles. After a strict inclusion process, 8 articles were selected for analysis. The inter-rater reliability test using Cohen's Kappa coefficient produced a value of 0.78, which indicates a substantial level of agreement. The analysis includes data from 497 participants for critical thinking and 266 for creativity. Heterogeneity in critical thinking skill data was 96%, and in creative skills, it was 86%; then, a subgroup analysis of education level was carried out to find out where the high heterogeneity was. The results show a significant positive effect of integrated learning, with an SMD of 1.48 (p = .004) for critical thinking and 1.60 (p = .0001) for creativity. Funnel plots and Egger's regression tests indicate no risk of publication bias. In addition, this study also synthesized the causal factors of how integrated learning affects critical thinking skills and creativity. Further research is recommended to explore its long-term impact and implementation strategies in various educational settings.  

The use of technology in education aims to improve students' problem-solving skills so that they have the skills needed by 21st century society in dealing with various kinds of challenges and problems. This study was carried out aiming to obtain the characteristics of augmented reality-based learning media for mathematics learning in student problem-solving skill, and obtain the results of the average difference in the problem-solving abilities of junior high school students. This research and development (R&D) study, employing the (Analyze, Design, Develop, Implement, and Evaluate) ADDIE model, investigated Augmented Reality (AR)-based learning media for mathematics to enhance junior high school students' problem-solving skills. The aim was to identify characteristics of effective AR media and assess their impact on problem-solving abilities. Quantitative data, collected from student problem-solving tests, were analyzed using a t-test in SPSS. The AR media featured virtual manipulation, virtual measurement tools, and real-world problem exploration. While the experimental group using AR showed a higher average problem-solving score compared to the control group using Problem-Based Learning (PBL), the difference was not statistically significant (t (df) = 0.638, Cohen's d = 0.0876). This lack of significance, despite the higher mean, is likely due to a small sample size and the limited integration timeframe, coupled with pre-existing skill variations. Future research should address these limitations to further explore the potential of AR in mathematics education.

This research investigated the validity of measurement and causal model of online scam protection behavior (OSPB) among at risk Thai students. The sample comprised 286 high school students from three demonstration schools under the University. Data were analyzed using descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM). The factor loadings for all items satisfied the standard criteria with scores ranging from .40 to .80, item-total correlations ranging from .405 to .718, and Cronbach’s alpha coefficients ranging from .773 to .928. The modified model demonstrated a better fit with the empirical data (χ² = 47.62, df = 37, p = .113,  χ²/df = 1.287, RMSEA = .032, SRMR = .028, GFI = .97, CFI = 1.00, NFI = .99). All factors: a) awareness of online risks, b) inhibitory control, c) game-based learning, d) social support, and e) motivation to prevent online scams can predict 81% of OSPB. The motivation to prevent online scams strongly influenced OSPB, with an effect size of .60. Additionally, all factors can predict 88% of the motivation for online scam prevention, suggesting that Protection Motivation Theory (PMT) is a suitable framework for understanding and evaluating Thai students' preventive behaviors in online deception scenarios. This newly developed instrument is highly reliable and can be effectively used by researchers and educators to assess the risk of online fraud victimization among high school students.

This study analyzes trends, collaborations, and research developments on augmented reality (AR) in mathematics education using a bibliometric approach. Data were collected from the Scopus database on July 31, 2024, identifying 542 documents published between 2015 and 2024. After screening, 194 journal articles were selected for analysis. Using VOSviewer, the study produced visualizations related to document types, publication trends, journal sources, research subjects, institutions, countries, keywords, and author collaborations. The results show that 88.7% of the documents are journal articles, indicating that this topic is predominantly published in scholarly journals. Publication trends reveal significant growth since 2016, peaking in 2024, reflecting increasing global interest. Education Sciences and IEEE Access are among the top journal sources. Subject-wise, social sciences and computer science are the main disciplines exploring AR in mathematics education. Chitkara University (India) and Johannes Kepler University Linz (Austria) are leading institutions, while the United States, Malaysia, and Spain contribute the most publications. Keyword analysis shows rapid growth in research using terms such as "augmented reality" and "mathematics education," emphasizing the role of immersive technology in enhancing student engagement and conceptual understanding through visual and interactive learning. Influential authors like Lavicza, Mantri, and Haas highlight the importance of global collaboration. Based on a thematic analysis of the most-cited articles, this study proposes the AI Mathematical Education Impact and Outcome Framework. In conclusion, although research on AR in mathematics education has significantly advanced, further studies are needed to evaluate its effectiveness across varied educational contexts.