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.

During COVID-19 in Athens, Greece, 535 general education and 170 special education teachers were tested for computer use self-efficacy, ICT competence, and computer attitudes. Demographic and occupational factors impacted computer attitudes and computer use self-efficacy. The GCAS and GCSES showed that general and special education teachers liked computers. Teachers were computer-savvy and confident. Computer attitudes boosted computer use self-efficacy. Computer self-efficacy is strongly linked with computer attitudes, subscales of confidence and affection and moderately linked with cognitions about computers. Age, position, and ICT training substantially influenced computer attitudes and computer use self-efficacy. ICT-trained teachers had improved their attitudes and computer use self-efficacy. Computer self-efficacy and attitudes about computers did not change for special education teachers, but computer confidence increased. Except for those under 25, younger teachers demonstrated higher computer self-efficacy than older ones.

The study focused on generational differences in teachers’ professional competencies (interaction styles, teaching styles and didactic competencies) and motivation for the teaching profession. A total of 462 teachers (20 students with at least a bachelor’s degree; age: M = 43.36, SD = 11.05) participated in the study. The Questionnaire on Teacher Interaction (Slovak version), the Slovak Teaching Style Questionnaire, the Didactic Competencies Questionnaire and the Scale of Motivations for Choosing Teaching as a Career were administered. Teachers were divided into generations (Baby Boomers, born up through 1964; Generation X, born 1965 – 1980; Generation Y, born 1981 – 1996; Generation Z, born 1997 and later). The main finding of the study was that there were significant generational differences in professional competencies but no differences in motivation for the teaching profession. On the other hand, there were strong preferences for the leadership, helpful, student-teacher responsibility, understanding interaction styles and the supporting teaching style. Baby Boomers were also knowledge-oriented, Generations X and Y also goal-oriented, and Generation Z also preferred a managerial style. From didactic competencies, Baby Boomers were best in self-reflection and the realization of teaching; Generations X and Y were best in self-reflection and maintaining a positive classroom climate, and Generation Z was good in the realization of teaching.

Advertising or promotion management analyses, plans, and monitors programs to create target market exchanges and achieve institutional goals. Early childhood education (ECE) is an educational institution needing advertising management. This study examines the implementation of ECE advertising management in terms of challenges, opportunities, and developments. This study showed two major areas: 1) practitioners were more innovative and creative in using technology to develop advertising management, and 2) the educational institution got better recognition from society, especially parents. This study uses the literature study method, assisted by the publish perish application, to find reference sources related to educational advertising management for ECE. The study showed that the ability of schools and teachers to provide services based on consumers’ demands influenced the implementation of organisational advertising management challenges. Meanwhile, advertising management developments were sometimes affected by the actions of the advertising media. Social media informed consumers about the institution without spending more money and effort.

This study aimed to explore the implementation and impact of the Flipped Learning Model (FLM) and STEM Approach in elementary education. The advancement of technology and the Covid-19 pandemic has increased the importance of e-learning, including in elementary schools. The literature review analyzed 193 academic works published in the past six years using NVivo, Mendeley, and VOSviewer software. The validity of the data was verified through the analysis of five online databases. The results showed that STEM research has been well-developed with innovative approaches that improve learning outcomes, while FLM research in elementary schools is limited. The study suggested that combining FLM with STEM Approach (FLM-SA) can optimize learning in the technological era. By integrating FLM-SA, students can engage in active learning experiences in class and acquire fundamental knowledge outside of class, offering a solution to e-learning challenges. The study emphasized the strong connection between FLM and STEM Approach and how they can support each other to enhance student learning.

21st-century learning requires teachers and students to integrate literacy skills, scientific literacy, mathematics, reading, writing, and technology in the learning process. Students must have initiative, discipline, responsibility, confidence, motivation for independent learning, and the ability to think critically about the problems presented. This study aims to determine students' autonomous knowledge and critical thinking abilities (CTA) using mobile learning technology (MLT). This research is a quantitative study involving 83 students from four junior high schools in the city of Mataram. The data collection for independent learning and students' CTA was carried out by giving tests and non-tests to students. The test conducted was a written test in the form of a description of 10 questions covering indicators of CTA. The non-test was conducted by giving a student learning independence questionnaire with as many as 15 statements, including five indicators of learning independence. This quantitative research data analysis uses the Rash modeling application with the help of Ministep software. The analysis results show that the learning independence of male and female students in the four junior high schools obtained a percentage of 77.38% in the “good” category. Each indicator of learning independence accepts a percentage above 70%, which is in the excellent category. Meanwhile, the CTA of male and female students from the four junior high schools obtained 75.28% in the “good” category. Each indicator of CTA also gets a percentage of more than 70%, meaning that each indicator is in a good category.

Industry 4.0 has affected various aspects of life, including the organization of higher education. In the current era, higher education is required to transform themselves from using the conventional way of administration to the digitalized one. The said transformation also includes the services provided and management carried out by the organizations. The objective of this study is to measure the understudied mediation of digital innovation in the effect of the nexus of digital leadership and digital literacy on the performance of higher education. This quantitative research was conducted by distributing questionnaires to 234 faculty members of four higher education institutions in Malang City, Indonesia. Partial Least Squares – Structural Equation Modeling was applied to analyze the data. This study finds that digital leadership significantly affects the higher education performance and conclusively predicts digital innovation. As hypothesized, digital literacy has a significant effect on the higher education performance and digital innovation, and digital innovation plays a substantial role in the higher education performance. In addition, digital innovation mediates the influence of digital leadership and digital literacy on the higher education performance.

The outbreak of COVID-19 has affected the educational sector globally. One of the impacts of this outbreak is observed in the implementation of digital learning, which involves problems such as poor internet connection and a lack of information technology facilities. However, university youth could be seen as resilient if they could keep up with good academic performance despite going through various challenges of digital learning. Thus, this research would like to explore the resilience of university youth while undergoing the challenges of digital learning during the COVID-19 pandemic. This research adopted a qualitative approach, and data were collected through semi-structured interviews. Purposive sampling was used, where five respondents among the University Malaysia Terengganu (UMT) youth with a cumulative grade point average (CGPA) of 3.50 and above were selected in this research. The research found that the challenges faced by the majority of the respondents during digital learning were the non-conducive learning environment and the poor internet connection. In addition, findings also found two protective factors that helped the respondents be resilient, identified as the internal factor (i.e., self-concept and cultural sensitivity) and the external factor (i.e., parents' support and positive peer relationships). The research findings showed that the university youth also need support and help from various parties alongside their own efforts in academics in order to face any kinds of risky situations and grow as resilient youth.

Digital technologies in all forms have become ubiquitous in our media-rich, modern information society, but the connection between their use and information literacy is not always clear. This paper examines the impact of daily use of digital technologies on the reading and information literacy skills of 15-year-old students in Slovenia, based on data from the Programme for International Student Assessment (PISA) 2018 study. The study examines PISA 2018 variables related to Information and Communication Technologies (ICT), as well as a reading task involving the use of ICT. The sample consists of 2612 Slovenian students with a gender distribution of 50.8% girls and 49.2% boys. The study explores students' experiences, enjoyment, self-efficacy, autonomy, and independence in using ICT and learning about its use and identifies two groups of students: one group that is curious and another that is cautious. The results of confirmatory factor analysis (CFA) and structural equation modelling (SEM) show that the constructs of enjoyment, self-efficacy, learning, autonomy, and independence are highly/strongly correlated but have a low/insignificant impact on information literacy skills.

The objective of this study is to create a tool for evaluating teachers’ effectiveness in boarding schools. Planning and preparation stages, instrument testing, and measurements were used in this study to implement research on the creation of the Mardapi model instrument. In order to generate instrument items, the planning and preparation stage tasks included a literature assessment of teacher performance appraisal manuals. Data were gathered utilizing documentation approaches, and descriptive and qualitative analysis was performed. Six specialists validated the built instruments, which were subsequently put through limited testing at two boarding schools and extensive trials at nine boarding schools in Surakarta residency area. The Aiken formula was used to examine the expert’s evaluation data, and confirmatory factor analysis was used to analyze the test results. The results of this study indicate that the instrument for assessing teacher performance in boarding schools meets the validity criteria. This is indicated by the existence of loading factor values ranging from .51 to .72 (>.4) and t-sign values ranging from 4.75 to 9.25 (>1.96) and meeting the requirements of a fit model since Chi-square = 1307.95 < 2524 (2*df), p-value = .17956 (>.05), and RSMEA value = .014 (<.08). The instrument items are reliable assessment packages, and this is shown by the reliability value of omega .967 > .70. Because there is a guarantee of validity and reliability, the test can be used to further assess teacher performance in boarding schools.

Inclusive teaching development has provided opportunities for children to study it with special needs to study in the school. Although some parents prefer to enroll their children in schools specifically designed for those with special needs, inclusive learning allows these individuals to participate in the learning process alongside their peers with disabilities. Through inclusive teaching, teachers aim to help children develop their social skills. This research aimed to analyze the influence of visionary leadership and organizational commitment on teacher performance under the visionary leadership of school principals in the implementation of inclusive schools in Malang City. The utilized research methodology was a mixed sequential exploratory, involving data collection through interviews, observations, documentation, and questionnaires. Qualitative data analysis employed content analysis, while quantitative data underwent multiple linear regression inferential statistical analysis. The findings indicated that visionary leadership and organizational commitment influence the instructional efficacy of teachers when working with children having special educational requirements. Therefore, the recommendation to school principals persistently enhances their leadership competencies and reinforces their dedication to cultivating a vibrant teaching environment that promotes inclusive educational advancements.

Technology integration into learning is essential to supporting educational reform. On the other hand, the relationship between self-regulation (SR), technology integration self-efficacy (TISE), and technological pedagogical content knowledge (TPACK) has yet to be thoroughly studied. This study investigated preservice elementary teachers and the connection between SR, TISE, and TPACK. A quantitative approach and a survey-based approach were both utilized in the research project. The research was carried out at one of Indonesia's universities, and the data collected were from 224 preservice elementary teachers in their fourth year through a questionnaire. According to the findings, preservice elementary teachers' SR, TISE, and TPACK levels were above average. Preservice elementary teachers scored the highest on planning capability (PC), monitoring and controlling skills (MC/CC), and making others use computer technologies self-efficacy (MUCTSE). In contrast, they scored the lowest on information and communication technology (ICT). Besides that, SR and TISE positively and significantly affected pre-service teacher TPACK. In light of the findings, it is of the utmost importance to enhance the competency of preservice elementary teachers in using technology to integrate learning.

This study aimed to investigate the relationship between teacher professional development, quality of lecture design, student engagement, teacher technical skills, pedagogical content knowledge and teacher satisfaction in using Artificial Intelligence (AI)-Powered Facilitator for designing lectures. The study used a non-random sample technique, and 208 participants answered a survey via Google Form after one semester, using a 5-point Likert scale to rate their responses. The structural equation model was used to analyze the data, and six factors were included in the study. The study confirmed hypotheses that teacher professional development, quality of lecture design, student engagement, and pedagogical content knowledge have a positive effect on teacher satisfaction. However, the study also revealed that teacher technical skills have a negative effect on teacher satisfaction, and pedagogical content knowledge has no significant effect. The proposed conceptual model explained 55.7% of the variance in teacher satisfaction Theoretical and practical implications were also discussed. These findings provide insights into the factors that contribute to teacher satisfaction in utilizing AI-Powered Facilitator for designing lectures and could inform the development of effective teacher training programs.

The swift widespread shift from face-to-face to emergency remote teaching (ERT) due to the COVID-19 pandemic was accompanied by numerous technical, psychological, and pedagogical challenges and prompted educators to look for ways to improve their performance to preserve the high quality of learning. One way to do this is for teachers to adopt charismatic behaviours. This study aims at investigating the concept of and factors determining teachers’ charisma and its connection with students’ intrinsic motivation and perceived learning in a synchronous online learning setting during ERT. The questionnaires measuring students’ intrinsic motivation, perceived learning, and teachers’ charisma were used to collect the responses from Ukrainian university students who reported on their online learning experienced amid the COVID-19 pandemic. The Varimax rotation method was applied to determine the factors of charisma. Correlation analyses established a connection between students’ intrinsic motivation and perceived learning and teachers’ charisma as well as each factor of charisma independently. The research is the first of its kind done in an online learning setting in an Eastern European cultural context. The research validates some previous findings done in a face-to-face teaching context. The current study also established the connection between humor and empathy as a factor of charismatic teaching.

The pervasive development and momentous changes of internationalization in higher education have led to the acceleration of research on its key component – the curriculum. However, there has not been any comprehensive analysis of the research status of the internationalization of the curriculum (IoC). To address the gap, this study employs the bibliometric method to construct an intellectual structure of research on the topic. The data, retrieved from the Scopus Database, consisted of 386 publications. The extracted data were then analyzed using citation, co-authorship, and keyword co-occurrence analysis. The results reveal a significant growth in research volume during the last ten years and the domination of Global North in the geographical distribution of publications. Besides, the most prominent authors include those who introduced fundamental knowledge on the topic. The most cited works and the most popular publishing sources focus on various aspects of internationalization of higher education. They also show a multidisciplinary interest in the topic. Finally, concerning newly emerged themes of studies on IoC, “cultural competence” and “internationalization at home” are outstanding keywords. The research findings emphasize IoC as a potential research matter. Hence, this study is recommended as a starting point for future researchers when examining related subjects.

The purpose of this research is to develop a worksheet that can support a digital science practicum. Conducting a needs analysis comes first in the development of worksheets, then comes product creation. The product produced based on the needs test analysis is a worksheet with the help of science worksheet-augmented reality (SWAR). Two knowledgeable education professionals then evaluate the finished product and test it out on participants or students. The results of the study show that worksheets equipped with augmented reality media are necessary. Meanwhile, the resulting product is valid in an almost perfect category (Pe = 0.7219; Po = 0.9744; K = 0.9078). Student perceptions of the products produced are at an "excellent" level in each category (ME-Av, mean = 3.466; CO-Av, mean = 3.472; CT-Av, mean = 3.503; ST-Av, mean = 3,507; TA-Av, mean = 3.440; IN-Av, mean = 3.640; MO-Av, mean = 3.640). There is a significant inverse relationship between media features (ME-Av) and student interest (IN-Av) based on Pearson's correlation test with r = -.50 (p < .50). Further explanation is presented based on the data that has been collected.

Today's college students relate directly to the information through which they learn. They are the ones who detect the information they need, search and evaluate it, and also use it to develop academic projects. Information literacy programs have increased in universities to support the development of these skills to students. The aim of this study was to provide an instrument that allows the measurement of information competency in higher level students and generate evidence of its validity and reliability. The Information Management Brief Inventory (IMBS) was developed, which consisted of 16 Likert type items. IMBS was applied to a sample of 1,937 students from a public university in northern Mexico. For the evaluation of the construct validity and identification of the factor grouping of the items, an exploratory factor analysis (EFA) was carried out. Confirmatory factor analysis (CFA) was carried out to explore the goodness of fit of the model. It was found that the 16 items were grouped into three factors: information management, access to information and information ethics. The psychometric properties of IMBS were adequate.

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

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.

This study aims to develop a Critical Thinking-Independent Learning (CTIL) model to improve students' critical thinking skills that meet valid, practical, and effective criteria. This type of research was Research and Development (R&D), with a one-group pre-test and post-test design without a controlled class. The CTIL model was validated by three experts in the field of science education and then tested on 156 students in three public junior high schools in Surabaya, Indonesia. The results revealed that: (a) The CTIL model was valid based on the model validity score with an average of 3.73 (very good category) and the validity score of the learning materials with an average of 3.72 (very good category); (b) The practical CTIL model based on the averaged observations of the implementation of learning using the CTIL model was 3.88 (very good category); and (c) The CTIL model was effective based on four determining factors, namely: an increase in critical thinking skills, which was statistically significant at alpha .05; the calculated mean N-gain of .72 (high category), similar mean values for all test classes in all schools participated in this study; the effect size of 3.07 (strong category); and the average student response of 84% (very good category).