The current study aimed to identify the level of self-regulation and social intelligence among students of the College of Education at Prince Sattam University in Wadi Al-Dawasir, and to reveal the relationship between self-regulation and social intelligence, as well as the possibility of predicting social intelligence through self-regulation. A sample consisting of (204) female students at the College of Education, Prince Sattam bin Abdulaziz University in Wadi Ad-Dawasir participated in this study. The measurement instruments included two researcher-made scales of self-regulation and social intelligence, and the SPSS program was used for statistical treatments. Results revealed that female students of the College of Education in Wadi Ad-Dawasir, Prince Sattam University, have a high level of self-regulation as well as social intelligence, and that there is a statistically significant positive correlation between the scores of self-regulation and social intelligence among the study sample. In addition, it was found that social intelligence can be predicted through self-regulation. It is possible to benefit from the results of this study in directing university planning officials to the importance of transforming the self-regulation and social intelligence of students into a culture and systematic practice through courses, symposiums and workshops, or integrating them into academic courses.

The purpose of the study was to identify how debates effected the analytical thinking abilities of tertiary students and how the debates as an instructional approach were perceived by the students. The study used quantitative data collection methods such as tests and observation checklists and qualitative data collection methods such as a focus group discussion. The data was yielded from the measurements of students’ analytical thinking, critical thinking, problem-solving skills, and decision-making skills. The pretest and posttest measurements were administered using the test of analytical skills, the quiz entitled “Get Ready to Test Your Analytical Skills!”, and the problem-solving test. The study found that the debates improve the students’ analytical thinking abilities and are perceived positively by them. The pretest and posttest measurements results, observation reports, and a focus group discussion showed that the debate-driven instructional model brought positive change to students’ analytical thinking, critical thinking, problem-solving skills, and decision-making skills which are supported by the statistically significant Mean differences in all the variables. The findings from observations implied that the lessons were organised in a way that could sufficiently challenge the students, engage them in the search of information, and presenting their findings based on the facts and statistics. The results obtained from the students’ responses in the outline focus group discussion found that the students appreciated participation in the debates as they associated the experience with job benefits, the practical value of the debates, learning engagement, and research.

The aim of the study is to adapt Preschool Children’s Science Motivation Scale (PCSMS) developed by Oppermann et al. into Turkish and conduct the validity and reliability analyses. This scale is considered important in terms of evaluating the science motivation of preschool children through the science concepts they are familiar with, based on their daily life experiences. The research data were obtained from 303 children attending preschool education in central districts of Adana. The findings of exploratory factor analysis, a two-factor structure named self-confidence and enjoyment consist of 28 items was determined in accordance with the original structure of the scale. Confirmatory factor analysis showed that this two-factor structure showed good fit. Subsequently, the study proceeded to reliability analyses and Cronbach’s α and Composite Reliability values were calculated. In consequence of the study, it was seen that the original form of the scale and the goodness of fit and internal consistency values obtained within the scope of the adaptation form coincided. The findings of the study indicate that the Turkish version of the PCSMS is valid and reliable for Turkish preschoolers.

As a part of learning process, project-based assessment (PBA) is determined to be a potential approach in higher education evaluation that focuses on developing the important objectives related to critical thinking, team working and problems solving skills. The aim of the paper is to find out students’ reflection and teachers’ beliefs towards using this project-based assessment method in teaching Intercultural Communication Competence (ICC). To collect the data, a project-based assessment design was applied for 124 English major students at B University in the 9 weeks ICC course. This project was implemented from the beginning of the course, and at the end of the course, learners’ products were performed with specific activities regarding culture knowledge competition, online cultural community activities, talent performance, situational judgment ability, and eloquence skills. In addition, a set of questionnaires were delivered to the participants, plus the interviews with 36 teachers who have taught culture-related subjects from the universities in Vietnam, Thailand and Malaysia. The findings revealed that although there were certain challenges, using project-based assessment in teaching culture had satisfactory effects on students’ intercultural competence, problem- solving skills, critical thinking, and learning motivation.

More and more student trajectories involve an academic stay abroad. To achieve the intercultural, personal or linguistic objectives associated with such placements, social inclusion with peers and faculty in the place of study is needed. This paper applies Bourdieu’s theory of capital as a conceptual framework to examine the experiences of students who have competed a placement abroad, in particular students from educationally disadvantaged families, students with disabilities, and migrant students. Longitudinal data were taken from the German National Education Panel Study (NEPS) with N=8.469 students. The findings show the interrelatedness of social inclusion and a placement abroad: students who experience high social inclusion with peers and faculty at the beginning of their studies are more likely to study abroad. Social capital with faculty increases after such a placement, in particular for at-risk student groups, while no difference in the increase in social inclusion is observed between student groups. The findings imply a need for early interventions as some of the effects already take place in the first semester.

The progressive integration of mobile technology in the classroom is generating new scenarios to innovate teaching methods. The aim of this study was to analyse the perceptions of university students toward the use of Socrative and its implications in gamified learning situations. This is a descriptive-survey investigation, complemented with content analysis techniques. The data were collected using a questionnaire designed ad hoc by Quiroga-Estévez et al. and structured interviews. The sample consisted of undergraduate students (n=472) of the degree of Primary Education from the Faculty of Education Sciences of a Spanish university. The results show significant changes in the learning process of the students, in social relations and in the teaching methodology.

This study aimed to analyze the Research-Based Learning (RBL) model implementation in the natural sciences in improving students’ analytical thinking skills. This study employed a mixed-method with a sequential exploratory design. Data collection began with qualitative data and then continued with quantitative data. Qualitative data collection techniques used observation and interviews, while quantitative data collection used essay tests. Sampling was carried out before the research implementation. The samples were students of the PGMI IAIN Surakarta Study Program, Indonesia, which consisted of 34 pre-service elementary school teachers. The research was conducted in the odd semester of the 2019/2020 academic year. Quantitative data analysis techniques used a quasi-experimental design with one group pretest-posttest. Based on the results of four observations on the research treatments, the mean was 3.714, in which the values of preliminary activities were 3.625, core activities were 3.714, and closing activities were 3.75, used a rating scale (1-4) with the very good category. The RBL model implementation in the natural sciences in the concept of energy can improve the analytical thinking skills of students, as evidenced by the N-gain value was 56.57%in the medium category. This increase was obtained from the mean of the pretest score (46.84) and the post-test score (76.9), by using a rating scale (0-100). The research findings provide ideas to lecturers and researchers in improving the student's analytical thinking skills through the application of innovative learning models in the topic of the concept of energy.

The mastery of Technological Pedagogical Content Knowledge (TPACK) is very important for teachers in order to achieve qualified learning. Analyzing the mastery of TPACK by teachers in Indonesia seems to be imperative to provide baseline data to Indonesian government. This study aimed to examine the mastery of TPACK, in particular among biology teachers in terms of their teacher certification status, educational level, and academic background. This research involved 68 biology teachers obtained through proportional random sampling in five districts of Yogyakarta Special Region, Indonesia. The data collection was conducted through a multiple-choice test consisting of 33 items. The results showed that although the teacher’s mastery of TPACK was categorized as fair (60.13), it does not meet the work performance standards as a good teacher in Indonesia which has a minimum score of 76.00. Using Mann Whitney U and Kruskal Wallis Tests (p< 0.05), the evidence revealed that the mastery of TPACK among biology teachers is likely influenced by the academic background, educational level, and teacher certification status.

This study examines the basic underlying structure of burnout experiences among teachers in Malaysia by discovering the challenges which lead them to experience burnout. Using interpretative phenomenological analysis, the current study explores the coping strategies that these teachers used to remain in their profession. Ten teachers from two public high schools participated in the study. The data was collected through in-depth semi-structured interviews and analysed using the constant comparison method. The findings revealed challenges that cause teachers to experience burnout, which are student misbehaviour, insufficient parental collaboration, occupational stress in the teaching environment, and negative emotions. The themes related to the coping strategies used to remain in the teaching profession are understanding teaching and learning, positive approach, individual factors, and support system. This paper lists some recommendations for managing the issue of teacher burnout and facilitate teacher retention is proposed, which includes providing training and development activities for teachers, increasing salaries, helping teachers develop coping strategies, and creating adequate support systems.

This study aimed to analyze the critical thinking skills of students in learning of environmental change material using e-learning madrasah. This study used explanatory sequential design by mixed-methods experiment. The data were collected by interviewing, observing, and essay testing that have indicators modified from critical thinking skills by Watson-Glaser, Facione, and Ennis. There were 67 participants in this study as 7th grade student at a junior high school in Sleman district. Quantitative data analyzed by determining average score and standard deviations and, qualitative data analyzed from interviews and observation. Quantitative analysis showed that there were 3 levels of student’s critical thinking skills which were 14 students (20.90%) in the high category, 38 students (56.72%) in the middle category, and 15 students (22.38%) in the low category. Qualitative analysis indicated learning model made students to learn actively, independently, and enthusiastically looking for several sources. This study provided information about student critical thinking skills in junior high school, especially in the environmental change matter which are still low. Thus, the alternative learning strategies to improve students critical thinking skills are very needed. Besides, information on the application of the discovery learning model with e-learning Islamic school was obtained in the COVID-19 pandemic.

This study addresses the effectiveness of learning via educational software. Recent decades have seen the integration of technologies, which are changing teaching and transforming teachers into mediating, facilitating, and guiding figures by means of digital learning methods that serve as a major tool in schools, colleges, and universities. The current study focuses on instruction provided within the Israeli Air Force and examined the effectiveness of instruction provided via educational software in terms of learning products: Bloom’s revised taxonomy, Te’eni’s affective-cognitive model of organizational communication and the STEM model. We randomly divided the learners into three groups who studied the same topic: one group studied with the educational software only, the second with the educational software together with an instructor, and the third with an instructor who used a presentation. The learners took a test and four months later they took another test to examine the effectiveness of the instruction over time. The research results show that the recall levels and performance levels on the tests were almost identical in all groups, but in the categories of understanding and applying the addition of an instructor strongly contributed to achievements: Those who received instruction via educational software achieved the best results in the understanding category, while those who studied with an instructor who used a presentation achieved the best results on the test with regard to application of the studied material. The findings of this study can illuminate the effectiveness of using educational software in learning processes in all educational systems.

The purpose of this research is to provide empirical evidence of the influence of perceived usefulness, convenience, experience, gender, and age on the intention to use e-learning after the government's school closure policy due to the Coronavirus disease (COVID-19) pandemic. Our sample is junior high school teachers in Indonesia and the data are analyzed using the Structural Equation Model (SEM). We show that perceived usefulness has a positive influence on e-learning intentions. The perceived convenience is not the reason for the teachers to use e-learning because they have no other alternative in carrying out their duties apart from e-learning. Besides, we have also found that gender and experience influence e-learning intentions. The teachers with different genders and experiences continue to implement e-learning as their way of teaching during the pandemic. The younger teachers have a higher intention of using e-learning. They have adequate digital abilities and are more confident in using e-learning, so they have a great intention in implementing e-learning for the delivery of the materials. Experienced teachers will find it easier to find the use and convenience of e-learning. Apart from experience, male teachers also report that it is easier to grasp the ease of e-learning. However, older teachers show more concern about their perception of system usability as a reason for using e-learning than system convenience.

A large number of articles in the field of science education reflect on scientific literacy as the main goal of science education (SE), although often with varying viewpoints. Nevertheless, researchers have begun to highlight subject-specific teaching practices that are expected to specifically enhance science subject teaching, including biology. The main aim of this theoretical article is to come on consensus and to conceptualise the term biological literacy (BL) more clearly and to present a theoretical concept of BL, composed on the basis of systematically analysed articles. This theoretical concept includes two dimensions of BL: (1) cognitive (cognitive skills, conceptual understanding, biological inquiry) and (2) affective dimension, based on systematic literature review (SLR). This theoretical concept also includes in addition four dimensions of BL: (3) sustainability; (4) interdisciplinarity, (5) career awareness and (6) nature of biology (NOB), based on literature review (LR) of recent decades, that was conducted to write theoretical overview of this research.

Multicultural education improves educators’ understanding of the complexities of different cultures and the inherent intersectionality of race, gender, class, and exceptionality to liberate students from oppressive structures within society. The purpose of this study is to illuminate the perceptions of educational leadership graduate students regarding multicultural education and transformative leadership through the lens of critical pedagogy. During this qualitative case study, the researchers used course materials, including discussion and responses, book reviews, and presentations, to answer these research questions: What factors drove the graduate students to want to seek out further experiences for them or their students with multicultural education? What did the participants perceive as potential barriers to influencing educational reform? In what ways did the perceptions of the graduate students regarding multicultural education change over the course of a semester? Three themes emerged from the analysis, the illusion of inclusivity, cultural awareness, and the disconnection between theory and practice. This research could impact current and potential future educational leaders and provides information that would benefit school districts, teachers, and students.

The primary purpose of this research was to determine the effect of principal instructional leadership behavior on several determinants: organizational commitment, efficacy, and teacher satisfaction through school health. Five instruments that had been used are the principal instructional management rating scale (PIMRS); organizational health inventory for elementary schools (OHI-E); online course questionnaire (OCQ); teacher satisfaction scale (TSS); teacher efficacy scale (TES). All of these instruments had high validity and reliability; with Cronbach’s alpha values of each was PIMRS (.83), OHI-E (.81), OCQ (.80), TSS (.86), and TES (.79). A total of 350 public primary school teachers in Surakarta had been selected as respondents in this study with satisfied random sampling. AMOS software version 6.0 is used to analyze CFA and SEM. The results of SEM analysis to the structural model built by the researcher was good, with Probability = .001; RMSEA = .043; GFI = .941; AGFI = .907; CMIN/DF = 1.522), so the relationship between the variables in the constructs was interpreted; (1) The Principal instructional leadership behavior had a significant direct influence on the school health, (2) The school health parameter had a significant direct influence on organizational commitment, efficacy, and teacher satisfaction, (3) The principal instructional leadership behavior did not have a significant direct effect on organizational commitment, efficacy, and teacher satisfaction through the variables and school health.

The purpose of the study was to examine correlations between perceived teacher innovation (PTI) and self-regulated learning (SRL), where learning motivation, self-efficacy, and learning transfer help illustrate the interplay between and among influencing variables in the teacher-student relationship. This study gathered 213 valid questionnaires out of 355 participants in the Design Thinking for Data Scientists, which is one of the courses taught from a university in Taiwan. This study has analyzed the possible linkage in the Structural Equation Modeling (SEM) through the path coefficient. The ensuing data analysis study has shown that learning motivation, self-efficacy, and learning transfer not only served as the mediator effects in the PTI and SRL but also played small moderating effects. It appears that when learning motivation, self-efficacy, and learning transfer decrease, the interplay between PTI and SRL becomes stronger. It is necessary to increase the level of intrinsic motivation by the perception of greater innovation in teaching materials. By so doing, students would be more receptive and affective of course contents in the classroom and regulate themselves to achieve educational goals. The implications of teachers' perceptions of pedagogical innovation for learning motivation and learning experience are likewise discussed.

Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers’ education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementary school teachers’ education. Participants in this study were the candidate of elementary school teachers’ education of 75 people who took the Basic Concept of Science subject. Data collection in this study was through observation, documentation, pre-test, and post-test with essay questions to measure creative thinking skills. The final result of the project is the final product to measure creativity. The data analysis used was an ANOVA test to measure every aspect of creative thinking skill. Qualitative analysis was used to describe the learning process and the final project of creativity. The results showed that there was an increase in creative thinking skills from aspects of flexibility, elaboration, fluency and originality. The SRBP model has a positive effect on improving the ability to think creatively.

The changes brought about in higher education by the Coronavirus disease (COVID-19) pandemic require effective action. Teachers must be trained to work on university platforms. The study allows us to analyse the current educational problems, which are found in many countries, not only in Ecuador. The research aimed to determine the virtual andragogical competencies of Ecuadorian university education during the COVID-19 pandemic. A mixed research approach was used. A quantitative analysis was applied first, followed by a qualitative analysis. The sample selection was participatory and non-probabilistic. The sample consisted of 1003 active higher education teachers in Ecuador. A questionnaire of 106 questions divided into four variables was applied. A multiple analysis of variance (MANOVA) was performed. The analyses demonstrated the need to apply four integral competencies. First the teacher must "Know how to be", through continuous ICT training. After the teacher has been trained, he/she must "Know". This process involves mastering educational technology. After updating knowledge, they must "Know how to live together". Develop critical and constructive communication. Then "Know how to do" by applying an effective guiding methodology. Teacher training under the competency-based approach is seen as a viable alternative.

Online English comic is one of reading material that can be used by students. Students should be triggered by interesting and understandable reading material to increase their reading motivation and English proficiency. The objective of this study is to discuss the benefits of online English comics as reading materials and to discover the applications and websites that are usually used by students to read online English comics. This study applied the descriptive qualitative study supported by interviews as a data-gathering technique. The results of this study showed the benefits of online English comics as reading materials. Those are adding language knowledge such as vocabulary and grammar, enhancing reading comprehension, building critical thinking, increasing creativity, and developing reading motivation. The second finding is about the applications and websites to read English comics that students prefer to read. There are some applications and websites that are usually used by students to read English comics. The applications are Webtoon and Ciayo Comic, and also the websites include Mangakakalot.com, Mangareaderapp.com, Mangazuki.info, and Mangapanda.com.

This study aims to present the potential of Participatory Action Research (PAR) to bring together the experiences of teachers and researchers with the intention of improving teaching practices and students’ learning outcomes. Participants in the study were 7 teachers, their 160 fifths grade students, and researchers (authors). Teachers and researchers participated as partners in all collaborative activities during the period of 12 weeks.  All teachers assisted by the researcher (first author) who serves as a teacher at the same school, were involved in implementing the reciprocal teaching method (RTM) in math classes. They examined each step of the implementation of this method in order to investigate whether it has an impact on student achievement in solving mathematical word problems. Teachers observed the work of students in their classes, whereas in the joint meetings they discussed occasional ambiguities as well as issues that were most challenging for them and their students. The results showed that there was a significant improvement of the students’ results in the post-test of the mathematical word problems. The analysis of teachers' reflections highlights the benefits of collaboration within the PAR project, both for students and teachers. The study suggests that the PAR model can be used effectively within school settings as a research model, and as a pedagogical practice.