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.

Geometric thinking affects success in learning geometry. Geometry is studied from elementary school to university level. Therefore, in higher education and basic education, it is necessary to carry out a systematic review in order to obtain tips for improving geometric thinking skills. A systematic review of geometric thinking was done in this study. In this study from 2017 to 2021, geometric thinking was investigated in the form of a synthesis review of the effect size of the given treatment. This is a comprehensive discussion of theories, models, and frameworks on the topic of geometric thinking from 36 articles. The research findings revealed that the interventions used were predominantly effective, with effect sizes ranging from "small" to "very large," with the "very large" effect obtained in the intervention of van Hiele's learning phase and various technology-based-media and concrete manipulative media. The research trend was reflected through twelve clusters of interrelated keywords. The results of this literature review suggested that it is necessary to carry out a specific study on how to achieve the highest level of geometric thinking, a more detailed form of scaffolding, and concrete manipulative media and technology that can be explored for a certain level of the participants’ geometric thinking.

This review explores research into the effects of collaborative learning interventions on critical thinking, creative thinking, and metacognitive skill ability on biological learning. The search was conducted from 2000 to 2021. We found 36 critical thinking studies, 18 creative thinking studies, and 14 metacognitive skill studies that met the criteria. The results showed that collaborative learning influences large categories (ES=4.23) on critical thinking, influences large categories (ES= 7.84) on creative thinking, and influences large categories (ES= 8.70) on metacognitive skill. The study's findings show that collaborative learning interventions have the highest impact on metacognitive abilities. Based on these findings, we provide insights for education research and practitioners on collaborative learning interventions that seem to benefit the empowerment of high levels of thinking at various levels of education to be combined with various other interventions in the future. The type of intervention, level of education, materials used, and study quality criteria were included in the study.

In the last decade, vocational education in Indonesia has experienced problems in making career decisions for students, which was exacerbated by the COVID-19 pandemic. Therefore, this research aims to examine the role of self-efficacy and mediate digital literacy, social environment, and counselling guidance in influencing career decision-making. This is an ex-post-facto research design with data collected from a sample of 566 vocational education students in Indonesia through a questionnaire method distributed online using Google Form. The collected data was then analyzed using structural equation modelling (SEM) with path analysis and bootstrap methods. The results revealed that self-efficacy plays a vital role in mediating digital literacy and guiding students in career decision-making. On the other hand, digital literacy, guidance, and counselling have a significant direct effect on self-efficacy and career decision-making. Meanwhile, the social environment only has a significant direct effect on students’ career decision-making. The real role of all elements of vocational education in strengthening self-efficacy, growing digital literacy, monitoring social environment interactions, and providing counselling guidance to students is needed to increase optimism and the quality of career decision-making in vocational education.

Character education is urgent in passing down the ethical and moral values in the cultured community life. The local cultural values are a source of ethics and moral education for elementary school students. The school keeps taking an essential role in cultivating the local values through online character education during the COVID-19 pandemic. This study aimed to analyze the effect of implementing online integrated character education and parental engagement in local cultural values cultivation outcome. The method of this study used an exploratory sequential mixed method design. Collect qualitative data using interview forms, observation, documentation, and quantitative data using questionnaires and portfolios. Qualitative data interpretation used content analysis, and inferential analysis used multiple linear regression. Results revealed that parental engagement, teachers’ performance, and online learning obstacles affect local cultural values cultivation outcome in character education partially and simultaneously for sixth-grade students in Padang City. We suggested teachers improve character education management based on local cultural values by building good synergy and collaboration between them and parents to cultivate noble character behavior among students.

Algebraic knowledge transfer is considered an important skill in problem-solving. Using algebraic knowledge transfer, students can connect concepts using common procedural similarities. This quasi-experimental study investigates the influence of algebraic knowledge in solving problems in a chemistry context by using analogical transformations. The impact of structured steps that students need to take during the process of solving stoichiometric problems was explicitly analyzed. A total of 108 eighth-grade students participated in the study. Of the overall number of students, half of them were included in the experimental classes, whereas the other half were part of the control classes. Before and after the intervention, contextual problems were administered twice to all the student participants. The study results indicate that the students of the experimental classes exposed to structured steps in solving algebraic problems and the procedural transformations scored better results in solving problems in mathematics for chemistry compared to their peers who did not receive such instruction. Nevertheless, the result shows that although the intervention was carried out in mathematics classes, its effect was more significant on students' achievements in chemistry. The findings and their practical implications are discussed at the end of the study.

This study aimed at exploring teachers’ perceptions of reflective teaching strategies in their teaching practice and the barriers that hinder the implementation of reflective teaching strategies. Quantitative and qualitative data were obtained by using a questionnaire and semi-structured interviews. The study took place in the context of high schools in most of the provinces in the Mekong Delta. The respondents involved in this research were fifty English as a foreign language (EFL) high-school teachers. The results revealed that most teachers have positive perceptions of the significance of reflective teaching strategies in their teaching. At the same time, the participants found barriers preventing them from implementing reflective teaching strategies in their language teaching such as lack of awareness of reflective teaching strategies, time or workload limitations as well as some obstacles related to the application of peer observation as a strategy of the reflective process. Finally, accordingly, the findings gained from two types of research tools, some pedagogical implications, and research suggestions on the effectiveness of EFL teachers’ application of self-reflection strategies in the teaching-learning process were proposed in the study.

In the last decades, the notion of universal design for learning (UDL) has gained prominence in the Greek educational scene (former government plan in education, projects based on UDL). This educational philosophy is essentially a necessary inclusive practice given the new conditions, the extreme heterogeneity of the student population due to socio-political and economic factors, and the exceptional circumstances due to COVID-19 pandemic. The UDL aims to ensure access and equity in learning for all learners despite differentiating characteristics. With our study, we seek to investigate whether teachers in secondary and second chance schools (SCS) are ready to implement UDL, what their expectations are, what obstacles they face, and the results of implementation through their records in reflection journals, a practice that is fully consistent with the context of UDL.

The primary goal of this study was to explore the effectiveness of Quizizz in enhancing students' motivation, interest, and achievement in physics. This study was conducted at the Nueva Ecija University of Science and Technology (NEUST) – Gabaldon campus during the second semester of the academic year 2021-2022. This study used both a descriptive and a quasi-experimental one-group pretest-posttest design. The descriptive design was used to describe the student's motivation and interest in learning waves and optics before and after the intervention of Quizizz. The quasi-experimental one-group pretest-posttest design was used to determine the effectiveness of Quizizz in increasing students' motivation, interest, and achievement in physics. The study included 20 students pursuing a bachelor's degree in secondary education with a major in science. According to the findings, before the intervention of Quizizz, students agreed that they are motivated and interested in learning physics, and their performance was average. Following the intervention, students unanimously agreed that they are more motivated and interested in learning physics, and their scores in a specific unit increased. According to the t-test, the intervention of Quizizz significantly increases student motivation, interest, and achievement in physics. It demonstrates that using Quizizz in physics instruction improved students' motivation, interest, and achievement in physics.

The decline in student character is the result of low student learning outcomes. The common student learning outcomes are influenced by several factors, and one of them is teacher-centered, monotonous learning model. For this reason, it is deemed necessary to conduct research that aims to determine the effect of project-based assessment on values clarification technique (VCT) learning on improving students’ learning outcomes by controlling the family environment. This study uses a 2x2 factorial experimental design. The sample was selected through multistage random sampling with 120 students. The two-way ANCOVA data analysis technique was used to analyze the data. The findings obtained after controlling the family environment are: 1) civics learning outcomes from the group of students who used value clarification techniques are higher than those using conventional learning models and 2) civics learning outcomes from the group of students who were given project-based assessments are higher than the group who are given conventional assessments. Thus, it can be recommended that civics education teachers used appropriate VCT and project-based assessments to improve learning outcomes.

Kosovo's education system has two different vocational education and training schools: professional schools and centres of competence. The local authorities-municipal directorates of education manage the professional schools, while the centres of competence are managed at the national level by agency for vocational education and training and adult education (AVETAE), operating under the Ministry of Education. This paper compares the collaboration between public schools, centres of competence, and private businesses. For this research, we used the mixed research methodology by interviewing coordinators of career centres from two professional schools and two centres of competence, and four managers of different firms. The research included a questionnaire filled by teachers from both institutions, prepared using the Likert scale. We analysed the data from this research to identify the differences in how those institutions develop partnerships with private businesses to secure better internship opportunities for their students. The study will provide data about the sustainability of cooperation between these two institutions in the creation of employment opportunities for their graduates. The outcomes will help professional schools and centres of competence to improve their cooperation with the labour market. It will help the career centre coordinators and business owners to create new job opportunities for development.

The delivery of science, technology, engineering and mathematics (STEM) learning to improve an individual’s competence and future career interests has become a critical scientific undertaking for teachers and researchers alike. A plethora of research has proposed various hands-on robotics activities built on constructivist theories, thereby facilitating the development of knowledge based on reality for scientific and non-scientific stakeholders. Robotics may become an essential focus point within technology provision, which is an essential underlying characteristic for the seminal development of computational thinking (CT). However, despite the potential benefit of CT in developing an individual’s problem-solving skills, strategies for improving this ability through hands-on robotics activities largely remain underexplored. This paper highlights the constructs drawn from hands-on robotics activities in a STEM workshop designed for pre-service teacher students. The qualitative research design involved eight participants to investigate the responses of pre-service teachers to a hands-on robotics activity intended to provide STEM material. The research findings emphasise the correlations between the CT principles and STEM learning phases and underscore the roles played by educational robotics to enhance previous literature on learning experience.

Phonological awareness relates closely to listening and speaking skills. It also has an important role in learning to read in an alphabetic writing system. In the context of learning a new language, it is essential to figure out an appropriate strategy in accelerating the phonological awareness skill. The present study aims at investigating the effect of embedding phonological awareness training in adult English as a foreign language (EFL) learners’ phonological awareness skill. It involved 63 EFL students who were divided into two groups: Experimental and control. The data were taken by using a phonological awareness test and analyzed by using independent samples t-test. The overall comparison showed that the experimental group who received an embedded phonological awareness training for 4.5 hours (45 minutes of six meetings) surpassed the control group who joined a regular vocabulary class without phonological awareness training (p = .017). Thus, phonological awareness training effectively accelerates adult EFL learners’ phonological awareness skills.

High school teachers are mentors and facilitators that must be concerned about their students' formal thinking abilities. Students may not take a conservation task seriously because they perform operations without consulting. This necessitates modifying the learning process to increase student motivation. Therefore, this study aimed to examine students' mathematical spatial literacy through project-based blended learning with the cognitive conflict strategy. The study sample comprised 129 students, including 66 and 63 in the experimental and control classes, respectively, divided into the low, medium, and high levels. The findings showed that the experimental class students using project-based blended learning with the cognitive conflict strategy had higher mathematical spatial literacy than those in the control class using problem-based learning. Project-based blended learning with the cognitive conflict strategy and problem-based learning students at the high and moderate levels differed in their ability to increase their mathematical spatial literacy. However, low-level students are comparable in their ability to increase their mathematical spatial literacy.

The pandemic case has shifted away from face-to-face teaching to online blended learning. This phenomenon certainly causes various problems in the world of education. The online blended learning is good when applied with good internet connections and complete facilities. However, it differs from Indonesian coastal students who do not have supporting facilities. Therefore, this research aims to analyze the experience and readiness of Indonesian coastal students. It determines the facilities of the process using qualitative research with a phenomenological approach. Purposive sampling was used to collect data from 25 students living in coastal areas in Aceh, Indonesia. Furthermore, in-depth interviews were used to obtain instruments and techniques for data collection, observations, field notes, and audio-visuals. Data analysis was carried out qualitatively by reducing, displaying, drawing conclusions, and verifying data. The data processing was conducted using NVivo 12 plus software. The kappa coefficient is used to check the accuracy of the data since there was no bias during coding. The analysis results show that Indonesian coastal students are not ready to conduct the online blended learning process. Furthermore, it is recommended that future research focus on coastal students’ development. A Hypothetical Learning Trajectory design should be created to assist in independent learning and lessen their readiness.

This mixed method case study examined potential influences of social agents or immediate environments on individuals’ metacognition. Via quantitative methodologies, 122 pre-service teachers’ metacognition was measured by the Turkish Metacognitive Awareness Inventory, and metacognitive components did not show any variations across majors, locations of previous studies, the highest degree of education in the family, frequently communicated friends, and regions. Regression analyses revealed that friends were a significant predictor for metacognition. Also, focus group interviews were analyzed thematically via deductive codes regarding the theory of metacognition. Findings confirmed that friends may support individual metacognition at all levels, metacognitive knowledge, regulation, and experiences through cooperation, modeling, reflections, discussions, feedback, and peer evaluation. Pre-service teachers’ engagement on the social media may also support their regulatory strategies due to models’ task performances or by their reflecting upon those performances. Teachers and family may support metacognitive knowledge, specifically career goals via expectations, anecdotes, and experiences. On the other hand, schools and the Turkish culture may impose some limitations on the youth, and they may engage in reflection and self-questioning to manoeuvre negative experiences or conflicts. Thereby, cross-national and longitudinal studies are highly suggested to explicate the social foundations of metacognition.

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.

The longitudinal changes of the average grades in four study semesters before and during the COVID-19 pandemic and distance learning are presented in the current study. 11th grade students’ (n=586; age M=17.38, SD=0.53) average grades were assessed, as well as their verbal and non-verbal reasoning abilities, and self-evaluations of problem-solving and self-management skills. The main findings of the study are: 1) There is a general pattern for the grades to increase during the four semesters from the autumn 2019 to the spring 2021; 2) The general tendency of changes in the grades is similar to various students’ groups based on their level of skills; 3) Higher level of students’ skills and cognitive abilities determined that students’ grades were higher and were more likely to increase during the “second wave of the pandemic”, compared to the middle and low-level skill groups. Results of the current study show a tendency for the average grades to increase during the pandemic and distance learning, however, there are group differences in the findings, relating the grade level to the individual level of students’ skills and abilities.

Successful teaching requires teachers' reflections and metacognitive awareness. However, few studies have investigated the impacts of reflections on teachers' metacognitive awareness in teaching. This study aimed to examine whether or not reflections can empower Indonesian pre-service English teachers' metacognitive awareness in teaching. Mixed-methods research was conducted to collect quantitative and qualitative data from 36 pre-service English teachers (PSETs) in two micro-teaching classes at the Undergraduate Program, Sanata Dharma University, Yogyakarta, Indonesia. Quantitative data from the pre-semester and post-semester were analyzed descriptively and statistically. Qualitative data from reflections and focus group discussions (FGD) focused on determining key issues related to PSETs' metacognitive awareness in teaching. Data analyses revealed that Indonesian PSETs' perceived metacognitive awareness in teaching increased post-semester. They also admitted the positive contributions of reflections in enhancing their metacognitive awareness in teaching. The increase was primarily attributable to the implementation of explicit reflections of the elements of metacognitive awareness in teaching. This research provides recommendations for teachers, lecturers, and future researchers.