آموزش

This study aims to analyze the integration of social reconstruction and technological models in the development of Islamic Religious Education (PAI) curriculum as an effort to balance the intellectual tradition of Islam with the demands of social change and technological development. This study employs a qualitative method with a library research approach. Data were obtained from relevant scholarly literature, including journal articles, books, and academic documents addressing curriculum development, social reconstruction models, technological models, and Islamic education. The data were analyzed descriptively and analytically by comparing the characteristics, orientations, strengths, and limitations of both models to formulate an appropriate integration framework for PAI curriculum development. The findings indicate that the social reconstruction model provides a foundation for the PAI curriculum to respond to social issues, develop critical awareness, and promote social transformation, while the technological model strengthens instructional systems through competency-oriented learning, technology utilization, and measurable evaluation. Integrating the two models produces a PAI curriculum framework that remains rooted in Islamic intellectual traditions while being adaptive to social change, technological developments, and students’ needs. Thus, their integration can serve as a strategic alternative for developing a relevant, contextual, and socially transformative PAI curriculum.

Background: Preservice teachers may solve equality tasks correctly while still explaining them procedurally, suggesting that correct performance does not necessarily reflect a relational understanding of the equal sign. When planning lessons, they must translate their mathematical understanding into instructional decisions, making lesson redesign a useful context for examining developing pedagogical reasoning. Aim: This study explored what critique-mediated lesson redesign revealed about preservice mathematics teachers’ emerging pedagogical reasoning when planning Grade 7 lessons on the equal sign. Setting: The study took place in a mathematics methodology course at a South African university. Methods: A qualitative multiple-case artefact-analysis design was used. Three group lesson redesigns were compared using lesson plans, written rationales and lecturer critique. The Knowledge Structures of Teaching in Emerging Practice (K-STEP) framework was used to interpret how the groups’ reasoning developed during redesign. Results: Redesign prompted greater attention to relational meanings of the equal sign, conceptual sequencing and learner understanding, although procedural routines and limited responses to anticipated learner thinking persisted. Conclusion: Critique-mediated lesson redesign made visible the uneven nature of developing pedagogical reasoning. The groups began to move towards more relational and learner-responsive lesson designs, although this development remained incomplete. Contribution: The study shows how lesson redesign can be used not only to improve planning but also to explore how preservice teachers interpret, revise and justify instructional decisions.

The purpose of this study is to give an overview of the evolution of digital learning paradigms, its implementation in Indian institutions and the challenges and opportunities which it provides. The review also seeks to identify gaps in the current research that can be used to direct future empirical and theoretical research. The study adopts a systematic literature review methodology to explore the academic literature on the topic of online education and digital learning paradigm in India. Secondary data sources such as peer-reviewed journal articles, conference proceedings, government reports, policy documents and institutional publications were referred for the exhaustive review of literature. The search strings and keywords used were in various combinations such as online education, digital learning, distance education, e-learning, MOOCs, SWAYAM, OER and ICT in education and e-learning in Indian higher education. Only English-language publications that had an Indian focus were considered. To ensure comprehensive coverage, conceptual, empirical and review studies were included. The literature was broken down into themes and the following main categories were identified: distance learning, online education models, digital learning technologies, OER initiatives and national educational platforms. This systematic synthesis enables the structured understanding of the developments, trends and research gaps in the field. It is evident in the literature that low completion rates, lack of multilingual content, digital divide issues as well as a lack of learner engagement and mentoring, are still issues. However, the platforms are crucial for lifelong learning and skill development.

Addressing the structural imbalance in smart tourism course teaching—characterized by "emphasizing technical principles while neglecting value guidance, and prioritizing case introductions over critical thinking and character cultivation"—this study takes the ideological and political education (IPE) reform of the course "Introduction to Smart Tourism" as its vehicle to construct a "dual-integration driven" teaching model. This model is driven by two wheels: interdisciplinary integration and industry-education integration. It systematically excavates the IPE elements embedded in the course, including cultural confidence, ecological protection, rural revitalization, red heritage, technological self-reliance, and data ethics. By building a full-chain IPE implementation system of "theoretical immersion—case discussion—project practice—evaluation feedback," and relying on a localized typical case database and a government-enterprise-university collaborative education platform, the model enables students to advance from "technical cognition" to "value internalization" and further to "professional practice." A three-year teaching practice shows that this model effectively enhances students' cultural identity, technological ethics awareness, and cross-cultural narrative ability, providing a replicable practical paradigm for similar universities to carry out IPE construction in smart tourism courses.

This study identified the competency needs of emerging school leaders in financial management, strategic partnerships, and project implementation as a basis for developing a capability building program. Using a descriptive research design integrated with a Research and Development (R&D) approach, the study involved 68 emerging school leaders, specifically Head Teachers and newly appointed School Heads with zero to three years of leadership experience in a public schools division in Northern Luzon, Philippines. The researchers gathered data using a competency needs assessment survey aligned with the Philippine Professional Standards for School Heads (PPSSH). The findings revealed that financial management was identified as a Moderate Training Need, while strategic partnerships and project implementation were identified as Extensive Training Needs. Based on these findings, the STEP UP! (Strengthening and Training Emerging Personnel for Upgraded Performance) Capability-Building Program was developed to address the identified competency gaps. The program subsequently underwent expert validation and pilot implementation. Validation results indicated an overall rating of Very Highly Valid, demonstrating strong alignment with competency needs, professional standards, content requirements, and implementation mechanisms. Evaluation based on Kirkpatrick’s Four-Level Model further showed that the program was highly effective, as participants reported positive reactions, increased knowledge and skills, successful application of learning in the workplace, and perceived improvements in leadership performance and school operations. The study concludes that a needs-based and standards-aligned capability-building program can effectively strengthen the competencies of emerging school leaders and contribute to improved school governance, stakeholder engagement, and project implementation.

An educational process organized based on an integrative approach significantly enhances the level of meta-competence among prospective primary school teachers. This article analyzes a four-component model for developing meta-competence (comprising goal-oriented, content-related, technological, and outcome-based dimensions) and evaluates its effectiveness through a pedagogical experiment. The study involved 519 students from the pedagogical institutes of Andijan and Namangan, as well as Navoi State University (divided into experimental and control groups). The results showed a substantial improvement in meta-competencies within the experimental group, whereas no significant changes were observed in the control group. These findings are particularly relevant, as they can be utilized to refine educational modules and assessment tools within higher pedagogical education institutions.

The tahfiz juz’i method helps students memorize the Qur’an gradually. However, its implementation in Juz ‘Amma memorization instruction continues to face various challenges, particularly among third-grade students at SDN 07 Lembah Melintang, Pasaman Barat. This study aimed to describe the challenges in implementing the tahfiz juz’i method and teachers’ efforts to address them. The study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing and verification. Data trustworthiness was assessed through source and methodological triangulation. The findings revealed that implementation challenges included differences in students’ Qur’anic reading and memorization abilities, limitations in memory and concentration, varying levels of learning motivation, limited teacher time for individual guidance, and uneven family support for murajaah at home. Teachers’ efforts included assigning memorization tasks gradually, strengthening motivation, adapting memorization targets to students’ abilities, establishing regular murajaah routines, correcting tajwid and letter articulation, and collaborating with parents. These findings provide an empirical account of the challenges in implementing tahfiz juz’i instruction at the elementary school level and teachers’ efforts to address them. The study underscores the importance of guidance tailored to students’ abilities and collaboration between schools and families in supporting Qur’anic memorization instruction. Practical implications include the need to adjust memorization targets and ensure continuity of guidance at school and at home. Future research should include more research sites and longer observation periods to gain a deeper understanding of the implementation of the tahfiz juz’i method.

This study assessed the employability skill readiness of Alternative Learning System (ALS) graduates in Liloan District, Cebu, during School Year 2025–2026 as a basis for developing a skill enhancement plan. Anchored on Human Capital Theory, Career Construction Theory, and Social Cognitive Career Theory, the study employed a quantitative correlational research design involving 70 ALS graduates. Data were collected using an adapted and modified questionnaire and analyzed through percentages, weighted means, standard deviations, Pearson product-moment correlation, and chi-square tests. Findings revealed high employability skill readiness in communication (M = 4.08), teamwork (M = 3.82), problem-solving (M = 3.81), self-management (M = 3.48), and technical or job-specific skills (M = 3.52). Employability readiness was significantly associated with age, parents’ educational attainment, parents’ occupation, and combined monthly family income, while gender showed no significant relationship. Furthermore, challenges encountered exhibited a significant negative relationship with employability readiness (r = −0.46), indicating that greater challenges were associated with lower readiness. Prominent challenges included limited access to training and upskilling opportunities, insufficient career preparation, inadequate hands-on experience, and limited confidence in applying acquired skills. The study recommends implementing the proposed Skill Enhancement Plan through accessible training, career guidance, workplace exposure, and strengthened stakeholder partnerships. The research aligns with Sustainable Development Goal (SDG) 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth) by promoting inclusive skills development and employment readiness. Its potential contribution to educational, socioeconomic, and community sustainability lies in supporting lifelong learning, equitable employment preparation, and improved workforce participation among ALS graduates.

This study designed and validated a Technology-Enhanced Inquiry-Based Learning Package (TIBLEP) for junior secondary natural science in a resource-constrained context, addressing the offline connectivity barriers common in under-resourced schools. A Design and Development Research (DDR) approach guided needs analysis, design, development, expert validation, revision, and field implementation. TIBLEP was built as an offline environment combining curriculum-aligned content, guided inquiry, multimedia demonstrations, self-paced navigation, and formative feedback. Five experts assessed the package across six dimensions. Sixty Grade 8 students from two intact classes then completed a five-week field trial (30 in the TIBLEP group and 30 in the conventional group), with interviews capturing participant experiences. Expert ratings were consistently positive (grand mean = 3.69, SD = 0.29), with the highest ratings for overall suitability (M = 3.78) and the lowest for technology integration (M = 3.60). Posttest achievement was higher for TIBLEP (M = 68.30, SD = 6.20) than for the control group (M = 54.70, SD = 5.80). Interviews indicated perceived gains in conceptual clarity, autonomy, engagement, collaboration, and teachers' technological competence. TIBLEP is a feasible, expert-validated offline model for inquiry-oriented science learning where connectivity is unreliable and access remains uneven. The package offers teachers and policymakers a validated, curriculum-aligned tool for delivering inquiry-based science instruction without depending on internet access.

This study explored collaborative lesson planning practices as part of lesson study-based supervision in selected public primary schools in Bagamoyo District, Tanzania. The study was guided by Social Constructivist Theory and employed a qualitative case study design, with Bagamoyo District as the bounded case and four selected public primary schools as embedded units of analysis. A total of 34 participants, comprising 28 classroom teachers, four head teachers, and two Ward Education Officers, were purposively selected. Data were collected through semi-structured interviews, focus group discussions, observation, and document analysis and were analysed thematically. The findings revealed that collaborative lesson planning was widely practiced in the selected schools through joint preparation of lesson plans, discussion of learning objectives and teaching strategies, development of teaching aids, and sharing of instructional knowledge and resources. Teachers reported that these practices enhanced professional learning, teaching confidence, pedagogical knowledge, and collective problem-solving. However, the implementation of collaborative lesson planning was constrained by heavy teaching workloads, limited time, inadequate instructional resources, and competing administrative responsibilities. The study concludes that collaborative lesson planning constitutes an important foundation of lesson study-based supervision and provides teachers with opportunities for continuous professional learning and improvement of instructional practice. The study recommends that school leaders and education authorities allocate adequate time and resources for collaborative lesson planning, strengthen institutional support, and minimise competing responsibilities that interfere with regular lesson study activities

This study determined the administrative strategies employed by school leaders in implementing enhanced digital-based literacy instruction in selected public elementary schools in the City of Naga, Cebu (Region VII), and Calubian, Leyte (Region VIII), during School Year 2025–2026. It examined the respondents’ demographic and professional profiles; the level of implementation of digital-based literacy instruction in terms of curriculum integration, technological infrastructure and resources, and teacher pedagogical competence; the administrative strategies employed in resource allocation and maintenance, capacity building and professional development, and instructional supervision and monitoring; and the issues and concerns encountered. The study employed a quantitative descriptive-correlational and descriptive-comparative research design. The respondents comprised 110 school heads and teachers from six public elementary schools, consisting of six school heads (5.45%) and 104 teachers (94.55%). Data were gathered using a researcher-made structured questionnaire anchored on the Technological Pedagogical Content Knowledge (TPACK) framework and the Philippine Professional Standards for School Heads (PPSSH). Frequency, percentage, weighted mean, and standard deviation were used for descriptive analysis, while an independent-samples t-test or analysis of variance (ANOVA) and Pearson’s correlation coefficient were proposed for examining differences and relationships. The findings revealed that digital-based literacy instruction was implemented to a great extent (overall weighted mean = 3.45, SD = 0.42), while administrative strategies were employed to a great extent (overall weighted mean = 3.51, SD = 0.39). Instructional supervision and monitoring were revealed to be the most frequently implemented administrative strategy, whereas technological infrastructure and resources were revealed to be the area requiring the greatest improvement. A significant positive relationship was revealed between administrative strategies and the level of implementation (r = 0.62, p < 0.001). Limited internet connectivity, insufficient digital equipment, and the need for continuous teacher training were revealed to be the major implementation concerns. These findings suggest the value of an enhanced digital-based literacy instruction framework emphasizing strategic resource allocation, sustained professional development, reliable technological infrastructure, and consistent instructional supervision.

The University of South Africa (UNISA) is the largest higher education institution (HEI) in Africa. In fact, UNISA is one of the largest and leading open-distance e-learning (ODeL) institutions in the world and is reputable for its commitment to providing increased access to quality education and flexible teaching. Therefore, UNISA presents a unique context for exploring teacher education through flexible learning. To this end, the current research was conducted between February and May of 2025 and explored the role of flexible learning in teacher education at an influential model in the Global South. The rationale for this research was grounded in the need to address educational challenges in Africa through innovative teaching methods. Employing systematic document analysis and governed by the principles of grounded theory in the collection and analysis of data, this study aimed to explore UNISA’s provision of flexible teacher education. The findings revealed that flexible teacher education in Africa is a necessity and a complex undertaking. It is shaped by demographic pressures, economic constraints, historical inequalities, and crisis events such as the COVID-19 pandemic. Flexible learning expands access, reduces costs, and offers opportunities for curriculum transformation. Its effectiveness, however, is constrained by systemic challenges, including digital inequalities, resistance to pedagogical change, and limitations in institutional capacity. A key contribution of this research is the development of an emerging theory that reveals that flexible education is a balancing act between expanding access and maintaining quality.

This study examined the coping mechanisms and pedagogical challenges experienced by elementary teachers in utilizing interactive multimedia tools in selected public elementary schools in the Schools Division of Leyte, during School Year 2025–2026. Specifically, it determined the teachers’ demographic and professional profiles, assessed the extent of pedagogical challenges encountered in terms of technological fluency, competence, curriculum and lesson integration, time management, and resource management, and identified the coping mechanisms used to address these challenges. The study also examined whether significant differences existed in the teachers’ assessments when grouped according to their demographic characteristics and determined the relationship between pedagogical challenges and coping mechanisms. A quantitative descriptive-correlational and descriptive-comparative research design was employed, involving the total population of 145 elementary teachers from five selected public schools. Data were gathered using a researcher-made questionnaire validated by educational technology experts and analyzed using frequency, percentage, weighted mean, standard deviation, t-test, analysis of variance, and Pearson product-moment correlation at the 0.05 level of significance. The findings showed that teachers experienced varying degrees of difficulty in integrating interactive multimedia tools, particularly in managing technological demands, aligning digital resources with lessons, allocating preparation time, and addressing limitations in available resources. Despite these challenges, teachers demonstrated adaptive coping practices, particularly through collaboration and peer support, resourcefulness, adaptation, personal reflection, and self-care. The findings further indicated differences in some assessments when respondents were grouped according to selected demographic characteristics, while the relationship between pedagogical challenges and coping mechanisms reflected the teachers’ efforts to adjust to technology-related demands. Based on the findings, enhanced digital-based literacy teaching-learning activities were developed to strengthen teachers’ technological and pedagogical competencies and support more practical, engaging, and sustainable technology integration in elementary classrooms.

This paper presents an educational framework developed to promote the values and skills that business students require to successfully navigate the ethical and environmental challenges in the current digital era. The work focuses on the development of green skills and responsible digital behaviour in business students through innovative and interdisciplinary learning that integrates sustainability principles with digital citizenship. Drawing on a narrative exploration of the literature on digital citizenship, sustainability education, and gamified learning, the paper proposes three educational activities based on playful learning, gamification, business games, and project-based learning. Each activity is based on instructional techniques that promote civic engagement, critical thinking, and reflection about the future social and environmental responsibilities of business managers. By placing business education within the framework of sustainability and digital citizenship, this paper offers teachers and instructors a hands-on approach for developing future graduates who are socially conscious of the impact of their decisions. Rather than presenting empirical findings, the paper provides a conceptual and practice-oriented framework for designing sustainability-oriented and digitally responsible learning experiences in business education.

Purpose: Although leadership behaviors have been widely examined in relation to teacher outcomes, limited empirical research has explored how different leadership dimensions influence teachers’ morale within highly centralized educational systems such as Thailand’s primary education sector. Existing studies have often emphasized administrative control and procedural compliance, while comparatively less attention has been given to the role of relationship-oriented leadership behaviors in sustaining teachers’ morale within centralized administrative contexts. This study therefore examines the relationship between leadership behaviors within educational administration and teachers’ morale in Thai primary schools in central Thailand. Research design, data and methodology: This study employed a quantitative research design using a survey approach. Data were collected from 417 teachers and educational personnel working in primary schools across central Thailand through anonymous self-administered questionnaires. Leadership behaviors were categorized into task-oriented and relationship-oriented dimensions, while teachers’ morale was examined through Herzberg’s Motivation-Hygiene Theory. Descriptive statistics, Pearson correlation analysis, and multiple regression analysis were employed to examine the relationships between leadership behaviors and teachers’ morale. Results: The findings revealed that both task-oriented and relationship-oriented leadership behaviors were positively associated with teachers’ morale. Relationship-oriented leadership behaviors, particularly motivation and participation, demonstrated stronger predictive influence on teachers’ morale than task-oriented dimensions such as planning and supervision. The regression model explained a substantial proportion of variance in teachers’ morale, indicating that interpersonal and participatory leadership practices play an important role within centralized educational environments. Conclusions: The study contributes empirical evidence to educational administration research by demonstrating that leadership effectiveness within centralized educational systems may involve not only administrative coordination and policy implementation but also relationship-oriented leadership practices that support teachers’ professional well-being. The findings further suggest that balancing organizational structure with human-centered leadership may help sustain teachers’ morale within Thai primary schools.

Purpose: This study examines the determinants of student satisfaction with graduation art creation courses among senior undergraduate students in public universities in Sichuan, China. Drawing on established service quality and student satisfaction frameworks, the study proposes and tests a structural model incorporating Curriculum, Teaching Quality, Service Quality, Service Innovation, Perceived Value, Student Engagement, and Student Satisfaction. A quantitative cross-sectional survey was conducted with 502 final-year students from three public universities selected through two-stage stratified proportional sampling. Data were collected using a structured questionnaire and analyzed using Confirmatory Factor Analysis and Structural Equation Modeling with maximum likelihood estimation. The findings indicate that Curriculum, Teaching Quality, Perceived Value, Student Engagement, and Service Innovation have significant positive direct effects on Student Satisfaction. Notably, Service Quality exerted a significant indirect effect on Student Satisfaction through Perceived Value, rather than a direct effect, with an indirect effect size of 0.066. Among all predictors, Perceived Value emerged as the strongest determinant of overall satisfaction. The findings highlight Perceived Value as a central mediating mechanism through which institutional and instructional factors influence graduating art students' overall educational experience.

Introduction Computer teachers are widely recognized as key drivers of digital transformation in education, given their central role in integrating technology into teaching and learning processes. Their position places them at the forefront of adopting and modeling innovative pedagogical approaches and associated technologies—such as gamification—to support sustainable integration within schools. Methods The study aimed to identify the extent of gamification adoption among computer teachers in Jordan; to do so, a descriptive approach was used. The study instrument was a questionnaire that had items measuring computer teachers' familiarity with gamification, attitudes toward gamification, employment of gamification, and the obstacles to employing gamification. The participants were 104 computer teachers from one governorate in Jordan. Results Results indicated that computer teachers had high familiarity with gamification and positive attitudes toward gamification, reflecting strong conceptual acceptance, whereas their reported classroom use was moderate. Teachers tended to rely on basic elements such as points and rewards rather than advanced strategies, indicating surface-level application. Additionally, familiarity with gamification was not comprehensive, with a stronger understanding of general concepts than specific tools. Perceived obstacles were moderate, with administrative and institutional factors identified as the most influential barriers. Discussion The study recommends strengthening institutional support and providing targeted training to enable effective and sustained implementation of gamification in practice.

This study examined the relationship between teachers’ pedagogical approaches and the Kindergarten learners’ reading performance in selected schools in the Division of Cagayan de Oro. It assessed five approaches: context support, ICT integration, language experience, phonemic awareness, and the whole-word approach. It also evaluated learners’ performance in comprehension, phonics, and vocabulary. Using a descriptive-correlational research design, the study involved 115 Kindergarten teachers and 230 learners. Data were gathered through a modified questionnaire and standardized test, then analyzed using descriptive statistics and Pearson’s Correlation Coefficient. The findings revealed that teachers demonstrated a very high level of pedagogical approaches, with the whole-word approach rated highest and language experience lowest. Meanwhile, learners achieved satisfactory reading performance, with comprehension as their strongest area and vocabulary as their weakest. However, no significant relationship was found between teachers’ pedagogical approaches and learners’ reading performance. The study concluded that teachers were well-equipped to facilitate reading instruction through various strategies. It recommended providing more opportunities for learners to connect reading and writing activities with their personal experiences, interests, and real-life situations. Teachers were also encouraged to explore alternative instructional practices that address learners’ specific reading needs and improve their overall reading performance.

Creative competence, defined as the knowledge, skills, and dispositions required both to act creatively and to cultivate creativity in learners, is increasingly framed as a core professional capability for teachers, yet initial teacher education rarely addresses it systematically. This brief research report examines whether a game-based instructional module embedded in a standard pedagogy course can strengthen pre-service teachers' creative competence. Using a quasi-experimental, nonequivalent-groups pre-test/post-test design, two intact cohorts of undergraduate pre-service teachers ( N = 118) completed either a 12-week game-based module (“Creative Pedagogy Lab”; n = 61) or a conventional seminar covering the same syllabus ( n = 57). Outcomes included creative self-efficacy and creative personal identity (Short Scale of Creative Self), teaching-for-creativity competence, divergent thinking (Alternative Uses Task), and blind consensual ratings of an authentic lesson-design product; reflective journals and focus groups captured participants’ experiences. Covariate-adjusted analyses showed significant advantages for the game-based condition in creative self-efficacy ( η p² = .10), teaching-for-creativity competence ( η p² = .12), originality of ideas ( η p² = .06), and rated creativity of lesson designs (d = 0.82). No significant effect emerged for ideational fluency, and the effect on creative personal identity was small and did not survive correction for multiple comparisons. Qualitative findings offer contextual insight into these patterns rather than independent evidence of causal mechanism: participants described the games as low-stakes “safe-fail” spaces that granted permission to experiment, while time pressure and coverage anxiety constrained engagement. The results provide preliminary evidence that game-based approaches can be integrated into professional preparation without displacing core content, and they point to organizational conditions—curricular space, facilitator development, and assessment alignment—needed to sustain such approaches in teacher-education organizations. As a single-institution study with a predominantly female, elementary-track sample, these findings are preliminary and may not generalize to other subject areas, institutions, or more gender-balanced cohorts.

Psychoanalysis occupies a unique position in psychiatry, simultaneously a body of knowledge, a method of clinical investigation, and a form of treatment. Despite its relevance to clinical practice, postgraduate psychiatry residents often encounter the subject with limited structured exposure, resulting in either fascination or dismissal. This primer aims to bridge that gap by providing an accessible, theoretically grounded introduction to psychoanalysis and its derivatives psychoanalytic psychotherapy and psychodynamic psychotherapy for postgraduate psychiatry residents. It outlines the core principles of psychoanalytic theory, the evolution of the field since Freud, key underlying neurobiological concepts, and the common factors shared across various dynamic therapies. The paper does not serve as a training manual, nor does it provide detailed accounts of individual defense mechanisms, models of mind, dream analysis, drive theory, or the historical development of analytic schools. It is intended to sensitize residents to the field and provide a foundation for further independent study.