مرور مقاله‌ها

This study examines how peer learning, mentoring, and alumni engagement jointly relate to student employability, using bibliometric and thematic analysis of 117 peer-reviewed articles indexed in Scopus (2010–2025). Publications increased markedly after 2019, reflecting growing scholarly interest in this area. Three interdependent thematic clusters emerged: peer learning as a foundation for teaching and learning practice; mentoring and experiential learning as supports for post-graduation career development; and alumni relations as a bridge between universities and workplaces. Based on these patterns, the study proposes a developmental ecosystem model of employability integrating pedagogy, relationships, and experiential learning, and suggests management education is shifting toward experiential, network-based approaches.

There is growing research interest in how adult education can better respond to an increasingly diverse student population as part of realising inclusive education. However, less attention has been given to practice oriented perspectives that examine how inclusion is enacted as a dynamic, situated process in everyday teaching. This study examines how teachers navigate the challenges involved in shaping inclusive adult education in Swedish municipal adult education (SMAE), drawing on the theory of practice architectures. Qualitative survey data were collected from teachers in eight SMAE institutions. The findings show that teachers encounter challenges embedded in cultural-discursive, material-economic, and social-political arrangements within a marketised system. These arrangements both enable and constrain their efforts to realise inclusive education. Teachers respond by adopting different strategies, ranging from disengagement and workaround solutions to market responsive and professionally accountable approaches, illustrating the uneven conditions shaping inclusive practice.

The article provides a theoretical analysis of the problem of implementing project activity in the educational process of primary school. The latest publications on the problem are studied and a discussion of scientists on the analysis of such categories as "project activity", "project method", "interactive interaction", "project skills and abilities" is presented. The particularities of the functioning of project activity from a psychological and pedagogical perspective are determined. It is stated that the specified activity is implemented in the course of introducing the “project method” into the educational process, which is defined by scientists in different ways: as a specific practice of teachers' work aimed at forming a certain system of intellectual and practical skills in students; as a comprehensive teaching method; as a pedagogical technology; as a learning system. It is noted that the definition of the project method as a comprehensive teaching method is based on its vision as a set of methodological techniques of a exploratory nature aimed at achieving a certain educational goal. It is stated that in the course of project activity, the project skills of primary school teachers are developed, which include the following: to carry out prospective planning of strategic, tactical and operational tasks and methods of solution; to foresee possible options for solving a system of pedagogical tasks; to outline the results that need to be achieved in the course of performing a particular work; to set and to implement the goals of independent work. It is determined that forming project activity of younger schoolchildren proceeds in several stages: first they get acquainted with a new type of activity, realizing its content; then they master it in a partial format; finally, they independently develop educational projects. The prospects for further scientific explorations are identified as a research into practical ways of implementing the project activity of younger schoolchildren by using innovative digital tools.

While research into inclusivity and dyslexia, a neurodevelopmental condition affecting language learning, has gained greater attention, multilevel stakeholders’ perspectives across both public schools and teacher education programs remain underexplored. Addressing this gap, this study adapts the broader UNESCO Policy Review Framework as a lens for investigating dyslexia-friendly inclusive practices among ELT stakeholders, including in-service teachers, school administrators, teacher educators, and university administrators in the Riau Islands, Indonesia. Utilizing a mixed-methods research design, this study gathered data through questionnaires, classroom observations, and semi-structured interviews. Subsequently, data were analyzed via descriptive statistics and thematic analysis. Results revealed limited awareness of dyslexia and inclusive education, alongside misconceptions and reliance on special schools. Although inclusive practices were evident (mainly differentiated instruction), specific support for students with dyslexia remained unaddressed. Despite inclusion being viewed positively and mandated within the education system, its implementation remained weak. The study offers implications for systemic reform, suggesting that ELT stakeholders enhance their inclusive practices through training and developing inclusive institutional management. Additionally, teacher education institutions should pursue curricular adjustments to incorporate dyslexia-friendly inclusive practices.

This study is a survey research that aims to determine students’ critical thinking skills in science learning at Madrasah Tsanawiyah (MTs) in Somba Opu District during the 2024/2025 academic year. The population of this study consisted of eighth-grade students totaling 229 students. The sample included 146 students from three schools: MTs Aisyiyah Sungguminasa 47 students, MTs Madani Pao-pao 87 students, and MTs Guppi Samata with 12 students. The indicators of critical thinking skills analyzed consisted of five aspects: providing simple explanations, building basic skills, drawing conclusions, providing further explanations, and organizing strategies and tactics. The data collection technique used was a critical thinking ability test in the form of multiple-choice questions, and the data were analyzed using descriptive statistical analysis. The results show that students’ critical thinking skills in science learning at MTs in Somba Opu District are categorized as low, with an average score of 7.40. The percentage of achievement shows that providing simple explanations reached 42.61% (fair), building basic skills reached 39.72% (low), drawing conclusions reached 31.41% (low), providing further explanations reached 41.93% (fair), and organizing strategies and tactics reached 27.33% (low). These results indicate that students’ critical thinking skills need improvement.

Digital transformation is reshaping school management and creating new demands for leadership competencies, decision-making, and resource allocation. This study examines the development of management competencies among general secondary school principals in Uzbekistan and proposes an organizational and economic mechanism to support their professional growth. Drawing on scientific literature, functional analysis, and process modelling, the research identifies key factors influencing effective school leadership in a digital environment. The proposed mechanism integrates competency assessment, targeted professional development, collaborative implementation, and systematic evaluation of managerial performance. Particular attention is given to evidence-based decision-making, efficient resource management, and staff coordination. The findings provide a conceptual foundation for strengthening school governance and improving organizational practices while highlighting the need for further empirical validation.

The article substantiates the potential and pedagogical conditions for using loose parts to develop mathematical competence in preschool and primary school children. Loose parts are defined as natural, household, manufactured, or recycled materials with which children can engage in a variety of practical activities, including those involving mathematical content. These may include stones, sand, water, branches, leaves, seeds, shells, pieces of fabric, threads, cardboard boxes, bottle caps, containers, sticks, and other materials. It has been established that, at preschool age, the use of loose parts provides a sensory basis for developing concepts of quantity, number, shape, size, space, and patterns. In primary school, in addition to deepening this knowledge, the same materials can be used to support modeling, solving problems in several ways, testing assumptions, justifying strategies, and working with data. This enables continuity between preschool and primary education in the development of children’s mathematical competence. The potential of loose parts for developing mathematical competence in preschool and primary school children lies in the fact that they enable the practical acquisition of concepts related to number, shape, size, spatial relationships, and patterns, while stimulating the development of skills in counting, comparing, classifying, measuring, modeling, and problem-solving. Their use encourages learners’ independence, investigative activity, and the development of mathematical language. The following pedagogical conditions for using loose parts to develop mathematical competence in preschool and primary school children have been identified: ensuring the purposeful selection and diversification of materials; combining support for children’s initiative with the implementation of pedagogical intentions; and organizing mathematical reflection among preschool and primary school learners.

Various disciplines view reflection as both a theory and a practice for helping make learning more visible to students as well as giving them a greater sense of agency; thus, the importance of reflection in higher education is well established. In recent years, scholars in SoTL have acknowledged and theorized about the importance of reflection for faculty. Our 360-degree model builds on this scholarship and research in writing studies in order to suggest that directional (inward, outward, forward, backward) reflection helps faculty analyze their teaching practices by integrating theoretical insights and evidence to evaluate effectiveness while also supporting ongoing professional growth. This poster shares an application of the 360-degree model of reflection, encouraging faculty to build reflective practices into their SoTL projects.

The present study explores police cadets’ perceptions of the Psychology course within their training context. The sample consisted of 111 first-year cadets who completed a structured questionnaire including subscales measuring attitudes toward the course, perceived professional usefulness, contribution to personal development, content evaluation, level of understanding, and comparative evaluation with other courses. The findings indicate a moderate to positive overall attitude, with particularly strong recognition of the course’s professional relevance. However, lower levels of intrinsic motivation and perceived contribution to personal development were observed. The course content was evaluated as contemporary, relevant, and appropriately demanding, although it did not strongly engage students’ interest. A key finding of the study is the clear preference for more interactive and experiential teaching methods, which appear crucial for enhancing student engagement and learning outcomes. Overall, while the Psychology course is acknowledged as an essential component of police education, the results highlight the need for a pedagogical redesign focusing on applied learning and active participation.

Justice stands at the centre of Islamic law, yet its link with human values remains unclear. Many Muslim states apply Islamic rules without reference to their moral purposes. This gap produces unfair outcomes for women, minorities, and accused persons. This study aims to show how Quranic imperatives connect legal rules with universal human values. It also explains how Maqasid al-Shariah can guide that connection in modern law. The research uses a qualitative design with doctrinal and document analysis. It examines the Quran, Sunnah, classical juristic works, Pakistani statutes, and recent scholarship. The results show that justice governs every Quranic rule and applies equally to all people. Maqasid al-Shariah bridges divine text and human welfare, while human dignity links Islamic law with human rights. The study recommends purpose-based review of laws, judicial training, and stronger protection for weaker parties. Islamic law achieves real fairness only when text and purpose work together.

This study investigated the relationship between Senior High School mathematics teachers’ epistemological knowledge and mathematical discourse practices, examined differences based on selected profile variables, and determined the predictive influence of epistemological knowledge on discourse practices. Employing a descriptive-correlational research design, the study involved 43 Senior High School mathematics teachers from 13 public secondary schools in the Schools Division of Lipa City, selected through total population sampling. Data were gathered using two researcher-developed instruments: the Epistemological Knowledge in Mathematics Questionnaire (EKMQ) and the Mathematical Discourse Practices Questionnaire (MDPQ), both subjected to expert validation and reliability testing. Following ethical research protocols, questionnaires were administered online. Data were analyzed using descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson product-moment correlation, and simple linear regression. Findings revealed that teachers demonstrated a high extent of epistemological knowledge and highly practiced mathematical discourse in classroom instruction. No significant differences in epistemological knowledge were observed based on ancillary roles, while mathematical discourse practices differed significantly according to the number of mathematics-related trainings and seminars attended. Furthermore, a strong positive relationship existed between epistemological knowledge and mathematical discourse practices, with epistemological knowledge significantly predicting discourse practices. These findings emphasized the importance of strengthening teachers’ understanding of mathematical knowledge and promoting meaningful classroom communication. Consequently, the Mathematical Discourse Enhancement Program (MDEP) was developed as a research-based professional development initiative designed to enhance teachers’ epistemological knowledge, improve mathematical discourse practices, and support effective mathematics instruction through targeted professional learning opportunities and continuous instructional improvement.

This study was motivated by the need to develop learning approaches that encourage active student engagement in understanding pre-production materials in the Fundamentals of Film Studies subject at vocational high schools. Conventional instruction needs to be examined in comparison with learning models that provide students with opportunities to study materials independently before participating in classroom activities. This study aimed to determine the difference in learning outcomes between students taught using the Flipped Classroom model and those taught through conventional instruction in Grade X of the Film Production program at SMK Negeri 1 Ngasem. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed. The participants consisted of 68 students, comprising 35 students from class X PF 2 as the experimental group and 33 students from class X PF 3 as the control group. Data were collected through pretests and posttests. The data were analyzed using the Shapiro–Wilk normality test and the Mann–Whitney U test. The Mann–Whitney U test yielded a significance value of p < 0.001, with a mean rank of 50.29 for the experimental group and 17.76 for the control group. These findings indicate a statistically significant difference in learning outcomes between the two groups, with the experimental group demonstrating a higher mean rank than the control group. Therefore, the Flipped Classroom model has the potential to serve as an alternative instructional approach to support students’ learning outcomes in film pre-production. Nevertheless, these findings should be interpreted in consideration of the quasi-experimental design and the possibility of differences in students’ initial abilities between the groups. ABSTRAK Penelitian ini dilatarbelakangi oleh kebutuhan untuk mengembangkan pembelajaran yang mendorong keterlibatan aktif peserta didik dalam memahami materi pra-produksi pada mata pelajaran Dasar-Dasar Perfilman di Sekolah Menengah Kejuruan (SMK). Pembelajaran konvensional dinilai perlu dibandingkan dengan model pembelajaran yang memberikan kesempatan kepada peserta didik untuk mempelajari materi secara mandiri sebelum kegiatan pembelajaran di kelas. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar peserta didik yang menggunakan model Flipped Classroom dan pembelajaran konvensional pada kelas X Program Keahlian Perfilman di SMK Negeri 1 Ngasem. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi-eksperimen dan desain nonequivalent control group design. Subjek penelitian terdiri atas 68 peserta didik, yaitu 35 peserta didik kelas X PF 2 sebagai kelompok eksperimen dan 33 peserta didik kelas X PF 3 sebagai kelompok kontrol. Pengumpulan data dilakukan melalui tes awal (pretest) dan tes akhir (posttest). Data dianalisis menggunakan uji normalitas Shapiro–Wilk dan uji Mann–Whitney U. Hasil uji Mann–Whitney U menunjukkan nilai signifikansi p < 0,001, dengan peringkat rata-rata kelompok eksperimen sebesar 50,29 dan kelompok kontrol sebesar 17,76. Hasil tersebut menunjukkan adanya perbedaan hasil belajar yang signifikan antara kedua kelompok, dengan peringkat hasil belajar kelompok eksperimen lebih tinggi daripada kelompok kontrol. Dengan demikian, model Flipped Classroom berpotensi menjadi alternatif pembelajaran untuk mendukung hasil belajar peserta didik dalam memahami materi pra-produksi film. Namun, hasil penelitian perlu ditafsirkan dengan mempertimbangkan desain kuasi-eksperimen dan kemungkinan perbedaan kemampuan awal antarkelompok.

This study aimed to investigate the effectiveness of a project-based learning strategy utilizing digital platforms in developing the analytical writing skills of female secondary school students. The study employed a quasi-experimental approach, with a sample consisting of 60 eleventh-grade students from Al-Nuzha Secondary Mixed School, under the Qwaismeh Directorate. The participants were divided equally into two groups: an experimental group (n = 30) and a control group (n = 30). Data were gathered by administering a pre- and post-test of analytical writing to the study sample.The results revealed statistically significant differences between the mean scores of the experimental group in the pre- and post-assessments of the analytical writing test, favoring the post-test with a mean value of 32.23. Furthermore, statistically significant differences were observed at the significance level (α = 0.05) among the students’ mean scores across the specific dimensions of analytical writing (text introduction, text body, text conclusion, and text coherence). Notably, highly significant differences were detected at the significance level (p = 0.000) in the post-assessment of both the "text body" and "text coherence" dimensions. Based on these findings, the study recommends developing specialized educational digital platforms for the Ministry of Education and integrating them with school textbooks, while emphasizing the necessity of training teachers to effectively utilize and implement these platforms in the educational process, particularly for teaching language. skills.

This article examines the pedagogical experience of teachers who use project activities in the learning process; it identifies the basis for working on a project. The article discusses the conditions that contribute to the development of creative self-realization among high school students, such as the increasing complexity of project activities. The article concludes with relevant recommendations.

This study contributes to the scholarship of teaching and learning (SoTL) by examining how case-based teaching and threshold concepts promote culturally inclusive pedagogical practices among pre-service teachers (PSTs). Our research design reflects SoTL principles by taking a systematic, transparent, iterative, and collaborative approach to collecting, analysing, and sharing data. Our work is explicitly aligned with theoretical frameworks, and we address unresolved issues in order to facilitate transformative learning. We aimed to explore how PSTs perceive culturally inclusive pedagogy and professional competence in a case-based course. Three key findings emerged: increased awareness of classroom diversity, a change in the PSTs’ understanding of culturally inclusive teaching, and resistance to exploratory learning designs. Many PSTs demonstrated transformative learning and sound professional judgment. However, some expressed resistance and uncertainty, underscoring the importance of scaffolding and support. The findings align with the literature on threshold concepts as gateways to boundary crossing and a deeper understanding of diversity in SoTL. The results highlight the potential of case-based teaching to encourage metacognitive reflection and to promote inclusive educational practices in teacher education programs. The study demonstrates that designing inquiry-based learning activities that integrate case studies and threshold concepts can facilitate critical reflection and metacognition among PSTs.

This study aimed to investigate the effectiveness of a training program based on constructivist theory in improving the pedagogical competencies of female digital skills teachers. To achieve this aim, a quasi-experimental approach was employed with a sample of 20 female digital skills teachers. A pedagogical competency test was developed, and its validity and reliability were established. The findings revealed statistically significant differences at the significance level of α ≤ 0.05 between the mean post-test scores of the experimental and control groups in the dimension of subject-matter knowledge, attributable to the training program. Statistically significant differences were also found between the two groups’ mean post-test scores in the dimension of knowledge of students’ characteristics and educational needs, attributable to the training program. Finally, the results indicated statistically significant differences between the two groups’ mean post-test scores in the dimension of pedagogical knowledge, attributable to the training program. The study offered several recommendations, most notably incorporating constructivist theory-based training programs into teachers’ professional development across different disciplines because of their role in improving knowledge of instructional content, students’ characteristics and educational needs, and teaching principles and strategies. It also recommended providing specialized training programs in teaching methods and strategies, with particular emphasis on training teachers to select the most appropriate instructional strategy according to the nature and characteristics of their students.

This study investigates the internalization of moral education values through traditional games in an Islamic early childhood education institution, focusing on the implementation of play-based activities, teacher facilitation, and children's emerging moral behaviors. Adopting a qualitative field research approach, the study was conducted at RA Athfalul Huda GUPPI, Qurnia Village, Mataram, Indonesia. Research participants were purposively selected and included the school principal, teachers, and children involved in traditional game-based learning. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing and verification. Data credibility was supported through source and methodological triangulation and sustained observation. The findings identify four traditional games Cublak-Cublak Suweng, Gobak Sodor, Petak Umpet, and Dakon—as learning activities that provide opportunities for children to experience and practice moral values through shared rules, peer interactions, turn-taking, and collaborative participation. Teacher facilitation, particularly through behavioural modelling, rule reinforcement, guidance, and post-activity reflection, emerged as an important component of the moral learning process. The values addressed through these activities included honesty, trustworthiness, responsibility, patience, cooperation, sportsmanship, tolerance, humility, and social awareness. Furthermore, parent-reported observations indicated that some positive behavioral practices were also reflected in children's interactions at home. These findings highlight the pedagogical potential of culturally embedded traditional games as a context for experiential moral education. The study contributes a contextually grounded understanding of how traditional play and teacher mediation can support the development of moral awareness and emerging behavioral practices in Islamic early childhood education.

Online learning can improve access to educational materials, but it may also create additional demands for school-aged learners who experience learning disabilities. This study examined perceived academic, emotional, behavioural, and adaptation-related outcomes of online classes among students in Grades 1-10 with learning difficulties, drawing on student, parent, and teacher reports. The dissertation describes a quantitative, cross-sectional survey involving 95 participants and the use of the Learning Disabilities Checklist (LDC), Strengths and Difficulties Questionnaire (SDQ), Online Learning Readiness Scale (OLRS), and a researcher-developed questionnaire. Reported findings indicate difficulties with attention, comprehension, task completion, and motivation in online settings, alongside lower perceived academic performance than in traditional classrooms. Parent and teacher reports were associated with students? reported learning difficulties. A significant association was reported between student and teacher reports, χ2(1, N = 95) = 20.5, p < .001, φ = .465; a similar association was reported for student and parent reports, χ2(1, N = 95) = 21.0, p < .001, φ = .471. Student and parent reports of emotional wellbeing were also positively correlated, ρ = .674, p < .001. The findings suggest that online learning requires structured routines, accessible teaching materials, trained educators, and coordinated family-school support to better accommodate learners with learning disabilities. Results should be interpreted cautiously because detailed descriptive scores and an effect estimate for the academic comparison were not reported consistently in the dissertation.

This study aims to apply the Project Based Learning model to improve the learning outcomes of Saman Dance among class XI students of SMA Mamiyai Al-Ittihadiyah Medan, based on KD 3.1 “concepts, techniques, and procedures” in the 2013 curriculum. The sample was determined using the Purposive Sampling method through a quantitative descriptive approach, using a 20-question pretest-posttest given to 28 class XI IPA students, with observation, documentation, and literature study as data collection techniques. The study was conducted in 6 meetings to produce a presentation project analyzing Saman Dance. The pretest, given before the Project Based Learning model was used, had an average score of 41, while the posttest after its application had an average score of 86. The t-test shows that t-count = 27.192 > t-table = 1.703 (df = 27, α = 0.05), so Ho is rejected and Ha is accepted. Therefore, applying the Project Based Learning model improves Saman Dance learning outcomes among class XI students of SMA Mamiyai Al-Ittihadiyah Medan.

Background Patient education is an important component of nursing care, influencing treatment outcomes, quality of life, and healthcare costs. However, educational practices are often generalized and may not address patients’ individual needs, health literacy, or socio-cultural contexts. Individualized patient education tailors content to patients’ characteristics, goals, and capabilities, and enhances adherence, satisfaction, and clinical outcomes. Existing tools mainly focus on general aspects of patient education, such as educational quality or provider competencies, and no comprehensive patient-centered tool has been established to assess the individualized nature of patient education. This may constrain systematic assessment and improvement of individualized educational practices. Therefore, this protocol aims to conceptualize individualized patient education, develop a measurement tool, and evaluate its psychometric properties. Methods This two-phase exploratory sequential mixed-methods study will be conducted in educational hospitals affiliated with Tabriz University of Medical Sciences, northwest Iran. Phase 1 will involve hybrid concept analysis, including a literature review and directed qualitative study using semi-structured interviews with patients with chronic diseases and their family members until data saturation, followed by directed content analysis to clarify the concept, identify provisional dimensions, and generate initial items, which will be evaluated quantitatively. Phase 2 will assess the tool’s psychometric properties. Face and content validity will be evaluated using qualitative feedback and the Impact Score, Content Validity Ratio, Content Validity Index, and Modified Kappa coefficient. Construct validity will be examined using exploratory and confirmatory factor analyses in SPSS v.24 and AMOS v.24, with independent samples of at least 200 participants per analysis. Reliability will be assessed using Cronbach’s alpha, McDonald’s omega, and test-retest stability. Interpretability and feasibility will also be evaluated. Discussion If the tool demonstrates adequate validity and reliability, it may provide a standardized measure for assessing individualized educational interventions and support quality improvement, patient engagement, and evidence-informed health education strategies.