آموزش

This article reflects upon the possibilities of remote teaching in the context of Emergency Remote Teaching (ERT), a response to the suspension of in-person activities during the COVID-19 pandemic. Against this backdrop, the article examines resources, strategies, and pedagogical possibilities mediated by digital technologies experimented with by higher education institutions (HEIs) to ensure the continuity of academic activities. The reorganization of educational practices has driven the incorporation and reappraisal of digital technologies and environments, expanding possibilities for interaction, communication, access, and student monitoring. In this context, remote teaching highlighted not only the availability of technology but also the need to articulate it with methodological approaches consistent with educational objectives and students’ concrete conditions. It is concluded that emergency remote teaching has enhanced possibilities already present in the educational landscape while simultaneously revealing challenges regarding interaction, pedagogical mediation, and the participation of those involved in the educational process.

Curriculum changes in Indonesia place assessment as a key supporting factor in the learning process, as it provides authentic information on student competency development and helps teachers design more effective and targeted learning. This study aims to describe the English language assessment process in the Merdeka curriculum, which includes diagnostic, formative, and summative assessments. The approach used included a literature review, gathering information through exploration of various sources. Content analysis was used to analyze the data. The research findings revealed that in addition to the form of English assessment, there were also changes in assessment: non-cognitive diagnostic assessment and cognitive assessment were removed at the beginning of the 2021 Merdeka curriculum implementation in the second year, 2022. Formative and summative assessments were then continued in the first year of the Merdeka curriculum implementation in 2021 until 2025 using an in-depth learning approach. Formative assessments are conducted during the learning process, while summative assessments are conducted after a certain learning period. Teachers must conduct diagnostic, formative, and summative assessments to understand the strengths and weaknesses of student learning throughout the learning process and adapt teaching to each student's abilities and characteristics. The research results can be used as a reference for implementing assessment in the Merdeka curriculum

Digital technology can make mathematics more visual, interactive, and exploratory, yet it does not necessarily lead to richer mathematical activity. This study explores how Indonesian mathematics teachers experience digital technology and make sense of its potential for deeper mathematical learning. Guided by Moustakas’s transcendental phenomenology, the study included 67 mathematics teachers, with 24 purposively selected for in-depth interviews and analysis of digital learning artefacts. The study analyzed data phenomenologically and compared sources, using NVivo 12 Pro to organize the data. The findings show that teachers valued technology for explaining concepts, visualizing abstract ideas, and engaging students, while facing challenges related to digital skills, student readiness, and classroom conditions. Teachers made sense of technology through five overlapping purposes: presentation, explanation, visualization, interaction, and exploration. However, analysis of 67 artefacts showed that presentation-oriented uses were more common than simulation-based activities. This tension defines the Digital Paradox: the possibilities teachers recognize do not always match the mathematical learning opportunities represented in their instructional designs. The findings highlight the importance of understanding not only how teachers experience and interpret technology, but also how its possibilities are reflected in the learning activities they design.

Objective: to report the experience of remote teaching in an academic master’s degree course during the covid-19 pandemic. Methods: this is a descriptive study, experience report type, experienced from October to December 2020 in a mandatory subject of the Postgraduate Program in Nursing of a Public University in the state of Pará. Results: The educational activities took place synchronously and asynchronous, from virtual classes and texts for reading, all of that was possible by the use of educational technological strategies in the experienced pandemic scenario. Remote teaching required students and teachers to adapt to the new classroom routine in their homes, adapting the study environment and appropriate equipment for this context. Even with the challenges faced, the establishment of the remote learning process added skills among those involved, improvement of tools and digital transformation of the conventional classroom. Conclusion: remote teaching was efficient and provided opportunities for pedagogical mediations, promoting collaborative learning among students. It also revealed the need for training for those involved in the process.

Twenty First Century Skills (21st CS) are considered to be a pathway of STEM/STEAM (Science, Technology, Engineering, Arts and Mathematics) Education, yet there is limited evidence at a large scale of the implementation of STEM/STEAM pedagogy in secondary schools of Pakistan. The research sought to understand the self-reported classroom practices of secondary school teachers across nine domains of pedagogical and infrastructural practices associated with STEM/STEAM learning, and to examine the differences in practices by teachers from different localities and males and females. The design of the study was descriptive, cross-sectional survey. The respondents comprised 1,099 STEM/STEAM engaged secondary teachers from all seven administrative provinces/territories of Pakistan who filled an 8-item Yes/No Resource Availability index along with a structured 51 item questionnaire on a 5-point Likert scale, which measured 8 practice constructs: Project- and Problem-Based Learning, Hands-On and Model-Making Practices, Inquiry-Based Learning, Use of Digital Tools and Technology, Arts Integration, Collaborative Learning, Problem-Solving and Design Thinking, and STEM/STEAM Competitions and Achievement Exposure. The instrument was expert validated and showed great internal consistency (α overall was .905). Results: Teachers indicated that they were implementing Project/Problem Based Learning (PBL) at a high level (M = 3.57), Competitions and Achievement Exposure at a high level (M = 3.48), and Arts Integration at a moderate level (M = 3.42), while they were implementing Collaborative Learning at a moderate level (M = 3.39), Problem Solving and Design Thinking at a moderate level (M = 3.34), and Inquiry Based Learning at a moderate level (M = 3.32), and Hands On/Model Making at a comparatively low level (M = 3.05). In general, 49.5% of cases, material and infrastructural resources were available. There was no significant difference between the availability of resources available to teachers by gender, but there was a significant difference by urban and rural (χ² = 22.449, p < .001), with teachers from urban schools saying they had less available in their classroom than teachers from rural schools, possibly because of the overcrowding of urban schools, rather than the fact that rural school resources are superior. Conclusion: relatively high levels of engagement with teacher-directed/low material cost practices and practices depending on sustained student autonomy or on physical materials or infrastructure or on the digital are relatively limited, with the exception of practices that rely on physical materials and infrastructure. Implications: The results justify investing more in infrastructure and professional development in hands-on, inquiry, and technologically focused practice and in the reallocation of resources based on per-capita classroom load instead of on an urban/rural administrative classification.

This community service program aimed to strengthen research competencies among students and lecturers of the Department of Management, Faculty of Economics and Business, Pattimura University, through Structural Equation Modeling (SEM-PLS) training using SmartPLS 4.0. The program involved 44 participants, consisting of 22 students and 22 lecturers, divided into two training sessions. The training methods included lectures, software demonstrations, hands-on practice, and interactive discussions. The materials covered research model development, measurement model evaluation, structural model assessment, hypothesis testing, and interpretation of statistical results. The program provided participants with practical learning opportunities to understand the application of SEM-PLS in quantitative management research. The training is expected to support undergraduate thesis preparation, lecturer research activities, and scientific manuscript development. Continued mentoring and systematic evaluation are recommended to assess improvements in participants' analytical competencies and support sustainable research capacity development.

Character education in Vocational High Schools (SMK) faces challenges in aligning technical skill development with student work ethics. This study aims to analyze the role of the Intra-School Student Organization (OSIS) in supporting character education at SMK Puspita Bangsa, South Tangerang City. This study used a descriptive qualitative approach with a case study design. Data collection was carried out through in-depth interviews, participatory observation, and documentation studies, with data validity tested using source and technique triangulation. Data analysis followed the interactive model of Miles, Huberman, and Saldaña. The results show that OSIS plays a crucial role through three main aspects: (1) acting as a peer role model for discipline; (2) executing structured work programs encompassing religious, disciplinary, leadership, and social care dimensions; and (3) internalizing industrial work culture values. The main obstacles encountered include the dynamics of Field Work Practice (PKL) schedules and fluctuations in member participation, which are mitigated through flexible coordination and school management support. This study concludes that OSIS is effectively a strategic vehicle for student character development in vocational schools.

General Background Pesantren-based madrasas integrate national curricula with Islamic traditions to build academic and religious competencies simultaneously. Specific Background The increasing enrollment of daily commuting learners creates institutional challenges regarding their limited exposure to intensive religious environments compared to dormitory residents. Knowledge Gap Existing literature primarily compares academic outcomes without comprehensively analyzing the pedagogical administration tailored specifically for commuting learners in their natural setting. Aims This research describes the planning, implementation, and evaluation of religious pedagogy specifically for commuting learners at MTs Unggulan Al-Qodiri 1 Jember. Results Planning involves specialized supplementary programs in Qur'an reading, Fiqh, and Basic English structured around formal schedules. Implementation integrates national and boarding curricula through dual supervision systems involving parents and teachers, alongside strict worship habituation. Evaluation applies authentic multi-aspect assessments focusing on practical mastery and attitude development, though challenges persist in adapting teaching methods and maintaining discipline at home. Novelty The study provides a multidimensional framework focusing exclusively on commuting learners as a single unit within a specialized dual-system ecosystem. Implications Successful character building necessitates robust structural synergy among schools, families, and targeted pedagogical differentiation to bridge the environmental divide. Highlights Dual supervision systems synergize teacher monitoring and parental oversight to maintain religious habituation outside dormitories. Authentic assessments evaluate practical worship competencies alongside cognitive mastery through customized pedagogical targets. Curricular differentiation strategies address environmental exposure limitations by integrating specialized supplementary subjects without disrupting formal academic schedules. Keywords Curriculum Integration; Authentic Assessment; Differentiated Instruction; Dual Supervision; Character Development

This article investigates the role of project-based learning in the process of teaching visual arts, particularly from the perspective of developing students’ creative, research, and collaborative competencies. The object of the study is the process of teaching visual arts in a general education school, while the subject of the research is the pedagogical potential of applying project-based learning within this process. The aim of the article is to substantiate that project-based learning can transform visual arts lessons into an active research-oriented and creative process, in which the learner not only acquires artistic knowledge, but also independently explores cultural, social, and aesthetic issues. The results of the experimental work conducted within the framework of the study indicate that project-based activities contribute to the analysis of information, the visual interpretation of ideas, group interaction, and the development of creative solutions. It is concluded that project-based learning enhances the effectiveness of visual arts education by fostering proactive, responsible, and independently thinking learners who are able to respond to cultural issues through art.

Education in Yenagoa LGA, Bayelsa State, faces persistent vulnerability to environmental, infrastructural and socio-economic shocks-annual floods, riverine isolation, poor school infrastructure, and weak community ownership-leading to disrupted learning continuity and low retention. The paper contends that resilient education extends beyond the confine of a school-centric model and requires a robust, strengthened learning ecosystem. Through an integrative review of literature and the theoretical synthesis of Bronfenbrenner, Ecological System Theory, Epstein, Overlapping Spheres of Influence, and Resilient Theory, conceptualized as Yenagoa Resilient Learning Ecosystem Model (YRLEM). The model places the learner at the Centre of six interconnected pillars/layers: Immediate Learning Environment/Resilient learner: (1) Community Engagement Pillar, (2) Technology and Digital Access Pillar, (3) Environment and Climate Resilience Pillars (4) Infrastructure and Schools Pillars (5) Governance and Policy Pillars (6) Livelihood and Skills Pillars. It argues that by intentionally engaging indigenous institutions-traditional rulers, CDCs, women and youth groups, and SBMCs-and fostering structured multi-stakeholder collaboration between government, oil and gas companies, tertiary institutions, NGOs, and faith based-organizations, educations can be transformed from a fragile service into a community owned resilient system. The paper contributes a context-specific framework for policymakers, the Bayelsa State Universal Basic Education Board, and development partners, and advances propositions for future empirical validation in the Niger delta context

Background: Physics is a challenging subject for most students due to the abstract and complex nature of its concepts. This condition often causes students to experience difficulties in understanding the relationship between theoretical concepts and their applications in everyday life.Aims: As an effort to address this issue, this community service activity was conducted at MA ALKARIM Bengkulu Tengah by implementing Science Process Skills in physics learning.Method: The implementation was carried out through training activities for teachers and classroom learning practices using a simple pendulum experiment to determine the gravitational acceleration constant. This activity was designed to provide an active, contextual, and student-centered learning experience.Results: Based on the results of the implementation, students demonstrated better engagement in observing, measuring, and discussing the experimental results. In addition, teachers gained new insights into the application of process skills–based learning within the context of limited school facilities.Conclusions: This article outlines the strategies and stages of implementing Science Process Skills used to create a more effective, enjoyable, and relevant physics learning process for students at the secondary school level.

Vocational education has a strategic role in preparing competent graduates according to the needs of the world of work. As the green economy develops and the Society 5.0 era, graduates are not only required to have technical competencies, but also green skills as a provision to face the transformation of the world of work. Green skills are one of the 21st century skills needed to adjust products, services, and processes to be environmentally friendly. There is a need for an improvement in education and a change in mindset or a more advanced mindset in terms of environmental awareness. Teaching modules play an important role in learning independence, the latest in this research is in modules that are environmentally oriented explicitly in non-science materials. These findings indicate that the application of e-modules in other fields such as learning in office management is still relatively limited, so it is a research opportunity that needs to be developed. This research uses a Research and Development (R&D) approach to produce environmentally friendly e-modules in correspondence materials. Product development follows the ADDIE (Analyze, Design, Development, Implementation, Evaluation) model. The product trial uses a quasi-experimental design with a nonequivalent control group design, which involves an experimental group and a control group that are given a pretest and posttest, respectively. The results of the study show that the feasibility level based on material experts is 85% and media experts 93% with an overall average in the category of suitable for use. The response from students obtained an average percentage of 87% with the category of very good. It can be concluded that the environmentally friendly e-module in the correspondence material was declared effective in improving green skills at SMKN 1 Wonomerto. ABSTRAK Pendidikan vokasi memiliki peran strategis dalam menyiapkan lulusan yang kompeten sesuai kebutuhan dunia kerja. Seiring berkembangnya green economy dan era Society 5.0, lulusan tidak hanya dituntut memiliki kompetensi teknis, tetapi juga green skills sebagai bekal menghadapi transformasi dunia kerja. Green skills merupakan salah satu keterampilan abad ke 21 yang dibutuhkan untuk menyesuaikan produk, layanan, dan proses agar ramah lingkungan. Diperlukan adanya peningkatan pendidikan dan perubahan mindset atau pola pikir yang lebih maju dalam hal kesadaran akan lingkungan. Modul ajar berperan penting dalam kemandirian belajar, Temuan ini mengindikasikan bahwa penerapan e-modul pada bidang lain seperti pembelajaran di manajemen perkantoran masih relatif terbatas sehingga menjadi peluang penelitian yang perlu dikembangkan. Penelitian ini menggunakan pendekatan Research and Development (R&D) untuk menghasilkan e-modul berwawasan lingkungan pada materi korespondensi. Pengembangan produk mengikuti model ADDIE (Analyze, Design, Development, Implementation, Evaluation). Uji coba produk menggunakan quasi-experimental design dengan bentuk nonequivalent control group design, yang melibatkan kelompok eksperimen dan kelompok kontrol yang masing-masing diberi pretest dan posttest. Hasil penelitian menunjukkan bahwa tingkat kelayakan berdasarkan ahli materi 85% dan ahli media 93% dengan rata-rata keseluruhan berada dikategori layak digunakan. Respons dari peserta didik memperoleh rata-rata presentase 87% dengan kategori sangat baik. Produk yang dihasilkan tidak sekadar menyisipkan wacana lingkungan sebagai pelengkap, melainkan mengubah kebiasaan korespondensi berbasis kertas menjadi serba digital melalui email. Peningkatan green skills dapat disimpulkan bahwa e-modul berwawasan lingkungan pada materi korespondensi dinyatakan efektif digunakan dalam meningkatkan green skills di SMKN 1 Wonomerto.

The development of digital technology requires Islamic Religious Education (IRE) to accommodate students’ diverse potentials and foster creativity, including in Akhlak learning, which is often delivered through conventional approaches. This study aims to describe the planning and implementation of digital technology-based product differentiation, identify the forms and quality of students’ products, analyze the development of creativity, and examine the supporting and inhibiting factors at SMAN 1 Majalengka. The study employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with one IRE teacher and six eleventh-grade students, and documentation of instructional materials and students’ digital works. Data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that instruction was systematically planned through diagnostic assessment, product choices, and assessment rubrics. Implementation resulted in short films, educational videos, and digital posters that represented students’ understanding of moral values. Creativity was reflected in the development of originality, flexibility, elaboration, and fluency of thinking. Teachers’ technological competence, students’ enthusiasm, and a collaborative learning environment supported implementation, while limited time and technical constraints remained challenges. This study provides practical insights into implementing digital product differentiation to foster creativity in Islamic Religious Education. ABSTRAK Perkembangan teknologi digital menuntut pembelajaran Pendidikan Agama Islam (PAI) yang mampu mengakomodasi keberagaman potensi siswa dan mengembangkan kreativitas, termasuk pada materi Akhlak yang cenderung disampaikan secara konvensional. Penelitian ini bertujuan mendeskripsikan perencanaan dan pelaksanaan pembelajaran berdiferensiasi produk berbasis teknologi digital, mengidentifikasi bentuk dan kualitas produk siswa, menganalisis perkembangan kreativitas, serta mengungkap faktor pendukung dan penghambat implementasinya di SMAN 1 Majalengka. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan satu guru PAI dan enam siswa kelas XI, serta dokumentasi perangkat pembelajaran dan karya digital. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran direncanakan secara sistematis melalui asesmen diagnostik, pilihan produk, dan rubrik penilaian. Pelaksanaannya menghasilkan film pendek, video edukasi, dan poster digital yang merepresentasikan pemahaman nilai Akhlak. Kreativitas siswa tampak pada perkembangan orisinalitas, keluwesan ide, elaborasi, dan kelancaran berpikir. Kompetensi teknologi guru, antusiasme siswa, serta lingkungan kolaboratif mendukung implementasi, sedangkan keterbatasan waktu dan kendala teknis menjadi hambatan. Penelitian ini memberikan gambaran praktis penerapan diferensiasi produk digital untuk mengembangkan kreativitas siswa dalam pembelajaran PAI.

Learning Natural and Social Sciences (IPAS) not only aims to improve students' conceptual understanding but also to foster awareness of energy-saving behavior in everyday life. However, understanding the importance of energy conservation is not necessarily followed by consistent implementation of these behaviors. This study aims to describe the use of animated media in IPAS learning and its role in building energy-saving awareness among elementary school students. This study used a qualitative approach with a descriptive method and was conducted at SDN Rambi Gundam 03 in September 2026, involving 30 fourth-grade students as observation subjects. Data were collected through learning observations and interviews with teachers. The results showed that students responded positively to the use of animated videos, characterized by enthusiasm and interest in participating in learning compared to learning that only relied on lecture methods. Students also began to understand simple actions to save energy, such as turning off lights when not in use. However, the implementation of energy-saving behaviors has not been consistent. These findings indicate that animated media has the potential to support IPAS learning about energy conservation, but it is not sufficient to prove its direct influence on changes in student behavior. Therefore, the use of animated media needs to be combined with habits and real-life activities so that students' understanding can be applied in everyday life.

Teacher development is essential for improving instructional quality and supporting sustainable school improvement. This study examined teacher development needs across educational stages in selected schools in the United Arab Emirates (UAE) by focusing on three key domains: classroom practices, family engagement, and school support. Using a quantitative descriptive-comparative research design, data were collected through a structured survey administered to teachers representing the Early Years Foundation Stage (EYFS), Primary, and Secondary levels. Descriptive statistics, One-Way Analysis of Variance (ANOVA), and rank-order analysis were employed to determine the levels of teacher development indicators, examine differences across educational stages, and identify priority areas for professional development. The findings revealed high levels of teacher development across all three domains, with classroom practices receiving the highest ratings, followed by family engagement and school support. No statistically significant differences were found in classroom practices, family engagement, or school support across educational stages, indicating that teachers shared similar professional experiences regardless of teaching level. However, item-level analysis identified important developmental priorities, including strengthening student motivation, enhancing family-school partnerships, improving student well-being monitoring, and expanding opportunities for teacher participation in school decision-making. Based on these findings, the Teacher Development Enhancement Framework (TDEF) was developed to provide stage-specific interventions for EYFS, Primary, and Secondary teachers. The framework offers school leaders and policymakers an evidence-based guide for designing targeted professional development initiatives that strengthen instructional practice, organizational support, and collaborative partnerships, ultimately contributing to sustainable teacher growth and improved educational quality in UAE schools.

Efforts to cultivate good character with immanent, enduring, complete, and permanent moral awareness require a deep understanding of the central points of the personality domain. Internally, natural ethical values often face specific conflicts related to efforts to maintain trust, social interest, and self-esteem. Through qualitative research, the potential of natural ethics, examined using the literature survey review (LSR) method, aims to elaborate on the main pillars and internal stimuli of the domain as drivers for the formation of an inherent, genuine, and inherent individual character. The results indicate that efforts to build full awareness (conscious awareness) through equivalent, proactive, interconnected, and coherent thinking activities are a crucial part of growing self-awareness. This effort in Sufi Islamic education is carried out naturally, immediately, and naturally, involving the ethical values inherent in each domain. Starting from the effort of "self-knowledge" as the central point, that each individual is composed of the physical (zahir), spiritual (batin), and soul (nafs), moral values are placed as the primary driving force, the elan vital inherent in all human activities. The integration of knowledge and good deeds motivates a person to serve Allah SWT, strengthens his or her faith (tasdiq), and spiritually motivates him or her to behave commendably with a strong spirit in attitude, words, deeds, and behavior, bringing goodness and benefit in various life circumstances and situations.

Learning Pancasila Education on the topic of rules at home and school for second-grade elementary students still faces challenges because some students have difficulty understanding abstract concepts of rules when they are delivered only through conventional methods. This study focuses on the effect of using the Rule Box Media on learning outcomes in Pancasila Education among second-grade students at SD QTa Annawa. This study aims to determine the differences in students' learning outcomes before and after using the Rule Box Media. The research employed a quantitative approach using a Pre-Experimental Design with a one-group pretest-posttest design. The research stages included administering a pretest to identify students' initial abilities, implementing learning activities using the Rule Box Media, administering a posttest to measure changes in learning outcomes, and analyzing the data using the Shapiro-Wilk normality test and Paired Sample T-Test with the assistance of Jamovi software. The results showed an increase in the average student learning score from 36.6 in the pretest to 92.0 in the posttest. The Paired Sample T-Test results obtained a significance value of p < 0.001, indicating a significant difference between students' learning outcomes before and after using the Rule Box Media. Therefore, the Rule Box Media has an effect on improving Pancasila Education learning outcomes on the topic of rules at home and school among second-grade students at SD QTa Annawa.

Empathy toward animals plays an important role in developing children’s positive attitudes toward animals. However, validated educational modules and culturally appropriate assessment tools for Indonesian elementary school students are still limited. This research comprised two sequential studies. Study 1 focused on developing and validating the Empathy for Animals Module and adapting the Animal Attitude Scale-10 (AAS-10) for Indonesian upper elementary students. Study 2 examined the module’s preliminary effectiveness in improving students’ attitudes toward animals. Study 1 included expert content validation, readability testing, cross-cultural adaptation of the AAS-10, confirmatory factor analysis, and reliability testing. Study 2 used a quasi-experimental pre-test–post-test control group design with 46 fourth-grade students assigned to experimental and control groups. In Study 1, the module showed strong content validity, with Aiken’s V values ranging from 0.82 to 0.92, and excellent readability, with an FVI of 0.90. The adapted AAS-10 maintained a one-factor structure and demonstrated good internal consistency, with Cronbach’s α = 0.870. In Study 2, the experimental group’s mean attitude score increased from 33.42 to 37.42, while the control group showed no significant improvement. Gain score analysis indicated a significant difference between the groups (p = 0.032), suggesting that the module was effective in enhancing students’ attitudes toward animals. The Empathy for Animals Module and the adapted Animal Attitude Scale-10 (AAS-10) showed satisfactory psychometric properties and are appropriate for Indonesian upper elementary school students. The module also demonstrated preliminary effectiveness in improving students’ attitudes toward animals.

Understanding the learning preferences of pre-service teachers is important for designing flexible and inclusive teacher education programmes. This study examined Honey and Mumford Learning Styles Questionnaire (LSQ) dimension scores and the resulting highest-scoring and tied maximum-score classifications among Level 100 pre-service teachers in Colleges of Education in the Ashanti Region of Ghana. It also examined whether these classifications were associated with gender, teaching-level specialisation, and programme family. A cross-sectional survey design was adopted. The accessible population comprised approximately 2,800 pre-service teachers across eight Colleges of Education, from which 1,496 respondents were included in the study. Data were collected using the 80-item Honey and Mumford LSQ, which assesses four learning-preference dimensions: Activist, Reflector, Theorist, and Pragmatist. For descriptive classification, the dimension with the highest observed score was identified for each respondent, while respondents with equal maximum scores on two or more dimensions were retained in a separate Tie category. Data were analysed using descriptive statistics, Pearson correlations, chi-square tests, Cramér's V, and multinomial logistic regression. Tied maximum scores were observed for 44.5% of respondents. Among respondents with a unique highest-scoring dimension, Activist was the most frequent classification (28.7%), followed by Theorist (12.0%), Reflector (9.5%), and Pragmatist (5.3%). Highest-scoring classification was significantly associated with gender, χ 2 (4, N = 1,496) = 17.91, p = .001, Cramér's V = .109; teaching level, χ 2 (4, N = 1,496) = 41.76, p < .001, Cramér's V = .167; and programme family, χ 2 (12, N = 1,496) = 178.94, p < .001, Cramér's V = .200. The effect sizes were relatively small. Multinomial regression identified differences in selected outcome contrasts, particularly for teaching level and programme family, although several estimates had wide confidence intervals and should be interpreted cautiously. The findings demonstrate considerable variation in LSQ score patterns and show that a substantial proportion of respondents could not be assigned a unique highest-scoring dimension. These results support cautious use of learning-style classifications as descriptive indicators of reported preferences rather than as fixed learner types. Teacher education programmes should therefore emphasise varied pedagogical experiences incorporating active engagement, reflection, theoretical understanding, and practical application.

Abstract : This systematic review examined evaluative studies on reading interventions affecting schoolchildren’s comprehension outcomes, published from 2020 to 2026. Per PRISMA 2020 guidelines, 265 records were reviewed overall, out of which 166 unique records were screened, 52 full-text articles were reviewed, and 18 satisfactory records matched the inclusion criteria. The records included studies from 11 countries and comprised more than 2900 learners across 17 studies, with sample sizes ranging from preschool to high school. Due to heterogeneity among interventions, designs, and measures taken, a synthesis without meta-analysis was conducted, classifying 5 different intervention types and summarizing the overall findings. The results showed that 12 of 18 studies were positive, 2 had mixed results, 2 showed no effect on the outcome, and 2 were ambiguous in their reporting. The four studies that used explicit comprehension strategies yielded the most reliable results; among them, a tier one intervention had an effect size of +0.79, and a two-stage instructional approach had an effect size of +0.26. Code-based instruction was effective in three of four studies that used this method. Technology was effective in four of six studies, but the largest evaluated experiment did not show convincing results. Out of seven total experiments made by random sampling, five had positive outcomes, and it should be mentioned that no research was conducted in the Philippines. The studies’ outcomes emphasize the importance of supporting word recognition alongside explicit comprehension instruction.