آموزش

The teacher shortage is a global challenge. However, some countries are less prone to teacher shortages. The aim of this study was to examine three countries with little or no teacher shortage to explore what these countries do to attract and retain educated teachers. The three countries selected for this case study were Finland (Europe), Singapore, and the Republic of Korea (Southeast Asia). The data pertaining to these countries, as three specific case studies, come from policy documents, statistics, reports, and peer-reviewed articles. The themes in each case were thematically encoded and categorised by the described case context. The themes were identified deductively and strongly linked to the data. The results indicate that the teacher shortage and supply are related to teacher status and grounded in students’ performance and results, teacher training/education, systems for incoming and graduated teacher students, and support during their first years in their profession. Teacher status is seen as a loop in which higher teacher status leads to a lower likelihood of a teacher shortage. The conclusion is that attracting and retaining teachers is a multifaceted and complex process that is the result of many interacting aspects in each specific country’s context. Keywords: Finland, multiple case study, Sing

Insecurity has become a significant threat to the effective delivery of basic education in Nigeria, particularly in communities affected by banditry, kidnapping, armed attacks, and communal violence. This study examined the influence of insecurity on teaching-learning outcomes in Universal Basic Education primary schools in Kagarko Local Government Area, Kaduna State, Nigeria. Specifically, it investigated the effects of insecurity on pupils’ academic performance and school attendance and identified strategies for reducing its adverse effects. The study adopted a qualitative documentary research design and relied on secondary data obtained from government publications, policy documents, institutional reports, international organisations, and peer-reviewed journal articles. The selected documents were analysed using qualitative content analysis and organised according to the study’s major themes. The findings revealed that insecurity negatively affects pupils’ academic performance by reducing instructional time, disrupting curriculum coverage, weakening concentration, and creating fear within the learning environment. It also reduces school attendance as parents may prevent their children from attending school because of kidnapping, attacks, unsafe travel routes, and instability within surrounding communities. Consequently, insecurity undermines the implementation of Universal Basic Education by limiting regular participation and disrupting stable teaching and learning conditions. The study concludes that ensuring school safety is essential for achieving the objectives of free and compulsory basic education. It recommends strengthening school security, implementing the Minimum Standards for Safe Schools, improving community participation, providing psychosocial support, protecting routes to school, establishing emergency response systems, and adopting flexible learning arrangements during periods of disruption.

Assessment in Arabic language learning as a foreign language (Arabic as a Foreign Language) is currently undergoing a significant paradigm shift. This transformation is influenced by the development of digital technology, the utilization of Artificial Intelligence (AI), and the implementation of the Merdeka Curriculum in Indonesia, which emphasizes flexibility, differentiation, and learning personalization. This article presents a Systematic Literature Review (SLR) aimed at identifying, examining, and synthesizing developments, innovations, methodological approaches, and various challenges in the assessment of the four Arabic language skills, namely listening, speaking, reading, and writing, during the period from 2020 to early 2026. The review employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol to identify and analyze relevant literature. The findings indicate a shift from conventional evaluation systems based on discrete tests toward the implementation of Technology-Enhanced Assessment (TEA) and more authentic forms of assessment. The literature synthesis reveals several key findings. First, diagnostic assessment, encompassing both cognitive and non-cognitive aspects, plays an important role in designing differentiated learning within the framework of the Merdeka Curriculum. Second, the development of assessment instruments for Arabic language maharah is increasingly oriented toward measuring higher-order thinking skills (Higher Order Thinking Skills/HOTS). Third, the utilization of Generative AI, including ChatGPT, as well as various gamification-based learning platforms, has introduced new approaches to providing faster, more adaptive, and interactive feedback. Based on the synthesis, the effectiveness of modern assessment is not determined solely by the sophistication of the technology employed, but also by the alignment between technology and pedagogical objectives, the transparency of assessment procedures, and its ability to comprehensively represent learners' communicative competence while maintaining the principles of academic integrity.

Slovak Republic has accumulated significant experience in integrating digital technologies into the professional development of educators, and a systematic analysis of this experience could serve as a resource for modernising the Ukrainian system of postgraduate education. The aim of this article is to provide a theoretical analysis, systematisation and classification of digital technologies for professional development of educators in Slovakia and to justify a model for professional development of educators using digital technologies. General scientific methods such as analysis, classification and systematisation of the results of scientific publications, as well as content analysis of strategic and regulatory documents of the EU and the SR, were employed. The article highlights the results of national and international projects implemented at Comenius University in Bratislava, which are aimed at supporting the professional development of teachers in digital environment. Strategic and regulatory documents, project materials, methodological resources and practices developed within the framework of national and international initiatives have been analysed, with particular attention paid to the DiTEdu project and the digital professional development of educators. Based on the systematisation and comparative analysis of the identified practices, an original structural-functional model of professional development for educators using digital technologies has been developed, and a classification of the main types of digital tools used in the Slovak context has been proposed. The findings have made it possible to identify the key organisational, pedagogical and technological conditions for effective digital professional development, in particular personalised learning, blended formats, professional networking, learning using artificial intelligence, the development of digital competence and ongoing methodological support. Recommendations are proposed at the national, institutional and individual levels for Ukrainian postgraduate education regarding the implementation of the Slovak experience in the using of digital technologies in the professional development of educators.

The emergence of generative artificial intelligence (Generative AI), such as ChatGPT, has brought significant changes to higher education, including Arabic language learning for non-native speakers (Arabic as a Foreign Language). Writing skills (Maharah al-Kitabah) are considered a relatively complex productive skill. Learners are required not only to master word formation (Sarf) and Arabic grammar (Nahwu), but also to organize ideas coherently and logically. This article employs a Systematic Literature Review (SLR) approach based on the PRISMA 2020 standards to map the use of ChatGPT in Arabic writing, examine the reliability of AI in Arabic grammar, and identify research gaps that remain underexplored. The review findings indicate that ChatGPT can serve as a useful writing partner (human-AI co-writer), particularly for generating ideas, enriching vocabulary, and correcting basic grammatical errors. However, AI still frequently produces errors or “hallucinations” when dealing with morphologically complex words, variations in Arabic dialects, and unvocalized texts. As a result, AI-generated writing may appear linguistically polished on the surface while containing grammatical inaccuracies. Furthermore, excessive reliance on AI may pose risks to academic integrity, while AI detection tools themselves often produce inaccurate results when identifying Arabic-language texts (false positives). This review also finds that existing research remains overly focused on English, tends to examine only the final writing outcomes without investigating students’ cognitive processes, and has paid limited attention to AI models specifically developed for the Arab region, such as ALLaM and Jais. Therefore, the approach to AI-assisted learning needs to shift from merely using AI toward purposeful and reflective utilization through frameworks such as the Spiral Learning Model and Genre-Based Pedagogy, so that AI functions as a scaffold without diminishing students’ autonomy and critical thinking.

The objective of this community service initiative is to assist parents and teachers in fostering a "Qur’anic generation" that is ASIK, a generation not only proficient in reciting the holy Qur’an but also skilled in language and logical reasoningthereby enhancing the quality of education in Pangkalpinang City. Based on observations and interviews conducted at the Baitul Ma’ruf Quran Education Center (TPA) in Pangkalpinang, several issues have been identified at the TKA/TPA, specifically concerning the quality of services and comfort, education, health, and social aspects. Students also need to develop an awareness of the importance of becoming critical and innovative individuals, so that they do not fall behind as the flow of information continues to accelerate. This community service initiative was carried out in three stages: preparation, implementation, and evaluation. The activities focused on four key aspects: the installation of an organizational structure board and signage for the TKA/TPA to address quality; literacy and numeracy programs (Smart) and religious outreach (Active) to support education; the preparation of traditional Bangka cuisine (Innovative) to promote health; and social outreach sessions (Critical) to foster social engagement among the participants. The activity was attended by 40 students from the Baitul Ma’ruf TKA/TPA (Islamic kindergarten/elementary Quran education center). The participant satisfaction evaluation yielded an average score of 89.28, falling into the "very satisfied" category. The improvement in participants' numeracy literacy skills is evidenced by the results of numeracy literacy assessments: the average score at the beginning of the program was 46.46, which increased to 73.73 following the numeracy literacy learning activities. The outcomes of the activity also included an improved understanding among participants regarding how to deliver a lecture, how to create calligraphy, and how to select natural ingredients native to the Bangka region that can be used to prepare local delicacies with health benefits

The main aim of this study is to determine the different challenges encountered by TVL students in learning skill-based subject on Modular Distance Learning. The participant was 20 selected Technical Vocational Livelihood Track who specialized Bread and Pastry Production students on Modular Distance Learning of Luis Y. Ferrer Jr. Senior Highschool School Year 20221-2022. This study used qualitative type of study through interview and focused group discussion. Qualitative data was analyzed using Litchman's 3C's of Analysis (Coding to Categorizing to Conceptualizing) to generate emerging themes. The study revealed that TVL- BPP students encountered challenges in learning skill-based subject on Modular Distance Learning such as lack of knowledge and skills, lack of tools, equipment, financial difficulty and attitude problem. Those mentioned problems affect student's academic performance. Most of them failed to meet the appropriate practical outputs. The study also revealed the different coping mechanism utilized by skill-based students. Part time job, watching informative learning videos and articles from internet, time management and improvising tools and equipment were the coping strategies done by students. The study focused only to the challenges and coping mechanisms of Luis Y. Ferrer Jr. Senior High School Technical Vocational Livelihood - Bread and Pastry Production students in learning skill-based subject on Modular Distance Learning. The result of this study serves as reference or basis for the skill-based teacher to formulate clear, effective and efficient form of teaching for the students to easily learn the subjects on modular distance learning.

This study addresses the critical deficiency in speaking skills among university students, a challenge primarily attributed to the reliance on traditional teaching methods and the limited time allocated for authentic verbal practice within the classroom. The research aims to construct a comprehensive theoretical framework for the Flipped Classroom strategy and identify the pedagogical and linguistic justifications for its implementation in developing speaking skills, while providing practical procedural recommendations for its integration into higher education. Adopting a descriptive-analytical approach through a critical review of educational literature, the findings reveal that the flipped model significantly enhances students' fluency, linguistic accuracy, and capacity for spontaneous expression. Furthermore, the model fosters increased motivation and active participation by granting learners the autonomy to progress at their own pace, as pre-class preparation helps mitigate "language anxiety" and bolsters confidence during real-time communicative interactions. Despite these advantages, the research identifies several implementation challenges, most notably the digital divide, potential cognitive overload, and the necessity for intensive faculty training in digital instructional design. Ultimately, the study concludes that the Flipped Classroom represents a fundamental philosophical shift that redefines educational roles, transforming class time from passive instruction into a dynamic "living linguistic laboratory" focused on intensive communicative practice.

Higher military educational institutions operating under dispersed learning conditions require effective digital approaches that support both professional training and foreign language development. Accordingly, this study examines the effectiveness of integrating interactive technologies and the Content and Language Integrated Learning (CLIL) approach into physics instruction through the use of Moodle, Google Meet, Google Forms, multimedia presentations, bilingual instructional materials, and video-based laboratory demonstrations. Modern military specialists require not only strong engineering knowledge but also the ability to use English-language technical resources throughout their professional careers. Consequently, physics instruction should integrate subject-specific content with foreign language development from the earliest stages of military education. English language proficiency plays a significant role in physics instruction, since much technical documentation, device manuals, scientific articles, and materials on military technology are provided in English. Considering this, applying the CLIL approach, which enables simultaneous acquisition of physics content and professional English terminology, is well justified. The research employed a quasi-experimental design supported by classroom observation, and comparative analysis. The study involved 69 first-year cadets, divided into an experimental and a control group. The experimental group was taught using a combination of interactive technologies, digital tools, and CLIL elements integrated into lectures, practical sessions, and laboratory work. The experimental group achieved a higher mean score (M = 73.79) than the control group (M = 57.85), indicating the positive impact of integrating interactive technologies and CLIL elements into physics instruction. The study confirms that integrating interactive technologies and CLIL enhances the effectiveness of physics instruction in dispersed learning environments and contributes to the development of both professional and language competencies required for modern military specialists.

This study examined technological self-efficacy and classroom technology use among early childhood teachers at Cabangahan Elementary School, Siaton, Negros Oriental. Employing a quantitative descriptive-correlational design, the researchers collected self-reported data from five teachers using an expert-reviewed, Google Forms questionnaire. Descriptive frequencies, percentages, and five-point weighted means were used to characterize teachers’ profiles, basic technology skills, confidence in pedagogical integration, troubleshooting ability, frequency of technology use, diversity of digital tools, and perceived effects on children’s learning and engagement. The reported mean scores were 4.56 for basic technology skills, 4.56 for pedagogical integration, and 4.52 for technical troubleshooting, all interpreted as highly confident. Classroom technology use was rated 4.60 for frequency, 4.16 for diversity of tools, and 4.76 for perceived learning engagement. The study reported a very strong positive Pearson correlation between self-efficacy and classroom technology implementation (r = .94); no corresponding significance test was provided. Results suggest that the participating teachers perceived themselves as technologically capable and frequent users of digital resources, although the range of tools used was comparatively limited. The proposed action plan prioritizes device access, technical support, targeted professional learning, and classroom monitoring. Given the five-person, single-school sample and reliance on self-report, the findings should be interpreted as local descriptive evidence, not as proof of causal effects on children’s outcomes.

This study aimed to analyze the tutor competency improvement strategy in implementing inclusive education at the Al-Ghozali Community Learning Center (PKBM) in Lubuk Banjar Village, Lubuk Raja District, Ogan Komering Ulu Regency. This study used a qualitative approach with descriptive methods. Data were obtained through interviews, observations, and documentation related to the implementation of the tutor competency improvement program and the inclusive learning process. The analysis was conducted descriptively by considering the stages of the competency development strategy and their impact on learning implementation. The results showed that the tutor competency improvement strategy was implemented through training, workshops, coaching, supervision, discussions between tutors, and independent learning. These strategies support the development of four aspects of tutor competency: pedagogical, personality, professional, and social. Improved pedagogical competency is seen in the tutor's ability to adapt learning methods and media to the diverse characteristics of students. Personal competency is reflected in patience, empathy, and responsibility, while professional competency develops through mastery of material and understanding of inclusive education. Social competency is also strengthened through communication and collaboration with students, fellow tutors, and PKBM managers. However, its implementation still faces obstacles such as limited facilities and infrastructure, a lack of specialized training in inclusive education, and differences in student abilities. This study concluded that improving tutor competency requires a systematic and sustainable approach through institutional support, mentoring, and regular evaluation to achieve inclusive, adaptive, and high-quality non-formal education services.

Tamil translations may facilitate Arabic language acquisition among Tamil-speaking learners in Sri Lanka; however, their effectiveness as a learning resource requires further examination. This research aims to analyse the contribution of Tamil translations to Arabic language learning, assess their role in improving vocabulary comprehension, and identify the strategies and challenges associated with their use. A descriptive-analytical approach was adopted, with a questionnaire comprising 20 questions across nine thematic areas administered to students learning Arabic at government universities in Sri Lanka. The findings indicate that translated books serve as valuable supplementary resources, particularly in clarifying unfamiliar vocabulary and facilitating the comprehension of Arabic texts. Learners demonstrate considerable confidence in translated materials and compare them with original Arabic texts only to a limited extent. Furthermore, the findings report a 97% correspondence rate between translated lexical equivalents and source-language words. Translators reportedly employ a combination of literal, interpretive, abridged, and adaptive translation strategies to address linguistic and semantic challenges. These findings highlight the pedagogical potential of Tamil translations in supporting Arabic language acquisition. The research recommends improving translation quality, developing bilingual educational resources, and integrating translated materials with original Arabic texts to enhance learners’ linguistic competence and promote effective Arabic language learning in Sri Lanka.

The growth of short-form certifications requires a clear distinction between attendance certificates and credentials that provide evidence of specific learning outcomes. In Ecuador, a non-binding national technical instrument identifies a fragmented training supply, the absence of shared criteria, limited traceability, and weak links between higher education and the world of work. This study examined the relevance of implementing a national microcredential system and identified the academic, regulatory, and technological conditions required for its adoption. A qualitative documentary study with an analytical-propositional scope and comparative logic was conducted using a corpus of 46 sources published between 2015 and 2026. The analysis combined deductive and inductive thematic coding across seven categories and contrasted the Ecuadorian instrument with international regulations, technical standards, and specialized literature. The results were organized into nine findings concerning systemic relevance, technical-pedagogical design, verifiable assessment, conditional recognition, interoperable digital issuance, multilevel governance, and an informational registry. The evidence indicates that Ecuador has conceptual foundations for a national system, but shared standards are required before provision is expanded. The study concludes that a trustworthy micro credential should integrate six conditions: explicit learning outcomes, verifiable assessment, academic or labor-market relevance, interoperable digital issuance, standardized metadata, and conditional recognition. Without coherent interinstitutional governance, the expansion of short-form certificates may increase fragmentation and weaken their public value.

Fiqh, defined as the human comprehension of Islamic jurisprudence derived from the Qur’an and Sunnah, is a fundamental component of Islamic Studies education and provides a framework for directing practical areas of Muslim life. The fundamental importance of jurisprudential categorisation is essential in fiqh education, however it poses persistent obstacles for students. This study aims to assess the comprehension level of fiqh jurisprudence classification among Islamic Studies students at UiTM Shah Alam as an initial investigation. This study adopted a survey design involving Diploma in Islamic Studies and Education students (n=59) from the Academy of Contemporary Islamic Studies, UiTM Shah Alam, selected through simple random sampling in line with Johanson and Brooks’ (2010) recommendation for preliminary research. The findings indicate that the understanding of Fiqh classification among UiTM Shah Alam students predominantly falls under the “Good” (39–52.5%) and “Very Good” (30–39%) categories, although the “Excellent” level is rather low (1.7–15.3%). In conclusion, this preliminary study indicates that Islamic Studies students at UiTM Shah Alam possess a robust understanding of fiqh categorisation, primarily within the “Good” and “Very Good” ranges, but face challenges in attaining “Excellent” mastery, implying a necessity for pedagogical improvements to address this deficiency.

This study was motivated by science and social studies (IPAS) learning that remained relatively teacher-centered, with limited student participation and suboptimal conceptual understanding of the Changing Earth topic. The study aimed to analyze the implementation of the Inquiry-Based Learning (IBL) model, identify the challenges encountered, and describe the teacher’s efforts to address those challenges in Grade V at SD Negeri 078011 Tetehosi. A qualitative approach with a case study design was employed. The participants consisted of one Grade V teacher as the key informant and six students as supporting informants. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model through data collection, reduction, display, and conclusion drawing. Data trustworthiness was established through source and technique triangulation. The findings show that IBL was implemented through six stages: orientation, problem formulation, hypothesis formulation, data collection, hypothesis testing, and conclusion drawing. The learning activities encouraged students to observe, ask questions, discuss, investigate, compare evidence with initial assumptions, and present conclusions. The main challenges included low confidence, differences in learning abilities, communication barriers, limited learning media, and limited instructional time. The teacher addressed these challenges by using audio-visual media and simple simulations, heterogeneous grouping, individual support, motivation, positive reinforcement, and a safe learning environment. Overall, IBL provided a more active and meaningful learning experience, although its implementation still required adaptive instructional support. ABSTRAK Penelitian ini dilatarbelakangi oleh pembelajaran IPAS yang masih cenderung berpusat pada guru, rendahnya keaktifan sebagian murid, serta belum optimalnya pemahaman konsep pada materi Bumi Berubah. Penelitian ini bertujuan untuk menganalisis penerapan model Inquiry Based Learning (IBL), mengidentifikasi kendala yang dihadapi, dan mendeskripsikan upaya guru dalam mengatasi kendala tersebut pada kelas V SD Negeri 078011 Tetehosi. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Informan terdiri atas satu guru kelas V sebagai informan kunci dan enam murid sebagai informan pendukung. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman melalui pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperoleh melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa IBL diterapkan melalui enam tahap, yaitu orientasi, perumusan masalah, perumusan hipotesis, pengumpulan data, pengujian hipotesis, dan penarikan kesimpulan. Pembelajaran mendorong murid mengamati, bertanya, berdiskusi, melakukan penyelidikan, membandingkan data dengan dugaan awal, dan mempresentasikan kesimpulan. Kendala utama meliputi rendahnya kepercayaan diri, perbedaan kemampuan belajar, hambatan komunikasi, keterbatasan media, dan waktu pembelajaran. Guru mengatasinya melalui penggunaan media audiovisual dan simulasi sederhana, kelompok heterogen, pendekatan personal, motivasi, penghargaan, dan suasana belajar yang aman. Temuan menunjukkan bahwa IBL dapat menghadirkan pengalaman belajar yang lebih aktif dan bermakna, meskipun pelaksanaannya masih memerlukan dukungan yang adaptif.

Early Childhood Care and Development (ECCD) serve as a foundational framework for the holistic growth and lifelong learning of young children. In the Philippines, its implementation is mandated by Republic Act No. 10410 and strengthened by Republic Act No. 12199, which emphasize quality early childhood education delivered by competent Child Development Workers (CDWs) and supported by strong institutional systems; however, implementation continues to face challenges related to limited resources, professional development gaps, administrative constraints, and varying levels of community and parental involvement. This study examined the level of readiness and the challenges encountered by CDWs in implementing the ECCD Curriculum in Barangay Child Development Centers in the Municipality of Mabinay, Negros Oriental. A quantitative descriptive-correlational design was employed, using a validated researcher-made Likert-scale questionnaire administered to ten (10) purposively selected CDWs during School Year 2025–2026. Data were analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation at the 0.05 level of significance. Findings revealed that the respondents were highly ready in their understanding of the ECCD curriculum (WM = 4.28) and in pedagogical skills and instructional practices (WM = 4.28), but only moderately ready in terms of resources and materials (WM = 3.80) and support, supervision, and professional development (WM = 3.84). Challenges were generally moderate, with insufficient toys and learning materials, varied learning needs of children, and heavy workload and administrative tasks emerging as the most notable concerns. ECCD-related training showed a strong, significant positive relationship with readiness (r = 0.795, p = 0.006), whereas age, educational attainment, and years of experience were not significantly related to readiness, no profile variable was significantly related to the challenges encountered, and readiness was not significantly related to challenges (r = 0.081, p = 0.824). The study concludes that while CDWs are generally prepared to implement the ECCD Curriculum, their effectiveness is constrained by largely systemic and environmental challenges. These findings imply the need for continuous professional development combined with improved resource allocation, reduced administrative workload, strengthened institutional support, and stronger collaboration among local government units, parents, and community stakeholders.

This study investigated the challenges facing head teachers in providing leadership support for the implementation of the Competence-Based Curriculum (CBC) in public primary schools in Muleba District, Tanzania. The study was guided by one specific objective: to identify the challenges faced by head teachers in providing leadership support for CBC implementation. Grounded in Hallinger and Murphy's (1985) Instructional Leadership Theory, the study adopted a pragmatic paradigm with a convergent parallel mixed-methods design. The target population comprised 2,166 individuals from 237 public primary schools. Data were collected using structured questionnaires from 112 respondents (100 classroom teachers and 12 heads of schools), semi-structured interviews with head teachers and one School Quality Assurance Officer, and document review. Quantitative data were analysed using descriptive statistics through SPSS Version 22, while qualitative data were analysed thematically following Braun and Clarke's (2006) framework. The findings revealed seven interconnected challenges: inadequate CBC training for head teachers themselves (84.8%), inadequate funding preventing leadership support (81.3%), heavy administrative workloads (76.8%), unclear government support (76.8%), financial constraints generally (67.9%), overcrowded classrooms (64.3%), and teacher resistance to CBC changes (52.7%). The study concluded that head teachers' effectiveness in leading CBC implementation is systematically undermined by systemic factors beyond their control. The study recommends mandatory CBC training for head teachers, reduction of administrative workloads, increased capitation grants with CBC-specific allocations, clear national implementation guidelines, and investment in school infrastructure.

The professional reintegration of veterans is a major challenge for Ukraine’s post-war recovery and requires vocational education aligned with labour market needs. The tourism and hospitality industry offers employment opportunities, but transition to civilian work requires sector-specific knowledge, digital competence, communication, teamwork, decision-making and adaptability. The study aims to develop and theoretically substantiate a conceptual model for integrating interactive digital learning technologies into veterans’ vocational education for employment in the tourism and hospitality industry. The methodology combines secondary analysis of a sociological survey conducted by the Ukrainian Veterans Fund and the Rating Sociological Group in December 2025 among 240 respondents, competency mapping and a systematic literature review. The analysis identified transferable military competencies, including discipline, teamwork under pressure, logistical planning and decision-making in dynamic situations. It also revealed gaps in customer orientation, digital literacy and personalised service. The proposed model links veterans’ competencies and educational needs with labour market requirements through interactive technologies, including problem-based, case-based, simulation-based and scenario-based learning, microlearning, the flipped classroom, Learning Management Systems, Virtual Reality, Augmented Reality and Geographic Information Systems. The model provides a framework for translating military experience into civilian professional competencies and supports vocational programmes for veterans seeking employment in the tourism and hospitality industry. Its application may strengthen employability, facilitate social reintegration and contribute to Ukraine’s post-war recovery. Further research should validate the model through implementation and evaluation.

Assessment in Natural and Social Sciences (IPAS) at the elementary school level needs to document students’ knowledge, process skills, and character development continuously rather than relying solely on written test results. This study aimed to develop a flexible portfolio assessment instrument, determine its validity and practicality, and examine its perceived usefulness based on the fourth-grade teacher’s assessment at SD Negeri 075027 Silima Omo. The study employed a Research and Development (R&D) approach using the 4D model, comprising Define, Design, Develop, and Disseminate stages. The participants included three expert validators, one fourth-grade teacher, and 22 students, with 10 students participating in the small-group trial. The resulting product was a printed portfolio assessment instrument comprising seven integrated components. Validation results yielded mean scores of 3.83 for design, 3.75 for language, and 4.00 for evaluation on a four-point scale. The practicality score increased from 62.50% to 93.75%, while perceived usefulness increased from 64.29% to 85.71%. The small-group trial produced a mean portfolio score of 80.80. The instrument was considered suitable for use; however, inter-rater reliability and its effectiveness in improving learning outcomes require further empirical investigation. ABSTRAK Penilaian pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar perlu mencakup perkembangan pengetahuan, keterampilan proses, dan karakter murid secara berkelanjutan, bukan hanya berorientasi pada hasil tes tertulis. Penelitian ini bertujuan mengembangkan instrumen penilaian portofolio yang fleksibel, mengetahui kelayakan dan kepraktisannya, serta mengidentifikasi kebermanfaatannya berdasarkan persepsi guru kelas IV di SD Negeri 075027 Silima Omo. Penelitian menggunakan metode Research and Development (R&D) dengan model 4D yang meliputi tahap Define, Design, Develop, dan Disseminate. Subjek penelitian terdiri atas tiga validator ahli, satu guru kelas IV, dan 22 murid, dengan 10 murid sebagai subjek uji coba kelompok kecil. Produk yang dikembangkan berupa instrumen portofolio berbasis cetak dengan tujuh komponen terintegrasi. Hasil validasi menunjukkan skor rata-rata ahli desain 3,83, ahli bahasa 3,75, dan ahli evaluasi 4,00 pada skala empat. Persentase kepraktisan meningkat dari 62,50% menjadi 93,75%, sedangkan kebermanfaatan berdasarkan persepsi guru meningkat dari 64,29% menjadi 85,71%. Rata-rata nilai portofolio kelompok kecil mencapai 80,80. Instrumen dinyatakan layak digunakan, meskipun reliabilitas antarpenilai dan keefektifan terhadap hasil belajar masih memerlukan pengujian lebih lanjut.

In the contemporary context, there is an increasing demand for learning strategies that enable students to develop competencies as well as effectively apply theoretical knowledge in practice. Consequently, the need to adopt Active Methodologies has become more evident. Among the available options are the Open Digital Learning Pathways for Neolearning (TDAN), which focus on the education of young adults and professional learners, aiming to empower them to transfer acquired learning to their current and/or future professional practices. To design these pathways, instructors may draw upon the guidelines provided by the NeoPath Thinking Conceptual Framework, which offers support for the development of TDAN. However, it is important to understand how higher education instructors perceive this strategy, as well as their views regarding the potential of TDAN for learning in university settings. Therefore, the objective of this study is to understand the potential contributions and challenges associated with the application of NeoPath Thinking in the design and implementation of Open Digital Learning Pathways for Neolearning, from the perspective of higher education instructors. Through a questionnaire administered to 86 professors from different fields of knowledge, whose responses were analyzed using Discursive Textual Analysis, it was found that NeoPath Thinking serves as a valuable support resource for educators in planning, implementing, and evaluating teaching-learning processes. Furthermore, the Framework and the TDAN enable both teachers and students to experience learning and develop competencies that are essential in contemporary society.