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.
Automotive electrical-system education requires an understanding of circuit principles and component functions, yet evaluations based on class averages can obscure individual differences and assessment limitations. This study examined changes in test performance before and after instruction recorded as problem-based learning in a headlamp and starter-system unit for Grade XI vocational automotive students. A one-group design was used to analyse 34 matched pre-test and post-test scores on a 0-to-100 scale. Descriptive statistics, paired t tests, Wilcoxon signed-rank tests, an exact sign test, standardized mean change, normalized gains, bootstrap confidence intervals, and exploratory analyses of baseline scores and gains were conducted. Mean scores increased from 71.91 to 95.88, representing a gain of 23.97 points. Thirty-two students improved, while two recorded lower post-test scores. All paired-change tests indicated statistically significant differences, with p values below 0.001, and the standardized within-student effect size was 1.09. An inverse association between baseline performance and arithmetic gain requires caution because the measures are mathematically linked. Seventeen students attained the maximum post-test score, indicating substantial ceiling concentration that may limit the assessment's discrimination at higher achievement levels. The results document a large, widespread improvement in recorded scores following the instructional unit. However, the absence of a comparison group prevents causal attribution of the improvement to problem-based learning. Student-level analysis and scrutiny of assessment properties offer a more informative basis for evaluating learning gains in vocational education.
Higher education has historically operated under a paradigm of information scarcity, positioning universities as premier institutions for curating and transmitting knowledge. The convergence of digital hyper-abundance, algorithmic curation, and generative artificial intelligence (GenAI) has disrupted this model, producing what educators increasingly describe as a crisis of critical thinking in higher education. The purpose of this review is to examine how information abundance, algorithmic curation, and GenAI use may influence university students’ critical thinking, and to synthesise what this evidence implies for what universities teach and how they assess. Using a critical narrative review design with thematic synthesis, the review analyses 45 verified sources (empirical studies, systematic reviews and meta-analyses, conceptual works, and policy guidance) identified through citation chaining and targeted searches; empirical GenAI studies date from November 2022 to 2026, and foundational theoretical works from 1976 onward. The synthesis is anchored in an integrative framework that combines cognitive load and dual-process theory, cognitive offloading, scaffolding theory, self-regulated learning, and epistemic cognition, with critical thinking as the principal outcome. Five themes emerged: (1) information abundance appears to shift the central cognitive challenge from retrieval to evaluation; (2) unguided GenAI use is associated with reduced cognitive engagement and, in several experiments, with weaker independent performance once AI support is removed, although guardrailed designs appear to mitigate this; (3) fluent AI output can be mistaken for validated knowledge, and AI-detection tools are unreliable and biased; (4) lateral reading, guided AI use, and process-visible assessment have promising but uneven support; and (5) workload, equity, and policy constraints limit adoption. From these themes, the review derives the Fade–Visibility Matrix, which crosses AI support structure (persistent versus fading) with assessment design (product-only versus process-visible) to yield four diagnostic states. The evidence is early and methodologically uneven, but it is most consistent with a structural rather than individual explanation. Universities should therefore teach evaluation, verification, and metacognitive regulation explicitly, design AI support to fade, and redesign assessment so that the learning process, not only the finished product, can be observed.
The article examines the impact of information and communication technologies (ICT) on the development of mathematical abilities and geometric concepts in preschool children. The object of the research is the process of developing mathematical abilities and geometric concepts in older preschool children. The aim of the article is to identify the pedagogical potential of ICT and evaluate its effectiveness in developing these abilities. The research methods include the analysis of scientific and methodological literature, pedagogical observation, game-based learning, pedagogical experimentation, and comparative analysis of the results. Multimedia presentations, interactive games, and electronic educational resources were used during the experimental activities. The methodologies of ICT-mediated learning and game-based learning were applied. The research outcomes indicate that the purposeful use of ICT contributes to the development of children's abilities to recognize, name, compare, and classify geometric shapes. It also promotes children's cognitive engagement, logical and spatial thinking, attention, and memory. The experimental results further revealed increased children's engagement and learning motivation. The conclusion of the study is that the pedagogically justified integration of information and communication technologies into game-based learning is an effective means of developing mathematical abilities and geometric concepts in preschool children, facilitating a more visual, interactive, and child-centered learning process.
This study aims to analyze the integration between the cognitive process dimensions of Revised Bloom's Taxonomy and the structural complexity of the SOLO Taxonomy in questions constructed by pre-service biology teachers, as well as its correlation with students' cognitive learning outcomes. A descriptive-quantitative approach with co-relational analysis was employed, evaluating a total sample of 420 question sentences generated by students during their field teaching program (PPL). Data collection was conducted using double-coding observation rubrics and statistically processed via Spearman’s rho non-parametric correlation test. The results indicated a stark gradation phenomenon, with question distribution heavily accumulating within lower-order thinking skills (LOTS), predominantly spanning the Remembering (C1) and Understanding (C2) levels with Unistructural and Multistructural reasoning profiles. Conversely, higher-order thinking skills (HOTS) were strictly concentrated at the Analyzing (C4) and Evaluating (C5) levels, aligning with Relational and Extended Abstract structures. Statistical analysis revealed a positive and significant correlation coefficient (p = 0.707, p < 0.001), indicating a very strong linear relationship where higher cognitive demands inherently correspond to greater structural reasoning maturity. In conclusion, while pre-service teachers possess a solid foundation in factual knowledge, their capacity to formulate higher-order questions remains limited. Therefore, transforming classroom communication through constructivist learning strategies and gradual conceptual scaffolding is highly recommended to foster integrative thinking and bridge the cognitive transition toward deep conceptual understanding.
This study examined post-pandemic blended learning setups and academic engagement among senior high school students at St. Dominic College of Asia (SDCA). A descriptive, quantitative, non-experimental design was used with 100 respondents: 50 Grade 11 students and 50 Grade 12 students. A structured questionnaire gathered information about respondents’ demographic characteristics, perceptions of blended learning setups, behavioral, emotional, cognitive, and social engagement, and challenges encountered in blended learning. Descriptive statistics, Mann–Whitney U tests, one-way analysis of variance, Spearman’s rank-order correlation, and multiple regression were reported in the thesis. Asynchronous online learning received the highest mean among the three setup indicators (M = 3.87, SD = 0.58), while unreliable internet connectivity was the highest-rated challenge (M = 4.34, SD = 0.65). Reported correlations between blended learning setup scores and the four engagement dimensions were strong and positive (ρ = .898–.906, all p < .001). The thesis also reported statistically significant group differences across demographic categories. However, the regression model’s dependent-variable specification and several descriptive and inferential statistics require confirmation against the original dataset and statistical output before the results can be treated as definitive. The findings point to the importance of accessible learning materials, reliable connectivity, purposeful student interaction, and ongoing monitoring of engagement. A Blended Learning Engagement Framework is proposed to guide institutional assessment, planning, implementation, and continuous improvement.
The article discusses the specifics of social-pedagogical work with students majoring in “Social Pedagogy,” focusing on interacting with learners who require special educational conditions due to visual impairments. It presents the educational and social needs of the learners, the pivotal role of the social pedagogue, and the blended teaching methodology developed for this topic. Special attention is paid to the interconnected organization of lectures and practical sessions, the execution of case studies, and the core role of establishing trust and mutual understanding with the learner—all of which foster students’ professional competencies and inclusive mindset. The objective of the article is to present the methodical implementation experience of teaching the topic “Specifics of working with learners with special educational needs conditioned by visual impairments,” highlighting the complementary role of lectures and practical seminars in the professional development of future social pedagogues. During the lectures and practical seminars, a comprehensive range of methods and tools are utilized: slide presentations, lecture-discussions, Q&A sessions, “one-minute reflection,” brainstorming, video screenings, graphic charts, case studies, individual and group work, role-plays, educational games, discussions, and the “invisible trust” method. The application of these methods stimulates students' active engagement, enhances initiative, fosters positive interpersonal relationships, and develops essential social skills. Main Conclusion. The methodical framework proposed in this article can serve as a practical guide for higher education instructors. Such in-depth preparation for working with learners with visual impairments ensures that future educators enter the school system not as passive observers of the inclusion process, but as active, competent creators of a high-quality, accessible, and safe learning environment.
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.
Introduction Research on the practicum has focused on student teachers, mentors and partnerships between universities and schools, while the pupils in whose classrooms student teachers are placed have rarely been asked about this experience. This study examined how pupils in Ecuadorian host schools perceive the presence, support and influence of student teachers, and to what extent these perceptions can be trusted as evidence. Methods Two age-differentiated questionnaires, with pictographic scales from early childhood education to third grade and verbal scales from fourth grade onward, were administered through a mobile application by the student teachers or by members of the research team hired for data collection (project staff). The dataset comprised 2,453 valid evaluations from 1,140 pupils in 123 classrooms of 38 schools. Analyses included descriptive statistics for the first evaluation of each pupil, agreement between consecutive weekly evaluations, generalized estimating equations that accounted for the nesting of evaluations within pupils, classrooms and schools, a within-pupil comparison of evaluations collected by student teachers and by project staff, and latent class analysis. Results Between 91.5% and 98.5% of pupils gave favorable ratings on seven of eight items, while 69.6% of older pupils always felt comfortable asking student teachers for help. Ratings collected by project staff were lower than those collected by student teachers, especially for comfort in asking for help and perceived influence on learning. Responses of the youngest pupils concentrated in the highest category and did not discriminate reliably between individual pupils, whereas older pupils showed fair to moderate stability on most items and formed highly enthusiastic and moderately favorable profiles. Discussion Pupils perceive student teachers favorably, although part of this favorability reflects social desirability and the developmental limits of young respondents. Pupil voice can inform practicum evaluation when questionnaires are administered by someone other than the student teacher being evaluated and are interpreted according to the age of the pupils.
Mathematics achievement remains a major concern in Ghanaian senior high schools despite the increasing emphasis on effective classroom assessment and instructional quality. This study examined the relationship between formative assessment practices and perceived students’ mathematical achievement, while investigating the mediating role of cognitive activation-oriented instruction. The study adopted a positivist paradigm with a quantitative cross-sectional survey design. Data were collected from 320 Senior High School students selected through a multistage sampling procedure from two public senior high schools in Ghana. A structured questionnaire measured formative assessment practices, cognitive activation-oriented instruction, and perceived students’ mathematical achievement. Data were analysed using SPSS version 23 and AMOS version 23. Confirmatory Factor Analysis and Structural Equation Modelling were employed to test the measurement and structural models. The findings revealed that formative assessment practices significantly predicted perceived students’ mathematical achievement and were positively associated with cognitive activation-oriented instruction. Cognitive activation-oriented instruction was also positively associated with perceived students’ mathematical achievement and statistically mediated the relationship between formative assessment practices and perceived students’ mathematical achievement. The findings suggest that formative assessment practices and cognitive activation-oriented instruction are positively associated with students’ perceptions of their mathematical achievement.
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.
This study explored the academic validation experiences of internal migrant college students and their implications for proposed psychosocial support activities. Specifically, it examined forms of academic validation, their influence on psychosocial well-being and academic persistence, and challenges in obtaining institutional support. Using a qualitative research design and Interpretative Phenomenological Analysis, the study examined interview accounts from eight internal migrant college students at Cavite State University–Main Campus during the academic year 2025–2026. Findings revealed that students experienced academic validation through faculty recognition, constructive feedback, peer encouragement, and academic achievements. Such experiences fostered motivation, confidence, belonging, and continued academic engagement. Conversely, limited recognition contributed to discouragement, self-doubt, and emotional distress. Participants also described homesickness, social isolation, language barriers, unfamiliar cultural practices, communication difficulties, and hesitation in seeking academic or emotional assistance. Despite these challenges, personal resilience, supportive classmates, and determination helped students adjust and persist in their studies. Based on the findings, the study proposed the BRIDGE Program, emphasizing peer mentoring, support circles, cultural integration, wellness activities, academic assistance, counseling, and opportunities for emotional expression. The study concluded that academic validation and accessible psychosocial support are important to the adjustment and educational persistence of internal migrant students. It aligns with Sustainable Development Goal 3, Good Health and Well-Being; Goal 4, Quality Education; and Goal 10, Reduced Inequalities. Its potential sustainability contribution lies in guiding inclusive institutional support practices that strengthen student welfare, social belonging, and equitable participation in higher education. These practices may also encourage more responsive and supportive campus communities.
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.
Scholarship initiatives support students by easing the financial burdens of their academic experiences and facilitating access to higher education. Literature on scholarship programs primarily emphasizes their benefits, including reduced stress and broader opportunities. Yet the results show contrasting findings. Some studies report greater persistence and better examination performance among recipients, while others show no statistically significant difference in overall achievement compared to non-recipients. This inconsistency underscores the need to further examine whether academic results consistently differ by scholarship status. Although scholarships are widely recognized to alleviate financial problems and expand access, evidence remains inconclusive about whether these benefits consistently translate into improved academic performance. Thus, this study examined whether accounting students’ final examination scores and General Weighted Average (GWA) differed by scholarship status. These questions were tested using the Jamovi software to determine whether a statistically significant difference exists between the two groups. Results showed a contrasting pattern: scholarship recipients performed better on the final examination, while non-recipients performed better in the GWA. These outcomes indicate that scholarship status was associated with different patterns across the two academic performance measures. Thus, the results provide empirical evidence to inform scholarship program refinement and support higher education policy decisions.
