آموزش

Digital transformation in madrasahs is commonly understood as administrative efficiency, although any device that regulates students' daily routines can serve as a medium of value education. Disciplinary problems, such as lateness, neglecting attendance, and weak responsibility for presence, persist at MTs Syafiiyah Darussalam even after the madrasah adopted barcode-based attendance. This study analyses the implementation of barcode attendance, the internalisation of disciplinary values it generates, and its supporting factors, obstacles, and implications for Islamic character education. A descriptive qualitative case study design was employed. Data were collected through in-depth interviews with the head of the madrasah, the vice heads for student affairs and curriculum, and teachers, supported by participant observation and attendance documentation. Data were analysed using the interactive model of Miles, Huberman, and Saldaña and validated through source and technique triangulation. Thomas Lickona's character education theory served as the analytical lens. The findings show that barcode attendance accelerates recording and provides transparent time traces, fosters habits of punctuality and orderly attendance, and nurtures an emerging sense of responsibility. Barcode attendance is therefore effective as an instrument for habituating discipline when it is integrated with teacher modelling, supervision, and the articulation of Islamic values

تحول دیجیتال در مدارس دینی (مدrasah) معمولاً به‌عنوان کارآمدی اداری درک می‌شود، اگرچه هر دستگاهی که روال‌های روزانه دانش‌آموزان را تنظیم کند می‌تواند به‌عنوان رسانه‌ای برای آموزش ارزش‌ها عمل کند. مشکلات انضباطی، مانند تأخیر، غفلت از حضور و مسئولیت‌پذیری ضعیف نسبت به حضور، در مدرسه دینی MTs Syafiiyah Darussalam حتی پس از اتخاذ سیستم حضور و غیاب مبتنی بر بارکد همچنان پابرجاست. این پژوهش به تحلیل اجرای حضور و غیاب مبتنی بر بارکد، درونی‌سازی ارزش‌های انضباطی ناشی از آن، و عوامل حمایت‌کننده، موانع و پیامدهای آن برای آموزش شخصیت اسلامی می‌پردازد. از طرح مطالعه موردی توصیفی-کیفی استفاده شد. داده‌ها از طریق مصاحبه‌های عمیق با مدیر مدرسه، معاونین امور دانش‌آموزان و برنامه درسی، و معلمان، همراه با مشاهده مشارکتی و مستندات حضور و غیاب جمع‌آوری شدند. داده‌ها با استفاده از مدل تعاملی Miles، Huberman و Saldaña تحلیل و از طریق مثلث‌سازی منبع و تکنیک اعتبارسنجی شدند. نظریه آموزش شخصیت Thomas Lickona به‌عنوان لنز تحلیلی مورد استفاده قرار گرفت. یافته‌ها نشان می‌دهد که حضور و غیاب مبتنی بر بارکد ثبت را تسریع کرده و ردپای زمانی شفاف ارائه می‌دهد، عادت‌های به‌موقع بودن و حضور منظم را پرورش می‌دهد و حس مسئولیت‌پذیری در حال ظهور را تقویت می‌کند. بنابراین، حضور و غیاب مبتنی بر بارکند زمانی که با الگوسازی معلمان، نظارت و تبیین ارزش‌های اسلامی ادغام شود، به‌عنوان ابزاری برای نهادینه‌سازی انضباط مؤثر است.

This research aims to analyze and compare the effectiveness of authoritarian and democratic leadership styles in improving student discipline in schools. The method employed is a Systematic Literature Review (SLR) using content analysis of ten reputable scientific articles published within the last decade. The results demonstrate that authoritarian leadership tends to produce only instant and fragile compliance based on fear of punishment. Conversely, democratic leadership is proven to be significantly more effective in fostering sustainable discipline by building students' intrinsic awareness through persuasive communication, dialogue, and role modeling. This democratic-transformative pattern successfully cultivates independent, responsible, and emotionally mature student characters. Therefore, democratic leadership is recommended as the primary paradigm in modern educational management to create a conducive school ecosystem.

این پژوهش با هدف تحلیل و مقایسه اثربخشی سبک‌های رهبری استبدادی و دموکراتیک در بهبود نظم دانش‌آموزان در مدارس انجام شده است. روش مورد استفاده، مرور نظامند ادبیات (SLR) با تحلیل محتوای ده مقاله علمی معتبر منتشر شده در دهه اخیر است. نتایج نشان می‌دهد که رهبری استبدادی تمایل دارد تنها اطاعتی لحظه‌ای و شکننده مبتنی بر ترس از تنبیه ایجاد کند. در مقابل، رهبری دموکراتیک در پرورش نظم پایدار از طریق ایجاد آگاهی درونی دانش‌آموزان با استفاده از ارتباطات اقناعی، گفت‌وگو و الگوسازی، به‌طور قابل‌توجهی مؤثرتر ثابت شده است. این الگوی دموکراتیک-تبدیلی موفق به پرورش شخصیت دانش‌آموزانی مستقل، مسئول و از نظر عاطفی بالغ شده است. بنابراین، رهبری دموکراتیک به‌عنوان پارادایم اصلی در مدیریت آموزشی مدرن برای ایجاد اکوسیستم مطلوب مدرسه توصیه می‌شود.

Reinvention an International Journal of Undergraduate Research is delighted to welcome and introduce a new section housing research and critical reflections from the liberal arts, supported by the UK's Liberal Arts Northern Network. The new pairing offers a thoughtful synergy between the scope of research in context and interdisciplinary communication for Reinvnetion and the interdisciplinary and contextual nature of liberal arts study. Dr Caroline Starkey, one of the co-founders of the UK's Liberal Arts Northern Network introduces our new Liberal Arts Special Section, reflecting on the importance and benefits of the interdisciplinary variation of Liberal Arts courses, that many courses have at their hearts an experiential learning approach - where students learn by engaging with, and reflecting on, ‘real world’ tasks. Liberal Arts has a long and consequential history based in the US however the modern formation of Liberal Arts is a relative newcomer to the UK Higher Education scene. Over the past fifteen years or so, nearly forty named Liberal Arts courses have been developed for undergraduate students at UK universities, taking initial inspiration from the long-established US model but reinventing it for the UK. This new special section offers a new insight into the emerging research in Liberal Arts not only in the UK but acorss the world.

مجله بازآفرینی: یک مجله بین‌المللی پژوهش‌های دانشجویی کارشناسی با کمال میل از بخش جدیدی که میزبان پژوهش‌ها و بازتاب‌های انتقادی حوزه علوم انسانی آزاد است، استقبال و معرفی می‌کند. این بخش جدید از حمایت شبکه علوم انسانی شمال بریتانیا برخوردار است. این جفت‌سازی جدید، هم‌افزایی تأمل‌برانگیزی میان دامنه پژوهش در بافتار و ارتباطات بین‌رشته‌ای برای مجله بازآفرینی و ماهیت بین‌رشته‌ای و زمینه‌مند مطالعه علوم انسانی آزاد ایجاد می‌کند. دکتر کارولین استارکی، یکی از بنیان‌گذاران شبکه علوم انسانی شمال بریتانیا، بخش ویژه علوم انسانی آزاد ما را معرفی کرده و با تأمل در اهمیت و مزایای تنوع بین‌رشته‌ای دوره‌های علوم انسانی آزاد، اشاره می‌کند که بسیاری از این دوره‌ها رویکردی مبتنی بر یادگیری تجربی در قلب خود دارند؛ جایی که دانشجویان از طریق درگیر شدن با وظایف «دنیای واقعی» و تأمل بر آن‌ها یاد می‌گیرند. اگرچه علوم انسانی آزاد تاریخچه‌ای طولانی و تأثیرگذار در ایالات متحده دارد، اما شکل‌گیری مدرن آن در صحنه آموزش عالی بریتانیا پدیده‌ای نسبتاً جدید است. در حدود پانزده سال گذشته، نزدیک به چهل دوره نام‌گذاری‌شده علوم انسانی آزاد برای دانشجویان کارشناسی در دانشگاه‌های بریتانیا توسعه یافته است که با الهام اولیه از مدل دیرینه ایالات متحده، آن را برای بریتانیا بازآفرینی کرده‌اند. این بخش ویژه جدید، بینشی نوین به پژوهش‌های نوظهور در حوزه علوم انسانی آزاد نه تنها در بریتانیا، بلکه در سراسر جهان ارائه می‌دهد.

The training of the medical student articulated with the One Health approach and science, technology and society, constitute theoretical references to understand the health-disease process. This review article establishes the objective of arguing the epistemology of the One Health, science, technology and society approaches in Biomedical Basic Sciences. To do this, a search of scientific literature was carried out in the Scopus, SciELO and DOAJ databases, using search engines and Boolean operators. The key words used: One Health, science, technology and society. Original, review and excerpt articles were consulted, mostly from the last five years. A total of 31 references were selected. It can be said that the One Health approach and science, technology and society in the Basic Biomedical Sciences constitute fundamental pillars of the political, economic, cultural and social development of the country. The information obtained allowed us to base the epistemology of these approaches and the integration with Basic Biomedical Sciences for the training of future doctors. The results reveal the importance of these approaches contextualized with health problems that transcend the classroom context to strengthen critical thinking, the development of cognitive, technological, and social skills necessary to face health challenges.

آموزش دانشجویان پزشکی با رویکرد یک سلامت و علم، فناوری و جامعه، به عنوان مراجع نظری برای درک فرآیند سلامت-بیماری عمل می‌کنند. این مقاله مروری هدف خود را بر استدلال در مورد معرفت‌شناسی رویکردهای یک سلامت، علم، فناوری و جامعه در علوم پایه بیومدیکال قرار می‌دهد. برای این منظور، جستجوی ادبیات علمی در پایگاه‌های داده اسکوپوس، سای‌الو و دوج انجام شد و از موتورهای جستجو و عملگرهای بولی استفاده گردید. کلیدواژه‌های مورد استفاده عبارت بودند از: یک سلامت، علم، فناوری و جامعه. مقالات اصلی، مروری و گزینش‌شده، عمدتاً مربوط به پنج سال اخیر، مورد بررسی قرار گرفتند. در مجموع ۳۱ مرجع انتخاب شدند. می‌توان گفت که رویکرد یک سلامت و علم، فناوری و جامعه در علوم پایه بیومدیکال، ستون‌های اساسی توسعه سیاسی، اقتصادی، فرهنگی و اجتماعی کشور را تشکیل می‌دهند. اطلاعات به‌دست‌آمده به ما امکان داد تا معرفت‌شناسی این رویکردها و ادغام آن‌ها با علوم پایه بیومدیکال را برای آموزش پزشکان آینده پایه‌ریزی کنیم. نتایج اهمیت این رویکردها را در بافت مشکلات سلامتی که از فضای کلاس درس فراتر می‌روند، برای تقویت تفکر انتقادی و توسعه مهارت‌های شناختی، فناوری و اجتماعی لازم برای مواجهه با چالش‌های سلامت آشکار می‌سازد.

Inclusive education is one of the main challenges facing contemporary educational systems. This article analyzes inclusive education as an educational paradigm shift, and examines the relationship between diversity, educational inclusion, and the right to education. Drawing on different theoretical perspectives, it explores how traditional educational and pedagogical practices have historically sustained mechanisms of normalization and exclusion within schools. It also discusses the transition from the integration paradigm to inclusive education, understood as a transformation of institutional cultures, policies, and practices, aimed at ensuring the full exercise of the right to education. Finally, it argues that building inclusive schools requires profound cultural, political, and pedagogical transformations, that promote participation, learning, and the recognition of diversity as a constitutive principle of democratic education.

آموزش فراگیر یکی از چالش‌های اصلی نظام‌های آموزشی معاصر است. این مقاله، آموزش فراگیر را به‌عنوان یک دگرگونی پارادایم آموزشی تحلیل کرده و رابطه میان تنوع، آموزش فراگیر و حق به آموزش را بررسی می‌کند. با استناد به دیدگاه‌های نظری مختلف، این مقاله کاوش می‌کند که چگونه شیوه‌های آموزشی و پداگوژیک سنتی، به‌طور تاریخی مکانیسم‌های عادی‌سازی و طرد را در مدارس حفظ کرده‌اند. این مقاله همچنین گذار از پارادایم ادغام به آموزش فراگیر را مورد بحث قرار می‌دهد؛ رویکردی که به‌عنوان دگرگونی فرهنگ‌ها، سیاست‌ها و شیوه‌های نهادی در نظر گرفته می‌شود و هدف آن تضمین اعمال کامل حق به آموزش است. در نهایت، استدلال می‌شود که ساخت مدارس فراگیر مستلزم دگرگونی‌های عمیق فرهنگی، سیاسی و پداگوژیک است که مشارکت، یادگیری و به رسمیت شناختن تنوع را به‌عنوان یک اصل سازنده در آموزش دموکراتیک ترویج می‌دهد.

Large language models (LLMs) are increasingly used in dental education, but research has focused mainly on answer accuracy. Whether LLMs can identify the cognitive demand of examination items remains unclear. This study evaluated LLM classification fidelity for endodontic multiple-choice questions (MCQs) across three educational taxonomies and compared four publicly accessible models. Two hundred endodontic MCQs from the Turkish Dentistry Specialty Examination (DUS, 2012–2025) were classified by ChatGPT, Gemini, Kimi, and DeepSeek according to Revised Bloom’s Taxonomy, the SOLO Taxonomy, and Miller’s Pyramid. A three-layer expert consensus procedure comprising calibration training, procedural audit, and structured joint deliberation established the expert consensus reference standard. Agreement was assessed using weighted Cohen’s kappa (κw) with bootstrap 95% confidence intervals; classification performance was evaluated using accuracy and macro-averaged F1. Inter-model differences in item-level accuracy were tested using Cochran’s Q with Kendall’s W, followed by Holm–Bonferroni-corrected pairwise McNemar tests. For Revised Bloom’s Taxonomy, Gemini (κw=0.676) and DeepSeek (κw=0.667) achieved substantial agreement, while Kimi (κw=0.428) and ChatGPT (κw=0.365) performed lower. For SOLO, Gemini achieved substantial agreement (κw=0.622), while the remaining models showed moderate agreement. For Miller’s Pyramid, agreement did not exceed fair, with ChatGPT highest (κw=0.372). Inter-model differences were significant for all three taxonomies (all p<0.001). ChatGPT ranked lowest for Revised Bloom and SOLO but highest for Miller. Revised Bloom levels of expert consensus reference standard increased significantly across examination years (Spearman ρ=0.301, p<0.001). LLMs showed meaningful classification fidelity for Revised Bloom and SOLO taxonomies, particularly Gemini and DeepSeek, but performance for Miller’s Pyramid remained weak. Bloom, SOLO, and Miller should not be treated as interchangeable frameworks, and LLM selection should be tailored to the taxonomy and assessment purpose. Answer accuracy and taxonomy classification fidelity represent distinct capabilities that warrant independent evaluation.

The article discusses the concepts of spirituality, morality, and personal qualities of students, reveals the essential characteristics of spiritual and moral education of students, and the importance of cooperation between parents and teachers in educational activities.

Teacher assessment literacy has received increasing attention, yet evidence remains fragmented across studies. This systematic review and meta-analysis synthesized 18 studies comprising 21 independent samples using the ALI, CALI, and TALQ instruments. The pooled mean score was 16.48 (95% CI [14.86, 18.10]) on a 35-point scale, indicating low assessment literacy, with substantial between-study heterogeneity (I² = 99.21%). Publication year, geographical region, instrument type, teacher status, teaching level, and subject specialization were not significant moderators. This review provides the first quantitative benchmark of teacher assessment literacy across the ALI, CALI, and TALQ instruments and highlights the need to strengthen assessment literacy through pre-service education, continuous professional development, and context-responsive educational policies.

The article presents a comprehensive analysis of the methodological toolkit for research on language education in the Baltic States under conditions of digitalization. The expediency of using a multi-level structure of scientific inquiry, which includes theoretical-methodological, system-analytical, and generalizing-prognostic levels, is substantiated. It is proven that such a research logic ensures the integrity of the scientific strategy, consistency in studying the problem, and reliability of the obtained results. The content of the theoretical-methodological level is revealed, which involves understanding the essence of language education digitalization, forming the source base, clarifying the conceptual and terminological framework, and defining the conceptual foundations of the study. The significance of general scientific methods of analysis, synthesis, systematization, generalization, and interpretation, as well as specific scientific methods of theoretical generalization, historical-structural, comparative-historical, and terminological analysis, is determined. The system-analytical level aimed at an in-depth study of the source base, systematization of factual material, development of the periodization of language education digitalization, and comparative analysis of educational practices in Lithuania, Latvia, and Estonia is characterized. The role of the problem-search method, theoretical modeling, retrospective analysis, comparative approach, and periodization method is identified. It has been found that the generalizing-prognostic level ensures the integration of research results, the identification of leading trends in the digital transformation of language education, the formulation of practical recommendations for higher education institutions in Ukraine, and the forecasting of prospects for the field's further development. Particular attention is paid to the possibilities for adapting the Baltic States' construction experience to the Ukrainian educational space. It is concluded that the application of an integrated system of methods and scientific approaches creates a proper basis for studying digitalization of language education, makes it possible to identify patterns of its development, and determine effective directions for modernizing language training in higher education.

Against the backdrop of deepening industry-education integration in vocational education and AI-driven digital transformation, productive teaching projects face not only the perennial challenge of transforming authentic production tasks into teachable activities, but also new challenges such as rapid resource obsolescence, heterogeneous learner foundations, and insufficient evidence for process-based assessment. Taking the “Deployment and Maintenance of a Navigation Data Storage Platform” task from the Yangtze River Trunk-Line Ship Water Pollutant Joint Supervision and Service Information System as a case, this study builds on the six-stage process of Select→Deconstruct→Define→Transform→Integrate→Extend and develops a human–AI collaborative mechanism characterized by real projects as the carrier, job competencies as the main line, and AI-supported cognition as the support. To strengthen AI empowerment across project development and implementation, AI is embedded in project selection, work-process deconstruction, competency definition, teaching-task transformation, curriculum integration, and resource expansion, and is integrated with IDEAL project-based learning, multi-stakeholder whole-process assessment, “dual-teacher + AI assistant” collaboration, and a blended virtual–real training environment. This study provides a reference for IT-related programs seeking to build replicable and iteratively improvable AI-empowered productive teaching projects.

Introduction: Registered dietitians (RDs) are frequently asked to provide guidance and expertise on dietary supplements; however, few assessment tools are available to objectively evaluate their knowledge in this area. A standardized instrument may help identify educational gaps and support the development of supplement-related competencies within dietetics education and practice. Methods: The 25-item Dietary Supplement Knowledge Assessment Tool for Registered Dietitians (DSKAT-RD) was developed to assess key areas of dietary supplement knowledge, including safety, efficacy, regulation, quality, and evidence-based research. Twelve subject-matter experts independently rated the relevance of each item on a 4-point scale. Item-Level Content Validity Index (I-CVI) values were calculated, with ratings of 3 or 4 considered content valid and ≥0.78 considered acceptable. Quantitative ratings and qualitative feedback guided revisions for clarity, accuracy, relevance, and response-option quality. Revised items were reviewed by a 3-member expert subgroup until consensus was reached. Results: Expert review demonstrated high content validity for the DSKAT-RD. Item-level Content Validity Index (I-CVI) values ranged from 0.75 to 1.00, with 24 of 25 items (96%) meeting the predefined acceptability criterion of ≥0.78. Nineteen items (76%) achieved an I-CVI of 1.00, and the Scale-Level Content Validity Index using the average method (S-CVI/Ave) was 0.97. Six items underwent additional review and revision based on quantitative ratings and qualitative expert feedback related to wording, response options, scientific or regulatory accuracy, and content alignment. Following secondary review by three subject-matter experts, all 25 items were retained in the final instrument. Conclusions: The DSKAT-RD demonstrated strong evidence of content validity and provides a structured method for assessing dietary supplement knowledge among RDs.

Moral education of the individual is a complex and multifaceted process that includes pedagogical and social phenomena. However, the process of moral education is to some extent autonomous. Moral education is effectively carried out only as a holistic pedagogical process that meets the norms of universal morality, the organization of all life and student life, including modern youth. As well as activities, relationships, communication, taking into account their age and individual characteristics. The result of a holistic process is the formation of a morally whole personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior. Moral education includes: the formation of students’ awareness of their connection with society, dependence on it, the need to coordinate their behavior with the interests of society; familiarization with moral ideals, requirements of society, proof of their legitimacy and reasonableness; transformation of moral knowledge into moral beliefs, creation of a system of these beliefs; formation of stable moral feelings, high culture of behavior as one of the main manifestations of respect for people; formation of moral skills. The content of education is understood as a system of knowledge, beliefs, skills, qualities and personality traits, stable behavioral habits that students should possess in accordance with the set goals and objectives. In today’s rapidly changing world, the ability to be independent and self-sufficient is increasingly recognized as a vital skill for success in various areas of life, including education. This is especially true for first-year university students, as they transition from the structured environment of high school to the more autonomous and demanding world of higher education. Developing independence skills in these students is crucial for their adaptation to the university environment and overall personal and academic growth. The concept of independence encompasses various aspects, including the development of autonomy and the development of skills that enable students to navigate the complexities of university life. Autonomy refers to the ability to make decisions, take initiative, and act independently, while the development of independence skills involves acquiring the necessary competencies to function effectively in the educational environment. The state of knowledge regarding the development of independence skills in first-year students is an area of ongoing research. Understanding the factors that contribute to the development of independence in students is essential for supporting them during this transition and enriching their overall educational experience.

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

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

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

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

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

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

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

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