آموزش

This study examined teacher candidates' technostress levels and information and communication technology (ICT) competencies, the association between these constructs, and differences according to selected variables. A quantitative correlational survey design was used with 427 third- and fourth-year teacher candidates from nine programs at the Faculty of Education, Akdeniz University, in the 2024–2025 academic year. Data were collected with the Teachers' Technostress Levels Defining Scale, adapted for teacher candidates, and the ICT Competencies Scale for Teacher Candidates and were analyzed with simple linear regression, Mann–Whitney U, and Kruskal–Wallis H tests; group comparisons were treated as exploratory and adjusted with the Holm procedure. Mean technostress scores fell within the upper third of the possible range, and mean ICT competence scores fell within the lower third. ICT competence was negatively associated with technostress and accounted for 36.5% of its variance. Female candidates reported higher technostress than males, with small effect sizes. Technostress was higher and ICT competence was lower in the Science and Guidance and Psychological Counseling programs. Because the design is cross-sectional, these findings indicate associations rather than causal effects.

The article examines the potential of mindfulness exercises for promoting students’ well-being and improving the effectiveness of English language teaching in higher education institutions of Ukraine. The relevance of the study is due to the increasing levels of stress, anxiety, emotional exhaustion, and reduced motivation among students, particularly in the context of the ongoing war in Ukraine, which highlights the need for educational approaches that support both academic achievement and psychological well-being. The paper reviews contemporary theoretical and empirical research on mindfulness, outlines its core principles, and analyses their application to the foreign language classroom. Particular attention is paid to the contribution of mindfulness to reducing foreign language anxiety, strengthening emotional regulation, increasing resilience, motivation, self-efficacy, concentration, memory, communication skills, and speaking performance. The article also discusses the pedagogical principles underlying effective mindfulness instruction, including intention, attention, attitude, inquiry-based learning, and the creation of a supportive and non-judgemental learning environment. Furthermore, the principles of non-judgement, acceptance, beginner’s mind, patience, non-striving, trust, letting go, and compassion are interpreted in relation to English language learning. Based on the analysed literature, the paper proposes a set of practical mindfulness activities that can be integrated into English language lessons, including mindful breathing, listening, writing, conversations, body scanning, movement, grounding, visualisation, art practices, and savouring. These activities may be used as lesson warm-ups, fillers, transitions, or independent learning tasks to foster students’ emotional well-being while simultaneously developing their communicative competence. It is concluded that mindfulness represents a valuable pedagogical approach capable of creating psychologically safe and engaging learning environments that support both language acquisition and personal development.

Learning motivation plays an important role in supporting children's academic success; however, children in orphanages often face limited individual guidance and attention that can lower their learning enthusiasm. Based on observations and interviews, it was found that the learning motivation of elementary school children at Orphanage GA was relatively low, characterized by lack of enthusiasm, quick boredom, and low self-confidence. This community service activity aims to improve children's learning motivation through interactive and enjoyable educational strategies. The method used involved administering pre-tests and post-tests using a learning motivation instrument consisting of 24 statement items, covering eight indicators of learning motivation, each comprising three statement items. The instrument was measured using a four-point Likert scale with four response alternatives, namely Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD), administered to 13 children aged 7-13 years, consisting of 11 boys and 2 girls. The intervention program included coloring activities, personal activity schedule creation, future goals presentations, picture-guessing games, English vocabulary learning using flashcards, an effective learning strategy seminar, and educational word scramble and word search games. The Paired Samples Test results showed that the average learning motivation score increased from 77.00 to 78.69, although the increase was not statistically significant (p = 0.651 > 0.05). Nevertheless, the children demonstrated greater enthusiasm and engagement during the activities. This program can serve as a potential initial step in fostering elementary school children's learning motivation in an orphanage setting and as a consideration for developing more effective and sustainable learning support programs. ABSTRAK Motivasi belajar memiliki peran penting dalam mendukung keberhasilan akademik anak, namun anak-anak di panti asuhan sering menghadapi keterbatasan pendampingan dan perhatian individu yang dapat menurunkan semangat belajar mereka. Berdasarkan observasi dan wawancara, ditemukan bahwa motivasi belajar anak-anak SD di Panti Asuhan GA masih tergolong rendah, ditandai dengan kurangnya antusiasme, mudah bosan, dan rendahnya rasa percaya diri. Kegiatan pengabdian ini bertujuan untuk meningkatkan motivasi belajar anak melalui strategi edukatif yang interaktif dan menyenangkan. Metode yang digunakan meliputi pemberian pre-test dan post-test menggunakan instrumen motivasi belajar yang terdiri atas 24 butir pernyataan, mencakup delapan indikator motivasi belajar yang masing-masing terdiri atas tiga butir pernyataan. Instrumen tersebut diukur menggunakan skala Likert empat poin dengan empat alternatif jawaban, yaitu Sangat Setuju (SS), Setuju (S), Tidak Setuju (TS), dan Sangat Tidak Setuju (STS), yang diberikan kepada 13 anak usia 7-13 tahun, terdiri atas 11 anak laki-laki dan 2 anak perempuan. Program intervensi meliputi kegiatan mewarnai, penyusunan personal activity schedule, presentasi cita-cita, permainan tebak gambar, pembelajaran kosakata bahasa Inggris menggunakan flashcard, seminar strategi belajar efektif, serta permainan edukatif word scramble dan word search. Hasil analisis menggunakan Paired Samples Test menunjukkan rata-rata skor motivasi belajar meningkat dari 77,00 menjadi 78,69, meskipun peningkatan tersebut belum signifikan secara statistik (p = 0,651 > 0,05). Walaupun demikian, anak-anak menunjukkan antusiasme dan keterlibatan yang lebih baik selama kegiatan berlangsung. Program ini dapat menjadi langkah awal yang potensial dalam menumbuhkan motivasi belajar anak di lingkungan panti asuhan serta menjadi bahan pertimbangan untuk pengembangan program pendampingan belajar yang lebih efektif dan berkelanjutan.

Background: Digital devices have become very important in education. Students are increasingly spending their time on screen for education and other use. However, prolonged screen exposure has led to increasing complaints of digital eye strain, an emerging public health concern. Methods: A cross-sectional study was conducted among 165 undergraduate medical students in a tertiary care centre. A pilot studied; semi-structured questionnaire was used for data collection. Data was entered in Microsoft excel and analysed. Results: The prevalence of digital eye strain among undergraduate medical students was found to be 52.7%. Most common symptom noted were Headache (68.5%), Itching (60.6%), tearing of eyes (58.1%). There was a significant association between the duration of mobile screen usage (>4 hours) and digital eye strain (p value=0.0303). Conclusions: Digital eye strain is a common health concern among medical students. Higher the hours of mobile screen use, greater is the risk of digital eye strain.

This article examines the process of developing the diagnostic and consultative competence of speech and language therapists. The issue is particularly relevant at the present stage of special education development in Ukraine, where competency-based approaches have become central to the professional preparation of future specialists. The study establishes that diagnostic and consultative competence begins to develop during pre-service professional training at higher education institutions and continues to evolve throughout a specialist's professional career. Furthermore, each type of professional activity is accompanied by corresponding emotional responses, which are considered important indicators of successful professional development. The study employed the following research methods: theoretical analysis and synthesis, a sociological survey (questionnaire), and mathematical methods for data processing. The concepts of phase, period, and stage are theoretically distinguished. Four stages in the development of a specialist's diagnostic and consultative competence are identified. Stage I marks the initial development of this competence during professional training. Stage II involves the foundational development of diagnostic and consultative competence in novice practitioners. Stage III is characterized by the formation of an individual professional style of diagnostic and consultative practice. Stage IV represents mastery in both speech and language therapy practice and diagnostic and consultative competence. The article describes the principal characteristics of professional activity and the corresponding changes in specialists' emotional responses throughout each period of every developmental stage. A sociological survey of speech and language therapists with varying lengths of professional experience was conducted to clarify the duration of the developmental periods for diagnostic and consultative competence, as well as the characteristics of their professional activities and the associated emotional states. Physicians with different levels of professional experience also participated in the survey, as diagnostic and consultative competence is similarly essential in medical practice. A pilot study based on interviews with 18 respondents demonstrated that the development of diagnostic and consultative competence follows a sequence of stages throughout the professional careers of speech and language therapists. Each stage encompasses different forms of both cognitive and professional speech therapy activities. The study also describes changes in specialists' emotional responses—from unpleasant emotions to positive feelings of enthusiasm, satisfaction, and psychological comfort—that accompany different types of professional activity at each stage of the development of diagnostic and consultative competence.

The article provides a theoretical and methodological rationale for the use of creative psychological and pedagogical technologies in teaching subject-specific methodologies of natural science disciplines in higher education. The relevance of the study is determined by the need to shift from the acquisition of reproductive knowledge to productive, inquiry-oriented, and professionally focused learning activities in the training of prospective teachers in natural science disciplines. Such activities enable students to generate ideas, formulate and test hypotheses, model natural processes, make methodologically grounded decisions, and create educational products. The aim of the article is to clarify the concept of creative psychological and pedagogical technologies, identify the features that determine their creative orientation, and substantiate the principles, conditions, and criteria for their selection and implementation in the professional training of prospective teachers of natural science disciplines. The study is theoretical and analytical in nature. The source base comprises regulatory documents, research articles, and methodological publications addressing the development of creativity, inquiry- and problem-based learning, teacher education in natural science disciplines, and the use of project-based, digital, and geoinformation tools. Analysis and synthesis, comparison, generalization, systematization, classification, pedagogical modeling, and methodological extrapolation were employed. Creative psychological and pedagogical technologies are understood as pedagogical technologies whose organization creates conditions for productive creative activity through openness to problems, variability of possible solutions, independent generation and verification of ideas, and the creation of a result that is new to the learner. Their implementation in natural science teacher education requires combining originality and variability with scientific validity, evidence-based reasoning, and verifiability. The methodological tools were systematized according to their functional purposes, distinguishing pedagogical technologies, methods, and types of activity, educational approaches, and digital tools. Psychological and pedagogical conditions and criteria for their selection were identified. The theoretical analysis provides grounds for considering problem- and inquiry-based learning, project-based learning, case-based learning, design thinking, modeling, open-ended tasks, geoinformation services, and virtual laboratories as promising tools for organizing creatively oriented learning activities of prospective teachers of natural science disciplines. Their appropriate integration may potentially contribute to the development of creative, critical, and systemic thinking, inquiry skills, and the ability to apply knowledge in non-standard educational and professional situations; however, these effects require further empirical verification. The findings may be used to develop educational programs and instructional materials for the professional training of prospective teachers in natural science disciplines.

Teaching English as a foreign language faces several challenges related to student motivation, active participation, and the development of communicative skills, particularly speaking. In response to this situation, gamification has emerged as an innovative teaching strategy that incorporates game elements into educational contexts in order to promote meaningful learning experiences. The aim of this study is to analyze the potential of gamification for the development of English-speaking skills, considering its theoretical foundations, key components, and practical applications in the teaching and learning process of foreign languages. From a theoretical and descriptive perspective, the study examines contributions from various scholars who emphasize the value of elements such as points, badges, levels, challenges, and immediate feedback systems in fostering motivation, participation, and learners' self-confidence. Likewise, practical experiences involving role-playing games, gamified debates, digital platforms, and collaborative learning environments are discussed as effective means of encouraging the contextualized use of the language. The analysis reveals that gamification contributes to reducing communication anxiety, increasing student interaction, and strengthening linguistic and social skills that are essential for English language learning. It is concluded that this methodology represents an effective alternative for enriching foreign language instruction, provided that its implementation is guided by clearly defined pedagogical objectives and adapted to the characteristics of the educational context in which it is applied.

This article examines difficulties in pronouncing French vowels among Moroccan primary school learners, analyzing how the articulatory and phonological features of Darija affect vowel production in French as a foreign language. The study adopts a comparative phonological approach to identify structural differences between the two vowel systems and explain the origins of the observed interference. Sixty fourth-grade learners in Moroccan public primary education participated in an action research study combining a diagnostic pretest of pronunciation errors with a posttest assessing the effectiveness of a phonetic correction intervention. The findings reveal that pronunciation errors reflect systemic difficulties attributable to differences between the vowel systems of Darija (a three-vowel system) and French (a sixteen-vowel system). The instructional intervention, combining articulatory, verbotonal, and comparative approaches, led to a significant reduction in errors, particularly for rounded and nasal vowels. The study offers practical pedagogical recommendations for integrating systematic corrective phonetics into French instruction at the primary school level.

Vocabulary support in early secondary education needs to reflect differences in learners’ reading readiness and opportunities to use words meaningfully. This study examined reported reading profiles and vocabulary ratings from six public secondary schools in Pio Duran, Albay, Philippines, to inform the development of supplementary vocabulary material. A descriptive analysis was conducted using school assessment summaries, teacher informed vocabulary ratings, and curricular appraisal frequencies documented in the thesis. Reading categories were treated as indicators of reading performance rather than direct measures of vocabulary mastery. School summaries generally showed fewer learners in the frustration category at posttest and more learners in instructional or independent categories. Vocabulary ratings increased across the six schools, from baseline values of 1.67–3.12 to posttest values of 2.06–3.90. However, identical scores across generalization, application, breadth, and precision prevented separate interpretation of these dimensions. Recomputed appraisal means were 4.93 for content quality, 4.94 for format, and 4.92 for presentation and organization on the reported five point scale. Accuracy ratings also identified minor errors requiring editorial attention. The supplementary material was organized around progressively demanding vocabulary tasks, contextual use, and differentiated support. Findings provide a local basis for refining instructional resources, but they do not establish intervention effectiveness. Inconsistent participant totals, incomplete documentation of assessment procedures, and discrepancies in validation records limit interpretation. Verification of the original records and a subsequent classroom evaluation are needed before stronger claims can be made. The study supports alignment between learner evidence, material design, and the scope of conclusions drawn from school assessments.

This research explores the critical intersection of consistency, standards and complexity in academic assessment integrity using focus groups consisting of academic staff and undergraduate nursing students. While academic quality standards are mandated by accreditation bodies to ensure accountability and skill acquisition, the marking process remains a complex, intuitive task heavily reliant on a marker's experience and practicality. Significant challenges arise when marking becomes overly criteria-driven at the expense of core assessment goals, leading to variability in judging relevant student ideas or specific technical skills such as referencing. Such variability undermines the reliability and objectivity essential for assessment fairness. To mitigate these risks, pre-marking meetings are identified as essential for establishing shared requirements and expectations among staff. Strategic timing of these supports, ideally pre-semester, provides the necessary framework for quality assurance and enables markers to make meaningful and accurate judgements regarding a student’s true knowledge and performance. Keywords: student/ marking/ assessment/ quality/consistency/ tertiary education

This study aims to analyze the epistemology of aqidah education constructed by KH. Muhammad Faqih Maskumambang in An-Nushus al-Islamiyyah fi Radd ‘ala Madhhab al-Wahhabiyyah, particularly in establishing the relationship between textual authority, rational reasoning, and the scholarly tradition of Islamic boarding schools (pesantren). This qualitative study employs a library research method and content analysis of An-Nushus al-Islamiyyah as the primary source, complemented by relevant academic literature as secondary sources. The analysis applies the Islamic epistemological framework of bayani, burhani, and irfani, conceptually distinguishing scholarly authority based on sanad and ijma’ from irfani as the internalization of ethical and spiritual values. The findings demonstrate that KH. Muhammad Faqih’s epistemology of aqidah education is integrative, with bayani authority serving as its primary foundation, reinforced by burhani reasoning and the continuity of the salaf scholarly tradition. The dialogical and argumentative methods employed in the treatise also reveal pedagogical potential for fostering a moderate understanding of aqidah. The novelty of this study lies in reinterpreting An-Nushus al-Islamiyyah not merely as a theological polemical work, but as an epistemological construction of aqidah education integrating textual, rational, and traditional spiritual dimensions

Early childhood education is a crucial stage in preparing children to face further levels of schooling. One important aspect to be developed is naturalistic intelligence, which refers to the ability to recognize, differentiate, and appreciate the natural environment. This study aims to explore how teachers can enhance the naturalistic intelligence of children aged 5–6 years at Al Falah Islamic Kindergarten, Limbur Tembesi, Bathin VIII District, Sarolangun Regency through the use of natural materials. Employing a qualitative case study approach, data were collected through observation, interviews, and documentation. The findings reveal that teachers play a central role in designing lesson plans semester programs, weekly lesson plans, and daily lesson plans that incorporate natural materials as learning media. Teachers also prepare items such as seeds, soil, stones, and vegetables, while instilling habits of caring for plants and maintaining cleanliness in the school environment. In conclusion, the structured and consistent use of natural materials fosters children’s naturalistic intelligence and nurtures environmental awareness from an early age.

Students in vocational practical courses start with uneven skills, so an instructional model has to cope with that gap without losing sight of individual accountability. This quasi-experimental pretest–posttest study compared Team Assisted Individualization (TAI) with conventional instruction in a Fabric Embellishment Techniques course of a Diploma III Fashion Design program. Two intact parallel classes of 13 students each (N = 26) took part in the second semester of academic year 2024–2025, and a lottery decided which class received TAI. Practical performance was scored on a 0–100 scale before and after instruction. The TAI class rose from 72.38 to 88.85 and the conventional class from 70.77 to 81.31, mean gains of 16.46 and 10.54 points. The classes did not differ significantly at pretest (p = .231), although the TAI class started 1.62 points higher. At posttest the difference was 7.54 points, t(24) = 4.42, p < .001, and the difference in gains was 5.92 points, t(24) = 6.48, p < .001. Because each condition was delivered to a single intact class, these student-level tests cannot separate the teaching model from class-specific influences, and the results are best treated as preliminary evidence.

We examine whether a top-up school grant for Ethiopia's emerging regions, introduced under GEQIP-E in 2018/19, narrowed mathematics learning gaps. Difference-in-differences estimates using Grade 4 data from the RISE Ethiopia survey (2018/19–2021/22) show relative gains of 0.42–0.52 standard deviations, largest among rural and poorer children. Results hold with regional controls, gain scores, school-level models and school fixed effects, but shrink under region-specific trends. About half of each gain reflects emerging regions avoiding a post-2018 decline elsewhere, so the estimates are upper bounds for the top-up alone. School leadership, community participation and teacher knowledge appear to be key channels.

این پژوهش بررسی می‌کند که آیا اعطای کمک‌هزینه تکمیلی به مدارس در مناطق در حال ظهور اتیوپی، که در سال تحصیلی ۲۰۱۸/۱۹ تحت برنامه GEQIP-E معرفی شد، شکاف‌های یادگیری ریاضیات را کاهش داد یا خیر. برآورد‌های تفاوت-در-تفاوت‌ها با استفاده از داده‌های پایه چهارم از نظرسنجی RISE Ethiopia (۲۰۱۸/۱۹–۲۰۲۱/۲۲) نشان‌دهنده کسب‌کردن‌های نسبی معادل ۰.۴۲ تا ۰.۵۲ انحراف معیار است که بیشترین میزان آن در میان کودکان روستایی و فقیرتر مشاهده شد. نتایج با کنترل‌های منطقه‌ای، نمرات کسب‌کردنی، مدل‌های سطح مدرسه و اثرات ثابت مدرسه پابرجا هستند، اما تحت روندهای خاص منطقه‌ای کاهش می‌یابند. حدود نیمی از هر کسب‌کردن ناشی از آن است که مناطق در حال ظهور از افت پس از سال ۲۰۱۸ که در سایر مناطق رخ داد، در امان ماندند؛ بنابراین این برآورد‌ها کران‌های بالایی برای کمک‌هزینه تکمیلی به تنهایی محسوب می‌شوند. به نظر می‌رسد رهبری مدرسه، مشارکت جامعه و دانش معلمان کانال‌های کلیدی باشند.

Despite the recognized importance of youth participation in agricultural production for food security, Cash crop production and rural development, its engagement among youth in Tanzania remains remarkably low. In Badugu Ward, Bariadi District, for instance, only about 30% of youth participate in agricultural production despite abundant family land. This study explored the influence of land inheritance systems on youth participation in agricultural production in Badugu Ward, Bariadi District in Simiyu Region, Tanzania. Employing a qualitative research approach, the study focuses on the lived experiences of thirty (30) youth participants selected through purposive sampling. Data were collected through interviews, Focus Group Discussions and observation, analyzed thematically following Braun and Clarke's (2006) six-step framework. Findings reveal that decisions are heavily influenced by elders authority, clan norms and gendered inheritance practices, where the credibility of family elders and the rigidity of cultural norms significantly shape youth access to land. Notably, social pressures, particularly from elders and male family members, discourage youth, especially women, from claiming land. Recommendations emphasize enhancing community engagement through consistent communication, education initiatives, and leveraging peer testimonials to foster trust and mitigate uncertainty about land transfer. Overall, the study highlights the complexity of socio-cultural dynamics in agricultural land access and suggests that effective strategies for promoting youth participation must address these collective influences.

علی‌رغم اهمیت شناخته‌شده مشارکت جوانان در تولید کشاورزی برای امنیت غذایی، تولید محصولات زراعی پول‌ساز و توسعه روستایی، مشارکت جوانان در تانزانیا به‌طور قابل‌توجهی پایین است. برای نمونه، در واد بدوگو، منطقه باریادی، تنها حدود ۳۰٪ از جوانان در تولید کشاورزی مشارکت دارند، با وجود زمین‌های خانوادگی فراوان. این پژوهش تأثیر سیستم‌های ارث‌بری زمین بر مشارکت جوانان در تولید کشاورزی را در واد بدوگو، منطقه باریادی، در منطقه سیمییو، تانزانیا بررسی کرد. این مطالعه با به‌کارگیری رویکرد پژوهش کیفی، بر تجربیات زیسته سی (۳۰) شرکت‌کننده جوان که از طریق نمونه‌گیری هدفمند انتخاب شده‌اند، تمرکز دارد. داده‌ها از طریق مصاحبه، بحث‌های گروهی متمرکز و مشاهده جمع‌آوری و با دنبال کردن چارچوب شش‌مرحله‌ای براون و کلارک (۲۰۰۶) به‌صورت تماتیک تحلیل شدند. یافته‌ها نشان می‌دهد که تصمیم‌گیری‌ها به‌شدت تحت تأثیر اقتدار بزرگان، هنج‌های قومی و شیوه‌های ارث‌بری جنسیت‌محور است، جایی که اعتبار بزرگان خانواده و انعطاف‌ناپذیری هنج‌های فرهنگی به‌طور قابل‌توجهی دسترسی جوانان به زمین را شکل می‌دهند. به‌طور قابل‌توجهی، فشارهای اجتماعی، به‌ویژه از سوی بزرگان و اعضای مرد خانواده، از جوانان، به‌ویژه زنان، برای مطالبه زمین باز می‌دارد. توصیه‌ها بر افزایش مشارکت جامعه از طریق ارتباطات مستمر، ابتکارات آموزشی و بهره‌گیری از گواهی‌های همتایان برای تقویت اعتماد و کاهش عدم قطعیت درباره انتقال زمین تأکید دارند. در مجموع، این مطالعه پیچیدگی پویایی‌های اجتماعی-فرهنگی در دسترسی به زمین‌های کشاورزی را برجسته می‌کند و پیشنهاد می‌دهد که راهبردهای مؤثر برای ترویج مشارکت جوانان باید این تأثیرات جمعی را مورد توجه قرار دهد.

This reflective essay examines the establishment of the Research Guild in King’s Digital, a department at King’s College London specialising in online and blended postgraduate education. The Research Guild is an internally created, mentor-supported community of practice designed to help professional services staff engage more confidently in educational research and scholarship. Using an autoethnographic approach and a systems thinking lens, I explore how the Guild emerged in response to a recurring pattern: teams highly effective at delivery but lacking time, infrastructure and perceived legitimacy to undertake inquiry. The essay describes how mentoring through the ALT ELESIG Scholar Scheme, a training needs analysis survey and three structured development pathways (literature review, conference participation and research projects) combined to make evidence-seeking feel more normal, safe and worthwhile. I highlight key outcomes and persistent tensions around time, equity and sustainability, arguing that staff development is most transformative when treated as a deliberately designed ecosystem of scaffolds, feedback loops and shared identity rather than a series of isolated activities.

In the training of accounting professionals, the integration of ideological and political education and employment education is an important way to implement the fundamental task of moral education and enhance students' professional competence. However, there are still some outstanding problems in the process of integration, such as the separation of objectives, the disconnection of content and the lack of coordination between subjects, which restrict the training effect of the comprehensive quality of accounting talents. From the four dimensions of system design, concept cognition, resource allocation and operation mechanism, the causes of the problems are analyzed. Finally, the countermeasures and suggestions corresponding to each cause are put forward : improving the integration system and evaluation system, reshaping the concept of collaborative education, optimizing the allocation of teachers and platform resources, and improving the normal linkage operation mechanism. The purpose of this study is to provide an operable practical reference for the accounting profession to construct an educational model of deep integration of ideological and political education and employment education.

This study aimed to develop an Islamic Theology and Ethics learning module for Islamic Junior High Schools (Madrasah Tsanawiyah, MTs) based on tazkiyatun nafs (purification of the soul) for prospective Islamic Religious Education (IRE) teachers using the ADDIE development model. The research employed a research and development approach comprising five stages: analysis, design, development, implementation, and evaluation. The participants were 22 prospective IRE teachers enrolled in the Islamic Religious Education Materials for MTs course at STAI Al-Hamidiyah Bangkalan during the 2025/2026 academic year. Data were collected through expert validation forms, student response questionnaires, student reflections, observations, and documentation. Quantitative data were analyzed descriptively using percentages, while qualitative data were analyzed through data condensation, data display, and conclusion drawing. The validation results indicated that the module achieved feasibility scores of 91.00% from the subject matter expert and 89.00% from the instructional media expert, yielding an overall average of 90.00%, categorized as highly feasible. Student responses reached 83.18% (366 out of 440), indicating very positive responses. The practical examples received the highest score (86.36%), while the clarity and systematic presentation of the material received the lowest score (80.00%). Student reflections highlighted muhasabah (self-reflection), emotional regulation, moral awareness, and teacher role modeling as meaningful learning experiences. The module offers a contextual learning resource that integrates spiritual purification into Islamic Theology and Ethics education. However, the findings are limited to module feasibility and participants' perceptions and do not establish improvements in pedagogical competence or learning effectiveness. Future research should examine the module's effectiveness using larger samples and structured learning outcome assessments.