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"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

Television production plays a significant role in shaping and exposing cultures around the globe. This paper is an attempt to address multiple fundamental concerns and challenges underlying TV production in the Middle East and the perception towards women in the region. The study population consists of a sample of 1010 college students at Al-Najah National University in Palestine and Zarqa Private University in Jordan. It also investigates overviews of relevant individuals and influencers. The paper findings emphasize the prevalence of an inferior view towards women in the region and media reinforcing similar notions. Recommendations provided by the researcher include organizing social and media activities to spread awareness in the communities and conducting further studies regarding women issues in culture. [For the full proceedings, see ED652261.]

With an increase in Synchronous online learning, there is a shift in how current teaching practices are impacted and what is important to students and student learning. Synchronous teaching is not taking face-to-face strategies online, instead, it requires intentional design and thoughtful planning. To that end, this paper discusses pedagogical strategies for designing online spaces that create, cultivate and sustain social presence. Literature and research that support the connection between social presence and student learning will be shared, including the presenters' recently published text "Effective Learning Environments in Higher Education Online Settings: Establishing Social Presence." The framework presented in this text separates Social presence into three themes: social climate, membership in a learning community, and students feeling real. In this paper, authors elaborate on how instructors can build community in online courses. [For the full proceedings, see ED652228.]

Anchored in the researchers' investigation and experience during the internship at a middle school in Nanjing, Jiangsu Province, this dissertation, carried out under the guidance of the theory of chunk teaching method, sorts out the current research results and findings on chunk teaching method, and then analyzes the differences between the chunk teaching method and other traditional writing teaching methods from the perspectives of contents and functions, which draws a conclusion that the utilization of chunk teaching method in China is of great significance to the improvement of middle school students' abilities in English writing. Before writing this paper, researchers conducted a series of preliminary preparations such as questionnaires, interviews and the same-topic writing tests. With that in mind, this dissertation reveals the chunk teaching method's capability of more or strengthening middle students' English writing ability, and thus demonstrates the effectiveness of chunk recitation in English writing teaching in China's middle schools, which provides reference and critical materials for scholars in this field. [For the full proceedings, see ED654100.]

The paper presents an attempt made to use the Arduino platform and the Scratch for Arduino (S4A) environment for the implementation of an educational project for 6th grade primary school students in a classroom attended by refugee, immigrants, and indigenous students. The aim was to investigate the opportunity to use educational robotics as tools to support the social interactions and social inclusion of refugee children in the classroom community. The research was a case study implemented in a primary school in rural Greece. Students had to work in groups to design, build, and program a construction that simulates an "escape room." Students of each group solving a riddle of the other groups must discover a code to unlock the door of the "escape room," based on a series of six worksheets of increasing difficulty to create their final construction. The research tools were a diagnostic questionnaire, an evaluation questionnaire, specially designed worksheets, an observation sheet for participatory observation, and sociometric test tools. Based on the findings it could be supported that educational robotics are able to support social interactions of refugee children to a certain extent. The intervention supported social interactions and collaboration among students but without solving the problem of difficulties in the social integration of refugee students in the classroom community. Verbally all students stated that they had not any problem cooperating with refugee students, but this was not strongly reflected in practice. Greek students interacted strongly with immigrant students and refugee students seemed to prefer interacting with immigrant students too. [For the full proceedings, see ED656038.]

Career development is an important aspect of every young person's life as it helps them identify their skills, interests and goals and find the right career path for themselves. Career skills are a broad range of competencies and abilities that are necessary for success in the workplace. Developing them through education, training and experience can help students identify them and achieve their career goals. Design thinking is a powerful approach for this purpose. With its components-problem solving, innovation and creativity, collaboration and teamwork, iterative approaches, and empathy-design thinking can help students develop the skills they need to succeed in a wide range of professional fields. The specificity of the hackathon as a form of organization further contributes to building these essential skills that are directly related to students' career development. This paper explores the possibilities of forming career skills in students through design thinking hackathons. [For the complete proceedings, see ED655360.]

This article's interest is to approach the impact and changes occurred by integrating digital pedagogical practices in the Moroccan higher educational system. The paper emphasizes the use of digital technology in the university curriculum, and how the latter shaped students' behavior as well as learning development. Our research methodology is based on observation sessions in which we measured and accessed students' knowledge acquisition, and how the use this digital learning in their research and study process. We also worked on focus groups with students of French department in the faculty of letters and human sciences of Agadir to measure how the digital learning process could increase student's creativity and critical thinking. This methodology is adopted in order to present an overview or the educational context and the appearing challenges in order to propose innovative work perspectives and to design a model of digital learning strategy enhancing student's analysis and interpretation competencies. The main concern of our paper is how can we integrate an innovative impactful digital strategy in the process of learning and teaching in higher education, knowing that this system remains somehow resilient? [For the full proceedings, see ED630948.]

This paper explores the correlation between mental calculation performance and the frequency of using written algorithms in mental calculation tasks. Mental calculation is a mathematical tool used in everyday life situations during and after our formal education. After presenting an overview of the professional literature on this topic, the paper will present calculation methods and show how represented they are in the Curriculum. For the empirical part of the research, a total of 233 Croatian students aged 10 to 22 years were tested and interviewed. The previously mentioned correlation was then analyzed. An overview of the interview results will be presented as well. It was found that school mathematics does not always contribute to the development and flexibility in using mental calculation strategies because of the student preference for acquired written algorithms. Definitely, recommendation is shifting the focus from written calculation and procedures to the mental, discussing the associated strategies and different concepts of number. In this way, formal education could contribute to what students really need later on, in both private and professional situations in which they may find themselves on a daily basis. [For the full proceedings, see ED630948.]

Massive Open Online Courses (MOOCs) have become a prominent alternative source of learning for engineering and science students. This rising proclivity for MOOCs among students is based on multiple factors. Several studies have focused on factors that affect MOOCs usage, and most of them have used the Motivation theory. These studies have primarily focused on intrinsic motivations and tangible benefits of MOOCs. However, they have rarely examined why students spend on MOOCs. This paper examines why students are paying only for a certain courses on MOOCs. Our analysis uses the theory of consumption value (TCV) to explain this phenomenon. This study uses a survey method to investigate the students' pursuit of various courses on different MOOC platforms. The survey questionnaire elicited students to share information about MOOCs they have pursued, either free or paid. Our analysis reveals that personal motivations, negative classroom experiences and different learning reasons influence Indian students to pursue MOOCs. The expenditure analysis of students on MOOCs shows that students find Computer Science and Engineering (CSE) courses are more valuable than courses from any other discipline. Finally, we discuss the findings and interpret its implications with respect to future of learning in higher education. [For the full proceedings, see ED630948.]

It is expected that students who learn Indonesian will be able to communicate both orally and in writing. However, students continue to face numerous difficulties when confronted with Indonesian conversation, such as feeling uncomfortable, stammering, or simply remaining silent when they are asked about their opinions. As such, this study will consolidate the findings of past studies on the topic of increasing speaking skills, particularly for elementary school students, using a literature review technique. This study collects data from Google Scholars and papers published in 2020-2021 which are filtered using the keyword "speaking skills for elementary school students." The study's findings suggest the need for role models and learning material that are age-appropriate for elementary school students. The range of enjoyable learning models, distinctive learning media, and even the combination of various models and media can serve as references for teachers aiming for establishing a meaningful learning environment, particularly for elementary school students looking to enhance their speaking skills. [For the full proceedings, see ED630948.]

English foreign language has recently become an obligatory subject in the elementary school curricula since the first grade in Albanian education system. This paper presents the attitudes of high school students towards the context of learning the language, addressed by two scales, according to International Attitude Motivation Test Battery, (Gardner, 2004): foreign language teacher evaluation and foreign language class evaluation. It also aims to find the variances of students' attitudes according to three groups of schools: urban public high school, rural public high school and non-public high school. The subjects in this research are N=1800 high school students from five main districts in Albania, by a random sample selection method. The analysis of descriptive statistics for mean values, frequencies of the variable "attitudes" and a two-way ANOVAs procedure to investigate for the variances of attitudes between the groups of schools. It resulted that from a Likert scale from 1-6, the mean value for the variable of attitudes was M=4.5, revealing that high school students have positive attitudes towards English language learning context, though not very highly positive. The research also found significant statistical differences of attitudes between the groups of schools at the value: p = 0.000 so p<0.05, F (2.1798) = 7.789. However the differences between the groups were very low. Post Hoc Tukey HSD procedure found that variances of attitudes for the urban public high school and rural public high school were at the value: 0.19161, p=0.00; for the urban public high school and non-public high school the difference was: 0.00426, p=1 and for the rural public high school and non-public high school the difference was: -0.14846, p=0.09. However, these results are significant only for the groups of urban public high school and rural public high school, p = 0.00, p <0.05. [For the full proceedings, see ED626668.]

As developments in technology progress, their use in education in general and in mathematics teaching specifically increases. The aim of this study is to explore the potential of technology use in mathematics lessons in the schools by examining prior research on the use of technology in mathematics teaching. Within the scope of the study, a literature review was conducted to examine a total of 46 graduate theses conducted in Turkey in the last two decades. Relevant studies were accessed using search keywords such as "mathematics teaching", "geometry teaching", "technology use", and "computer supported education" through Turkish Higher Education Council's online database of graduate disertations. The gathered these were read in detail and summarized using an annotation method. They were categorized according to their research problems and purposed in three main groups: studies investigating the effect of technology use on students' math achievement and attitude, studies investigating consequences of technology use on students' perceptions or opinions, and meta-analysis studies of technology use in mathematics education. They used mostly experimental research methods and focused mostly on achievement and attitude. Their findings reveal that the use of technology in teaching makes mathematics lessons more enjoyable, affects students' attitudes positively, increases achievement and makes concepts more meaningful through visualization. [For the full proceedings, see ED652261.]

Out-of-class learning activities are educational activities that enable students to have learning experiences outside the classroom, beyond the traditional classroom environment. These activities can help students make learning more effective, develop their interests and increase their skills. The aim of the study is to examine the effect of social studies teacher candidates' out-of-class learning environments on their school achievement. Nineteen pre-service social studies teachers studying at Süleyman Demirel University Faculty of Education participated in the study which was designed based on qualitative research approach. The research data were collected through semi-structured interviews and analyzed through descriptive analysis. According to the results obtained, it was concluded that out-of-class learning environments increase student motivation and achievement as well as help students to control the learning process more and develop independent learning skills. It was suggested that educators can make the best use of this potential by organizing and supporting activities suitable for students' interests and that integrating out-of-class activities with in-class teaching can help students have deeper and more lasting learning experiences. [For the full proceedings, see ED652261.]

The aim of this study is to develop a learning media on teaching Descriptive Text for first grader of Senior High School. This study was conducted with Research & Development (R&D) design. The source of the data are the students of one of Islamic senior high schools in Indonesia which consists of thirty-two students. To collect the data, online questionnaire for the students was administered to obtain the students' needs of learning media to learn descriptive text in the classroom and an interview with the classroom teacher was also conducted. Several procedures were conducted to develop the learning media as follows: Evaluation and Needs Analysis, Learning Media Design, Learning Media Development, Validation by Experts, Revision and Final Product. After accomplishing the Evaluation and Needs Analysis, it was found that the existing learning media used in the classroom to teach Descriptive Text was not interesting for most students and unable to enhance their ability especially in Speaking skills. It can be shown from the result of the questionnaire that 87.5% of students need a learning media to help them in improving their ability in English especially in descriptive text topic, and 46.9% of students prefer Speaking Board Game as their learning media. The product has been validated by experts respectively an English lecturer and an English teacher. The product result is Speaking Board Game which is the modified version of Snake and Ladder game acclimated with the basic competence of K13. The result of experts' validation showed that the learning media produced classified as an appropriate media to be used on speaking descriptive text by obtaining the average percentage 95.1% or categorized as excellent. [For the full proceedings, see ED652261.]

The pandemic underscores the need for a blended approach, combining in-person and online education post-crisis. The lessons gleaned from the experience of pandemic-era education highlight the importance of emphasizing blended education in the post-pandemic context, which combines both in-person and online educational approaches. Effective use of blended education requires a clear understanding of students' perceptions of learning in such education and their needs for support. Therefore, in this study, we aim to explore what are the students' perceptions of learning and what are the sources of support when students seek help in blended education. This exploratory study was carried out at a Dutch university, involving 537 students. Students' data regarding their perceptions of learning and their sources of help in blended education were collected through an online survey. The analysis of data regarding students' perceptions of learning in blended education revealed that, overall, a majority of students reported experiencing a high perception of learning in blended education compared to the previous academic year with mainly online education. In addition, a majority of students often search for answers in online resources when they seek help in blended education contexts. The results can provide insights into the effective implementation of blended education in higher education. [For the full proceedings, see ED652261.]

In today's technology, there are rapid advances in the field of artificial intelligence. With the increasing involvement of artificial intelligence in daily activities, great changes are taking place in our habits. At this point, the necessity of educating students in accordance with the age of artificial intelligence emerges. Students' acquaintance with current technologies requires that the education provided is up to date. From these developments artificial intelligence, and its effects on society should be conveyed to students. The aim of the study is to implement the curriculum developed for middle school students to learn about the ethical dimension of artificial intelligence and to reveal students' views on the subject. Within the framework of the Artificial Intelligence and Ethics curriculum, 25 sixth grade students were trained. At the end of the training, a semistructured interview form was applied to the students. Students' views on the ethical dimension of artificial intelligence were revealed. As a result, education has been contributed with an artificial intelligence and ethics curriculum suitable for middle school students. In general, the approach of including the ethical dimension of artificial intelligence in education shows that middle school students can evaluate artificial intelligence as a personal and social issue beyond just having knowledge about its functioning. [For the full proceedings, see ED652261.]

The aim of this study was to explore how students perceive their learning outcomes and satisfaction during an online peer feedback activity in the context of argumentative essays. In this study, 135 undergraduate Argumentative Essay Writing course on the Brightspace platform. In this module, students wrote an argumentative essay for the first session, and they provided peer feedback based on the guidelines for the second session. In the third session, students revised their essays based on the received feedback. In the end, students were asked to fill out a survey about their perceived learning outcomes and satisfaction. The results showed that students perceived domain-specific or general learning outcomes and learning satisfaction were high. These insights could guide educators and institutions in developing more effective online learning strategies, ultimately fostering improved student learning outcomes and satisfaction in the digital age. [For the full proceedings, see ED652261.]

In this study, it is aimed to examine the differentiation status of the participants in terms of some demographic variables in order to determine the anxiety of the students towards sports injury. This quantitative study was carried out in a descriptive survey model. The sample of the study consists of 317 participants from high school students who continue their education in schools administered by Onikisubat and Dulkadiroglu District Directorate of National Education in Kahramanmaras city center in Turkey. The data of the research are analyzed using the statistical software program Jamovi 2.3.16. As a result of the research, it has been found that the anxiety scores of the participants towards sports injury are moderate. In the sports injury anxiety scale, statistically significant differences have been found in terms of what kind of sports they do, how many days a week they do sports, and whether they are injured or injured while doing sports. As a result, with this research, students' anxiety about sports injury has been determined in terms of different variables. [For the full proceedings, see ED652228.]

The aim of this research is to reveal the cognitive structures of secondary school students regarding the concepts of "good school" and "good teacher". The survey model was used in this study. The data have been gathered through word association test. The study group of the research consists of 162 secondary school students studying in two different schools (state-private) in Isparta province between 2022 and 2023. According to the research result, it has been observed that students mostly associate the concept of good school with clean, teacher, lesson, student, achievement, environment, and education. On the other hand, the concept of good teacher is associated with the words polite, lesson, love, entertainment, discipline, and information. It was revealed that the students made connections between the concepts of good school and good teacher with the words respect, achievement, discipline, moral, helpful, and student. Finally, when the words associated with the concepts of good school and good teacher are examined by public and private secondary school students, it is understood that the cognitive structures of the students in the two school types are similar. [For the full proceedings, see ED654100.]

Flipped learning is a teaching methodology which holds most theoretical learning in asynchronous regime online, after which practical classes are conducted face-to-face. This constructivist methodology became especially valuable during and after the total online learning during the COVID-19 pandemic. The greatest academic benefits of this methodology have been found in language, technology, and health-science (i.e., skills-based) courses. Among the English for Specific Purposes (ESP) directions, teaching arts students offers considerable advantages, as it enables the teachers to pre-teach the ESP language (terminology), as well as lets the students participate in virtual excursions to museums, view other videos related to the topic under study at the pace most comfortable for them, so that they are well prepared to the discussion and other communicative activities in class. A survey was conducted among students of an art university in Georgia. The conclusion was made that the majority of students like the methodology, especially if the homework part provides enough support in language (vocabulary, grammar) needed for the comprehension of the video materials. [For the full proceedings, see ED654100.]

The present study does have a great contribution to Vietnamese higher education institutions that adopted blended learning using Coursera MOOCs, especially blending the courses with offline mentors in brick-and-mortar classrooms. In the current study, the perceived value of constructs of the extended UTAUT2 model with additional variables of language competence and teacher influence was used to examine undergraduate students' MOOC adoption at a private Vietnamese higher education institution. This study was conducted via an online survey with 322 students who participated in at least one Coursera MOOC. The quantitative instrument consisting of a 36 items questionnaire was adapted from the UTAUT2 model Venkatesh (2003) and Venkatesh(2012); Barak et al., (2016), and Sebastianelli et al., (2015). The findings revealed that there was a correlation between performance expectancy, effort expectation, social influence, facilitating condition, hedonic motivation, price value, habit, language competence, teacher influence, and students' behavioral intention for continued use of MOOCs. More importantly, while social influence, hedonic motivation, price value, and habits had a strong impact on MOOC adoption, the variables of performance expectancy, facilitating condition, language competency, and teacher influence unexpectedly did not have any effects on the behavioral intention of undergraduate students towards MOOC adoption. Interestingly, effort expectation had an inverse impact on students' adoption of MOOCs. From the findings, implications and future suggestions of the research have been presented. [For the full proceedings, see ED654100.]

Students in high school tend to find genetics difficult to learn because it requires some crosslinked knowledge about subjects like genes, proteins, cells, tissues as well as organs and systems. It also becomes more difficult to connect and explain concepts such as the gene expression at the level of the cell to conceptualize the effect of the gene at the level of the organism. On the other hand, despite the fact that molecular genetics has progressed rapidly, its reflection in textbooks or even the qualifications of teachers in relation to the latest findings in genetics, have not responded to this pace. Here we present a survey study of Albanian high school students (grades 10-12, ages 15-19) on their attitude study genetics and their beliefs towards genetic determinisms. A number of 274 students participated in the survey, from 8 different public and private schools in the country. The response rate was higher than 90% for each group, 58.4% of the respondents were females, 32.6 0% were males and 4.1% did not answer. The mean age of the respondents was 16.8 (± 1.8) years. Students found genetics interesting, and relevant but also a difficult topic in biology (respectively: 36.5%; 33.2%: 39.2%). Their responses showed positive attitudes towards gene technology and acceptance of the use of gene editing (51.4%). Students' perception of the utility of genetics did not differ among them; female and male students had significantly different responses along attitude factors, however liking genetics was the only factor without gender difference. Our study suggests that in general students liked to study genetics and they had mostly favorable attitude towards gene technology. They are not completely convinced of genetic determinism; this is also made possible by updated books. A complete study combining the textbooks, the knowledge of the teachers, and their approaches are needed. [For the full proceedings, see ED654100.]

Language is a tool of communication. Communication is a process of conveying messages. Language changes dynamically, as new words can be created. Communication is considered static, as its basic steps remain unchanged. But the basics of communication do not change. However, new words enter the dictionary/vocabulary language almost daily. Communicating with others is a basic human need. Healthy living involves interacting and engaging with others. And our primary means of doing so is through shared language. Language is a system of communication that relies on verbal or non-verbal codes to transmit information. Communication is a way of exchanging messages or information between two or more people, focusing on the message. Over the last years we have witnessed the evolution of communication through emoji. This type of communication consists in these aspects: 1. Linguistic economics 2. Fast communication 3. Skipping grammatical rules 4. Failure of language evolution 5. Concealment of emotions. The results of the study will be derived according to the qualitative and quantitative method, through a questionnaire directed to a sample of 100 students in different study programs. The answers to the questionnaire will be analyzed by coming up with conclusions and recommendations. [For the full proceedings, see ED654100.]

The purpose of this study was to investigate the sources of Chinese learning anxiety among Chinese learners in Vietnam and the strategies and methods used to cope with anxiety. Based on the findings, we suggest effective strategies to relieve learners' learning anxiety caused by different anxiety-inducing situations. The results of this study showed that (1) seven factors, namely learners' own anxiety, teachers, peers, the characteristics of the Chinese language itself, fear of making mistakes, test anxiety and the learning environment, were the main causes of Chinese learners' anxiety. (2) When Chinese learners face anxiety, they try to cope with it through independent learning and seeking assistance from teachers. In addition, because Chinese is a challenging language, they also constantly adjust their feelings to face the learning tasks, strengthen their motivation to overcome anxiety, and increase their self-confidence in learning Chinese through repeated practice. [For the full proceedings, see ED654100.]

In this century, Augmented Reality (AR) is a "reality" technology that has begun to be integrated into the school curriculum and subjects. As one of the learning strategies, the goal is to help increase student learning motivation, the effectiveness of learning activities, and much more. Unfortunately, only a few studies incorporate AR into teaching and learning activities for Adaptive Physical Education (APE) disciplines. Many types of disabilities, including learning disabilities (LD), can be found. Just like their peers, children with learning disabilities are intelligent. However, because of an impairment in their physical, mental, behavioral, or sensory abilities, they need adaptive learning activities that are as similar to the surroundings of children with special needs as possible to help them develop their abilities (Sukriadi, 2021). This study will explore how AR technology affects PE learning experiences for students with learning disabilities (SLDs). This study will use a qualitative exploratory case study to collect comprehensive data for each students learning experience using pre-interviews, observations, and in-depth interviews as the research instruments during PE class. The results of this study are expected to provide an overview of future PE subjects where technology has started to be incorporated and can be used as a new learning medium for teachers and students to create new learning experiences. It will also offer research opportunities for researchers and developers to enhance this application further. [For the full proceedings, see ED654100.]

OECD (2019) defined student agency as the ability to set goals, reflect, and act responsibly to endorse change. It is quality of students' engagement and interaction with peers, teachers, parents and the wider community. The purpose of this research is to investigate and track the factors of promoting student agency and community engagement leading the change. Thirty nine students at a public high school in Lebanon were trained on STEAM activities such as: coding, robotics, electronics, crafts and 3D printing. Students took the initiative with continuous encouragement and facilitation from the principal and teachers to enrol and lead a community- based STEAM laboratory. A self-reflection questionnaire for students was administered in order to measure the characteristics and processes of the student agency. This case study used interviews, and focus groups in order to track the factors promoting this agency. The results of this study will inspire policy makers and school principals to promote student agencies and community involvement. [For the full proceedings, see ED654100.]

Student's learning and retention of academic content in a meaningful way depends on strengthening their cognitive structures. Once this structure, which provides a framework in which new knowledge will be included, is ascertained, engaging in teaching activities can create an opportunity for learners to have a different learning experience. Word association test are very functional in revealing the networks between the cognitive structure of the students and the concepts in this structure. The aim of this research is to reveal the cognitive structures of secondary school students who take social studies course towards the concepts in the unit of "active citizenship". In the research conducted in the survey model, the word association test was used as a data gathering tool in the study. As a result of the research, it has been observed that students mostly associate the concept of institution with school, organization with country, management with presidential, involvement with vote, and active citizen with mindfulness. [For the full proceedings, see ED654100.]

The United Nations 2030 Agenda for Sustainable Development and the Inner Development Goals argue that addressing the world's challenges in the 21st century requires people to develop diverse skills. On the one hand, anyone, regardless of age and educational level, can develop multifaceted, transdisciplinary, and integrated competencies to address these challenges. On the other hand, people must work on skills and qualities relevant to inner growth to contribute to a more sustainable global society. Latin America is one of the regions in the world with the lowest skills indexes. Developing complex thinking competency allows individuals to increase their ability to address problems and challenges in their environment, a necessary skill for any professional. However, little progress has been made in documenting pedagogical implementations that develop disciplinary and transversal competencies, such as complex thinking competency, and students' results in mastering this competency. The present contribution identifies the units of analysis for an educational ethnography focused on recording the complex dynamics of educational systems and the implications of a competency-based educational model and presents students' perceived achievement of complex thinking competency as measured by a validated instrument. [For the full proceedings, see ED654100.]

Field experience is done to provide an opportunity to preservice teachers to develop pedagogic, professional competencies, personality, and social holistically through classroom learning and interactions outside the classroom. The purpose of this study is to describe what preservice teachers observe and what their perspective process they get during an early field experience. The subjects were sixteen preservice mathematics teachers who do field experience in separate schools and data collected by questionnaire, reflection and interview. Questionnaire data analyze with quantitative method using dependent t-test to compare their perspective before and after early field experience. Data from reflection and interview analyze with descriptive qualitative method. The results that there is difference of perspective before and after field experience. Through observation and learning class and school environment makes perspective preservice teachers' growth in their readiness be a teacher, design curriculum, teaching strategies, self-confidence. [For the full proceedings, see ED654100.]

Recently, institutions have increased their online course offerings as well as their online degrees. With this significant growth in online offerings, assessment integrity becomes a concern. In response to this concern, many institutions have adopted the use of online proctoring services. The aim of using these online proctoring services is to provide a fair testing environment as well as to protect academic integrity of online assessments. In addition, they provide flexibility to students who are able to take the exam any time during the exam opening period. With all their benefits, the use of these systems brings out issues regarding student privacy and equity. This study aims at investigating students' perceptions of privacy and equity while using the online proctoring service, Honorlock. The results of this study indicated that the participants were aware of privacy issues and that the majority were concerned about their privacy while taking online proctored exams. [For the full proceedings, see ED656038.]

The main purpose of this study is to identify the views and experiences of pre-service social studies teachers towards distance education during the COVID-19 pandemic. The research is important for understanding the effects of the pandemic on the field of education, evaluating the advantages and challenges of distance education, and drawing lessons from these experiences for future educational practices. This research was conducted by preparing a semi-structured interview form from qualitative research methods. The data were analyzed using descriptive analysis technique. According to the findings, the difficulties experienced by some pre-service social studies teachers in accessing technology were emphasized. It was stated that these problems were more evident especially in schools in rural areas. Some pre-service teachers had inadequacies in using technology effectively and stated that distance education could affect student motivation. They stated that distance education increased pre-service teachers' access to various teaching materials and resources. Preservice social studies teachers observed that in-class interaction decreased in distance education. Preservice teachers' access to technology and their skills are important factors to consider in terms of student motivation, instructional materials and student interaction. University authorities can make improvements in these areas to make distance education processes more effective. [For the full proceedings, see ED656038.]

The study aimed to examine the important predictors of Ghanaian classroom Diploma in Basic Education teacher trainees' growth mindset toward student learning. Participants included a purposive sample of 328 (177 male and 151 female) second- and third-year teacher trainees in one college of education in the northern part of Ghana. The predictor variables were the type of program, year in program, age, sex, and marital status. The student learning subscale of the Physical Education and Sports Ability Survey (Sofo et al., 2016) served as the main data source. The items were adapted for the classroom setting. Most of the trainees had a growth mindset but with some fixed ideas for student learning (80.18%). Approximately 19.21% of the trainees had a strong growth mindset in student learning. The mean decreased Gini (MDG) values for the year in the program, program type, and marital status (married vs. single) showed that these predictors were important for student learning. A logistic regression analysis showed that type of program, year in program, and marital status were significant predictors of growth mindset for student learning. Trainees in the early childhood program were approximately seven times more likely to have a growth mindset regarding student learning compared to those in the primary education program. Trainees in their third year were approximately 145 times more likely to have a growth mindset regarding student learning compared to trainees in their second year. Single teacher trainees were approximately 213 times more likely to have a growth mindset regarding student learning compared to married teacher trainees. The study provides insights for teacher educators regarding the profiles and factors that promote the development of a growth mindset in teacher education settings in Ghana. [For the full proceedings, see ED656038.]

The COVID-19 pandemic that started on the Spring of 2020 posed a considerable challenge for college students and educators. The lockdown that took place after Spring Recess of that year demanded urgent adjustments in instruction as well as instructional methods. The sudden shift, from in-person to online teaching, required the immediate use of asynchronous learning to guarantee effective communication between students, faculty and the administration. While new initiatives emerged as possible solutions to the crisis, the issue of whether they actually allowed students to accomplish their educational expectations became an important question. This study summarizes the results of a research work which main purpose was to measure the degree to which students felt cared about during instruction before and after the pandemic, before and after online teaching. The results are evident as it becomes clear that, despite qualitative accounts of feeling cared about, online teaching does quantitatively decrease the perception students have about been cared about by their professor. Both, the quantitative and qualitative data sets have been important in understanding the broad general points of my research as well as the details and depth associated with two very different instructional methods and sets of circumstances. [For the full proceedings, see ED656038.]

The student said, "Oh, that is why we learned that!". The student that sparked this research admitted that as she went through the program she often thought, "why are we learning this? I cannot see utilizing this in my everyday job." In academia today, we often treat the clinical or practicum experience as a separate component of the learning. Some schools even front load the content so they do all of the experiential learning after the classroom portion is over. Experiential learning works best when the learner can connect what they see and hear in the classroom to what they are actually seeing and doing in the field. There are a number of ways to bring the two worlds together. One program did just that and based on findings, the students felt better prepared for the job after graduation. The element of the unknow was removed. Students reported feeling more prepared for their new career and were able to fully grow during the orientation. [For the full proceedings, see ED656038.]

Innovative learning media are very important in supporting the learning process, including learning Arabic. Therefore, this study aims to develop video media for learning speaking skills as a medium for learning speaking skills for seventh grade students at MTS Negeri 39 Jakarta. The research was conducted using the Research and Development (R&D) method with the ADDIE model (Analyze, Design, Development, Implementation, and Evaluate). The stages carried out in the research were: (1) analyzing the needs of seventh grade students for Arabic learning video media; (2) designing products; (3) developing products through assessments from material experts and media experts; (4) implementing products directly to students; and (5) evaluating products through a questionnaire given to 30 students in seventh grade. The results of the study showed that: 1) Based on the needs analysis of 30 students, it was found that 93% of students expressed interest in and needed Arabic learning video media. 2) Based on the results of the questionnaire distributed to experts, the average score for the material category was 80%, which was included in the "very eligible" category. The media category received 96%, which also included the categories "very feasible" and 3) Based on the evaluation given by the students, an average score of 85% was obtained, which was included in the "very eligible" group. Thus, this Arabic language learning video medium is feasible to be used as an Arabic learning medium, especially in distance learning, so that it can have implications for supporting the student learning process. [For the complete proceedings, see ED655360.]

Decision-making is one of the important skills that must be possessed by students in the 21st century. One of the topics that require the right decision to be made for each challenge and the impact it will cause is climate change which has already occurred. This study aimed to find out how students' decision-making and the importance of improving these decision-making skills, especially in making decisions on socioscientific issues about climate change. Data collection was carried out for one day through questionnaires that were distributed directly to students. In total, 44 junior high school student respondents filled out the questionnaire in this study. The results showed that students made decisions based on their personal feelings and there were indicators of good decision-making that had not been trained in students. Meanwhile, students' knowledge of issues related to climate change was still in the low category. The findings above have implications for teacher strategies in training students' decision-making skills that must be optimized to forge the next generation who can accomplish the problems and make good decisions, especially on issues related to climate change. [For the complete proceedings, see ED655360.]

Educational software reinforces the learning process in high school. This way, GEO-line software for learning geometry will strengthen teenagers' skillset between 15 and 16 years old while using this new application. The SCRUM and ADDE methodologies applied include the analysis, design, implementation, and evaluation phases as the core principles for software development. The technological toolset selected was the NEXTJS framework with server-side rendering technology. Strapi API CMS handled the content used on the model, view, controller (MVC) patterns, and REST architecture for communication and the PostgreSQL database. ISO/IEC 25010 metric was considered for the usability evaluation and applied with a pool of 80 students who were surveyed using the adapted USE and PSSUQ QUESTIONNAIRES with a Likert scale. The findings demonstrate that GEO-line software meets the satisfactory higher standards usability level by measuring pedagogical capacity, ease-of-use, and ease-of-learning parameters. This research turns the geometry learning reinforcement tool for students into a fun and operational way to increase the student's skillset. [For the complete proceedings, see ED655360.]

The research aimed to know the result of validity, practicality, and effectiveness of products from the development of games-based learning media in terms of students' mathematical reasoning in three-dimensional shapes. The type of research and development referred to ADDIE model which included five stages, namely analysis, design, development, implementation, and evaluation. The subjects of the research were the 25 VIII grades junior high school students in one of the junior high schools in Indonesia. The research instruments used were the validation questionnaire sheets, teacher responses questionnaire, and student responses questionnaire. The data collection used a Likert scale. Furthermore, the effectiveness data were collected from the post-test that was done by the student through learning media to know their mathematical reasoning abilities. Meanwhile, the data analysis technique used quantitative descriptive analysis. The result showed that media was very valid with an average of 91,86%. Moreover, it was very practical to see from the average of teacher response questionnaire which was 89,58%, and the average of student responses questionnaire which was 85,36%. The value of effectiveness was determined based on students' post-test scores which was 84%. Thus, it can be concluded that this media was effective to be applied as a learning media for junior high school. [For the complete proceedings, see ED655360.]

Communication skills and dialogue are key competencies of the 21st century and a condition for successful implementation and personal development in general. This requires their formation to be the subject of purposeful educational activity. At the same time, their implementation in the learning process is a complex and difficult task, requiring a change in learning models, teaching competencies, and the organization of learning. The present report examines the possibilities of forming skills for effective communication and dialogicity in high school students in the process of training in technical disciplines through teamwork on projects. [For the complete proceedings, see ED655360.]

This study describes students' learning obstacles in solving early algebra problems requiring functional thinking ability. To reach this aim, qualitative research was conducted in this study. Participants of this study were 39 ninth graders and a mathematics teacher at one of the lower secondary schools in Bandung, Indonesia. The data were collected through the written test about early algebra problems, interviews, and document study. The findings revealed that fewer students achieve the correspondence level in their functional thinking ability. Many of them are on covariation or recursive patterns level. The variety of students' functional thinking levels in solving the problem is influenced by their previous learning experiences with early algebra, mainly functions. By exploring students' learning experiences, this study shows that students have some learning obstacles, including ontogenic obstacles due to students' lack of prerequisite knowledge about the concept of variables, didactical obstacles due to the teacher's teaching implementation focusing solely on the operational rather than the structural conception of functions, and epistemological obstacles due to students' limited knowledge in the concept of variables and functions. Therefore, the identified learning obstacles can be one of the references when developing a lesson design about functions for enhancing students' functional thinking ability. [For the complete proceedings, see ED655360.]

The adption of the Common European Framework Reference (CEFR) as a guideline in Malaysian English language education has led the Ministry of Education to replace locally-developed English textbooks with a selection of imported titles. While considering the significance of intercultural skills in the English curriculum, there is a need to look into the aspect of relevance in using imported texts to suit local cultural demands. This study is dual focal in nature; it investigated not only the impacts of cultural elements embedded in imported textbooks on Malaysian students' attitude but also gathered their perception on the aspect through survey research. For the purpose of this study, it specifies on the use of English Plus 1 -- an imported textbook, published by Oxford University Press. A questionnaire which was adopted from Xiao (2010), was then distributed to 39 Malaysian pupils of suburban Chinese-type primary schools in Perak who were selected using a convenience sampling technique. The findings indicated that the use of English Plus 1 has impacted pupils' attitude where it was observed that their perception towards learning English became more negative due to the focus of the textbooks inclines towards a culture that was not familiar to Malaysians. The implications derived from this study suggest teachers' flexibility at adopting a range of teaching approaches that might also need to be creative in its nature in order to impart cultural information to the young learners. Simultaneously, a more pro-active solution could be taken at the administrative level by carefully scrutinizing the cultural elements embedded in imported texts to adopt cultural suitability for young learners. [For the full proceedings, see ED654100.]

COVID-19 hugely impacted the students' learning, in which experiential learning was not allowed to be implemented to decelerate the spread of the virus. Thus, educators used whatever capacities and abilities they had to ensure that the students learned the skills, especially for certain skill-based occupational therapy subjects. However, studies regarding occupational therapy students' viewpoint of their real-life experiences in learning skill-based subjects via online distance learning were lacking in number. Therefore, a descriptive phenomenological study was used to describe occupational therapy students' personal experiences in studying skill-based subjects via online distance learning during the COVID-19 pandemic. Ten undergraduate occupational therapy students were interviewed, ranging from 45 to 60 minutes on their experiences in learning skill-based subjects via online distance learning. The essence of the student's experiences was described in four main themes: (i) the impacts of COVID-19, (ii) adapting to the COVID-19 outbreak, (iii) the downside and upside of learning skill-based subjects via online distance learning and (iv) perceived supports. Even though they struggled to learn the skill-based subjects without hands-on face-to-face sessions, occupational therapy students felt that few strategies effectively enhanced their learning experiences during the period. This study concludes that occupational therapy students formed impactful memories and described their struggles with online distance learning since the sudden transition to ODL during the pandemic. Thus, the experiences highlight a few learning strategies educators can adopt when it comes to skill-based occupational therapy subjects. [For the full proceedings, see ED654100.]

The world of globalization and the high development speed has raised high demands on equitable quality education and lifelong learning to all, which is also known as the objectives of Sustainable Development Goal 4 (SDG 4). Thanks to the rapid expansion of digital technology, educational quality and equity are gradually achieved. In addition, information technology (IT) plays vital roles of electronic instructors, guiders, tools and materials in supporting individuals' lifelong learning. Therefore, it is tremendously crucial that young generations should prepare themselves not only academic competencies but also a variety of skills including digital skills (e-skills) in a digital society that is densely linked and moves at a quick pace. This research emphasizes the significance of being digitally-enabled in the sustainable development world. It aims to find out how undergraduate students view themselves in terms of several facets of digital literacy, such as the capacity to handle digital issues, the processing of data and information, the production of online contents, the usage of communication tools and the ability to create online contents. The findings give an analysis of university students' current digital literacy and their application, whose outcomes can be used to enhance learning, teaching and administrative activities in education in general; and to attain SDG4 in particular. [For the full proceedings, see ED654100.]

The fact that Indonesia becomes the first country contributing to food loss and food waste among the G20 countries in 2021 is an opportunity to evaluate the effectiveness of sustainability education taught in universities. This study aims to map students' initial knowledge and skills in processing the food waste and to create an integrated food waste management design in a higher education institution. An explanatory sequential mixed method was used in this study involving 641 student respondents for the quantitative phase and three institutions for the qualitative phase. The quantitative phase found that 67.71% of students did not have experience processing organic waste, and their perception about waste segregation benefit is still in the moderate category. However, the index number of students' self-identity is high (80.94) regarding their perception that they had behaved in an environmentally friendly manner. This finding is then communicated with several related institutions during the qualitative phase to develop an integrated sustainability education model outside the formal curriculum to improve students' knowledge and skills in processing food waste. [For the full proceedings, see ED654100.]

The rise of flipped learning in higher education has become apparent along with technological advances. Higher education must stay up with cutting-edge pedagogy and cognitive sciences to guarantee inclusive and equitable quality education for all students and to equip them with current knowledge and applicable skill sets for lifelong learning. Traditional teaching methods are profoundly teacher-centered and usually students pay attention to the teachers during the course. Flipped learning is distinct in that there are more engaging learning activities within the time spent in the classroom. Compared to the conventional approaches, it allows students to participate in the lesson more actively. However, flipped learning also presents several challenges for the students. This study aims to examine the advantages and challenges of flipped learning in higher education. Sixty-two students in Character Building Civics course participated in this qualitative study. Students' views on the implementation of flipped learning were gathered through an open-ended questionnaire. The findings showed that flipped classroom gave students more chance for independent learning and flexibility during both online and in-class sessions. The students also reported that flipped learning allowed them to be more well-prepared before class. However, the findings also indicated the difficulties with flipped learning. Some students expressed the challenges to be self-regulated learners as required in the flipped classroom. In addition, students also reported their poor Internet accessibility outside of the classroom. [For the full proceedings, see ED654100.]

Society has increasingly looked upon science education to prepare the public for Industrial Revolution 4.0, as scientific reasoning and practices can hone 21st century skills, including scientific literacy. However, the COVID-19 pandemic has changed how science is taught and learned. Hence, this mixed methods study seeks to determine if there would be a significant increase in scientific literacy among undergraduate students after taking a six-week online course offered during the first year of the pandemic as part of their science education. It also aims to examine which aspects of the course offering students attributed, if any, their scientific literacy. Using a one-tailed paired sample t-test ([alpha] = 0.05) to compare the Global Scientific Literacy Questionnaire scores of 67 undergraduate students surveyed at the start and end of the online course, this study demonstrated a significant increase in their scientific literacy despite the constraints brought by the pandemic (p = 0.03). Specifically, these students became better at systematic thinking and information management (p = 0.01) as well as self-directed planning and monitoring (p = 0.02). A focus group discussion with five students revealed that course design and the nature of remote learning could explain the gain in their scientific literacy. [For the full proceedings, see ED654100.]

This article discusses some features of online learning in a personality-oriented aspect in the system of formation of Kazakh patriotism of adolescents on the basis of national values within the scientific project "Scientific and methodological foundations for the formation of Kazakh patriotism among adolescents on the basis of national values", funded by the Abai Kazakh National Pedagogical University since the beginning of 2022. A new understanding of the main scientific categories (learning activities, learning environment, learning tasks) in the conditions of modern technologized education is clarified. The diagnostic tool included one questionnaire, developed by the research team to identify the degree of awareness, personal attitude of teaching staff to the problem of patriotic education of young students and, accordingly, the level of quality of work to develop the desired personal characteristic in them. The author's questionnaire "Ideas about Kazakh patriotism" was validated by a specialist. The sample consisted of 106 respondents in random order, regardless of the age and pedagogical experience of the participants, as well as the academic disciplines taught. Of the presented 15 questions of the questionnaire (1, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15) when rounded gave a value of 0.7 (Cronbach's Alpha: 660927 and Standardized. Alpha: 669767), which corresponds to the required norm and confirms the validity and reliability. The result of the study is also the highlighted relationship of patriotism with the formed level of spiritual and moral culture and social experience of the individual, underlying civic behavior. Highlighted as a result of observation, as an initial method of empirical knowledge, psycho-pedagogical, methodological features of e-Learning at present will allow teachers and students to adjust their activities in time to achieve their goals in the system of learning the formation of Kazakhstan patriotism based on national values. [For the full proceedings, see ED654100.]

Earlier at the ICRES 2022 we discussed readiness of teachers of the Chemistry Faculty of the Karaganda Buketov University for the student-centered learning approach lately implemented at the Kazakhstani universities. In particular, we studied the progress made by academic staff in mastering interactive lecturing, case-study, problem-based learning etc. In this study we focus on project-based learning (PBL) and reveal teachers' perceptions regarding the method benefits and challenges as well as preparedness for learning by doing from students' perspective. Academic staff of four Departments as well as students and Master students admitted in such educational programs as "Chemistry", "Chemistry-Biology" and "Pharmaceutical Manufacturing Engineering" were involved in our study. These educational programs train both future teachers and technologists. It was crucial to analyze how both undergraduates and postgraduates of different training programs evaluate the project method efficiency in mastering knowledge in chemical disciplines. Surveys of educators and learners were conducted. The collected data was processed and analyzed. The research results show that the academic staff and learners of the Faculty of Chemistry understand PBL from both positive and negative perspectives. The findings can be beneficial for teachers and students, as they will help them to reflect on their own practice in this educational strategy. There has been demonstrated the need for further research in this direction to better understand teachers' and learners' demands in order to improve the method application at the universities in Kazakhstan. [For the full proceedings, see ED654100.]

This study aimed to investigate undergraduates' perspectives of online syllabus design and interactivity in an asynchronous geoscience course. The study was grounded in previous research on syllabus design and interactivity and used a multiple case study design to gather data from five participants. The course had multiple sections, each with a customized syllabus that varied in design and interactivity. The findings suggest that students were motivated to engage with the course syllabus when it included design and interactivity. The use of tabs to organize syllabus content was found to be an effective form of interactivity for searching information and breaking down content. Online syllabi with design were found to be easy to read, but syllabi with design and no interactivity were criticized for causing excessive scrolling. The study's results highlight the importance of incorporating both design and interactivity in online syllabi to enhance student learning experiences. Future research could explore the impact of visual syllabi on student motivation and engagement in other academic disciplines and with other student populations. [For the full proceedings, see ED652228.]

The study was conducted to evaluate the implementation of the Concurrent Classroom (CC) modality, a type of hybrid learning modality wherein an in-person teacher teaches in-person and online students simultaneously. The study utilized a quantitative research design to assess the implementation of the CC based on its viability, functionality, and effectiveness. Grades 4 to 12 students, teachers, and subject coordinators participated in the study. Quantitative data were obtained from the self-rating survey, classroom observation rating and summative assessment results. Remarks about the implementation of the CC were also solicited. Obtained results show that the CC modality has high viability. It is practical, useful, and suitable for instructional delivery. CC also shows high functionality. It has enabled teachers and students to perform tasks that are expected from them. Lastly, it is an effective modality because it has produced favorable positive learning outcomes. Recommendations are focused on providing a targeted professional development to empower teachers in effectively handling CC classes, focusing on equitable cognitive engagement, active participation, and balanced support and attention for both in-person and online student groups. Also, provision and functionality of required devices, technical equipment, and connectivity in the CC learning environment must be ensured and emphasized. [For the full proceedings, see ED654100.]